Students, pretending they are point charges, move around the room acting out various prompts from the instructor regarding charge densities, including linear \(\lambda\), surface \(\sigma\), and volume \(\rho\) charge densities, both uniform and non-uniform. The instructor demonstrates what it means to measure these quantities. In a remote setting, we have students manipulate 10 coins to model the prompts in this activity and we demonstrate the answers with coins under a doc cam.

Consider a white dwarf of mass \(M\) and radius \(R\). The dwarf consists of ionized hydrogen, thus a bunch of free electrons and protons, each of which are fermions. Let the electrons be degenerate but nonrelativistic; the protons are nondegenerate.

1. Show that the order of magnitude of the gravitational self-energy is \(-\frac{GM^2}{R}\), where \(G\) is the gravitational constant. (If the mass density is constant within the sphere of radius \(R\), the exact potential energy is \(-\frac53\frac{GM^2}{R}\)).

2. Show that the order of magnitude of the kinetic energy of the electrons in the ground state is \begin{align} \frac{\hbar^2N^{\frac53}}{mR^2} \approx \frac{\hbar^2M^{\frac53}}{mM_H^{\frac53}R^2} \end{align} where \(m\) is the mass of an electron and \(M_H\) is the mas of a proton.

3. Show that if the gravitational and kinetic energies are of the same order of magnitude (as required by the virial theorem of mechanics), \(M^{\frac13}R \approx 10^{20} \text{g}^{\frac13}\text{cm}\).

4. If the mass is equal to that of the Sun (\(2\times 10^{33}g\)), what is the density of the white dwarf?

5. It is believed that pulsars are stars composed of a cold degenerate gas of neutrons (i.e. neutron stars). Show that for a neutron star \(M^{\frac13}R \approx 10^{17}\text{g}^{\frac13}\text{cm}\). What is the value of the radius for a neutron star with a mass equal to that of the Sun? Express the result in \(\text{km}\).

Groups are asked to analyze the following standard problem:

Two identical lumps of clay of (rest) mass m collide head on, with each moving at 3/5 the speed of light. What is the mass of the resulting lump of clay?

You have a charge distribution on the \(x\)-axis composed of two point charges: one with charge \(+3q\) located at \(x=-d\) and the other with charge \(-q\) located at \(x=+d\).

1. Sketch the charge distribution.
2. Write an expression for the volume charge density \(\rho (\vec{r})\) everywhere in space.

Students, pretending they are point charges, move around the room so as to make an imaginary magnetic field meter register a constant magnetic field, introducing the concept of steady current. Students act out linear \(\vec{I}\), surface \(\vec{K}\), and volume \(\vec{J}\) current densities. The instructor demonstrates what it means to measure these quantities by counting how many students pass through a gate.

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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*}

Calculating Total Charge

Each group will be given one of the charge distributions given below: (\(\alpha\) and \(k\) are constants with dimensions appropriate for the specific example.)

• Spherical Symmetery

  1. A positively charged (dielectric) spherical shell of inner radius \(a\) and outer radius \(b\) with a spherically symmetric internal charge density \(\rho (\vec{r}) = \alpha\, r^{3}\)

  2. A positively charged (dielectric) spherical shell of inner radius \(a\) and outer radius \(b\) with a spherically symmetric internal charge density \(\rho (\vec{r}) =\alpha\, e^{(kr)^{3}}\)

  3. A positively charged (dielectric) spherical shell of inner radius \(a\) and outer radius \(b\) with a spherically symmetric internal charge density \(\rho (\vec{r}) = \alpha\, \frac{1}{r^{2}}\, e^{(kr)}\)

• Cylindrical Symmetry

  1. A positively charged (dielectric) cylindrical shell of inner radius \(a\) and outer radius \(b\) with a cylindrically symmetric internal charge density \(\rho (\vec{r}) = \alpha\, s^{3}\)

  2. A positively charged (dielectric) cylindrical shell of inner radius \(a\) and outer radius \(b\) with a cylindrically symmetric internal charge density \(\rho (\vec{r}) =\alpha\, e^{(ks)^{2}}\)

  3. A positively charged (dielectric) cylindrical shell of inner radius \(a\) and outer radius \(b\) with a cylindrically symmetric internal charge density \(\rho (\vec{r}) = \alpha\, \frac{1}{s}\, e^{(ks)}\)

For your group's case, answer the following questions:

1. Find the total charge. (If the total charge is infinite, decide what you should calculate instead to provide a meaningful answer.)
2. Find the dimensions of the constants \(\alpha\) and \(k\).

