http://sites.science.oregonstate.edu/portfolioswiki/ 2020-01-27T04:49:41-08:00 http://sites.science.oregonstate.edu/portfolioswiki/ http://sites.science.oregonstate.edu/portfolioswiki/lib/images/favicon.ico text/html 2017-05-12T13:13:25-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:cfairhockey?rev=1494620005 Navigate back to the activity. Navigate back to the Central Forces Course Page. Central Forces on an Airtable: Instructor's Guide Main Ideas Students' Task Estimated Time: 5 minutes (keep it brisk) Students observe the motion of a puck tethered to the center of the airtable. Then they plot the potential energy for the puck on their small whiteboards. A class discussion follows based on what students have written on their whiteboards. text/html 2013-08-27T10:03:36-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:cfballoon?rev=1377623016 Navigate back to the activity. Visualizing Spherical Harmonics Using a Balloon: Instructor's Guide Main Ideas 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. text/html 2013-08-27T11:29:46-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:cfconics?rev=1377628186 Navigate back to the activity. Navigate back to the Central Forces Course Page. Polar Plots of Conic Sections: Instructor's Guide Main Ideas Students' Task Estimated Time: 30 minutes Students are asked to explore the parameters that affect orbit shape using the supplied Maple worksheet or Mathematica notebook. text/html 2017-05-18T13:47:12-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:cfeffpotential?rev=1495140432 Navigate back to the activity. Navigate back to the Central Forces Course Page. Exploring the Effective Potential: Instructor's Guide Main Ideas Students' Task Estimated Time: 15 minutes The students use Maple to explore how the shape of the effective potential function changes as the various parameters (angular momentum, force constant, reduced mass) are varied. text/html 2017-05-18T13:03:50-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:cfguessleg?rev=1495137830 Navigate back to the activity. Navigate back to the Central Forces Course Page. Guessing Legendre Coefficients: Instructor's Guide Main Ideas Students' Task Estimated Time: 10-15 minutes Students try to fit a given function with a linear combination of Legendre Polynomials using the guess and check method. That is, they guess what linear combination they expect and then plot their linear combination with the given function to see how close they are. text/html 2011-07-20T15:56:59-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:cfhydrogenvis?rev=1311202619 Navigate back to the activity. Navigate back to the Central Forces Course Page. Visualizing the Probability Density for the Hydrogen Atom Orbitals: Instructor's Guide Main Ideas Students' Task Estimated Time: 20 minutes Students use Maple to visualize the probability density distribution for the hydrogen atom orbitals with the option to vary the values of $n$, $l$, and $m$. text/html 2011-07-19T20:13:20-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:cflegseries?rev=1311131600 Navigate back to the activity. Navigate back to the Central Forces Course Page. Finding Legendre Coefficients: Instructor's Guide Main Ideas Students' Task Estimated Time: 10-15 minutes Students use maple to find the first few coefficients of a Legendre Series to approximate a function. They then explore how this approximations changes as the number of terms included in the Legendre Series is increased. text/html 2017-06-16T15:32:08-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:cfmbhermiteone?rev=1497652328 Navigate back to the activity. A Hermite Polynomial: Instructor's Guide Main Ideas Students' Task Estimated Time: 25 minutes Prerequisite Knowledge Students should be given the Hermite equation in simple form (after all variable transformations) and should be familiar with the power series method for solving differential equations. text/html 2017-06-16T15:31:47-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:cfmbseriessolutions?rev=1497652307 Navigate back to the activity. Series Solutions: Instructor's Guide Main Ideas Students' Task Estimated Time: 20 minutes Prerequisite Knowledge Students should have seen at least one example of how to solve a differential equation using the power series method. text/html 2013-02-27T18:01:10-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:cforbits?rev=1362016870 Navigate back to the activity. Navigate back to the Central Forces Course Page. Orbits and Effective Potential: Instructor's Guide Main Ideas Students' Task Estimated Time: 30 minutes Use a pre-made Java program and Maple worksheet to visualize orbital motion in central forces problems. In particular, students vary parameters such as the total energy and angular momentum and explore the orbital shapes that result from different central force functions. text/html 2013-05-14T13:20:51-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:cfqmatomgroup?rev=1368562851 Navigate back to the activity. Quantum Calculations on the Hydrogen Atom: Instructor's Guide Main Ideas Students' Task Estimated Time: 30 minutes Students are asked to find eigenvalues, probabilities, and expectation values for $H$, $L^2$, and $L_z$ for a superposition of $\vert nlm \rangle$ states. This can be done on small whiteboards or with the students working in groups on large whiteboards. text/html 2012-04-06T17:01:02-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:cfqmbohrradius?rev=1333756862 Navigate back to the activity. Probability of Finding an Electron Inside the Bohr Radius: Instructor's Guide Main Ideas Students' Task Estimated Time: 45 minutes Students work in groups to determine the probability that an electron in the $1s$ state of hydrogen would be found within one Bohr radius of the center. text/html 2014-07-25T13:05:34-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:cfqmring?rev=1406318734 Navigate back to the activity. Navigate back to the Central Forces Course Page. Visualizing the Probability Density for a Particle Confined to a Ring: Instructor's Guide Main Ideas Students' Task Estimated Time: 30 minutes + 10 minute wrap-up text/html 2012-04-06T18:45:42-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:cfqmringgroup?rev=1333763142 Navigate back to the activity. Navigate back to the Central Forces Course Page. Energy and Angular Momentum for a Particle on a Ring: Instructor's Guide Main Ideas Students' Task Estimated Time: 30-90 minutes Students make energy and angular momentum calculations for a particle confined to a ring in a particular initial state that is a linear combination of energy eigenstates. These calculations are done in Dirac “bra-ket” notation, matrix notation and in wavefunction notation. One … text/html 2013-01-14T12:15:11-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:cfqmringgroup2?rev=1358194511 Navigate back to the activity. Time Dependence for a Particle on a Ring: Instructor's Guide Main Ideas Students' Task Estimated Time: 30-45 minutes Students calculate probabilities for energy, angular momentum and position as a function of time for an initial state that is a linear combination of energy/angular momentum eigenstates for a particle confined to a ring written in bra-ket notation. The purpose of this activity is to help students build an understanding of when they can expect… text/html 2012-04-06T23:43:41-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:cfqmringgroup3?rev=1333781021 Navigate back to the activity. Superposition States for a Particle on a Ring: Instructor's Guide Main Ideas Students' Task Estimated Time: 30-45 minutes Students calculate probability for energy, angular momentum and position for a wavefunction that is not easily separated into eigenstates for a particle on a ring. text/html 2012-04-07T00:12:51-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:cfqmringgroup4?rev=1333782771 Navigate back to the activity. Expectation Values for a Particle on a Ring: Instructor's Guide Main Ideas Students' Task Estimated Time: 20 minutes Students calculate the expectation value of energy and angular momentum as a function of time for an initial state that is a linear combination of energy/angular momentum eigenstates for a particle confined to a ring written in bra-ket notation. text/html 2015-06-18T15:16:45-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:cfqmsphere?rev=1434665805 Navigate back to the activity. Navigate back to the Central Forces Course Page. Visualization of the Spherical Harmonics: Instructor's Guide Main Ideas In this activity students have the opportunity to explore how the shapes of various spherical harmonics are related to their equations. Because many of the spherical harmonics are explicitly complex, we plot the square of the norm of the spherical harmonics rather than the spherical harmonics themselves. These graphs then correspond to the … text/html 2011-07-19T20:09:55-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:cfradialwavefunc?rev=1311131395 Navigate back to the activity. Navigate back to the Central Forces Course Page. Radial Wavefunctions: Instructor's Guide Main Ideas Students' Task Estimated Time: 20 minutes Students use Maple to define and plot the radial wave-functions for values of $n$ and $l$ that they choose. text/html 2017-04-30T18:10:17-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:cfsurvivor?rev=1493601017 Navigate back to the activity. Navigate back to the Central Forces Course Page. Survivor Outerspace (A kinesthetic approach to introducing center of mass): Instructors Guide Main Ideas Students' Task Estimated Time: 15 minutes A group of students tethered together are floating freely in outerspace. Their task is to devise a method to reach a food cache some distance outside their group. text/html 2012-08-09T18:20:06-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:cfveffkin?rev=1344561606 Navigate back to the activity. Navigate back to the Central Forces Course Page. Interpreting Effective Potential Plots: Instructor's Guide Main Ideas Understanding how a graph of effective potential is connected to actual motion. Students' Task Estimated Time: 15 minutes text/html 2018-03-16T12:35:44-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:cfvpolar?rev=1521228944 Navigate back to the activity. Navigate back to the Central Forces Course Page. Velocity and Acceleration in Polar Coordinates: Instructor's Guide Main Ideas Students' Task Estimated Time: 30 minutes Carry out calculations of velocity and acceleration in polar coordinates text/html 2011-07-19T20:07:56-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:cfylmcombo?rev=1311131276 Navigate back to the activity. Navigate back to the Central Forces Course Page. Plotting Linear Combinations of Spherical Harmonics: Instructor's Guide Main Ideas Students' Task Estimated Time: 15 minutes Prerequisite Knowledge Props/Equipment Computers with Maple[cfylmcombo.mw][cfylmcombo.mws][cfylmcombo_time.mw] Activity: Introduction The activity is introduced by reminding students that any function on the sphere can be written as a linear combination of the Spherical Harmonics, s… text/html 2011-07-14T13:54:40-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:cfylmseries?rev=1310676880 Navigate back to the activity. Navigate back to the Central Forces Course Page. Finding the Coefficients of a Spherical Harmonic Series : Instructor's Guide Main Ideas Students' Task Estimated Time: 25 minutes Students are given a function, for example, text/html 2016-08-16T11:54:06-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:eeapply2ndlaw?rev=1471373646 Navigate back to the activity Applying the Second Law: Instructor's Guide Main Ideas Students' Task Estimated Time: 20 minutes with wrap-up Students must determine if various processes are either reversible, irreversible, or impossible. Prerequisite Knowledge Props/Equipment Tabletop Whiteboard Activity: Introduction Before conducting this activity, a short lecture defining reversible and irreversible processes is beneficial if the difference in these processes has not yet been covere… text/html 2016-08-16T11:52:56-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:eebbobjects?rev=1471373576 Navigate back to the activity. Two Interacting Black Body Objects: Instructor's Guide Main Ideas Students' Task Estimated Time: 30 minutes Prerequisite Knowledge Props/Equipment Tabletop Whiteboard Activity: Introduction FIXME Activity: Student Conversations Activity: Wrap-up Extensions text/html 2016-08-16T12:00:18-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:eecombineprob?rev=1471374018 Navigate back to the activity Combining Probabilities: Instructor's Guide Main Ideas Students' Task Estimated Time: 20 minutes “” Prerequisite Knowledge Props/Equipment Tabletop Whiteboard Activity: Introduction This activity works well as a gauge for how familiar students are with probabilities in statistical mechanics and needs little introduction. A drawing of the scenario can be placed on the board for visual aide; one possible diagram would be two boxes, one box A and anoth… text/html 2016-08-16T12:20:21-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:eecompsyssurr?rev=1471375221 Navigate back to the activity. Comparing System and Surroundings: Instructor's Guide Main Ideas Students' Task Estimated Time: 10 minutes Students will classify everything from their previous experiment into system and surroundings. Prerequisite Knowledge Props/Equipment Tabletop Whiteboard Activity: Introduction As the activity is presented, students should be reminded of the definitions of system and surroundings. Students should then work in small groups to classify each thing fr… text/html 2011-07-14T13:54:39-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:eediatomicgas?rev=1310676879 Navigate back to the activity. Activity Name: Instructor's Guide Main Ideas Students get practice with statistical mechanics, and gain some understanding of the ideal gas, including the idea that the internal energy is not in general proportional to temperature. text/html 2016-12-17T13:17:27-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:eedicelab?rev=1482009447 Navigate back to the activity. Students as molecules: Instructor's Guide Main Ideas Students randomly diffuse around the room and compute the entropy at each step. Students' Task Estimated Time: 15-30 minutes Prerequisite Knowledge Props/Equipment Activity: Introduction Begin by explaining the rules: text/html 2012-07-18T10:03:10-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:eedissolvesalt?rev=1342630990 Navigate back to the activity. Temperature Change of Dissolving Salt: Instructor's Guide Main Ideas Students' Task Estimated Time: 40-60 minutes Students are broken into small groups and asked to calculate the energy released and the change in temperature of a cup of water due to the dissolution of salt. text/html 2016-08-16T12:45:43-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:eefairextens?rev=1471376743 Navigate back to the activity Demonstrating Extensivity in the Fairness Function: Instructor's Guide Main Ideas Students' Task Estimated Time: 15 minutes Prerequisite Knowledge Props/Equipment Tabletop Whiteboard Activity: Introduction Before performing this activity, a small lecture or an activity (i.e. [[..:..:courses:activities:eeact:combineprob|Combining Probabilities) about the probabilities of two uncorrelated systems is recommended. If the expression is not on the board yet, wr… text/html 2016-08-16T12:54:55-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:eefree_expansion?rev=1471377295 Navigate back to the activity Free expansion quiz: Instructor's Guide Main Ideas Students struggle with understanding that entropy can be created. It's an extensive quantity, and is the only one that isn't normally conserved, so that makes it pretty weird. We (professors) don't always realize how very weird this is, and students don't have the vocabulary to explain it to us, and are often afraid to try. text/html 2016-08-16T12:54:34-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:eeice?rev=1471377274 Navigate back to the activity Ice Calorimetry Lab: Instructor's Guide Main Ideas This lab gives students a chance to take data on the first day of class (or later, but I prefer to do it the first day of class). It provides an immediate context for thermodynamics, and also gives them a chance to experimentally measure a change in entropy. Students are required to measure the energy required to melt ice and raise the temperature of water, and measure the change in entropy by integrating the… text/html 2012-07-17T14:51:50-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:eemaxlagrange?rev=1342561910 Navigate back to the activity. Maximizing the Lagrangian: Instructor's Guide Main Ideas Students' Task Estimated Time: 30 minutes Students are given a lagrangian with a probability and energy constraint, written as $$ L = -k_{B}\sum_{i}P_{i}\ln P_{i} + \alpha k_{B}\left(1-\sum_{i}P_{i}\right)+\beta k_{B}\left(U-\sum_{i}P_{i}E_{i}\right) \; \; \; , $$ text/html 2018-08-17T10:27:33-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:eembchainrule?rev=1534526853 Navigate back to the activity. Finding a Chain Rule: Instructor's Guide Main Ideas Students' Task This activity's prompt has varied over the years. See below. 2012 (Manogue): Prompt: Given: $f(x,y)$, $x(t)$, and $y(t)$ Use chain rule diagrams to write the differential of $f$, $df$, in terms of $t$. text/html 2018-08-20T09:30:25-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:eembdiffsurf?rev=1534782625 Navigate back to the activity. Total Differentials on a Surface: Instructor's Guide Main Ideas Students' Task Estimated Time: 10 min Prerequisite Knowledge Props/Equipment Tabletop WhiteboardPlastic Surface Activity: Introduction Students should be introduced to the ideas of differentials using a one-dimensional graph and the corresponding symbolic relationship. Then, give each group a plastic surface representing a function $f(x,y)$ and ask them to sketch $df$, $dx$, and $dy$ on the… text/html 2018-11-13T07:53:13-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:eembelevator?rev=1542124393 Navigate back to the activity. Cat Elevator: Instructor's Guide Main Ideas Students' Task Estimated Time: 30 min Prerequisite Knowledge Students should already be familiar with the Partial Derivative Machine and the vocabulary allowing them to translate between the PDM and thermodynamic systems. Students should be able to identify work as area under a curve with the proper variables graphed! text/html 2018-11-15T08:52:43-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:eembpdmlegendretransforms?rev=1542300763 Navigate back to the activity. Legendre Transforms on the PDM: Instructor's Guide Main Ideas Students' Task Estimated Time: 20 minutes Prerequisite Knowledge FIXME Props/Equipment Tabletop Whiteboard Partial Derivative Machine Activity: Introduction text/html 2018-08-17T13:49:02-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:eemeltingice?rev=1534538942 Navigate back to the activity Melting Ice Lab: Instructor's Guide Main Ideas Students' Task Estimated Time: 45 minutes Students will set up a styrofoam cup with ice and water in it. As it reaches equilibrium, the students will calculate the final temperature and mass of ice to compare to the value measured at the end. text/html 2012-07-17T14:55:42-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:eemicrocanonens?rev=1342562142 Navigate back to the activity. Entropy of a Microcanonical Ensemble: Instructor's Guide Main Ideas Students' Task Estimated Time: 10 minutes Students, in small groups, will answer the following question: Consider a system with W eigenstates, all of which have the same energy. What is the system's entropy? text/html 2016-07-21T11:59:27-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:eenametheexperiment?rev=1469127567 Navigate back to the activity Name the Experiment (Introduction): Instructor's Guide Main Ideas Students' Task Estimated Time: 15 min Students will design an experiment that measures a specific partial derivative. Prerequisite Knowledge Props/Equipment Tabletop Whiteboard Activity: Introduction Write a thermodynamic derivative on the board, and ask the students to describe the experiment that you would perform in order to measure it, and draw a picture of the apparatus. text/html 2016-07-21T11:59:05-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:eenametheexperiment2?rev=1469127545 Navigate back to the activity Name the Experiment (Changing Entropy): Instructor's Guide Main Ideas Students' Task Estimated Time: 15 minutes Students are placed into small groups and asked to create an experimental setup they can use to measure the partial derivative they are given, in which entropy changes. text/html 2016-07-21T11:56:42-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:eenametheexperiment3?rev=1469127402 Navigate back to the activity Name the Experiment (Maxwell Relations): Instructor's Guide Main Ideas Students' Task Estimated Time: 50 minutes (for both parts) Students are placed into small groups and given thermodynamic partial derivatives that are difficult to measure directly. The groups must use the Maxwell relations to find a partial that is more easily measured and then design an experiment to measure the new partial. text/html 2013-08-14T09:57:11-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:eepvplots?rev=1376499431 Navigate back to the activity Using $pV$ and $TS$ Plots: Instructor's Guide Main Ideas Students' Task Estimated Time: 35 minutes Prerequisite Knowledge Props/Equipment Tabletop Whiteboard Activity: Introduction Before starting this activity, a lecture on calculating the heat or work in a thermodynamic process using the first thermodynamic law and the thermodynamic identity is recommended. To help students think about how to find the signs of the work and heat , the instructor can wr… text/html 2012-07-17T14:23:26-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:eerubberband?rev=1342560206 Navigate back to the activity Rubber Band Lab: Instructor's Guide Main Ideas The idea is just to get the students making an actual measurement that they will get to analyze subsequently. Students' Task Estimated Time: 2 hours The students will set up a stretched rubber band in a configuration that allows them to monitor both its temperature and tension. The students will then adjust both the length and the temperature in order to determine its “equation of state”. text/html 2016-07-06T13:00:26-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:eesimplecycle?rev=1467835226 Navigate back to the activity. Analyzing a Simply Cycle Using a $pV$ Curve: Instructor's Guide Main Ideas Students' Task Estimated Time: 65 minutes Small groups of students are given a thermodynamic process described by a $pV$ curve for an ideal gas and asked to determine the total work, heat, and change in internal energy for one full cycle and on each leg of the cycle. The small groups can also be asked to find the change in entropy for one full cycle and on each leg of the curve. If… text/html 2011-08-12T12:04:27-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:eesolvefair?rev=1313175867 Navigate back to the activity. Solve for the Fairness Function: Instructor's Guide Main Ideas Students' Task Estimated Time: 20 minutes Students are placed into small groups and asked to find an expression for the maximum fairness function in terms of $U$, $\beta$, and $Z$. text/html 2012-07-17T14:40:48-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:eesomeneverall?rev=1342561248 Navigate back to the activity Always, Sometimes, or Never True: Instructor's Guide Main Ideas Students' Task Estimated Time: 60 minutes Small groups of students are given an “Always, Sometimes, or Never True” handout and asked to decide if statements about four different scenarios are always, sometimes, or never true. text/html 2012-07-20T11:56:34-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:eethermopartials?rev=1342810594 Navigate back to the activity Thermodynamic Partials: Instructor's Guide Main Ideas Students' Task Estimated Time: 20 minutes Students are given two thermodynamic partials and asked to find how the two partials are related. Prerequisite Knowledge Props/Equipment Tabletop Whiteboard Activity: Introduction Before entering this activity, a lecture or activity that helps recall the symmetry of mixed partials is useful. If students have been struggling with the symmetry of mixed partia… text/html 2012-07-20T13:20:55-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:eethermoterms?rev=1342815655 Navigate back to the activity Comparing Thermodynamic Terms: Instructor's Guide Main Ideas Students' Task Estimated Time: 15 minutes Students are given several small white board questions and asked to note the difference between temperature, energy, heat, and entropy. text/html 2012-07-17T14:08:21-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:eeudiatomicidealgas?rev=1342559301 Navigate back to the activity. Internal Energy of a Diatomic Ideal Gas: Instructor's Guide Main Ideas Students' Task Estimated Time: 100 minutes Given the internal energy of an ideal diatomic molecule, where $$U=N\left(\sum_{n_{x}n_{y}n_{z}}P_{n_{x}n_{y}n_{z}}\frac{\hbar ^{2} \pi^{2}\left(n_{x}^{2}+n_{y}^{2}+n_{z}^{2}\right)}{2 m L^{2}}+\sum_{lm}P_{lm}\frac{\hbar ^{2}l\left(l+1\right)}{2I}+\sum_{n_{v}}P_{n_{v}}\left(n+\frac{1}{2}\right)\hbar \omega_{0}\right) \; \; \; , $$ text/html 2012-08-13T13:32:35-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:eeworkexamples?rev=1344889955 FIXME-Delete this page Navigate back to the activity Is Work Done on or by the System?: Instructor's Guide Main Ideas Students' Task Estimated Time: 10 minutes In small groups, students are asked to decide if work is being done on or by the system in several scenarios. text/html 2014-08-27T13:34:45-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:emplanewave?rev=1409171685 Navigate back to the activity. Visualizing Plane Waves: Instructor's Guide Main Ideas Geometric understanding of what's planar about plane waves. Students' Task Each small group of 3-4 students is given a white board or piece of paper with a square grid of points on it. Each group is given a different two-dimensional vector $\Vec k$ and is asked to calculate the value of $\Vec k \cdot \Vec r$ for each point on the grid and to draw the set of points with constant value of $\Vec k \cd… text/html 2013-10-24T15:56:52-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:emplanewavecompare?rev=1382655412 Navigate back to the activity. Comparing Representations of Electromagnetic Waves: Instructor's Guide Main Ideas Students' Task Students compare and contrast five different common representations of electromagnetic plane waves. Prerequisites We use this activity as the final experience, often as homework, in a sequence of activities on plane waves. text/html 2014-08-27T13:49:49-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:emplanewaveem?rev=1409172589 Navigate back to the activity. Visualizing Electromagnetic Plane Waves: Instructor's Guide Main Ideas Students' Task Estimated Time: Prerequisite Knowledge Props/Equipment Computers with Mathematica/Maple Activity: Introduction Students visualize electromagnetic plane waves using either a Mathematica (or Maple) worksheet by exploring the electric and magnetic field vectors of a given electromagnetic plane wave by choosing the wave vector $\vec{k}$ themselves. This computer visualizat… text/html 2014-09-02T14:45:32-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:emscalarplanewave?rev=1409694332 Navigate back to the activity. Scalar Plane Waves: Instructor's Guide Main Ideas Students' Task Estimated Time: Prerequisite Knowledge Props/Equipment Computers with Maple Activity: Introduction Activity: Student Conversations Activity: Wrap-up Extensions This activity is part of a sequence of activities addressing Plane Waves and their representations in physics. Other activities included in this sequence are as follow: text/html 2018-07-26T10:34:18-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:inchangeofvars?rev=1532626458 Navigate back to the activity. Deriving Change of Variables: Instructor's Guide Main Ideas Students' Task Estimated Time: 10 minutes Prerequisite Knowledge Props/Equipment Tabletop Whiteboard Partial Derivative Machine Activity: Introduction