Bachelor students should understand physical chemistry concepts and chemical reaction mechanisms as well as acquire basic knowledge of atmospheric chemistry (ATM306) and computational chemistry (KEK222). Bachelor students get their own short project (6–12 weeks of research), which they are working with a help of a more senior group member. In addition of group meetings, we will have one-on-one meetings to discuss the project and thesis work.
Master students should deepen their knowledge of various relevant topics such as aerosol and atmospheric chemistry (ATM394, ATM358), theoretical chemistry (KEM341, KEM369, KEM368) and physical chemistry (KEM375, KEM343, KEM344). Master students get their own project (few months of research), which they are working with a help of a more senior group member. In addition of group meetings, we will have one-on-one meetings to discuss the project and thesis work.
Doctoral students are expected to work highly independently becoming a specialist within a very specific area. We will have bi-weekly one-on-one meetings in addition of project-specific and group meetings. This is to ensure that you are progressing in the on-going project, in a right track to graduate on-time and acquire required skills for future research career. PhD students learn how to lead a project, help supervise undergraduate students, act as a teaching assistant, and report scientific findings for publication in international journals and conferences. PhD students should be active in applying travel and research grants. I expect at least three peer-reviewed first author publications during the 4-years doctoral project.
Postdocs and other senior researchers are expected to work in collaboration with the PI with high degree of independence and lead the trajectory of projects and help conceive new areas of research. In addition of project-specific and group meetings, we will have occasional one-one-one meetings to discuss the project plans, possible funding applications and career goals. I strive to create an environment where ambitious postdocs can work as independently as they desire whilst keeping within the overall goals of the group. A postdoc position can range anything from few months to several years depending on how the funding is acquired. Postdocs are expected to be active in applying external funding.
Learn: computational tools, molecular properties at different environments
Research questions: Which dicarboxylic acids are stronger bases than ammonia in the gas-phase? Which kind of structure makes carboxylic acid a strong base?
Learn: cluster sampling, clustering mechanisms, particle formation
Research questions: What are the mechanisms of ion-mediated pathways of organic acid–sulfuric acid–ammonia cluster formation? What proton transfer mechanisms can happen in ion recombination? Are those reactions leading to the evaporation of neutral ammonia?
Learn: reaction mechanism, structure–activity relationship
Research questions: How fast are Criegee reactions with different functional groups? How does Criegee structure affect its reactivity?
Learn: accretion mechanism, autoxidation calculations
Research questions: Can Criegees participate bimolecular reactions with peroxy radicals? Can those accretion products further autoxidate?
Learn: transition state theory, kinetic simulations, tunneling
Research questions: What are the main oxidation reaction mechanisms and their rates? How does relative importance of H-shift vs. ring-closure change in different compounds? How much accretion products are expected to form?
Learn: photochemistry, FTIR spectroscopy, matrix isolation technique
Research questions: What is the structure of pre-reactive complex? Does the complex react when irradiated? What is the main photochemistry product?