Instructor's Guide

Introduction

We usually start with a mini-lecture reminder that total charge is calculated by integrating over the charge density by chopping up the charge density, multiplying by the appropriate geometric differential (length, area, or volume element), and adding up the contribution from each of the pieces. Chop, Multiply, Add is a mantra that we want students to use whenever they are doing integration in a physical context.

The students should already know formulas for the volume elements in cylindrical and spherical coordinates. We recommend Scalar Surface and Volume Elements as a prerequisite.

We start the activity with the formulas \(Q=\int\rho(\vec{r}')d\tau'\), \(Q=\int\sigma(\vec{r}')dA'\), and \(Q=\int\lambda(\vec{r}')ds'\) written on the board. We emphasize that choosing the appropriate formula by looking at the geometry of the problem they are doing, is part of the task.

Each student group is assigned a particular charge density that varies in space and asked to calculate the total charge. This activity is an example of https://paradigms.oregonstate.edu/whitepaper/compare-and-contrast-activity.

Student Conversations

This activity helps students practice the mechanics of making total charge calculations.

• Order of Integration When doing multiple integrals, students rarely think about the geometric interpretation of the order of integration. If they do the \(r\) integral first, then they are integrating along a radial line. What about \(\theta\) and \(\phi\). If this topic does not come up in the small groups, it makes a rich discussion in the wrap-up.
• Limits of Integration some students need some practice determining the limits of the integrals. This issue becomes especially important for the groups working with a cylinder - the handout does not give the students a height of the cylinder. There are two acceptable resolutions to this situation. Students can “name the thing they don't know” and leave the height as a parameter of the problem. Students can also give the answer as the total charge per unit length. We usually talk the groups through both of these options.
• Dimensions Students have some trouble determining the dimensions of constants. Making students talk through their reasoning is an excellent exercise. In particular, they should know that the argument of the exponential function (indeed, the argument of any special fuction other than the logarithm) must be dimensionless.
• Integration Some students need a refresher in integrating exponentials and making \(u\)-substitutions.

Wrap-up

You might ask two groups to present their solutions, one spherical and one cylindrical so that everyone can see an example of both. Examples (b) and (f) are nice illustrative examples.

Einstein condensation temperature Starting from the density of free particle orbitals per unit energy range \begin{align} \mathcal{D}(\varepsilon) = \frac{V}{4\pi^2}\left(\frac{2M}{\hbar^2}\right)^{\frac32}\varepsilon^{\frac12} \end{align} show that the lowest temperature at which the total number of atoms in excited states is equal to the total number of atoms is \begin{align} T_E &= \frac1{k_B} \frac{\hbar^2}{2M} \left( \frac{N}{V} \frac{4\pi^2}{\int_0^\infty\frac{\sqrt{\xi}}{e^\xi-1}d\xi} \right)^{\frac23} T_E &= \end{align} The infinite sum may be numerically evaluated to be 2.612. Note that the number derived by integrating over the density of states, since the density of states includes all the states except the ground state.

Note: This problem is solved in the text itself. I intend to discuss Bose-Einstein condensation in class, but will not derive this result.

