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.

Students learn how to express Angular Momentum as a vector quantity in polar coordinates, and then in Cylindrical and Spherical 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.

Students use their arms to depict (sequentially) the different cylindrical and spherical basis vectors at the location of their shoulder (seen in relation to a specified origin of coordinates: either a set of axes hung from the ceiling of the room or perhaps a piece of furniture or a particular corner of the room).

In this small group activity, students integrate over non-uniform charge densities in cylindrical and spherical coordinates to calculate total charge.

Calculate the curl of each of the following vector fields. You may look up the formulas for curl in curvilinear coordinates.

1. \begin{equation} \vec{F}=z^2\,\hat{x} + x^2 \,\hat{y} -y^2 \,\hat{z} \end{equation}
2. \begin{equation} \vec{G} = e^{-x} \,\hat{x} + e^{-y} \,\hat{y} +e^{-z} \,\hat{z} \end{equation}
3. \begin{equation} \vec{H} = yz\,\hat{x} + zx\,\hat{y} + xy\,\hat{z} \end{equation}
4. \begin{equation} \vec{I} = x^2\,\hat{x} + z^2\,\hat{y} + y^2\,\hat{z} \end{equation}
5. \begin{equation} \vec{J} = xy\,\hat{x} + xz\,\hat{y} + yz\,\hat{z} \end{equation}
6. \begin{equation} \vec{K} = s^2\,\hat{s} \end{equation}
7. \begin{equation} \vec{L} = r^3\,\hat{\phi} \end{equation}

The distance \(\left\vert\vec r -\vec r\,{}'\right\vert\) between the point \(\vec r\) and the point \(\vec r'\) is a coordinate-independent, physical and geometric quantity. But, in practice, you will need to know how to express this quantity in different coordinate systems.

Hint: Be sure to use the textbook: https://books.physics.oregonstate.edu/GSF/coords2.html

1. (2 pts) Find the distance \(\left\vert\vec r -\vec r\,{}'\right\vert\) between the point \(\vec r\) and the point \(\vec r'\) in rectangular coordinates.

   

2. (2 pts) Show that this same distance written in cylindrical coordinates is: \begin{equation*} \left|\vec r -\vec r\,{}'\right| =\sqrt{s^2+s\,{}'^2-2ss\,{}'\cos(\phi-\phi\,{}') +(z-z\,{}')^2} \end{equation*}
3. (2 pts) Show that this same distance written in spherical coordinates is: \begin{equation*} \left\vert\vec r -\vec r\,{}'\right\vert =\sqrt{r'^2+r\,{}^2-2rr\,{}' \left[\sin\theta\sin\theta\,{}'\cos(\phi-\phi\,{}') +\cos\theta\cos\theta\,{}'\right]} \end{equation*}
4. (2 pts) Now assume that \(\vec r\,{}'\) and \(\vec r\) are in the \(x\)-\(y\) plane. Simplify the previous two formulas.

Calculate the divergence of each of the following vector fields. You may look up the formulas for divergence in curvilinear coordinates.

1. \begin{equation} \hat{F}=z^2\,\hat{x} + x^2 \,\hat{y} -y^2 \,\hat{z} \end{equation}
2. \begin{equation} \hat{G} = e^{-x} \,\hat{x} + e^{-y} \,\hat{y} +e^{-z} \,\hat{z} \end{equation}
3. \begin{equation} \hat{H} = yz\,\hat{x} + zx\,\hat{y} + xy\,\hat{z} \end{equation}
4. \begin{equation} \hat{I} = x^2\,\hat{x} + z^2\,\hat{y} + y^2\,\hat{z} \end{equation}
5. \begin{equation} \hat{J} = xy\,\hat{x} + xz\,\hat{y} + yz\,\hat{z} \end{equation}
6. \begin{equation} \hat{K} = s^2\,\hat{s} \end{equation}
7. \begin{equation} \hat{L} = r^3\,\hat{\phi} \end{equation}

(4pts) Sketch each of the vector fields below.

