%% -*- latex -*- %/* \input ../macros/Header \if\Book0 \begin{document} \setcounter{section}{11} \setcounter{page}{112} \fi %*/ %*{{page>wiki:headers:hheader}} %* Navigate [[..:..:activities:link|back to the activity]]. %/* \Lab{Stokes' Theorem} \SecMark \label{stokes} %*/ %*==== STOKES' THEOREM ==== %/* \subsection{Essentials} %*/ %*=== Essentials === %/* \subsubsection{Main ideas} %*/ %*== Main ideas == %/* \Goal{ %*/ %/* \begin{itemize} \item %*/ %*<html><ul><li></html> Practice visualizing surfaces %*<html></li></html> %/* \item %*/ %*<html><li></html> Stokes' Theorem %*<html></li></ul></html> %/* \end{itemize} %*/ %/* } %*/ %/* \subsubsection{Prerequisites} %*/ %*== Prerequisites == %/* \Req{ %*/ %/* \begin{itemize} \item %*/ %*<html><ul><li></html> Ability to do line and surface integrals %*<html></li></html> %/* \item %*/ %*<html><li></html> Definition of curl %*<html></li></html> %/* \item %*/ %*<html><li></html> Statement of Stokes' Theorem %*<html></li></ul></html> %/* \end{itemize} %*/ %/* } %*/ %/* \subsubsection{Warmup} %*/ %*== Warmup == None, but be prepared to talk about appropriate surfaces for Stokes' Theorem (perhaps using a %/* ``butterfly net'' %*/ %*"butterfly net" as a prop). %/* \subsubsection{Props} %*/ %*== Props == %/* \begin{itemize} \item %*/ %*<html><ul><li></html> whiteboards and pens %*<html></li></html> %/* \item %*/ %*<html><li></html> a butterfly net; homemade is fine, such as a plastic bag on a wire rim %*<html></li></html> %/* \item %*/ %*<html><li></html> formula sheet for div and curl in spherical and cylindrical coordinates (Each group may need its own copy.) %*<html></li></ul></html> %/* \end{itemize} %*/ %/* \subsubsection{Wrapup} %*/ %*== Wrapup == %/* \begin{itemize} \item %*/ %*<html><ul><li></html> Discuss the various surfaces one could use for the second question. %*<html></li></html> %/* \item %*/ %*<html><li></html> Discuss the various ways one could compute the curl. %*<html></li></html> %/* \item %*/ %*<html><li></html> This could be a good time to emphasize the similarity between the basic theorems. %*<html></li></ul></html> %/* \end{itemize} %*/ %/* \newpage %*/ %/* \subsection{Details} %*/ %*=== Details === %/* \subsubsection{In the Classroom} %*/ %*== In the Classroom == %/* \begin{itemize} \item %*/ %*<html><ul><li></html> Students like this lab; it should flow smoothly and quickly. %*<html></li></html> %/* \item %*/ %*<html><li></html> Make sure students choose surfaces which can catch butterflies! %*<html></li></html> %/* \item %*/ %*<html><li></html> The curl is easy but slightly messy in rectangular coordinates, starting from the formula $\DS\phat={-y\,\ii+x\,\jj\over\sqrt{x^2+y^2}}$. %*<html></li></html> %/* \item %*/ %*<html><li></html> It is easier to factor $\FF$ as $(r^2)(r\,\phat)$ than as $(r^3)(\phat)$. %*<html></li></html> %/* \item %*/ %*<html><li></html> The (curl and the) resulting surface integrals are much easier in cylindrical (or possibly spherical) coordinates. %*<html></li></html> %/* \item %*/ %*<html><li></html> Some students want to write %/* ``$\FF\times\grad$'' %*/ %*"$\FF\times\grad$" rather than $\grad\times\FF$. %*<html></li></html> %/* \item %*/ %*<html><li></html> A possibly related problem is that students will often write $\grad\times\FF$ even when the vector field is called something else, such as $\GG$. %*<html></li></html> %/* \item %*/ %*<html><li></html> Students using a disk or cylinder may well want to use cylindrical basis vectors here; this should be encouraged. %*<html></li></html> %/* \item %*/ %*<html><li></html> Some students will draw a cone whose tip is at the