You are here: start » whitepapers » sequences » repscalarfield

# Differences

This shows you the differences between the selected revision and the current version of the page.

whitepapers:sequences:repscalarfield 2014/10/01 13:36 | whitepapers:sequences:repscalarfield 2014/10/03 15:41 current | ||
---|---|---|---|

Line 1: | Line 1: | ||

{{page>wiki:headers:hheader}} | {{page>wiki:headers:hheader}} | ||

- | ===== Representations of Scalar Fields ===== | + | ===== Representations of Two-Dimensional Scalar Fields ===== |

+ | | ||

+ | | ||

+ | | ||

+ | This sequence can be used following [[whitepapers:sequences:repderivatives|Representations of Ordinary Derivatives]] sequence at the beginning of middle-division courses to quickly introduce students to using multiple representations. These two sequences do not require knowledge beyond what is introduced in introductory physics and calculus courses, however, they can be used to discuss previous information in more detail. | ||

==== Activities ==== | ==== Activities ==== | ||

Line 7: | Line 11: | ||

* **[[swbq:emsw:syswtemperaturerepresentations|Representations of Temperature in Two Dimensions]]** //(Estimated time: 5 minutes)//: This small whiteboard questions prompts students to think about ways in which to represent temperature in two dimensions which is an example of a two dimensional scalar field. | * **[[swbq:emsw:syswtemperaturerepresentations|Representations of Temperature in Two Dimensions]]** //(Estimated time: 5 minutes)//: This small whiteboard questions prompts students to think about ways in which to represent temperature in two dimensions which is an example of a two dimensional scalar field. | ||

- | * **Surfaces Activity I** //(Estimated time: 5 minutes)//: This small group activity first has students draw lines of "isoheight" on the surfaces. Next, students are given topographic maps which correspond to the surface and asked to match the surface to the contours using their "isoheights". This requires students to become familiar with two representations of a two-dimensional scalar field and work between the two representations. | + | * **[[courses:activities:vfact:vfsurfheight|Isoheights on Surfaces]]** //(Estimated time: 5 minutes)//: This small group activity first has students draw lines of "isoheight" on the surfaces. Next, students are given topographic maps which correspond to the surface and asked to match the surface to the contours using their "isoheights". This requires students to become familiar with two representations of a two-dimensional scalar field and work between the two representations. |

* **[[swbq:mmsw:syswscalar|Scalar Field Examples]]** //(Estimated time: 5 minutes)//: This small whiteboard question is prompted by a definition of a scalar field in terms of the temperature. Students are asked to give examples of scalar fields and responses may include sound intensity, mass density, charge density, and electrostatic potential. | * **[[swbq:mmsw:syswscalar|Scalar Field Examples]]** //(Estimated time: 5 minutes)//: This small whiteboard question is prompted by a definition of a scalar field in terms of the temperature. Students are asked to give examples of scalar fields and responses may include sound intensity, mass density, charge density, and electrostatic potential. | ||

- | * **Representations of Two-Dimensional Scalar Fields** //(Estimated time: 10 minutes)//: This whole class discussion involves student ideas about ways in which to represent scalar fields. The strengths and weaknesses of many different representations of two-dimensional scalar fields are discussed among students and the instructor. | + | * **Representations of Two-Dimensional Scalar Fields Discussion** //(Estimated time: 10 minutes)//: This whole class discussion involves student ideas about ways in which to represent scalar fields. The strengths and weaknesses of many different representations of two-dimensional scalar fields are discussed among students and the instructor. |

- | | + | |

- | * **[[swbq:emsw:vfswpointpot|Recall the Electrostatic Potential due to a Point Charge]]** //(Estimated time: 5 minutes)//: This small whiteboard question asks students to write a formula for the electrostatic potential everywhere in space due to a point charge. | + | |

- | | + | |

- | * **Lecture on Electrostatic Potential and Superposition of Charges** //(Estimated time: 20 minutes)//: | + | |

- | * **[[courses:activities:vfact:vfdrawquadrupole|Drawing Equipotential Surfaces]]** //(Estimated time: 45 minutes)//: | ||

- | * **Visualization in 3d** //(Estimated time: )//: |