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Chandralekha Singh
Researcher at University of Pittsburgh
Publications - 429
Citations - 9616
Chandralekha Singh is an academic researcher from University of Pittsburgh. The author has contributed to research in topics: Physics education & Interactive Learning. The author has an hindex of 48, co-authored 395 publications receiving 8147 citations. Previous affiliations of Chandralekha Singh include University of California, Santa Barbara & University of Illinois at Urbana–Champaign.
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Modeling the Interactions between Polymers and Clay Surfaces through Self-Consistent Field Theory
TL;DR: Using numerical self-consistent field (SCF) calculations, Wang et al. as mentioned in this paper investigated the interactions between two closely spaced surfaces and the surrounding polymer melt, and developed an analytical SCF theory to model the interactions among the functionalized chains, nonfunctionalized polymers and the clay sheets.
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Student understanding of quantum mechanics
TL;DR: This paper investigated the difficulties of advanced undergraduate students toward the end of a full year upper-level quantum mechanics course with concepts related to quantum measurements and time development, and found that most students shared the same difficulties despite variations in background, teaching styles, and textbooks.
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Theoretical Phase Diagrams of Polymer/Clay Composites: The Role of Grafted Organic Modifiers
TL;DR: In this article, a density functional theory (DFT) with a self-consistent field model (SCF) is combined to calculate the phase behavior of thin, oblate colloidal particles that are coated with surfactants and dispersed in a polymer melt.
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Modeling the Phase Behavior of Polymer/Clay Nanocomposites
TL;DR: In this article, a free energy expression for a mixture of polymers and solid, thin disks is derived from the Onsager model for the equilibrium behavior of rigid rods, which takes into account the possible nematic ordering of the disks within the polymer matrix.
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Improving students’ understanding of quantum mechanics
TL;DR: To address the misconceptions that students typically hold concerning quantum mechanics, instructors should couple computer-based visualizations with research-based pedagogical strategies.