Weizmann Institute of Science Summer 2010

1. Soft and Messy MatterNew Approach to Introduce Contemporary Science in High School Weizmann Institute of Science Summer 2010

2. Collaborators Curricular development and Instruction • Elon Langbeheim, Shelly Livne,Department of Science teaching, Weizmann Institute of Science Scientific Adviser • Sam Safran, Department of Materials and Interfaces, Weizmann Institute of Science Acknowledgments • Avi Hofstein, Bat Sheva Eylon, Department of Science teaching, Weizmann Institute of Science • Davidson Institute of Science Education, Weizmann… - Infrastructure

3. Outline: Rationale • Why teach “soft matter” in high school? “Soft and messy matter” program • Context of program • Curricular overview Preliminary Research Findings

4. Rationale Why teach “soft matter” in high school? A major challenge of HS science Reflecting current and relevant scientific developments Presenting the foundations of a scientific subject area while to encourage students to continue their studies of science while building a sound basis

5. Rationale Why teach “soft matter” in high school? A possible candidate to do both Soft Matter Physics Presenting the foundations of a statistical thermodynamics Reflecting interdisciplinary and dynamic subfield of science Can motivate students and allows a thorough treatment without extensive math and science background

6. Rationale What is “soft matter” ? • Pierre-Gilles de Gennes (Nobel prize in Physics 1991) “All physiochemical systems that have large response functions” (i.e. mild external influence has a big effect) • Helmut Mohwald (Editorial board, Soft Matter) “materials that are held together by non-covalent interactions. These interactions are typically weak, often on the order of kT and thus comparable to entropic forces.” Timely soft matter problem: • Spills from leaking oil-tankers ruin marine eco-systems • Figuring out which surfactants can reduce surface tension between oil and water and break the oil into nano/micron size drops.

7. Rationale Solving such problem requires understanding of: • Surface activity of surfactants • Phase separation in mixtures (due to interactions) • Free energy minimization • Fundamental of thermodynamics Stem from inter-particle interactions with energies of the order of the thermal fluctuations. e.g. surfactant (soap) molecules on the interface stabilize oil in water emulsion Soft matter physics uses statistical mechanics to study self-assembly and phase behavior of polymers, colloids, and surfactants that play a major role in modern materials science and biological matter

8. Israeli HS curriculum divided into isolated subjects, Mutual concepts sometimes presented incoherently Deficient treatment of many particle systems Almost NONE in Physics, QUALITATIVE in Chemistry All students take a matriculation exam: Students choose a major in 10th grade, X% in Physics, Y% in Chemistry, Z% overlap National Syllabus (10th-12th grade, 450h, in fact 360), Some flexibility Program Context Experimental programs, i.e. “Soft and messy matter” • Credit 40% matriculation credit in physics or chemistry • A 2 year course – 11-12 grade, 128 h + project • 2 groups, ~ 16, from different regional high schools

9. Program Curriculum - overview Introduction:Establishment of Shared basic thermodynamic language from a statistical point of view The “core”:analysis of the phenomenon of phase separation in mixtures, demonstrating the “competition” between entropy and interactions Applicationto various types of soft matter (e.g. colloidal particles, micelles, polymers) that consist of molecules/molecular assemblies that are dispersed in a solvent and can either form a mixture or phase separate • Inquiry projects: 1. Measurement of surface tension via contact angle • 2. Investigation of micelle formation in soap