Shelly Livne - Academia.edu (original) (raw)
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Papers by Shelly Livne
Biophysical Journal, 2014
The Journal of Chemical Physics, 1988
The scanning simulation method is applied to a model of polymer adsorption in which a single self... more The scanning simulation method is applied to a model of polymer adsorption in which a single self-avoiding walk is terminally attached to an attracting impenetrable surface on a simple cubic lattice. Relatively long chains are studied, of up to 1000 steps, which enable us to obtain new estimates for the reciprocal transition temperature ‖&egr;‖/kBTa=θa =0.291±0.001 (&egr; is the interaction energy
American Journal of Physics, 2012
American Journal of Physics, 2012
ABSTRACT We describe an elective course on soft matter at the level of introductory physics. Soft... more ABSTRACT We describe an elective course on soft matter at the level of introductory physics. Soft matter physics serves as a context that motivates the presentation of basic ideas in statistical thermodynamics and their applications. It also is an example of a contemporary field that is interdisciplinary and touches on chemistry, biology, and physics. We outline a curriculum that uses the lattice gas model as a quantitative and visual tool, initially to introduce entropy, and later to facilitate the calculation of interactions. We demonstrate how free energy minimization can be used to teach students to understand the properties of soft matter systems such as the phases of fluid mixtures, wetting of interfaces, self-assembly of surfactants, and polymers. We discuss several suggested activities in the form of inquiry projects which allow students to apply the concepts they have learned to experimental systems.
We analyze the development in students' understanding of fundamental principles in the context of... more We analyze the development in students' understanding of fundamental principles in the context of learning a current interdisciplinary research topic-soft matter-that was adapted to the level of high school students. The topic was introduced in a program for interested 11th grade high school students majoring in chemistry and/or physics, in an off-school setting. Soft matter was presented in a gradual increase in the degree of complexity of the phenomena as well as in the level of the quantitative analysis. We describe the evolution in students' use of fundamental thermodynamics principles to reason about phase separation-a phenomenon that is ubiquitous in soft matter. In particular, we examine the impact of the use of free energy analysis, a common approach in soft matter, on the understanding of the fundamental principles of thermodynamics. The study used diagnostic questions and classroom observations to gauge the student's learning. In order to gain insight on the aspects that shape the understanding of the basic principles, we focus on the responses and explanations of two case-study students who represent two trends of evolution in conceptual understanding in the group. We analyze changes in the two case studies' management of conceptual resources used in their analysis of phase separation, and suggest how their prior knowledge and epistemological framing (a combination of their personal tendencies and their prior exposure to different learning styles) affect their conceptual evolution. Finally, we propose strategies to improve the instruction of these concepts.
Biophysical Journal, 2014
The Journal of Chemical Physics, 1988
The scanning simulation method is applied to a model of polymer adsorption in which a single self... more The scanning simulation method is applied to a model of polymer adsorption in which a single self-avoiding walk is terminally attached to an attracting impenetrable surface on a simple cubic lattice. Relatively long chains are studied, of up to 1000 steps, which enable us to obtain new estimates for the reciprocal transition temperature ‖&egr;‖/kBTa=θa =0.291±0.001 (&egr; is the interaction energy
American Journal of Physics, 2012
American Journal of Physics, 2012
ABSTRACT We describe an elective course on soft matter at the level of introductory physics. Soft... more ABSTRACT We describe an elective course on soft matter at the level of introductory physics. Soft matter physics serves as a context that motivates the presentation of basic ideas in statistical thermodynamics and their applications. It also is an example of a contemporary field that is interdisciplinary and touches on chemistry, biology, and physics. We outline a curriculum that uses the lattice gas model as a quantitative and visual tool, initially to introduce entropy, and later to facilitate the calculation of interactions. We demonstrate how free energy minimization can be used to teach students to understand the properties of soft matter systems such as the phases of fluid mixtures, wetting of interfaces, self-assembly of surfactants, and polymers. We discuss several suggested activities in the form of inquiry projects which allow students to apply the concepts they have learned to experimental systems.
We analyze the development in students' understanding of fundamental principles in the context of... more We analyze the development in students' understanding of fundamental principles in the context of learning a current interdisciplinary research topic-soft matter-that was adapted to the level of high school students. The topic was introduced in a program for interested 11th grade high school students majoring in chemistry and/or physics, in an off-school setting. Soft matter was presented in a gradual increase in the degree of complexity of the phenomena as well as in the level of the quantitative analysis. We describe the evolution in students' use of fundamental thermodynamics principles to reason about phase separation-a phenomenon that is ubiquitous in soft matter. In particular, we examine the impact of the use of free energy analysis, a common approach in soft matter, on the understanding of the fundamental principles of thermodynamics. The study used diagnostic questions and classroom observations to gauge the student's learning. In order to gain insight on the aspects that shape the understanding of the basic principles, we focus on the responses and explanations of two case-study students who represent two trends of evolution in conceptual understanding in the group. We analyze changes in the two case studies' management of conceptual resources used in their analysis of phase separation, and suggest how their prior knowledge and epistemological framing (a combination of their personal tendencies and their prior exposure to different learning styles) affect their conceptual evolution. Finally, we propose strategies to improve the instruction of these concepts.