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		John M. Alexander Professor B. S., 1953, Davidson College; Ph.D., 1956, Massachusetts Institute of Technology; Postdoctoral Fellow, Massachusetts Institute of Technology, 1957; Alfred P. Sloan Research Fellowship, 1964-67; John Simon Guggenheim Fellowship Award,1969-70; American Chemical Society Award for Nuclear Chemistry, 1991. Tel: (631) 632-7904 Fax: (631) 632 7987 Email: Jalexander@notes.cc.sunysb.edu Publications

	NUCLEAR CHEMISTRY In recent years reactions between complex nuclei have emerged as one of the most active areas of fundamental research in nuclear science. Our nuclear chemistry group at Stony Brook is pursuing this field in several collaborative efforts. An active experimental program involves measurements of energy and angular distributions of charged particles after reactions such as 40Ar + 108Ag. The experimental tools we use include electronic detectors, primarily of charged particles emitted in heavy-ion collisions. We measure the light charged particles H, He, etc., heavy fragments such as those from fragmentation or fusion reactions, and the coincident detection of two or more of these. Each student participates in both the experimental and theoretical aspects of research. Recent experiments have utilized accelerators at Stony Brook, Michigan State University, and Lawrence Berkeley Laboratory and in France at Grenoble and Caen. Most of these experiments involve a collaboration among about a dozen scientists, some located at the accelerator laboratory itself and some at Stony Brook. Often, members of other groups in Europe, Asia, and South or North America visit for several months or years at Stony Brook. This continuing game of musical chairs has been very rewarding for each participant. The Nuclear Structure Laboratory and the Nuclear Theory Group, both in the Department of Physics at Stony Brook, are also very active colleagues in local and international research enterprises. Scientific advances must always involve the interplay between experiment and theory. As experimental results give new insights, theoretical models must be altered and reformed. Students also participate in these theoretical comparisons and advances.

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