Inadequate writing skills are a common problem in science classes. Writing scientific papers require a different skill type than writing prose and often learning the terminology is similar to learning a second language. Research has shown that activities such as group projects and peer review are helpful in addressing this challenge in other contexts. This project will use three sections of upper division physiology university students; one section is the experimental group and the other two are control groups. All students write five lab reports with a partner during the semester, which are used to practice peer review. The class is trained on how to review a paper and a rubric in the form of a feedback worksheet is provided. The class anonymously exchanges papers and review prior to turning them in for grading. The reports with the attached feedback worksheet and additional comments from the instructor are returned to the students and common problems are discussed in class. The students also write three formal manuscripts in teams of four with students from all three sections. The first manuscript grade will be used as the baseline to measure improvement in the scores on the remaining two manuscripts. I hypothesize that the students participating in the peer reviewing influence their manuscript team and receive better outcomes on their grades. The results indicate improvement in the manuscript grades, suggesting that peer review has a positive effect in a scientific laboratory setting.

An explanation was sought for unexpected fluorescence spectroscopy results encountered when examining as-synthesized gallium selenide (GaSe) nanoparticles at low temperatures, 20-240 K. Three types of spectroscopy were utilized in the process of gathering data. UV-Vis absorption spectroscopy was employed at room temperature. Static fluorescence spectroscopy was used in the temperature range from room temperature down to 15-20 K and time-resolved fluorescence spectroscopy results were gathered from 21 K to 240 K. The results are consistent with the idea that GaSe nanoparticle nuclei exist in equilibrium with GaSe nanoparticles in the synthesis the Kelley lab commonly uses. These nuclei are non-luminescent at room temperature due to non-radiative losses, but emit strongly at low temperatures, approaching a quantum yield of 1.0 at 21 K.