The Quasar / Galaxy Pair PKS 1327-206 / ESO 1327-2041: Absorption Associated with a Recent Galaxy Merger

We present HST/WFPC2 broadband and ground-based Halpha images, H I 21-cm emission maps, and low-resolution optical spectra of the nearby galaxy ESO 1327-2041, which is located 38 arcsec (14 kpc in projection) west of the quasar PKS 1327-206. Our HST images reveal that ESO 1327-2041 has a complex optical morphology, including an extended spiral arm that was previously classified as a polar ring. Our optical spectra show Halpha emission from several H II regions in this arm located ~5 arcsec from the quasar position (~2 kpc in projection) and our ground-based Halpha images reveal the presence of several additional H II regions in an inclined disk near the galaxy's center. Absorption associated with ESO 1327-2041 is found in H I 21-cm, optical, and near-UV spectra of PKS 1327-206. We find two absorption components at cz = 5255 and 5510 km/s in the H I 21-cm absorption spectrum, which match the velocities of previously discovered metal-line components. We attribute the 5510 km/s absorber to disk gas in the extended spiral arm and the 5255 km/s absorber to high-velocity gas that has been tidally stripped from the disk of ESO 1327-2041. The complexity of the galaxy/absorber relationships for these very nearby H I 21-cm absorbers suggests that the standard view of high redshift damped Lyman-alpha absorbers is oversimplified in many cases.Comment: Replaced with accepted version; 16 page

Inquiry-Based Chemistry Education in a High-Context Culture: a Qatari Case Study

This research took place within the context of ongoing educational reforms to promote inquiry-based science instruction and a desire to draw evidence to inform adoptions of western pedagogical practices in a high-context culture like Qatar. We report on the outcomes from Process Oriented Guided Inquiry Learning (POGIL) in a foundation chemistry course based on students’ achievement, their perceived learning gains, and their self-efficacy. The study utilized quantitative data obtained from normalized content tests and instruments to measure perceived learning gains and attitudes and experience. Qualitative data from open-ended student questionnaires were analyzed to cross-validate findings from the study. Positive effects of POGIL during fall (semester 1) and spring (semester 2) semesters were evidenced by (a) improved mean scores and medium to large effect sizes for content test results, perceived learning gains, and self-efficacy levels and (b) a positive correlation between the measures of perceived learning gains and self-efficacy. Students self-reported increased self-efficacy, interest, and better understanding of concepts using the POGIL method. Comparing fall and spring semesters, student reluctance and negative perceptions of the POGIL approach gradually diminished. Students were able to adapt easily to POGIL—a method of teaching that they had not experienced before but which was compatible with the high-context culture in which they live. In addition, this study reflects the current condition of science learning in Qatar, where the emerging outcomes of educational reforms play an important role in preparing local students to transition into higher education