Consider the electric field \begin{equation} \vec E(r,\theta,\phi) = \begin{cases} 0&\textrm{for } r<a\\ \frac{1}{4\pi\epsilon_0} \,\frac{Q}{b^3-a^3}\, \left( r-\frac{a^3}{r^2}\right)\, \hat r & \textrm{for } a<r<b\\ 0 & \textrm{for } r>b \\ \end{cases} \end{equation}

1. (4pts) Use step and/or delta functions to write this electric field as a single expression valid everywhere in space.
2. (4pts) Find a formula for the charge density that creates this electric field.
3. (2pts) Interpret your formula for the charge density, i.e. explain briefly in words where the charge is.

One way to write volume charge densities without using piecewise functions is to use step \((\Theta)\) or \(\delta\) functions. Consider a spherical shell with charge density \[\rho (\vec{r})=\alpha3e^{(k r)^3} \]

between the inner radius \(a\) and the outer radius \(b\). The charge density is zero everywhere else.

1. (2 pts) What are the dimensions of the constants \(\alpha\) and \(k\)?
2. (2 pts) By hand, sketch a graph the charge density as a function of \(r\) for \(\alpha > 0\) and \(k>0\) .
3. (2 pts) Use step functions to write this charge density as a single function valid everywhere in space.

Consider the volume charge density: \begin{equation*} \rho (x,y,z)=c\,\delta (x-3) \end{equation*}

1. (2 pts) Describe in words how this charge is distributed in space.
2. (2 pts) What are the dimensions of the constant \(c\)?

1. Charge is distributed throughout the volume of a dielectric cube with charge density \(\rho=\beta z^2\), where \(z\) is the height from the bottom of the cube, and where each side of the cube has length \(L\). What is the total charge inside the cube? Do this problem in two ways as both a single integral and as a triple integral.
2. On a different cube: Charge is distributed on the surface of a cube with charge density \(\sigma=\alpha z\) where \(z\) is the height from the bottom of the cube, and where each side of the cube has length \(L\). What is the total charge on the cube? Don't forget about the top and bottom of the cube.

In this lecture, the instructor guides a discussion about translating between bra-ket notation and wavefunction notation for quantum systems.

A pretzel is to be dipped in chocolate. The pretzel is in the shape of a quarter circle, consisting of a straight segment from the origin to the point (2,0), a circular arc from there to (0,2), followed by a straight segment back to the origin; all distances are in centimeters. The (linear) density of chocolate on the pretzel is given by \(\lambda = 3(x^ 2 + y^2 )\) in grams per centimeter. Find the total amount of chocolate on the pretzel.

Main ideas

• Calculating (scalar) line integrals.
• Use what you know!

Prerequisites

• Familiarity with \(d\boldsymbol{\vec{r}}\).
• Familiarity with “Use what you know” strategy.

Warmup

It is not necessary to explicitly introduce scalar line integrals, before this lab; figuring out that the (scalar) line element must be \(|d\boldsymbol{\vec{r}}|\) can be made part of the activity (if time permits).

Props

• whiteboards and pens
• “linear” chocolate covered candy (e.g. Pocky)

Wrapup

Emphasize that students must express each integrand in terms of a single variable prior to integration.

Emphasize that each integral must be positive!

Discuss several different ways of doing this problem (see below).

Details

In the Classroom

• Make sure the shape of the pretzel is clear! It might be worth drawing it on the board.
• Some students will work geometrically, determining \(ds\) on each piece by inspection. This is fine, but encourage such students to try using \(d\vec{r}\) afterwards.
• Polar coordinates are natural for all three parts of this problem, not just the circular arc.
• Many students will think that the integral “down” the \(y\)-axis should be negative. They will argue that \(ds=dy\), but the limits are from \(2\) to \(0\). The resolution is that \(ds = |dy\,\boldsymbol{\hat x}|=|dy|=-dy\) when integrating in this direction.
• Unlike work or circulation, the amount of chocolate does not depend on which way one integrates, so there is in fact no need to integrate “down” the \(y\)-axis at all.
• Some students may argue that \(d\boldsymbol{\vec{r}}=\boldsymbol{\hat T}\,ds\Longrightarrow ds=d\boldsymbol{\vec{r}}\cdot\boldsymbol{\hat T}\), and use this to get the signs right. This is fine if it comes up, but the unit tangent vector \(\boldsymbol{\hat T}\) is not a fundamental part of our approach.
• There is of course a symmetry argument which says that the two “legs” along the axes must have the same amount of chocolate --- although some students will put a minus sign into this argument!