Activity: Student Conversations Activity: Wrap-up Extensions This activity is the third and last activity of the Partial Derivative Machine (PDM) Sequence on partial derivative relations. This sequence uses the Partial Derivative Machine (PDM). text/html 2011-07-20T16:14:29-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:inconstantuvlines?rev=1311203669 Navigate back to the activity. Constant Lines in the U-V Plane: Instructor's Guide Main Ideas Students' Task Estimated Time: 10 minutes Students are asked to draw lines of constant $u$ and $v$ in a $u,v$ coordinate system. Then, in the same coordinate system, students must draw lines of constant $x$ and constant $y$ when text/html 2018-07-26T13:45:24-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:incycchainrule?rev=1532637924 Navigate back to the activity. Cyclic Chain Rule: Instructor's Guide Main Ideas Students' Task Estimated Time: 15 minutes Students are given the prompt: In your groups verify the correctness of the following equation $\left(\frac{\partial x_2}{\partial F_1}\right)_{x_1} = -\frac{\left(\frac{\partial x_1}{\partial F_1}\right)_{x_2}}{\left(\frac{\partial x_1}{\partial x_2}\right)_{F_1}}$ text/html 2016-08-16T14:20:38-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:individingbydifferentials?rev=1471382438 Navigate back to the activity. Dividing by Differentials: Instructor's Guide Main Ideas Students' Task Estimated Time: 15 minutes Students work in small groups to determine if differential division is a legal move in each of the given scenarios. text/html 2016-08-31T09:25:55-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:ineasyhard?rev=1472660755 Navigate back to the activity. Easy and Hard Derivatives: Instructor's Guide Main Ideas The goals of this activity are to help students: “”“” Students' Task Estimated Time: 10 minutes Write down all the derivatives that you could conceivably measure. Which of these are “easy” to measure, and which are “hard?” Why? text/html 2016-08-16T11:22:37-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:inhelmholtz?rev=1471371757 Navigate back to the activity. Helmholtz Free Energy Expressions: Instructor's Guide Main Ideas Students' Task Estimated Time: 5 minutes Students are asked to compare the mathematical and physical expressions for the Helmholtz Free Energy and write down on their small white boards any equivalent terms in the expressions. text/html 2016-08-16T11:22:28-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:inisobulkmod?rev=1471371748 Navigate back to the activity. The Isothermal Bulk Modulus: Instructor's Guide Main Ideas Students' Task Estimated Time: 50 minutes (includes 20 min. wrap-up) Prerequisite Knowledge Props/Equipment Tabletop Whiteboard Activity: Introduction This activity works well as a follower of the Calculating a Total Differential activity. Many of the concepts of taking a total differential and using a chain rule diagram to keep track of differentials will apply to this activity as well. Studen… text/html 2016-08-31T09:24:29-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:inisowidth?rev=1472660669 Navigate back to the activity. Isowidth and Isoforce Stretchability: Instructor's Guide Main Ideas Students' Task Estimated Time: Prerequisite Knowledge Props/Equipment Tabletop Whiteboard Partial Derivative Machine Activity: Introduction Once students were familiar with the machine, they were asked in a second exercise to find $\frac{\partial x_1}{\partial F_1}$ and had to consider that there were two possible options: $\left(\frac{\partial x_1}{\partial F_1}\right)_{x_2}$ and $\left(… text/html 2016-08-16T11:12:32-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:inlegendre?rev=1471371152 Navigate back to the activity. Introducing Legendre Transforms: Instructor's Guide Main Ideas Students' Task Estimated Time: 25 minutes Prerequisite Knowledge Props/Equipment Tabletop Whiteboard Activity: Introduction This activity can be introduced after a lecture or activity that focuses on performing total differentials. Students should be placed into small groups. The instructor should write text/html 2018-08-15T16:40:55-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:inmagneticsusceptibility?rev=1534376455 Navigate back to the activity. Paramagnetism: Instructor's Guide Main Ideas Students' Task Estimated Time: 35 minutes Prerequisite Knowledge Props/Equipment Tabletop Whiteboard Activity: Introduction Activity: Student Conversations “” Activity: Wrap-up Extensions text/html 2016-08-18T11:41:16-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:innamingvar?rev=1471545676 Navigate back to the activity. Naming and Classifying Thermodynamic Variables: Instructor's Guide Main Ideas Students' Task Part 1 Estimated Time: 20 minutes without wrap-up Part 2 Estimated Time: 5 minutes Part 3 Estimated Time: 5 minutes text/html 2018-08-14T11:25:19-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:inpdmidealgas?rev=1534271119 Navigate back to the activity. PDM Ideal Gas: Instructor's Guide Main Ideas Students' Task Estimated Time: 50 minutes ~ Prerequisite Knowledge Props/Equipment Tabletop Whiteboard Activity: Introduction Activity: Student Conversations Activity: Wrap-up Extensions text/html 2018-08-17T12:36:26-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:inpdmlegendretransforms?rev=1534534586 Navigate back to the activity. Legendre Transforms on the PDM: Instructor's Guide Main Ideas Students' Task Estimated Time: Prerequisite Knowledge Props/Equipment Tabletop Whiteboard Partial Derivative Machine Activity: Introduction Activity: Student Conversations Activity: Wrap-up Once groups have had enough time to find the requested partial derivative(s), convene the class. Ask (to the class) a group to describe how they went about finding the requested partial derivative. Onc… text/html 2018-07-26T13:57:19-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:inpotentiallab?rev=1532638639 Navigate back to the activity. Potential Energy of an Elastic System: Instructor's Guide Main Ideas Students' Task Estimated Time: 50 minutes Prerequisite Knowledge Props/Equipment Partial Derivative Machine Activity: Introduction Activity: Student Conversations As a preface to a major activity associated with the Partial Derivative Machines, students were given a review lecture on: text/html 2018-07-26T10:36:03-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:inquantchange?rev=1532626563 Navigate back to the activity. Quantifying Change: Instructor's Guide Main Ideas Students' Task Estimated Time: 15 minutes When first introduced to the Partial Derivative Machines, the central system was hidden from students through the use of a ``black box''. With only the knowledge that there were two strings extending from this box, students were asked to determine: text/html 2016-08-16T11:30:05-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:intotaldiff?rev=1471372205 Navigate back to the activity. Calculating a Total Differential: Instructor's Guide Main Ideas Students' Task Estimated Time: 35 minutes “How would the total differential change if $x=u$?” Prerequisite Knowledge Props/Equipment Tabletop Whiteboard Activity: Introduction Before letting the small groups begin to solve the differential, an unrelated example in computing a total differential with multivariable dependence would help convince students to utilize a chain rule diagram. Als… text/html 2018-07-26T10:32:00-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:inupdownderiv?rev=1532626320 Navigate back to the activity. Upside Down Derivatives: Instructor's Guide Main Ideas Students' Task Estimated Time: 10 minutes Using your devices, measure the following two derivatives: $\left(\frac{\partial x_1}{\partial x_2}\right)_{F_1}$ and $\left(\frac{\partial x_2}{\partial x_1}\right)_{F_1}$ text/html 2018-07-20T14:52:12-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:inzapd?rev=1532123532 Navigate back to the activity. Evaluating Total Differentials: Instructor's Guide Main Ideas Students' Task Estimated Time: 10 minutes In groups, students are asked to find the total differential of various functions, example below, to gain practice with taking and interpreting total differentials. text/html 2015-10-08T18:52:35-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:mvcake?rev=1444355555 Navigate back to the activity. The Cake: Instructor's Guide Main Ideas Students' Task Estimated Time: 15--30 minutes Students work in groups to write down and evaluate single integrals for finding the volume of a cylinder. Prerequisite Knowledge Props/Equipment Tabletop Whiteboard Activity: Introduction This activity naturally follows the Park activity. text/html 2018-07-27T08:35:33-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:mvchain?rev=1532705733 Navigate back to the activity. Chain Rule: Instructor's Guide Main Ideas Students' Task Estimated Time: 15 to 20 minutes See handout on activity page. Prerequisite Knowledge Props/Equipment Tabletop Whiteboard Activity: Introduction Activity: Student Conversations Activity: Wrap-up Extensions text/html 2015-10-08T18:48:20-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:mvchop?rev=1444355300 Navigate back to the activity. Area: Instructor's Guide Main Ideas Students' Task Estimated Time: 15--30 minutes Students work in groups to write down and evaluate single integrals for finding the area of a region bounded by 4 curves.. Prerequisite Knowledge Props/Equipment Tabletop Whiteboard Activity: Introduction This activity encourages students to think of integration as chopping and adding, emphasizing that there are many ways to chop. text/html 2015-10-15T21:53:03-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:mvcone?rev=1444971183 Navigate back to the activity. The Cone: Instructor's Guide Main Ideas Students' Task Estimated Time: 30--45 minutes Students work in groups to write down and evaluate as many integrals as possible for the volume of a cone. Prerequisite Knowledge Props/Equipment Tabletop Whiteboard Activity: Introduction This activity encourages students to think of integration as chopping and adding, emphasizing that there are many ways to chop. text/html 2015-09-28T13:52:52-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:mvcylinder?rev=1443473572 Navigate back to the activity. The Cylinder: Instructor's Guide Main Ideas Students' Task Estimated Time: 15--30 minutes Students work in groups to write down and evaluate single integrals for finding the volume of a cylinder. Prerequisite Knowledge Props/Equipment Tabletop Whiteboard Activity: Introduction A good introduction to this activity is a SWBQ asking ``What is Integration''. text/html 2018-07-28T09:49:40-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:mvdderiv?rev=1532796580 Navigate back to the activity. Directional Derivatives: Instructor's Guide Main Ideas Master Formula Students' Task Estimated Time: 50 minutes See handout on activity page. Prerequisite Knowledge Students should be able to: Props/Equipment Tabletop WhiteboardSurface Kit Activity: Introduction Activity: Student Conversations Activity: Wrap-up Extensions text/html 2015-10-08T19:19:09-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:mvdouble?rev=1444357149 Navigate back to the activity. Double Integrals: Instructor's Guide Main Ideas Students' Task Estimated Time: 30--45 minutes Students reverse the order of integration of an integral over a trianglular region, which however is given only in symbolic form. text/html 2015-08-12T09:49:13-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:mvdscoord?rev=1439398153 Navigate back to the activity. Curvilinear Volume Main Ideas Students use $dA = |d\rr_1| |d\rr_2|$ and $dV=|d\rr_1| |d\rr_2| |d\rr_3|$ to find surface and volume elements for cylinders and spheres. Students' Task Estimated Time: 20 min Students are asked to find the differential expressions for the following: text/html 2015-09-30T14:24:36-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:mvheater?rev=1443648276 Navigate back to the activity. The Heater: Instructor's Guide Main Ideas Students' Task Estimated Time: 15--30 minutes Students work in groups to interpret a contour diagram showing temperature as a function of both distance and time. Prerequisite Knowledge Props/Equipment Tabletop Whiteboard Activity: Introduction One possible introduction to this activity is to ask students whether they are familiar with topo maps for hiking. Or weather maps. text/html 2015-10-15T22:05:59-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:mvheater2?rev=1444971959 Navigate back to the activity. The Heater II: Instructor's Guide Main Ideas ``'' Students' Task Estimated Time: 15--30 minutes Students work in groups to determine derivatives using a contour diagram showing temperature as a function of both distance and time in text/html 2018-07-31T12:30:51-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:mvhillside?rev=1533065451 Navigate back to the activity. The Hillside: Instructor's Guide Main Ideas Students' Task Estimated Time: 20--30 minutes Students work in groups to measure the steepest slope and direction, and to compare their result with the gradient vector, obtained by measuring its components (the slopes in the coordinate directions). text/html 2018-07-30T10:36:28-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:mvhotplate?rev=1532972188 Navigate back to the activity. The Hot Plate: Instructor's Guide Main Ideas Students' Task Estimated Time: 30 min See handout on activity page. Prerequisite Knowledge Students should be able to: Props/Equipment Tabletop WhiteboardSurface KitContour Map Activity: Introduction None unless this is the first time students have used the plastic surfaces. text/html 2015-10-08T18:43:54-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:mvpark?rev=1444355034 Navigate back to the activity. The Park: Instructor's Guide Main Ideas Students' Task Estimated Time: 15--30 minutes Students work in groups to write down and evaluate single integrals for finding the volume of a cylinder. Prerequisite Knowledge Props/Equipment Tabletop WhiteboardFIXME Activity: Introduction A good introduction to this activity is the first part of the Surfaces activity (``On your Mark'' and ``Get