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).
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.
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.
Vector Calculus II 2022 (8 years)
Students predict from graphs of simple 2-d vector fields whether the divergence is positive, negative, or zero in various regions of the domain using the definition of the divergence of a vector field at a point: The divergence of a vector field at a point is flux per unit volume through an infinitesimal box surrounding that point. Optionally, students can use a Mathematica notebook to verify their predictions.
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?
In this activity, students will explore how to calculate a derivative from measured data. Students should have prior exposure to differential calculus. At the start of the activity, orient the students to the contour plot - it's busy.
Find the rectangular coordinates of the point where the angle \(\frac{5\pi}{3}\) meets the unit circle. If this were a point in the complex plane, what would be the rectangular and exponential forms of the complex number? (See figure.)
This small group activity using surfaces relates the geometric definition of directional derivatives to the components of the gradient vector.
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.
Static Fields 2022 (4 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 move their left arm in a circle to trace out the complex plane (Argand diagram). They then explore the rectangular and exponential representations of complex numbers by using their left arm to show given complex numbers on the complex plane. Finally they enact multiplication of complex numbers in exponential form and complex conjugation.
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.