Subsidiary ideas

• \(ds=|d\boldsymbol{\vec{r}}|\)

Students write python programs to compute the potential due to a square of surface charge, and then to visualize the result. This activity can be used to introduce students to the process of integrating numerically.

Students work in small groups to use the superposition principle \[V(\vec{r}) =\frac{1}{4\pi\epsilon_0}\int\frac{\rho(\vec{r}^{\,\prime})}{\vert \vec{r}-\vec{r}^{\,\prime}\vert} \, d\tau^{\prime}\] to find an integral expression for the electrostatic potential, \(V(\vec{r})\), everywhere in space, due to a ring of charge.

In an optional extension, students find a series expansion for \(V(\vec{r})\) either on the axis or in the plane of the ring, for either small or large values of the relevant geometric variable. Add an extra half hour or more to the time estimate for the optional extension.

For systems of particles, we used the formulas \begin{align} \vec{R}_{cm}&=\frac{1}{M}\left(m_1\vec{r}_1+m_2\vec{r}_2\right) \nonumber\\ \vec{r}&=\vec{r}_2-\vec{r}_1 \label{cm} \end{align} to describe the system of two objects in terms of the center of mass and relative position instead of the positions of each object. After solving for the equations of motion in the center-of-mass coordinates, you may want to transform back to the original coordinate system to examine the motion of each object.

Find the positions of the two objects in terms of the position of the center of mass and the relative position, i.e. solve for: \begin{align} \vec{r}_1&=\\ \vec{r}_2&= \end{align}

Hint: The system of equations (\ref{cm}) is linear, i.e. each variable is to the first power, even though the variables are vectors. In this case, you can use all of the methods you learned for solving systems of equations while keeping the variables vector valued, i.e. you can safely ignore the fact that the \(\vec{r}\)s are vectors while you are doing the algebra as long as you don't divide by a vector.

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(Sketch limiting cases) Purpose: For two central force systems that share the same reduced mass system, discover how the motions of the original systems are the same and different.

The figure below shows the position vector \(\vec r\) and the orbit of a “fictitious” reduced mass \(\mu\).

1. Suppose \(m_1=m_2\), Sketch the position vectors and orbits for \(m_1\) and \(m_2\) corresponding to \(\vec{r}\). Describe a common physics example of central force motion for which \(m_1=m_2\).
2. Repeat, for \(m_2>m_1\).

Using your favorite graphing package, make a plot of the reduced mass \begin{equation} \mu=\frac{m_1\, m_2}{m_1+m_2} \end{equation} as a function of \(m_1\) and \(m_2\). What about the shape of this graph tells you something about the physical world that you would like to remember? You should be able to find at least three things. Hint: Think limiting cases.

The center-of-mass motion is determined by the net external force, even when the particles are not interacting. Practice with center-of-mass coordinates.

Consider two particles of equal mass \(m\). The forces on the particles are \(\vec F_1=0\) and \(\vec F_2=F_0\hat{x}\) (for this problem, ignore gravitational forces between the two particles). If the particles are initially at rest at the origin, find the position, velocity, and acceleration of the center of mass as functions of time. Solve this problem in two ways,

1. solve for the motion of each of the particles, separately, then see what happens to the center of mass
2. solve directly for the center of mass motion
3. Write a short description comparing the two solutions.

(Messy algebra) Convince yourself that the expressions for kinetic energy in original and center of mass coordinates are equivalent. The same for angular momentum.

Consider a system of two particles of mass \(m_1\) and \(m_2\).

1. Show that the total kinetic energy of the system is the same as that of two “fictitious” particles: one of mass \(M=m_1+m_2\) moving with the velocity of the center of mass and one of mass \(\mu\) (the reduced mass) moving with the velocity of the relative position.
2. Show that the total angular momentum of the system can similarly be decomposed into the angular momenta of these two fictitious particles.

