Spherical harmonics are continuous functions on the surface of a sphere.

The \(\ell\) and \(m\) values tell us how the function oscillates across the surface.

Spherical harmonics are complex valued functions.

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.

\(\boxed{\begin{array}{lll} \ell& m & \quad\quad\quad\; Y_\ell^m(\theta,\phi) \\[.35cm] \hline \\[.03cm] 0 & 0 & \quad\;\; Y_0^0=\sqrt{\frac{1}{4\pi}} \\[.35cm] 1 & 0 & \quad\;\; Y_1^0=\sqrt{\frac{3}{4\pi}}\cos\theta \\[.35cm] & \pm1 & \quad Y_1^{\pm1}=\mp\sqrt{\frac{3}{8\pi}}\sin\theta e^{\pm i\phi} \\[.35cm] 2 & 0 & \quad\;\;Y_2^0=\sqrt{\frac{5}{16\pi}}\left(3\cos^2\theta-1 \right) \\[.35cm] & \pm1 & \quad Y_2^{\pm1}=\mp\sqrt{\frac{15}{8\pi}}\sin\theta\cos \theta e^{\pm i\phi} \\[.35cm] & \pm2 & \quad Y_2^{\pm2}=\sqrt{\frac{15}{32\pi}}\sin^2\theta e^{\pm2i\phi} \\[.35cm] 3 & 0 & \quad\;\;Y_3^0=\sqrt{\frac{7}{16\pi}}\left(5\cos^3\theta-3 \cos\theta\right) \\[.35cm] & \pm1 & \quad Y_3^{\pm1}=\mp\sqrt{\frac{21}{64\pi}}\sin\theta \left(5\cos^2\theta-1\right)e^{\pm i\phi} \\[.35cm] & \pm2 & \quad Y_3^{\pm2}=\sqrt{\frac{105}{32\pi}} \sin^2\theta\cos\theta e^{\pm2i\phi} \\[.35cm] & \pm3 & \quad Y_3^{\pm3}=\mp\sqrt{\frac{35}{64\pi}}\sin^3\theta e^{\pm3i\phi} \\[.001cm] \end{array}}\)

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.

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

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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).

Infinitesimal reasoning in cylindrical and spherical coordinates.

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.

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 practice infinitesimal reasoning in cylindrical and spherical coordinates.