1. \(\boldsymbol{\vec K}=s\,\boldsymbol{\hat s}\)
2. \(\boldsymbol{\vec L}=\frac1s\boldsymbol{\hat\phi}\)
3. \(\boldsymbol{\vec M}=\sin\phi\,\boldsymbol{\hat s}\)
4. \(\boldsymbol{\vec N}=\sin(2\pi s)\,\boldsymbol{\hat\phi}\)

For each case below, find the total charge.

1. (4pts) A positively charged (dielectric) spherical shell of inner radius \(a\) and outer radius \(b\) with a spherically symmetric internal charge density \begin{equation*} \rho(\vec{r})=3\alpha\, e^{(kr)^3} \end{equation*}
2. (4pts) A positively charged (dielectric) cylindrical shell of inner radius \(a\) and outer radius \(b\) with a cylindrically symmetric internal charge density \begin{equation*} \rho(\vec{r})=\alpha\, \frac{1}{s}\, e^{ks} \end{equation*}

Students construct the volume element in cylindrical and spherical coordinates.

Find the surface area of a sphere using cylindrical coordinates. Note: The fact that you can describe spheres nicely in cylindrical coordinates underlies the equal area cylindrical map project that allows you to draw maps of the earth where everything has the correct area, even if the shapes seem distorted. If you want to plot something like population density, you need an area preserving map projection.

Sketch each of the vector fields below.

1. \(\boldsymbol{\vec F} =-y\,\boldsymbol{\hat x} + x\,\boldsymbol{\hat y}\)
2. \(\boldsymbol{\vec G} = x\,\boldsymbol{\hat x} + y\,\boldsymbol{\hat y}\)
3. \(\boldsymbol{\vec H} = y\,\boldsymbol{\hat x} + x\,\boldsymbol{\hat y}\)

Show that the plane polar coordinates are equivalent to spherical coordinates if we make the choices:

1. The direction of \(\theta=0\) in spherical coordinates is the same as the direction of out of the plane in plane polar coordinates.
2. Given the correspondance above, then if we choose the \(\theta\) of spherical coordinates is to be \(\pi/2\), we restrict to the equatorial plane of spherical coordinates.

(Algebra involving trigonometric functions) Purpose: Practice with polar equations.

The general equation for a straight line in polar coordinates is given by: \begin{equation} r(\phi)=\frac{r_0}{\cos(\phi-\delta)} \end{equation} where \(r_0\) and \(\delta\) are constant parameters. Find the polar equation for the straight lines below. You do NOT need to evaluate any complicated trig or inverse trig functions. You may want to try plotting the general polar equation to figure out the roles of the parameters.

1. \(y=3\)
2. \(x=3\)
3. \(y=-3x+2\)

Students solve for the equations of motion of a box sliding down (frictionlessly) a wedge, which itself slides on a horizontal surface, in order to answer the question "how much time does it take for the box to slide a distance \(d\) down the wedge?". This activities highlights finding kinetic energies when the coordinate system is not orthonormal and checking special cases, functional behavior, and dimensions.

Students solve numerically for the potential due to a spherical shell of charge. Although this potential is straightforward to compute using Gauss's Law, it serves as a nice example for numerically integrating in spherical coordinates because the correct answer is easy to recognize.

Use geometry to find formulas for velocity and acceleration in polar coordinates.

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..

Students use known algebraic expressions for vector line elements \(d\boldsymbol{\vec{r}}\) to determine all simple vector area \(d\boldsymbol{\vec{A}}\) 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.

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.

Students integrate numerically to find the electric field due to a cone of surface charge, and then visualize the result. This integral can be done in either spherical or cylindrical coordinates, giving students a chance to reason about which coordinate system would be more convenient.

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.

This small group activity using surfaces combines practice with the multivariable chain rule while emphasizing numerical representations of derivatives. Students work in small groups to measure partial derivatives in both rectangular and polar coordinates, then verify their results using the chain rule. The whole class wrap-up discussion emphasizes the relationship between a directional derivative in the \(r\)-direction and derivatives in \(x\)- and \(y\)-directions using the chain rule.

This small group activity is designed to provide practice with the chain rule and to develop familiarity with polar coordinates. Students work in small groups to relate partial derivatives in rectangular and polar coordinates. The whole class wrap-up discussion emphasizes the importance of specifying what quantities are being held constant.