Determine the total mass of each of the slabs below.

1. (2pts) A square slab of side length \(L\) with thickness \(h\), resting on a table top at \(z=0\), whose mass density is given by \begin{equation*} \rho=A\pi\sin\left[\tfrac{\pi z}h\right]. \end{equation*}
2. (2pts) A square slab of side length \(L\) with thickness \(h\), resting on a table top at \(z=0\), whose mass density is given by \begin{equation*} \rho = 2A \Big[\Theta(z)-\Theta(z-h) \Big] \end{equation*}
3. (2pts) An infinitesimally thin square sheet of side length \(L\), resting on a table top at \(z=0\), whose surface density is given by \(\sigma=2Ah\).
4. (2pts) An infinitesimally thin square sheet of side length \(L\), resting on a table top at \(z=0\), whose mass density is given by \(\rho=2Ah\,\delta(z)\).
5. (2pts) What are the dimensions of \(A\)?
6. (2pts) Write several sentences comparing your answers to the different cases above.

The gravitational field due to a spherical shell of matter (or equivalently, the electric field due to a spherical shell of charge) is given by: \begin{equation} \vec g = \begin{cases} 0&\textrm{for } r<a\\ -G \,\frac{M}{b^3-a^3}\, \left( r-\frac{a^3}{r^2}\right)\, \hat r & \textrm{for } a<r<b\\ -G\,\frac{M}{r^2}\, \hat r & \textrm{for } r>b \\ \end{cases} \end{equation}

This problem explores the consequences of the divergence theorem for this shell.

1. Using the given description of the gravitational field, find the divergence of the gravitational field everywhere in space. You will need to divide this question up into three parts: \(r<a\), \(a<r<b\), and \(r>b\).
2. Briefly discuss the physical meaning of the divergence in this particular example.
3. For this gravitational field, verify the divergence theorem on a sphere, concentric with the shell, with radius \(Q\), where \(a<Q<b\). ("Verify" the divergence theorem means calculate the integrals from both sides of the divergence theorem and show that they give the same answer.)
4. Briefly discuss how this example would change if you were discussing the electric field of a uniformly charged spherical shell.

A group of students, tethered together, are floating freely in outer space. Their task is to devise a method to reach a food cache some distance from their group.

• how to distinguish the two different uses of the word “linear” in a linear charge density that varies linearly;
• some of the words for describing functional variation: linear, quadratic, exponential, falls off like ..., proportional to the square, etc.
• how to “name the thing you don't know” with an algebraic symbol so that it can appear in an equation.

Students compute probabilities and averages given a probability density in one dimension. This activity serves as a soft introduction to the particle in a box, introducing all the concepts that are needed.

Students see probability density for eigenstates and linear combinations of eigenstates for a particle on a ring. The three visual representations: standard position vs probability density plot, a ring with colormapping, and cylindrical plot with height and colormapping, are also animated to visualize time-evolution.

Students use Mathematica to visualize the probability density distribution for the hydrogen atom orbitals with the option to vary the values of \(n\), \(\ell\), and \(m\).

Students observe three different plots of linear combinations of spherical combinations with probability density represented by color on the sphere, distance from the origin (polar plot), and distance from the surface of the sphere.

Students find a wavefunction that corresponds to a Gaussian probability density.

Students use a pre-written Mathematica notebook or a Geogebra applet to explore how the shape of the effective potential function changes as the various parameters (angular momentum, force constant, reduced mass) are varied.

• to perform a magnetic vector potential calculation using the superposition principle;
• to decide which form of the superposition principle to use, depending on the dimensions of the current density;
• how to find current from total charge \(Q\), period \(T\), and the geometry of the problem, radius \(R\);
• to write the distance formula \(\vec{r}-\vec{r'}\) in both the numerator and denominator of the superposition principle in an appropriate mix of cylindrical coordinates and rectangular basis vectors;