Set'', but not ``Go''). text/html 2018-07-30T13:56:33-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:mvpchain?rev=1532984193 Navigate back to the activity. Chain Rule Measurements: Instructor's Guide Main Ideas Students' Task Estimated Time: 20 minutes See handout on activity page. Prerequisite Knowledge Props/Equipment Tabletop WhiteboardSurface Kit Activity: Introduction Activity: Student Conversations Activity: Wrap-up Extensions text/html 2016-09-23T11:32:20-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:mvsurfaces?rev=1474655540 Navigate back to the activity. Surfaces: Instructor's Guide Main Ideas Students' Task Estimated Time: 15--30 minutes Students work in groups to interpret features of their model surface as properties of the function of which the surface is the graph. text/html 2015-10-08T19:06:27-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:mvtriangle?rev=1444356387 Navigate back to the activity. The Triangle: Instructor's Guide Main Ideas Students' Task Estimated Time: 15--30 minutes Students evaluate an integral over a triangular region, then reverse the order of integration. Prerequisite Knowledge Props/Equipment Tabletop Whiteboard Activity: Introduction A good introduction to this activity is an example of an integral over a rectangular region, evaluated using both orders of integration. text/html 2013-08-08T13:08:29-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:osenergydiagramsim?rev=1375992509 Navigate back to the activity. Energy Diagram Analysis: Instructor's Guide Main Ideas Students' Task Estimated Time: 15 minutes Students were presented with two potential energy vs. displacement graphs with the same amplitude and asked to determine which motion would have a greater period. text/html 2012-09-06T13:47:33-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:osfourierguess?rev=1346964453 Navigate back to the activity. Guessing the Fourier Expansion of a Function: Instructor's Guide Main Ideas Students' Task Estimated Time:15 minutes The students were assigned a function that was a superposition between two or more harmonic functions and asked to guess the harmonic terms of the series. Student used Mathematica/Maple to verify their guess against the plot of the original function. text/html 2012-08-01T17:14:55-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:osfourierpiecewise?rev=1343866495 Navigate back to the activity. Fourier series: a piecewise periodic function: Instructor's Guide Main Ideas Students' Task Estimated Time:40 minutes Students are to find the Fourier coefficients of a piecewise periodic function. Usually, we use the same function for all groups, and assign different terms in the expansion to each group. Different functions would work for a more sophisticated class. The important point is that the function should be piecewise (most of the standard ones… text/html 2012-09-04T16:11:03-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:osharmoniclrclab?rev=1346800263 Navigate back to the activity. Harmonic LRC Lab: Instructor's Guide Main Ideas Students' Task Estimated Time: 70 mins Prerequisite Knowledge The free, damped oscillator: students should have had their first in-depth encounter in previous lectures in this course (some may also have “seen the damped oscillator” in introductory physics). text/html 2012-07-26T17:27:16-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:osharmonicproj?rev=1343348836 Navigate back to the activity. Products of harmonic functions and projections: Instructor's Guide Main Ideas Students' Task Estimated Time: Prerequisite Knowledge The integral over one complete period (or more) of a sinusoidal function is zero, e.g. \[\int\limits_{0}^{T}{\cos \left( n\omega _{0}t \right)dt}=0\] text/html 2013-07-10T11:17:51-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:osimpulselrclab?rev=1373480271 Navigate back to the activity. LRC Circuit: Impulse Driver: Instructor's Guide Main Ideas Students' Task Estimated Time:20 minutes The students are to observe the current response (as measured by voltage across the resistor) of the series LRC circuit to an impulse driving voltage. This is the same circuit that they previously investigated with sinusoidal driving voltages. text/html 2012-07-26T16:28:29-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:osintialconditions?rev=1343345309 Navigate back to the activity. Initial conditions: Instructor's Guide Main Ideas Students' Task Estimated Time: 15 minutes The students were presented with initial conditions for an oscillating system in the picture and asked to express the motion of the mass in the form A and B. text/html 2013-08-08T13:30:30-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:ospendulumlab?rev=1375993830 Navigate back to the activity. Pendulum Lab: Instructor's Guide Main Ideas Students' Task Estimated Time: 50 minutes Students work in groups of three to measure the period of a plane pendulum as a function of the amplitude of the oscillation. They record the data using Logger Pro software. They analyze the data either on-screen and tabulate their results, or they export pairs of (time, angle) data to an Excel spreadsheet and analyze the data in Excel (most draw graphs and read period an… text/html 2013-07-10T12:51:07-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:ospendulumworksheet?rev=1373485867 Navigate back to the activity. Calculation of the pendulum period: Instructor's Guide Main Ideas Students' Task Estimated Time:50 minutes The students Prerequisite Knowledge For the series expansion of the integral, a thorough grounding in series expansion, as learned in “Symmetries and Idealizations”. For the computer evaluation of the integral, some knowledge of a package like Maple or Mathematica. The integral for the evaluation of the period of an oscillator, \(T=4\int\limit… text/html 2013-07-10T11:37:31-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:ospendwspowerseries?rev=1373481451 Navigate back to the activity. Calculation of Pendulum Period (Power Series): Instructor's Guide Main Ideas Students' Task Estimated Time: 50 minutes Prerequisite Knowledge For the series expansion of the integral, a thorough grounding in series expansion, as learned in “Symmetries and Idealizations”. For the computer evaluation of the integral, some knowledge of a package like Maple or Mathematica. The integral for the evaluation of the period of an oscillator, \(T=4\int\limits… text/html 2012-07-26T17:23:48-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:osthreesindrivers?rev=1343348628 Navigate back to the activity. Three sinusoidal voltages: Instructor's Guide Main Ideas Interpretation of graphical information in the context of resonant response. Students' Task Estimated Time:10 minutes The students were given two different graphs and were asked to graph the driving voltage, $V(t) = V_0 e^{i(2 \pi f + \phi_{voltage})}$ for specific frequencies, magnitudes, and phases (Each group were assign different frequencies, magnitudes, and phases). text/html 2011-09-15T15:06:09-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:ppatoms?rev=1316124369 Navigate back to the activity. Nine atomic wells: Instructor's Guide Main Ideas The wave state of an electron in a periodic can be approximated as a linear combination of atomic orbitals (LCAO). The LCAO states have physical similarities with the normal modes of a periodic system. text/html 2012-08-21T11:07:25-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:ppwaveemulate?rev=1345572445 Navigate back to the activity. Emulating Waves in a Periodic System : Instructor's Guide Main Ideas The atoms in a crystal move about their equilibrium position. The displacement of an atom from equilibrium can be described by a continuous envelope function. text/html 2017-01-25T12:35:13-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:prbraket?rev=1485376513 Navigate back to the activity. Introduction to Bra-Ket Notation: Instructor's Guide Main Ideas Many students come to prefer bra-ket notation to other vector representations. However, students must be able to move freely between notations as necessary. Thus, students must have experience working in parallel with all notations. Although this activity focuses on introducing the use of bra-ket notation, it does so in a manner that reinforces student understanding of all vector notations simult… text/html 2017-01-17T12:28:03-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:prcomplexarms?rev=1484684883 Navigate back to the activity. Visualizing Complex Two Component Vectors: Instructor's Guide Main Ideas Students' Task Estimated Time: 15 minutes Students use their left arm as an Argand diagram and work in pairs to demonstrate transformations of complex two-component vectors. text/html 2016-02-09T14:08:19-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:prcomplexnum?rev=1455055699 Navigate back to the activity. Visualizing Complex Numbers: Instructor's Guide Main Ideas Students' Task Estimated Time: 5 minutes Students use their left arm to represent numbers on an Argand diagram. Prerequisite Knowledge Props/Equipment Activity: Introduction Typically this activity follows a short review of complex numbers and various calculations which are commonly used in physics. Students may require an introduction to Argand diagrams and forms of complex numbers. Various fo… text/html 2017-01-23T13:50:32-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:preigenvectors?rev=1485208232 Navigate back to the activity. Eigenvalues and Eigenvectors: Instructor's Guide Main Ideas This is a small group activity for groups of 3-4. The students will be given one of 10 matrices. The students are then instructed to find the eigenvectors and eigenvalues for this matrix and record their calculations on their medium-sized whiteboards. In the class discussion that follows students report their finding and compare and contrast the properties of the eigenvalues and eigenvectors they fin… text/html 2012-12-06T15:15:44-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:prlineartrans?rev=1354835744 Navigate back to the activity. Linear Transformations: Instructor's Guide Main Ideas This is a small group activity for groups of 3-4. The students will be given a list of vectors to draw in different colors, and each group will be assigned one of 10 matrices. The students are then instructed to operate on the vectors with the matrix, and observe the changes in the vectors. The class discussion that follows focuses on the changes caused by the different matrices and the class as a whole… text/html 2011-07-19T20:06:46-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:prmatrixelems?rev=1311131206 Navigate back to the activity. Finding Matrix Elements: Instructor's Guide Main Ideas Students' Task Estimated Time: 25 minutes Students answer two small white board questions and then carry out several calculations in matrix and bra-ket notation. text/html 2012-01-20T11:37:07-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:qmtimesho?rev=1327088227 Navigate back to the activity. Activity Name: Instructor's Guide Main Ideas Students' Task Estimated Time: Prerequisite Knowledge Props/Equipment Tabletop WhiteboardComputers with MapleVoltmeterCoordinate Axes Activity: Introduction Activity: Student Conversations Activity: Wrap-up Extensions Movies: [n=0,1 superposition] [n=1,2 superposition] text/html 2012-02-16T16:08:39-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:qmtwospin?rev=1329437319 Navigate back to the activity. Two Spin System: Instructor's Guide Main Ideas Students' Task Estimated Time: 30 min Prerequisite Knowledge Spin-1/2 system eigenstates and matrices. Props/Equipment Individual Small WhiteboardsTabletop Whiteboard Activity: Introduction Small white board questions: text/html 2012-02-16T13:32:35-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:qmzeemancoupled?rev=1329427955 Navigate back to the activity. Zeeman Perturbation Matrices in the Coupled Basis: Instructor's Guide The weak field Zeeman effect requires students to work in the coupled basis, where the fine structure is diagonal, but the Zeeman perturbation is not diagonal. This activity shows students the power of the Clebsch-Gordan coefficients. text/html 2012-08-24T11:54:39-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:rf345?rev=1345834479 Navigate back to the activity. Right Triangles: Instructor's Guide Main Ideas Hyperbola geometry is similar to circle geometry --- but different. Students' Task Estimated Time: 10 minutes, including wrap-up Students should be asked to answer the following questions on their whiteboards: Draw a 3--4--5 triangle. text/html 2011-07-14T13:43:20-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:rfacc?rev=1310676200 Navigate back to the activity. Coriolis and Centrifugal Acceleration: Instructor's Guide Main Ideas Determining the direction of the Coriolis and centrifugal accelerations in various situations. Students' Task Estimated Time: 10 minutes, including wrap-up text/html 2010-07-18T16:29:02-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:rfcosmic?rev=1279495742 Navigate back to the activity. Cosmic Rays: Instructor's Guide Main Ideas Students' Task Estimated Time: 45 minutes, including wrap-up Groups are asked to analyze the following standard problem: Cosmic Rays Consider mu-mesons produced by the collision of cosmic rays with gas nuclei in the atmosphere 60 kilometers above the surface of the earth, which then move vertically downward at nearly the speed of light. The halflife before mu-mesons decay into other particles is 1.5 microseconds… text/html 2010-07-18T17:17:28-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:rfdoppler?rev=1279498648 Navigate back to the activity. Doppler Effect: Instructor's Guide Main Ideas Students' Task Estimated Time: 10 minutes, including wrap-up Consider an inertial observer moving to the right in the laboratory frame who is carrying a flashlight that is pointing to the left. Suppose the moving observer turns on the flashlight just long enough to emit one complete wavelength of light. What wavelength is seen in the laboratory frame? text/html 2010-06-28T15:42:53-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:rfeast?rev=1277764973 Navigate