This study investigates the potential of five factors that may be predictive of success in college general chemistry courses: prior knowledge of common alternate conceptions, intelligence, scientific reasoning ability, proportional reasoning ability, and attitude toward chemistry. We found that both prior knowledge and scientific reasoning ability were significantly correlated with students' performance on the American Chemical Society Division of Chemical Education Examinations Institute First Term General Chemistry Examination. Given that scientific reasoning ability was significantly correlated with final exam performance and that its impact is not broadly known in the chemistry teaching community, we then discuss the implications for facilitating the development of reasoning ability in college preparatory high school chemistry courses and college preparatory chemistry courses.

Biomass burning for residential heating significantly contributes to ambient PM 2.5 burdens in many areas, making source apportionment to wood heater emissions an important issue. This study compares and evaluates Chemical Mass Balance (CMB), levoglucosan analysis, and 14 C analysis methods for apportionment. Results suggest that the CMB method appears to overestimate the contribution of residential wood heating in Fairbanks, perhaps due to non-representativeness of emissions source profiles. Carbon-14 analysis allows for apportionment to biomass sources, but must be corrected for noncarbon PM 2.5 content. Levoglucosan analysis has the advantage of being relatively inexpensive, but there is considerable uncertainty in determining conversion factors to calculate wood smoke levels from measured levoglucosan concentrations. Conversion factors in the range of 9.1 to 13.3 are calculated from previously published and experimental mass fractions of levoglucosan in wood smoke PM 2.5 . Conversion factors in the range of 10.7 to 12.9 are determined from analysis of independent field measurements of 14 C and levoglucosan in Fairbanks. The calculated and measured conversion factors are consistent and are similar to previously-reported values. The three apportionment methods (focused on residential wood smoke contributions) are complementary and collectively provide a means to evaluate or confirm apportionment results.

The goal of graduate education has consistently been to produce independent scientists who can advance the knowledge of their fields, which has led to a series of staple elements in graduate components (i.e. research, courses, seminars, etc.) However, criticisms of graduate education in chemistry have been raised, stating that the current structure no longer matches the needs of our changing world, that it fails to prepare students for present and future careers in academia, industry, and government work. Suggestions have been made for improvement, but there is a lack of research investigating how graduate students actually grow professionally given the current common programmatic elements. To that end, a longitudinal, qualitative case study was conducted. Four chemistry graduate students were interviewed about their professional growth every 6 months during their first two years of graduate school based on their personal experiences to determine the impact of programmatic elements on graduate students’ professional development. Socialization theory and cognitive apprenticeship theory provided the lens for the development of the semi-structured interviews. Through the use of iterative thematic coding, evidence of five main themes was found: Career preparation, environment, perceived value, scepticism or faith in the system, and support. These themes bring into question the extent to which chemistry programs (of similar characteristics to those studied) are meeting their ethical responsibility of preparing students for the changing dynamics of careers that chemists assume. It was found that, in certain circumstances, the current chemistry graduate education structure falls short of those goals.