origin; this is wrong. %*<html></li></html> %/* \item %*/ %*<html><li></html> Students using a hemisphere will probably reinterpret $r$ as the spherical radial coordinate; this is fine, although the instructor needs to be prepared to help students understand why they get a different answer for curl; see below. %*<html></li></ul></html> %/* \end{itemize} %*/ %/* \subsubsection{Subsidiary ideas} %*/ %*== Subsidiary ideas == %/* \Sub{ %*/ %/* \begin{itemize} \item %*/ %*<html><ul><li></html> Different ways of calculating curl. %*<html></li></html> %/* \item %*/ %*<html><li></html> Calculating the curl in curvilinear coordinates. %*<html></li></ul></html> %/* \end{itemize} %*/ %/* } %*/ %/* \subsubsection{Homework \None} %*/ %*== Homework == %* (none yet) %/* \HW{ %*/ %/* } %*/ %/* \subsubsection{Essay questions \None} %*/ %*== Essay questions == %* (none yet) %/* \Essay{ %*/ %/* } %*/ %/* \newpage \subsubsection{Enrichment} %*/ %*== Enrichment == %/* \Rich{ %*/ %/* \begin{itemize} \itemsep=0pt \item %*/ %*<html><ul><li></html> Many students who try the paraboloid will discover that they don't in fact need to substitute the equation of the paraboloid! That is, leaving both $dr$ and $dz$ intact results in the $dz$ term canceling anyway. Such students have in fact done a nearly arbitrary surface! (If it's not the graph of a function a further argument is needed.) %*<html></li></html> %/* \item %*/ %*<html><li></html> Mention the product rule for curl, namely \begin{eqnarray*} \grad\times(f\GG) = (\grad f) \times \GG + f (\grad\times\GG) \end{eqnarray*} Discuss the fact that %/* \textit{all} %*/ %*//all// product rules take the form %/* \footnote{ %*/ %*(( The product rules for derivatives of $\FF\times\GG$ do not obviously have this form, but can be rewritten (in terms of differential forms or covariant differentiation) so that they do. %*)) %/* } \begin{quote} \it %*/ %*<html><dl><dd></html>// The derivative of a product is the derivative of the first quantity times the second plus the first quantity times the derivative of the second. %*//<html></dd></dl></html> %/* \end{quote} %*/ The only complication here is figuring out which derivative to take, and what multiplication to use! A similar product rule holds for the divergence. %*<html></li></html> %/* \item %*/ %*<html><li></html> The vector field is deliberately given in %/* \textit{polar} %*/ %*//polar// coordinates; the extension off the plane (or for that matter off the circle) doesn't matter! Most students will assume there is no $z$-dependence without thinking about it; this is fine, and does not need to be discussed. But students using spherical coordinates will most likely interpret $r$ as the spherical radial coordinate, thus obtaining a different vector field than the above (which would be $r^3\sin^3\theta\,\phat$). It is important to realize that this is fine! %/* \textit{Any} %*/ %*//Any vector field which has the correct limit to the circle (and is differentiable) will work! %*<html></li></html> %/* \item %*/ %*<html><li></html> The %/* ``wire'' %*/ %*"wire" singularity for the vector field $\phat\over r$ from an earlier activity can in fact be handled by interpreting $r$ as the spherical radial coordinate, and using Stokes' Theorem on a hemisphere. This is of course no longer the magnetic field of a wire carrying a steady current, and the curl of this vector field isn't zero. %*<html></li></html> %/* \item %*/ %*<html><li></html> Ask students how to apply Stokes' Theorem to an open cylinder, with neither top nor bottom. %*<html></li></ul></html> %/* \end{itemize} %*/ %/* } %*/ %/* \input ../macros/footer %*/