back to the activity. East is not East: Instructor's Guide Main Ideas Lines of latitude are not straight, since they are not great circles. Students' Task Estimated Time: 10 minutes, including wrap-up Students should be asked to answer the following question on their whiteboards: Suppose you face East and travel in a straight line. Where do you wind up? text/html 2011-07-20T15:34:53-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:rfeframes?rev=1311201293 Navigate back to the activity. Energy-Momentum in Different Frames: Instructor's Guide Main Ideas Students' Task Estimated Time: 30 minutes, including wrap-up Students should be asked to complete the table on the Handout. Prerequisite Knowledge Props/Equipment Small whiteboards[Handout]HTML version Wrap-Up text/html 2011-07-06T11:34:56-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:rfehockey1?rev=1309977296 Navigate back to the activity. Earth Hockey I: Instructor's Guide Main Ideas Exploration of animations of the motion of a hockey puck on a frozen Earth. Students' Task Estimated Time: 40--50 minutes Each group should be assigned one of the animations at here. The groups should discuss their animation, until they understand it. text/html 2012-05-02T09:46:53-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:rfehockey2?rev=1335977213 Navigate back to the activity. Earth Hockey II: Instructor's Guide Main Ideas Visually explore the effects of Coriolis and centrifugal acceleration. Students' Task Estimated Time: 45--60 minutes Work through the Maple worksheet: initial position as seen by the rotating observer. text/html 2012-06-06T10:22:07-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:rfemlorentz?rev=1339003327 Navigate back to the activity. Lorentz Transformation for Electromagnetism: Instructor's Guide Main Ideas Students' Task Estimated Time: 45 minutes Students work in groups to derive the Lorentz transformations for E & B fields using a moving capacitor. text/html 2010-07-18T13:55:37-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:rfenergy?rev=1279486537 Navigate back to the activity. Energy, Mass, Momentum: Instructor's Guide Main Ideas Students' Task Estimated Time: 10 minutes, including wrap-up Students should be asked to answer the following questions on their whiteboards: Draw a hyperbolic triangle showing energy, mass, momentum. text/html 2010-07-18T12:20:29-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:rfgalilean?rev=1279480829 Navigate back to the activity. Galilean Spacetime Diagrans: Instructor's Guide Main Ideas Representing motion as worldlines in a spacetime diagram. Students' Task Estimated Time: 20 minutes, including wrap-up Students should be asked to answer the following questions on their whiteboards: Draw a diagram representing yourself, standing still. Draw a diagram representing your partner, moving right at 5 mph. Draw diagrams representing each of you throwing a ball to the right at 10 mph. text/html 2010-06-28T09:46:53-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:rfinertial?rev=1277743613 Navigate back to the activity. Inertial Frames: Instructor's Guide Main Ideas “” Students' Task Estimated Time: 10 min, including wrap-up Prerequisite Knowledge Props/Equipment Small whiteboards Activity: Wrap-up Discuss student answers, emphasizing that the notion of inertial frame is context dependent: The classroom works fine for the Newtonian mechanics of small objects, with gravity viewed as an external force, but is noninertial due to rotational acceleration. text/html 2010-07-18T14:11:51-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:rflength?rev=1279487511 Navigate back to the activity. Length Contraction: Instructor's Guide Main Ideas Students' Task Estimated Time: 30 minutes, including wrap-up Students should be asked to answer the following questions on their whiteboards: Draw a diagram showing a meter stick on a moving train. Draw a diagram showing a meter stick at rest. Calibrate these diagrams using unit hyperbola. text/html 2016-04-25T15:30:46-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:rflinacc?rev=1461623446 Navigate back to the activity. Linear Acceleration: Instructor's Guide Main Ideas Accelerating reference frames cause simple motion to appear complicated. Students' Task Estimated Time: 20 minutes, including wrap-up Students are asked to draw the trajectory of a ball thrown straight up on the station platform as seen from a train accelerating through the station, for several values of the (constant) acceleration. text/html 2011-07-20T15:34:21-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:rfmass?rev=1311201261 Navigate back to the activity. Mass is not Conserved: Instructor's Guide Main Ideas Students' Task Estimated Time: 10 minutes, including wrap-up Groups are asked to analyze the following standard problem: Mass is not Conserved 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? text/html 2016-05-02T16:20:38-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:rfnorth?rev=1462231238 Navigate back to the activity. Rocket from the North Pole: Instructor's Guide Main Ideas Provides an intuitive understanding of Coriolis acceleration. Students' Task Estimated Time: 10 minutes, including wrap-up The inflated balloon represents the surface of the Earth (which is rotating at constant angular velocity). Shoot a rocket from the North Pole that is initially aiming to fly over the heads of point X on the equator. Assume there is no air resistance, and no left/right boosters o… text/html 2011-07-20T15:34:47-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:rfparadox1?rev=1311201287 Navigate back to the activity. Paradoxes I: Instructor's Guide Main Ideas “” Students' Task Estimated Time: 45--80 minutes, including wrap-up Groups are asked to analyze one of two standard paradoxes: Pole & Barn A 20 foot pole is moving towards a 10 foot barn fast enough that the pole appears to be only 10 feet long. As soon as both ends of the pole are in the barn, slam the doors. How can a 20 foot pole fit into a 10 foot barn? From the point of view of the pole, how long is the… text/html 2011-07-20T15:35:08-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:rfparadox2?rev=1311201308 Navigate back to the activity. Paradoxes II: Instructor's Guide Main Ideas “” Students' Task Estimated Time: 20 minutes, including wrap-up Warmup: Prerequisite Knowledge Props/Equipment Table top whiteboards[Handout] Wrap-Up (ss)6.5the texthere text/html 2012-08-09T18:46:24-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:rfthockey?rev=1344563184 Navigate back to the activity. Turntable Hockey: Instructor's Guide Main Ideas Straight line motion appears curved in a rotating frame. Students' Task Estimated Time: 50 minutes Work through the Maple worksheet: Prerequisite Knowledge Some familiarity with Coriolis and centrifugal acceleration desirable. This is a nice follow-up to the Merry-go-round activity. text/html 2010-07-18T13:26:00-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:rftrig?rev=1279484760 Navigate back to the activity. Trigonometry: Instructor's Guide Main Ideas The geometry of trig. Students' Task Estimated Time: 5 minutes, including wrap-up Students should be asked to answer the following questions on their whiteboards: Write down something you know about trig. text/html 2010-08-18T14:35:24-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:rfturn?rev=1282167324 Navigate back to the activity. Merry-Go-Round: Instructor's Guide Main Ideas Students' Task Estimated Time: 10 minutes in class + 30--60 minutes outside class Start the chair/platform going counterclockwise, sit in it, and attempt the following: text/html 2012-08-17T10:43:35-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:spanalyzespinhalfint?rev=1345225415 Navigate back to the activity. Analyzing a Spin-$\frac{1}{2}$ Interferometer: Instructor's Guide This activity can also be part of a larger integrated laboratory. See the Spins Lab 2 activity page. Main Ideas Students' Task Estimated Time: 1 hour text/html 2012-08-17T10:41:19-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:spanalyzespinoneint?rev=1345225279 Navigate back to the activity. Analyzing a Spin-1 Interferometer: Instructor's Guide This activity can also be part of a larger integrated laboratory. See the Spins Lab 3 activity page. Main Ideas Students' Task Estimated Time: 30 minutes Prerequisite Knowledge Props/Equipment Spins OSP software Activity: Introduction If students have previously Analyzed a spin-$\frac{1}{2}$ Interferometer, little introduction is needed for this activity. Remind students that this interferometer is… text/html 2012-08-07T10:38:55-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:spbirthday?rev=1344361135 Navigate back to the activity. The Birthday Problem: Instructor's Guide Main Ideas Students can calculate the average age, the standard deviation, and the probability that two individuals in the class have the same birthday. Students' Task Estimated Time: 5 minutes text/html 2017-03-15T10:46:16-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:spdiracmatrixelements?rev=1489599976 Navigate back to the activity. Matrix Elements in Dirac Notation : Instructor's Guide Main Ideas Students' Task Estimated Time: Prerequisite Knowledge Props/Equipment Tabletop WhiteboardComputers with MapleVoltmeterCoordinate Axes Activity: Introduction Activity: Student Conversations Activity: Wrap-up Extensions text/html 2017-03-23T11:14:09-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:spexpectvaluncert?rev=1490292849 Navigate back to the activity. Expectation Value and Uncertainty: Instructor's Guide Main Ideas Classical worksheet: weighted average Quantum worksheet: Students' Task Estimated Time: Prerequisite Knowledge Equations for average and standard deviation from a data set. text/html 2012-08-17T11:22:52-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:spfairdice?rev=1345227772 Navigate back to the activity. Dice Lab: Instructor's Guide Main Ideas Students' Task Estimated Time: 25 minutes Prerequisite Knowledge Previous experience with calculating probability would be ideal, although not strictly necessary. Props/Equipment Activity: Introduction Activity: Student Conversations Activity: Wrap-up Extensions This activity is the first part of SPINS Lab 1. It is designed to follow Probabilities in the z-direction for a Spin-$\frac{1}{2}$ System and Probab… text/html 2012-08-17T11:23:06-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:sphalfanalyzer?rev=1345227786 Navigate back to the activity. Probabilities for Different Stern Gerlach Analyzers: Instructor's Guide Main Ideas Students' Task Estimated Time: 15 minutes Small groups of students must experimentally find the probability that a particle in an initial state will be measured as another state. That is, they must experimentally find text/html 2012-08-17T11:19:33-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:sphalfprob?rev=1345227573 Navigate back to the activity. Spin-Up and Spin-Down Probabilities in the z-orientation: Instructor's Guide This activity can also be part of a larger integrated laboratory. See the Spins Lab 1 activity page. Main Ideas Students' Task Estimated Time: 10 minutes text/html 2017-03-15T10:43:39-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:spinfsquarewell1?rev=1489599819 Navigate back to the activity. Infinite Square Well 1: Instructor's Guide Main Ideas Students' Task Estimated Time: Prerequisite Knowledge Props/Equipment Tabletop WhiteboardComputers with MapleVoltmeterCoordinate Axes Activity: Introduction Activity: Student Conversations Activity: Wrap-up Extensions text/html 2017-03-15T10:44:22-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:spinfsquarewell2?rev=1489599862 Navigate back to the activity. Infinite Square Well 2: Instructor's Guide Main Ideas Students' Task Estimated Time: Prerequisite Knowledge Props/Equipment Tabletop WhiteboardComputers with MapleVoltmeterCoordinate Axes Activity: Introduction Activity: Student Conversations Activity: Wrap-up Extensions text/html 2015-09-04T11:41:27-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:splorentzforce?rev=1441392087 Navigate back to the activity. Lorentz Force and Work Done on a Rectangular Loop: Instructor's Guide Main Ideas (ss) Students' Task Students are placed into small groups and asked to calculate the force on a rectangular loop with a current moving through it due to an external magnetic field. After finding a general expression for the force, the groups must then calculate the amount of energy needed to rotate the loop through some angle. text/html 2012-08-06T11:16:21-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:spoven?rev=1344276981 Navigate back to the activity. Describing the Sample Oven in the Stern-Gerlach Experiment Mathematically: Instructor's Guide Main Ideas The students must determine if the instructor's claim is true, and why or why not, by using the density matrix to calculate the probability of finding a sample coming out of the Stern-Gerlach oven in either the spin up or spin down state with x, y, or z orientation. text/html 2018-10-09T16:56:48-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:spprojectionoperators?rev=1539129408 Navigate back to the activity. Projection Operators: Instructor's Guide Main Ideas Students' Task Estimated Time: 10 minutes Prerequisite Knowledge Props/Equipment Tabletop Whiteboard Activity: Introduction We've been talking about inner products as an operation that you can do with kets. We interpret the result of an inner product as being related to probabilities and as expansion coefficients when writing a vector. text/html 2018-10-18T10:03:12-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:spqmevolution?rev=1539882192 Navigate back to the activity. Quantum Time Evolution: Instructor's Guide Main Ideas Students' Task Estimated Time: 20 min Students work in groups to solve for the time dependence of two quantum particles under the influence of a Hamiltonian. Students find the time dependence of the particles' states and some measurement probabilities. text/html 2017-03-23T11:39:32-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:spqmsuperposition?rev=1490294372 Navigate back to the