First, students are shown diagrams of cylindrical and spherical coordinates. Common notation systems are discussed, especially that physicists and mathematicians use opposite conventions for the angles \(\theta\) and \(\phi\). Then students are asked to check their understanding by sketching several coordinate equals constant surfaces on their small whiteboards.
1. Curvilinear Coordinate Sequence | Curvilinear Basis Vectors >>
First, show students diagrams of cylindrical and spherical coordinates. Discuss common notation systems, especially that mathematicians and physicists use opposite notations for the angles \(\theta\) and \(\phi\). Don't forget to discuss the ranges of each of the coordinates.
It can be very helpful to have a set of coordinate axes, perhaps suspended from the ceiling somewhere in the room, to refer to as needed.
Attach a string to the \(z\)-axis at the origin so that it can move freely and demonstrate, by moving the string appropriately, how the various angles in cylindrical and spherical coordinates change.Ask students to check their understanding by sketching several coordinate equals constant surfaces on their small whiteboards. Appropriate figures are attached. Beware, this part of the activity can take longer than you expect; you can try to speed things up by limiting the coordinate equals constant sketches to \(s\)=constant and \(\phi\)=constant in cylindrical and \(\theta\)=constant in spherical.
For the cylindrical coordinate system shown below, draw three surfaces: one for constant \(s\), one for constant \(\phi\), and one for constant \(z\).
\begin{align} x&=s\cos\phi\\ y&=s\sin\phi\\ z&=z \end{align} \begin{align} 0\le &s<\infty\\ 0\le &\phi <2\pi\\ -\infty < &z <\infty \end{align}
For the spherical coordinate system shown below, draw three surfaces: one for constant \(r\), one for constant \(\theta\), and one for constant \(\phi\).
\begin{align} x&=r\, \sin\theta\, \cos\phi\\ y&=r\, \sin\theta\, \sin\phi\\ z&=r\, \cos\theta \end{align} \begin{align} 0\le &r<\infty\\ 0\le &\theta<\pi\\ 0\le &\phi <2\pi\\ \end{align}
accessibility_new Kinesthetic
10 min.
group Small Group Activity
30 min.
vector calculus coordinate systems curvilinear coordinates
In this small group activity, students are given a picture as a guide. They then write down an algebraic expression for the vector differential in different coordinate systems (cartesian, cylindrical, spherical).
Use Vector Differential--Rectangular as an introduction. This activity can be done simultaneously with Pineapples and Pumpkins where students or the instructor cut volume elements out of pineapples and/or pumpkins to show the geometry.
group Small Group Activity
30 min.
Students use known algebraic expressions for length elements \(d\ell\) to determine all simple scalar area \(dA\) and volume elements \(d\tau\) in cylindrical and spherical coordinates.
This activity is identical to Vector Surface and Volume Elements except uses a scalar approach to find surface, and volume elements.
assignment Homework
group Small Group Activity
30 min.
charge charge density multiple integral scalar field coordinate systems differential elements curvilinear coordinates
In this small group activity, students integrate over non-uniform charge densities in cylindrical and spherical coordinates to calculate total charge.format_list_numbered Sequence
group Small Group Activity
30 min.
Students use known algebraic expressions for vector line elements \(d\vec{r}\) to determine all simple vector area \(d\vec{A}\) and volume elements \(d\tau\) in cylindrical and spherical coordinates.
This activity is identical to Scalar Surface and Volume Elements except uses a vector approach to find directed surface and volume elements.
assignment Homework
assignment Homework
assignment Homework
Write \(\vec{dr}\) in rectangular, cylindrical, and spherical coordinates.