In this introductory lecture/SWBQ, students are given a picture as a guide. They then write down an algebraic expression for the vector differential in rectangular coordinates for coordinate equals constant paths.
This activity can be done as a mini-lecture/SWBQ as an introduction to Vector Differential--Curvilinear where students find the vector differential in cylindrical and spherical coordinates..
Find the general form for \(d\vec{r}\) in rectangular coordinates by determining \(d\vec{r}\) along the specific paths in the figure below.
Path 1: \[d\vec{r}=\hspace{35em}\]
Path 2: \[d\vec{r}=\hspace{35em}\]
Path 3: \[d\vec{r}=\hspace{35em}\]
If all three coordinates are allowed to change simultaneously, by an
infinitesimal amount, we could write this \(d\vec{r}\) for any path as:
\[d\vec{r}=\hspace{35em}\]
This is the general line element in rectangular coordinates.
Figure 1: \(d\vec{r}\) in rectangular coordinates
Instructor's Guide
Main Ideas
This activity allows students to derive formulas for \(d\vec{r}\) in rectangular coordinates, using purely geometric reasoning. The formula forms the basis of a unified view of all of vector calculus, so this activity is essential. For more information on this unified view, see our publications, especially:
Using differentials to bridge the vector calculus gap
Students' Task
Using a picture as a guide, students write down an algebraic expression for the vector differential in rectangular coordinates.
Introduction
Begin by drawing a curve (like a particle trajectory, but avoid "time" in the language) and an origin on the board. Show the position vector \(\vec{r}\) that points from the origin to a point on the curve and the position vector \(\vec{r}+d\vec{r}\) to a nearby point. Show the vector \(d\vec{r}\) and explain that it is tangent to the curve.
We often do this rectangular case, paths 1-3, for the students, as a mini-lecture to get them started quickly before doing activity Vector Differential--Curvilinear.
Wrap-up
The only wrap-up needed is to make sure that all students have (and understand the geometry of!) the correct formulas for \(d\vec{r}\).
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).
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Vector Calculus II 23 (9 years)
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Vector Calculus I 2022
You are climbing a hill along the steepest path, whose slope at your current location is \(1\over5\). There is another path branching off at an angle of \(30^\circ\) (\(\pi\over6\)). How steep is it?
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Students work in small groups to measure a directional derivative directly, then compare its components with measured partial derivatives in rectangular coordinates.
The whole class wrap-up discussion emphasizes the relationship between the geometric gradient vector and directional derivatives.
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Static Fields 2023 (5 years)
In this small group activity, students determine various aspects of local points on an elliptic hill which is a function of two variables. The gradient is emphasized as a local quantity which points in the direction of greatest change at a point in the scalar field.
Students work out heat and work for rectangular paths on \(pV\) and \(TS\) plots. This gives with computing heat and work, applying the First Law, and recognizing that internal energy is a state function, which cannot change after a cyclic process.