activity. Superposition in Quantum Mechanics: Instructor's Guide Adapted from Tutorials in Physics: Quantum Mechanics, University of Washington. Information about this original tutorial and its documented impact on student understanding can be found in the following article: text/html 2013-08-29T12:34:09-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:spquanfriend?rev=1377804849 Navigate back to the activity. Activity Name: Quantum Friend Instructor's Guide Main Ideas “” Students' Task Estimated Time: 5-10 minutes Prerequisite Knowledge Props/Equipment Tabletop Whiteboard Activity: Introduction This activity can be split into two parts. The first part follows after an engaging conversation about how to tell a friend over the phone what kind of state vector one has. By the end of the conversation, students see how to write the components of an ordinary vec… text/html 2017-03-15T10:45:54-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:spquantumplay?rev=1489599954 Navigate back to the activity. Quantum Measurement Play: Instructor's Guide Main Ideas Students' Task Estimated Time: Prerequisite Knowledge Props/Equipment Tabletop WhiteboardComputers with MapleVoltmeterCoordinate Axes Activity: Introduction Activity: Student Conversations Activity: Wrap-up Extensions text/html 2012-08-17T11:27:24-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:spspin1?rev=1345228044 Navigate back to the activity. Spins Lab 1: Instructor's Guide - 2003 version Main Ideas Students' Task Prerequisites None Props/Equipment Spins OSP software Activity: Introduction We usually prepare students with some discussion of magnetic moments and the results you would classically expect from a Stern-Gerlach experiment. This includes some discussion of the Stern-Gerlach apparatus. text/html 2012-08-17T11:33:29-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:spspin2?rev=1345228409 Navigate back to the activity. Spins Lab 2: Instructor's Guide Main Ideas Students' Task To run Stern-Gerlach experiments and use the results to determine the unknown prepared states. Prerequisites Props/Equipment Spins OSP software Activity: Introduction Activity: Student Conversations Section 1 Section 2 Section 3 $P|+\rangle = |+\rangle_{x} \,_{x}\langle+|+\rangle + |-\rangle_{x} \,_{x}\langle-|+\rangle = \,_{x}\langle+|+\rangle|+\rangle_{x} + \,_{x}\langle-|+\rangle|-\rangle_… text/html 2012-08-17T11:36:56-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:spspin3?rev=1345228616 Navigate back to the activity. Spins Lab 3: Instructor's Guide Main Ideas Students' Task Prerequisites Props/Equipment Spins OSP software Activity: Introduction Activity: Student Conversations Section 1 “” Section 2 Section 3 Activity: Wrap-up Extensions This lab has been broken up into parts in order to be better integrated into a classroom setting. If you currently have a 2 hour lab block set aside, this lab may be the best choice. If not, we have found that the smaller activ… text/html 2012-08-17T11:38:13-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:spspin4?rev=1345228693 Navigate back to the activity. Spins Lab 4: Instructor's Guide Main Ideas Students' Task To design experiments that investigate the effect of a uniform magnetic field on spin for both spin-1/2 and spin-1 particles. Prerequisites Props/Equipment Spins OSP software Activity: Introduction Activity: Student Conversations Activity: Wrap-up Extensions This is a lab that is designed to be used in a 2 hour lab block. For a shorter version of this same activity that can be used in the mids… text/html 2017-03-15T10:44:39-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:spspinhalfarms?rev=1489599879 Navigate back to the activity. Spin 1/2 with Arms: Instructor's Guide Main Ideas Students' Task Estimated Time: Prerequisite Knowledge Props/Equipment Tabletop WhiteboardComputers with MapleVoltmeterCoordinate Axes Activity: Introduction Activity: Student Conversations Activity: Wrap-up Extensions text/html 2012-08-17T11:46:02-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:spspinhalfbfield?rev=1345229162 Navigate back to the activity. Determining how a Uniform $\vec{B}$ Field Changes a Particle's State: Instructor's Guide Main Ideas Students' Task Estimated Time: 30 minutes Students are placed into small groups and asked to find how changing the strength of a magnet affects an incoming quantum state. In this case, the incoming state is $\vert \psi \rangle$. text/html 2012-08-17T10:42:55-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:spspinhalfunknowns?rev=1345225375 Navigate back to the activity. Finding Unknown States Leaving the Oven in a Spin-$\frac{1}{2}$ System: Instructor's Guide This activity can also be part of a larger integrated laboratory. See the Spins Lab 2 activity page. Main Ideas Students' Task Estimated Time: 30 minutes Students must find the mathematical representation of four different unknown Spin-$\frac{1}{2}$ quantum states. Students must accomplish this using only the probabilities of measuring the unknown state in the stat… text/html 2012-01-24T16:46:48-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:spspinoneanalyzer?rev=1327452408 Navigate back to the activity. Probabilities for Different Spin-1 Stern Gerlach Analyzers: Instructor's Guide This activity can also be part of a larger integrated laboratory. See the Spins Lab 3 activity page. Main Ideas Students' Task Estimated Time: 15 minutes text/html 2012-08-17T10:42:07-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:spspinoneunknowns?rev=1345225327 Navigate back to the activity. Finding the Unknown States Leaving the Oven in a Spin-1 System: Instructor's Guide This activity can also be part of a larger integrated laboratory. See the Spins Lab 3 activity page. Main Ideas Students' Task Estimated Time: 20 minutes (Without wrap-up) text/html 2011-07-14T13:54:04-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:spspinoperators?rev=1310676844 Navigate back to the activity. Matrix Representation of Spin Operators: Instructor's Guide Main Ideas Students' Task Estimated Time: 45 min Students work in small groups to: Prerequisite Knowledge Props/Equipment Tabletop Whiteboard Activity: Introduction No introduction is needed text/html 2017-03-15T10:46:29-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:spspintoposition?rev=1489599989 Navigate back to the activity. From Spin to Position: Instructor's Guide Main Ideas Students' Task Estimated Time: Prerequisite Knowledge Props/Equipment Tabletop WhiteboardComputers with MapleVoltmeterCoordinate Axes Activity: Introduction Activity: Student Conversations Activity: Wrap-up Extensions text/html 2017-03-16T17:30:43-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:spspookiness?rev=1489710643 Navigate back to the activity. Quantum Spookiness: Instructor's Guide Main Ideas Students' Task Estimated Time: Prerequisite Knowledge Props/Equipment Tabletop WhiteboardComputers with MapleVoltmeterCoordinate Axes Activity: Introduction Activity: Student Conversations Activity: Wrap-up Extensions text/html 2012-07-31T10:16:31-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:spsxyzcommute?rev=1343754991 Navigate back to the activity. Finding if $S_{x}, \; S_{y}, \; and \; S_{z}$ Commute: Instructor's Guide Main Ideas Students' Task Estimated Time: Prerequisite Knowledge Props/Equipment Tabletop Whiteboard Activity: Introduction Divide students into groups to work out whether the spin operators commute. text/html 2016-02-09T12:13:40-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:sptimedepcomplex?rev=1455048820 Navigate back to the activity. Visualizing Complex Time Dependence for Spin 1/2 System : Instructor's Guide Main Ideas Students' Task Estimated Time: 10-15 minutes Students use their left arm as an Argand diagram and work in pairs to demonstrate eigenstates and superposition states of the spin-1/2 system with and without time dependence. text/html 2012-07-31T10:09:06-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:sptimeevolvestate?rev=1343754546 Navigate back to the activity. Analyzing the Probabilities of Time-Evolved States : Instructor's Guide Main Ideas Students' Task Estimated Time: 110 minutes Prerequisite Knowledge Props/Equipment Tabletop Whiteboard Activity: Introduction In introductory quantum mechanics, students typically only see quantum states that are independent of time. Because they have typically never seen time dependence in quantum states before, students will typically initially struggle with time-dependen… text/html 2011-07-29T17:06:35-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vcaccel?rev=1311984395 Navigate back to the activity. ACCELERATION Essentials Main ideas Geometric introduction of $\rhat$ and $\phat$. Geometric introduction of unit tangent and normal vectors. Prerequisites The position vector $\rr$. The derivative of the position vector is tangent to the curve. text/html 2011-07-29T17:06:31-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vccone?rev=1311984391 Navigate back to the activity. THE CONE Essentials Main ideas Calculating (scalar) surface integrals. Use what you know! Prerequisites Familiarity with (vector) surface elements in the form $d\SS=d\rr_1\times d\rr_2$. text/html 2015-08-11T22:33:46-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vccoords?rev=1439357626 Navigate back to the activity. Curvilinear Coordinates Main Ideas This activity allows students to derive formulas for $d\rr$ in rectangular, cylindrical, and spherical coordinates, using purely geometric reasoning. These formulas form the basis of our unified view of all of vector calculus, so this activity is essential. For more information on this unified view, see our publications, especially: <http://math.oregonstate.edu/bridge/papers/use.pdf> text/html 2011-07-29T17:06:28-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vccov?rev=1311984388 Navigate back to the activity. CHANGE OF VARIABLES Essentials Main ideas There are many ways to solve this problem! Using Jacobians (and inverse Jacobians) Prerequisites Surface integrals Jacobians Green's/Stokes' Theorem text/html 2011-07-29T17:06:24-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vccurl?rev=1311984384 Navigate back to the activity. DIVERGENCE AND CURL Essentials Main ideas Visualization of divergence and curl. Prerequisites Definition of divergence and curl. Geometry of divergence and curl, either through a geometric definition or through Stokes' Theorem and the Divergence Theorem. text/html 2015-08-09T08:55:38-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vcderivmach?rev=1439135738 Navigate back to the activity. Activity Name: Instructor's Guide Main Ideas Students' Task Estimated Time: Prerequisite Knowledge Props/Equipment Tabletop Whiteboard``” Activity: Introduction This activity serves as an introduction to thinking about how to experimentally measure a derivative. The machine, which is a modified Partial Derivative Machine, has a spring system which is connected to two strings, one of which is clamped down in order to create a nonlinear one-dimensiona… text/html 2011-07-29T17:06:21-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vcdr?rev=1311984381 Navigate back to the activity. Finding dr-vector Essentials Main ideas Introduces $d\rr$, the key to vector calculus, as a geometric object. Don't skip this activity if you use nonrectangular basis vectors! Prerequisites text/html 2011-07-29T17:06:17-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vcgrid?rev=1311984377 Navigate back to the activity. THE GRID Essentials Main ideas Understanding different ways of expressing area using integration. Concrete example of Area Corollary to Green's/Stokes' Theorem. We originally used this activity after covering Green's Theorem; we now skip Green's Theorem and do this activity shortly before Stokes' Theorem. text/html 2018-07-20T16:48:48-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vchill?rev=1532130528 Navigate back to the activity. THE HILL Essentials Main ideas Reinforce the geometric definition of the gradient. Differences between 2-d and 3-d representations of hills. Emphasize that the gradient lives in the domain, not on the graph. text/html 2019-01-24T19:39:12-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vcline?rev=1548387552 Navigate back to the activity. Vector Line Integrals Essentials Main ideas Students' Task Estimated Time: 30--45 minutes Students work in groups to evaluate vector integrals along multiple paths in a variety of vector fields. Prerequisite Knowledge Valley Props/Equipment Dry-Erasable sleeves[here] Activity: Introduction This activity encourages students to interpret vector line integrals geometrically, and to think about whether the choice of path matters. text/html 2011-07-29T17:06:10-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vcmmm?rev=1311984370 Navigate back to the activity. POTENTIAL FUNCTIONS Essentials Main ideas Finding potential functions. Students love this activity. Some groups will finish in 10 minutes or less; few will require as much as 30 minutes. text/html 2011-07-29T17:06:05-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vcnet?rev=1311984365 Navigate back to the activity. THE FISHING NET Essentials Main ideas Practice doing surface integrals The Divergence Theorem Prerequisites Ability to do flux integrals Definition of divergence Statement of Divergence Theorem This lab can be used prior to covering the Divergence Theorem in class with either a minimal introduction or a restatement of the last question based on the assumption that the given vector field doesn't “lose” anything goin… text/html 2011-07-29T17:06:01-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vcnorth?rev=1311984361 Navigate back to the activity. WHICH WAY IS NORTH? Essentials Main ideas The same physical vector can be written in terms of more than one basis. Prerequisites The geometric definition of vectors as arrows in space. The geometric definition of vector addition. text/html 2011-07-29T17:05:58-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vcpretzel?rev=1311984358 Navigate back to the activity. THE PRETZEL Essentials Main ideas Calculating (scalar) line integrals. Use what you know! Prerequisites Familiarity with $d\rr$. Familiarity with “Use what you know” strategy. text/html 2011-07-29T17:05:53-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vcstokes?rev=1311984353 Navigate back to the activity. STOKES' THEOREM Essentials Main ideas Practice visualizing surfaces Stokes' Theorem Prerequisites Ability to do line and surface integrals Definition of curl Statement of Stokes' Theorem text/html 2018-07-20T16:49:10-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vcvalley?rev=1532130550 Navigate back to the activity. THE VALLEY Essentials Main ideas Reinforces both the Master Formula and differentials. Sets the stage for path-independence. Prerequisites Some familiarity with differentials. Familiarity with the gradient. text/html 2014-01-25T23:02:18-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vcvectors?rev=1390719738 Navigate back to the activity. Angles between Vectors: Instructor's Guide Main Ideas Students' Task (This activity makes a good homework problem so long as it is then discussed in class.) Prerequisite Knowledge Both the algebraic and geometric expressions for the dot product. text/html 2011-07-29T17:05:39-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vcwire?rev=1311984339 Navigate back to the activity. THE WIRE Essentials Main ideas Calculating (vector) line integrals. Use what you know! Prerequisites Familiarity with $d\rr$. Familiarity with “Use what you know” strategy. text/html 2016-02-09T15:05:24-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vf1dpdm?rev=1455059124 Navigate back to the activity. Derivative Machine: Instructor's Guide Main Ideas Students' Task Estimated Time: Prerequisite Knowledge Props/Equipment Tabletop Whiteboard“”Partial Derivative Machine Activity: Introduction This activity serves as an introduction to thinking about how to experimentally measure a derivative. The machine, which is a modified Partial Derivative Machine, has a spring system which is connected to two strings, one of which is clamped down in order to cr… text/html 2019-06-03T13:44:48-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vfactinggrad?rev=1559594688 Navigate back to the activity. Acting Out The Gradient: Instructor's Guide Main Ideas “” Students' Task Estimated Time: 5-10 minutes Prerequisite Knowledge A rudimentary understanding how a gradient acts on a scalar field. Props/Equipment Activity: Introduction If the instructor stands on a chair or table in the center of the room. The top of the hill would be above the instructor's head. If this is not an easy thing to do, pick a point or student in the center of the room. De… text/html 2014-08-07T14:20:09-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vfampere?rev=1407446409 Navigate back to the activity. Ampère's Law: Instructor's Guide Main Ideas Students' Task Estimated Time: 45 minutes To find the total current and the magnetic field due to radially varying current densities in infinitely-long cylindrical shells. text/html 2014-08-07T11:37:20-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vfaring?rev=1407436640 Navigate back to the activity. Magnetic Vector Potential Due to a Spinning Charged Ring: Instructor's Guide Main Ideas “” Students' Task Estimated Time: 40 min; Wrap-up: 10 min “” Prerequisite Knowledge Props/Equipment Tabletop WhiteboardVoltmeterCoordinate Axes Activity: Introduction Students should be assigned to work in groups of three and given the following instructions using the visual of a hula hoop or other large ring: “This is a ring with total charge $Q$ and radius … text/html 2014-08-07T13:29:53-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vfbasisvectors?rev=1407443393 Navigate back to the activity. Curvilinear Basis Vectors: Instructor's Guide Main Ideas Students' Task Estimated Time: 15 min Prerequisite Knowledge None Props/Equipment Coordinate Axes Activity: Introduction We usually do this activity after giving the students a brief introduction to cylindrical and spherical coordinates. text/html 2014-08-12T12:02:54-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vfbbound?rev=1407870174 Navigate back to the activity. Magnetic Field Continuity Across a Boundary: Instructor's Guide Main Ideas Using Ampere's Law and Gauss's Law to find the magnetic field just above and just below an arbitrary plane with surface current density $\Vec K$. text/html 2014-08-07T11:40:12-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vfbring?rev=1407436812 Navigate back to the activity. Magnetic Field Due to a Spinning Charged Ring: Instructor's Guide Main Ideas “” Students' Task Estimated Time: 40 min; Wrap-up: 10 min “” Prerequisite Knowledge Props/Equipment Tabletop WhiteboardVoltmeterCoordinate Axes Activity: Introduction Activity: Student Conversations Part I - Finding the potential everywhere in space: Creating an elliptic integral text/html 2014-09-08T15:23:01-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vfchargedensity?rev=1410214981 Navigate back to the activity. Acting Out Charge Densities : Instructor's Guide Main Ideas Students' Task Estimated Time: 10 minutes To pretend like they are charges and form various types of charge densities throughout the room. Prerequisite Knowledge Some understanding of mass density is helpful. text/html 2012-08-28T12:33:21-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vfconductors?rev=1346182401 Navigate back to the activity. Conductors: Instructor's Guide Main Ideas Students explore the properties of conductors. Students' Task Estimated Time: Students work in small groups to solve Griffiths Problem 2.36 Prerequisite Knowledge Props/Equipment Tabletop Whiteboard Activity: Introduction Short lecture on the properties of conductors, following Griffiths Section 2.5. text/html 2014-08-07T13:41:40-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vfcurlvis?rev=1407444100 Navigate back to the activity. Visualizing Curl: Instructor's Guide Main Ideas Students' Task Estimated Time: 20 min Students view several vector fields and calculate their curl in order to get a sense of what a field with a non-zero curl looks like. text/html 2014-08-07T14:18:15-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vfcurrentdensity?rev=1407446295 Navigate back to the activity. Acting Out Current Density: Instructor's Guide Main Ideas Students discuss the concept of current density and how it is measured. Students' Task Estimated Time: 10 minutes To move around the room to mimic specified current densities. text/html 2015-08-12T09:48:34-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vfdadvcurvi?rev=1439398114 Navigate back to the activity. Surface and Volume Elements in Cylindrical and Spherical Coordinates: Instructor's Guide Main Ideas Students use $d\aa = d\rr_1 \times d\rr_2$ and $d\tau=(d\rr_1\times d\rr_2)\cdot d\rr_3$ to find differential surface and volume elements for cylinders and spheres. text/html 2014-08-07T13:40:05-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vfdivergence?rev=1407444005 Navigate back to the activity. Visualizing Divergence: Instructor's Guide Main Ideas Students' Task Estimated Time: 20 min Students look at several vector fields and calculate their divergence to get a sense of what a non-zero divergence might look like. text/html 2014-08-07T13:34:24-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vfdrawfield?rev=1407443664 Navigate back to the activity. Drawing Electric Field Vectors: Instructor's Guide Main Ideas Students are tasked to find what electric field looks like from a quadrupole. Students' Task Estimated Time: 20 - 30 minutes Prerequisite Knowledge Props/Equipment Tabletop Whiteboard Activity: Introduction Ask students to sketch the electric field vectors of a quadrupole. Students should familiar with the relationship between the electric field and potential, $\Vec E (\Vec r) = -\Vec \na… text/html 2015-08-15T12:37:24-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vfdrawquadrupole?rev=1439667444 Navigate back to the activity. Drawing Equipotential Surfaces for a Quadrupole: Instructor's Guide Main Ideas Students are asked to draw equipotential surfaces due to several simple charge configurations starting with the formula for the electrostatic potential due to a point charge and the superposition principle. text/html 2013-11-17T15:43:53-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vfdrvectorcurvi?rev=1384731833 Navigate back to the activity. Activity Name: $d\Vec r$ in Cylindrical & Spherical Coordinates Main Ideas This activity allows students to derive formulas for $d\Vec r$ in rectangular, cylindrical, and spherical coordinates, using purely geometric reasoning. These formulas form the basis of our unified view of all of vector calculus, so this activity is essential. For more information on this unified view, see our publications, especially: <http://math.oregonstate.edu/bridge/papers/use.… text/html 2014-09-08T15:19:16-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vfdsscalar?rev=1410214756 Navigate back to the activity. Scalar Distance, Area, and Volume Elements: Instructor's Guide Main Ideas Students' Task Estimated Time: Students are asked to find the differential expressions for the following: “”“” This activity works well as a Compare and Contrast activity, with different groups solving different cases and then reporting their results to the class as a whole. text/html 2014-08-12T12:01:01-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vfebound?rev=1407870061 Navigate back to the activity. Electric Field Continuity Across a Boundary: Instructor's Guide Main Ideas Using Ampere's Law and Gauss's Law to find the electric field just above and just below an arbitrary plane with surface charge density $\sigma$. text/html 2011-07-14T13:52:09-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vfemenergy?rev=1310676729 Navigate back to the activity. Electrostatic Energy of Discrete Charges: Instructor's Guide Main Ideas Students' Task Estimated Time: 20 minutes A group of students are asked to represent point charges. As a calculation demonstration, the instructor calculates the amount of work needed to bring the students in from infinity and assemble them into their seats. text/html 2019-06-03T13:37:20-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vfering?rev=1559594240 Navigate back to the activity. Electric Field Due to a Charged Ring: Instructor's Guide Main Ideas “” Students' Task Estimated Time: 40 min; Wrap-up: 10 min “” Prerequisite Knowledge This activity is may be used as a part of the Ring Sequence, following the activity, or may be used on its own. Students will need understanding of: text/html 2014-08-07T11:48:43-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vffluxcalculation?rev=1407437323 Navigate back to the activity. Calculating Flux: Instructor's Guide Main Ideas Students' Task Estimated Time: 30 minutes Prompt: Find the flux through a right cone of height $H$ from the vector field $\Vec{F} = C\,z\,\hat{k}$ (see reflections for a discussion of this vector field choice). text/html 2015-07-29T15:49:21-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vffluxconcept?rev=1438210161 Navigate back to the activity. Flux Concept: Instructor's Guide Main Ideas Students' Task Estimated Time: 5 minutes Students hold rulers and meter sticks to represent a vector field. The instructor holds a hula hoop to represent a small area element. Students are asked to describe the flux of the vector field through the area element. text/html 2014-08-07T13:38:06-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vffluxem?rev=1407443886 Navigate back to the activity. Visualizing Electric Flux: Instructor's Guide Main Ideas Students' Task Estimated Time: 20 min To explore the concept of flux by seeing how it is calculated using Maple/Mathematica. Students can explore the effects of putting a point charge at various places inside, outside, and on the surface of a cubical Gaussian surface. First the worksheet shows the electric field for the charge, then calculates the value of the flux integrand on the top surface of th… text/html 2014-08-07T14:36:48-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vfgauss?rev=1407447408 Navigate back to the activity. Gauss's Law: Instructor's Guide Main Ideas Students' Task Estimated Time: 60 minutes Students are asked to work in groups to find the electric field using Gauss's Law for either a spherically or cylindrically symmetric charge density. Students must make explicit symmetry arguments using Proof by Contradiction as part of their solution. text/html 2018-07-26T13:57:07-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vfgradient?rev=1532638627 Navigate back to the activity. Gradient: Instructor's Guide Main Ideas Students' Task Estimated Time: 10 - 15 minutes See files on activity page. Prerequisite Knowledge A rudimentary understanding how a gradient acts on a scalar field. Props/Equipment Computers with Maple/Mathematica Activity: Introduction This activity is a great follow up to acting out the gradient. text/html 2018-07-23T13:47:33-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vfgradient2?rev=1532378853 Navigate back to the activity. FIXME[REFER TO VFHILLNAV AND VFGRADIENT ACTIVITIES FOR FILLING OUT THIS GUIDE, AS WELL AS THESE VIDEOS ON THE NAS: vf13102303main, vf16100713mpt2] Gradient with Surfaces: Instructor's Guide Main Ideas Students' Task Estimated Time: 5 - 10 minutes text/html 2014-08-07T12:14:43-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vfhillnav?rev=1407438883 Navigate back to the activity. Navigating a Hill: Instructor's Guide Main Ideas Students' Task Estimated Time: 30 minutes Prerequisite Knowledge Students should be familiar with vectors and with differential calculus. Props/Equipment Tabletop WhiteboardComputers with Maple Activity: Introduction We preface this activity with a mini-lecture about the gradient. Students should be familiar with how to calculate a gradient: text/html 2012-08-28T12:44:10-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vfmurdermm?rev=1346183050 Navigate back to the activity. Finding Potentials from Fields - The Murder Mystery Method: Instructor's Guide Main Ideas Students' Task Estimated Time: 50 min Students are given several electric field functions. Students are then asked to find the potential function for each electric field. Finally, students are asked to determine if the electric field is physically reproducible with any kind of charge distribution. text/html 2014-10-06T13:24:09-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vfpederivmach?rev=1412627049 Navigate back to the activity. Navigate back to the Symmetries and Idealizations Course Page. Internal Energy of the "Derivative Machine": Instructor's Guide Main Ideas • Integration as “accumulating pieces” • Measuring integrals experimentally text/html 2016-09-26T14:58:32-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vfpowerapprox?rev=1474927112 Navigate back to the activity. Approximating Functions with a Power Series : Instructor's Guide Main Ideas Students' Task Estimated Time: 20 minutes Students have already calculated the coefficients for a power series expansion. Students plot several terms of the expansion against the original function in order to judge how well the approximation fits the original function. text/html 2014-08-07T14:02:13-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vfpowerseriescoeff?rev=1407445333 Navigate back to the activity. Calculating Coefficients for a Power Series: Instructor's Guide Main Ideas Students' Task Estimated Time: 30 minutes To calculate the coefficients and terms in a power series expansion of $\sin{\theta}$. Students expand the function around two different points and to various orders of approximation. text/html 2014-08-07T11:59:11-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vfptcharge?rev=1407437951 Navigate back to the activity. Electrostatic Potential Due to a Point Charge: Instructor's Guide Main Ideas A narrative describing how this activity plays out in the classroom, complete with videoclips. Students' Task Estimated Time: 5-20 min. text/html 2014-09-08T15:21:04-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vfpumpkin?rev=1410214864 Navigate back to the activity. Pineapples and Pumpkins: Instructor's Guide Main Ideas Students' Task Estimated Time: Prerequisite Knowledge Props/Equipment Tabletop Whiteboard Activity: Introduction Typically this activity has been done as a whole class activity where students answer a series of small whiteboard questions as the instructor makes cuts in a pumpkin to construct a volume element in spherical coordinates. However, this activity can be done as a small group activity while… text/html 2014-08-07T13:59:48-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vfstartrek?rev=1407445188 Navigate back to the activity. The Distance Between Two Points: Instructor's Guide Main Ideas Students' Task Approximate Time: 20-30 minutes To figure out how to describe the vector between Captain Kirk and Mr. Spock to Enterprise. Prerequisites Some knowledge of vectors text/html 2019-01-25T19:53:24-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vfsurfchargedsphere?rev=1548474804 Navigate back to the activity. Charged Sphere: Instructor's Guide Main Ideas Students' Task Estimated Time: 35-45 min. Prerequisite Knowledge Props/Equipment Activity: Introduction Activity: Student Conversations Activity: Wrap-up Extensions text/html 2019-01-24T11:40:57-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vfsurfequisurfaces?rev=1548358857 Navigate back to the activity. Activity Name: Instructor's Guide Main Ideas Students' Task Estimated Time: Prerequisite Knowledge Props/Equipment Tabletop WhiteboardVector Maps & Plastic SleevesPlastic Graph Models (Surfaces): Quadrupole z=0 Activity: Introduction Activity: Student Conversations Activity: Wrap-up Extensions text/html 2014-10-03T15:40:50-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vfsurfheight?rev=1412376050 Navigate back to the activity. Isoheights of Surfaces: Instructor's Guide Main Ideas Students' Task Estimated Time: 5-10 minutes Prerequisite Knowledge Props/Equipment Activity: Introduction Students are prompted to begin this activity by drawing lines of “isoheight” on their surfaces. At this point students do not have the topographic map which corresponds to their surface, so this task should be straightforward. Next, students are given the maps and asked to line up their lines … text/html 2019-01-24T11:41:37-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vfsurfnumpaths?rev=1548358897 Navigate back to the activity. Activity Name: Instructor's Guide Main Ideas Students' Task Estimated Time: Prerequisite Knowledge Props/Equipment Tabletop WhiteboardVector Maps & SleevesPlastic Graph Models (Surfaces): Quadrupole z=0 Activity: Introduction Activity: Student Conversations Activity: Wrap-up Extensions text/html 2019-01-24T11:41:12-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vfsurfworkefield?rev=1548358872 Navigate back to the activity. Activity Name: Instructor's Guide Main Ideas Students' Task Estimated Time: Prerequisite Knowledge Props/Equipment Tabletop WhiteboardVector Maps & Plastic SleevesPlastic Graph Models (Surfaces): Quadrupole z=0 Activity: Introduction Activity: Student Conversations Activity: Wrap-up Extensions text/html 2012-07-18T11:27:45-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vfswbqdot?rev=1342636065 Navigate back to the activity. Dot Product Review: Instructor's Guide Main Ideas This small whiteboard question (SWBQ) serves as a quick review of the dot product. It is also an opportunity to help students see the advantages of knowing many different representations of and facts about a physical concept. text/html 2014-09-08T15:24:51-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vftotalcharge?rev=1410215091 Navigate back to the activity. Total Charge: Instructor's Guide Main Ideas Finding total charge by integrating over a non-uniform charge density Students' Task Estimated Time: 30 minutes Student groups are assigned a particular charge density that varies in space and ask to calculate the total charge. text/html 2013-10-24T19:24:48-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vfveuf?rev=1382667888 Navigate back to the activity. VEUF: Instructor's Guide Main Ideas Students' Task Estimated Time: 20 min Students work in groups to create a concept maps connecting electrostatic potential, electric field, energy, and force. Prerequisite Knowledge Props/Equipment Tabletop Whiteboard Activity: Introduction List the four quantities (electrostatic potential, electric field, energy, force) on the board and ask students to make a concept map with these central ideas. Students should be in… text/html 2015-08-15T12:37:48-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vfvisv?rev=1439667468 Navigate back to the activity. Visualizing Electrostatic Potential: Instructor's Guide Main Ideas Students' Task Approximate Time: 20 minutes Use a pre-made Maple worksheet to visualize the electrostatic potential of several distributions of charges. The Maple worksheet has several different ways of plotting the potential. text/html 2014-08-07T14:06:59-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vfvpoints?rev=1407445619 Navigate back to the activity. Electrostatic Potential Due to Two Point Charges: Instructor's Guide Main Ideas Students' Task Estimated Time: 50 min; Wrap-up: 30 min Students work in small groups to find the electrostatic potential due to two electric charges separated by a distance $D$. Different groups are assigned different arrangements of charges and different regions of space to consider. Each group is asked to find a power series expansion for the electrostatic potential, valid in … text/html 2015-10-07T13:43:52-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vfvpoints2?rev=1444250632 Navigate back to the activity. Potential Due to a Pair of Charges: Instructor's Guide Main Ideas Students' Task Estimated Time: 10 min; Wrap-up: 5 min Students work in small groups to find the electrostatic potential due to two electric charges separated by a distance $D$. Different groups are assigned different arrangements of charges and different regions of space to consider. text/html 2019-06-03T13:18:59-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:vfvring?rev=1559593139 Navigate back to the activity. Electrostatic Potential Due to a Charged Ring: Instructor's Guide Main Ideas ~“” Students' Task Estimated Time: 40 min; Wrap-up: 10 min “” Prerequisite Knowledge This activity is may be used as the second in the Ring Sequence, following the activity, or may be used on its own. Students will need understanding of: text/html 2013-08-26T14:04:16-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:wvcoaxlab?rev=1377551056 Navigate back to the activity. Wave Propagation in a Coaxial Cable: Instructor's Guide Main Ideas Students' Task Estimated Time: 90-120 minutes TOPTERMTERMf Prerequisite Knowledge Non-dispersive wave equation Reflection and transmission coefficients text/html 2015-07-08T12:56:44-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:wvfinitewell?rev=1436385404 Navigate back to the activity. Solving the Energy Eigenvalue Equation for the Finite Well: Instructor's Guide Main Ideas Students' Task Estimated Time: 40 minutes The class is broken into thirds and each third is asked solve the energy eigenvalue equation for a region of a finite potential well. Students are then asked to match their solutions at the boundaries. text/html 2012-07-31T12:30:16-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:wvfourier?rev=1343763016 Navigate back to the activity. Boundary conditions and Fourier superposition: Instructor's Guide Main Ideas Students' Task Estimated Time: 30 minutes, or as long as you'll let it go In groups of three, students must decide which harmonics are present in a wave form and decide how the wave form develops in time. text/html 2015-07-08T13:05:09-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:wvgausswavepacket?rev=1436385909 Navigate back to the activity. Time Evolution of a Gaussian Wave Packet: Instructor's Guide Main Ideas Students' Task Estimated Time: 15 minutes Students are challenged to think about the time evolution of a Gaussian distribution. Prerequisite Knowledge Props/Equipment Computers with Mathematica Activity: Introduction This activity can be used to help the students visualize how dispersive waves propagate in space. Prior to this activity, students were given lecture about time depend… text/html 2012-02-16T14:59:20-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:wvoperatorfunc?rev=1329433160 Navigate back to the activity. Operators and Functions: Instructor's Guide Main Ideas Students' Task Students are asked to: Prerequisites Props/Equipment Tabletop Whiteboard Activity: Introduction We usually start with lecture introducing differential operators - momentum and energy. text/html 2012-08-20T11:58:31-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:wvpressurewave?rev=1345489111 Navigate back to the activity. Creating Pressure waves in a Coax Cable: Instructor's Guide Main Ideas Students' Task Estimated Time:15 minutes “” Prerequisite Knowledge Props/Equipment Activity: Introduction In a brief mini-lecture, students are introduced to the idea that as electrons move back and forth locally, a potential difference is created between the inner part and outer part of a coaxial cable. text/html 2012-08-20T12:08:13-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:wvpressurewavesim?rev=1345489693 Navigate back to the activity. Pressure Wave Simulation: Instructor's Guide Main Ideas Students' Task Estimated Time: 5 minutes Students are presented with a picture of molecules at three successive times and asked to draw both the displacement and pressure graph that would represent the picture. A Mathematica simulation of the situation is used to summarize the discussion. text/html 2015-06-19T12:46:40-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:wvreftrananim?rev=1434743200 Navigate back to the activity. Reflection and transmission animation: Instructor's Guide Main Ideas Vizualization of a sinusoidal wave incident from the left on an abrupt boundary. The wave is reflected and transmitted, with the wave on the left being a superposition of the incident and reflected sinusoids and hence neither pure traveling nor pure standing (except for two special cases). text/html 2013-07-10T18:01:40-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:wvstringwaves?rev=1373504500 Navigate back to the activity. Dispersion Relation for Waves on a String: Instructor's Guide Main Ideas Students' Task Estimated Time: 15 minutes To find the dispersion relation for waves on a light string by plotting the angular frequency of the waves as a function of wave vector. In class, there is a discussion of the linearity of the relation, and of the relevance of “wave velocity” for standing waves. For homework, the students complete the sheet and compute the wave velocity fr… text/html 2012-07-17T11:37:50-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:wvtimeinfwell?rev=1342550270 Navigate back to the activity. Time Evolution of Infinite Well Wave Functions: Instructor's Guide Main Ideas Students' Task Estimated Time: 20 minutes Students are asked to create states of the infinite potential well, composed both of single energy eigenstates and linear combinations of energy eigenstates, and animate the probability densities ${\left| {\psi \left( {x,t} \right)} \right|^2}$ to see how they change with time. text/html 2012-07-20T14:15:56-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:wvwaveenergy?rev=1342818956 Navigate back to the activity. Energy Density of Waves on a String: Instructor's Guide Main Ideas Students' Task Student groups are given a snapshot of a waveform and asked to determine the points where and when the kinetic energy density, potential energy density, and total energy density are maximal or minimal. Some groups consider a standing wave; other groups consider a traveling wave. text/html 2012-09-06T14:41:33-08:00 http://sites.science.oregonstate.edu/portfolioswiki/activities:guides:wvwaveinitialcond?rev=1346967693 Navigate back to the activity. Initial Conditions: Instructor's Guide Main Ideas Students' Task Estimated time: 30 minutes To write down the solution to the 1-D wave equation that matches specific boundary conditions using several standard algebraic forms.