Ode of Melancholy

In literature we read a poem called “Ode Of Melancholy” written by Jhon Keats.

For this post I search for images that I believe they represent the feelings that the poet tries to express in his poem.

Both images represent sadness and melanchily, feelings which are expressed during all the poem.

I also found this short text which I believe it is really interesnting, It presents the feeling of melancholy as an inlesses and the poem as a guide on how to solve it.

“one must first understand that melancholy was viewed, for the longest time, as an illness. It was an imbalance in the body’s humours, specifically an over-abundance of black bile, that led to ill temperament, mood swings, anger, and a brooding disposition, which, for the discerning reader, might have very well been the categorization of the entire Romantic period. John Keats, as a junior doctor, would have almost certainly come into the definition and the treatment of melancholy during his training, which is why this particular poem, Ode on Melancholy, is so interesting in its writing.”


Finally, I would like to express an intersting information I found. This poem used to have another stanza but it had been removed some time before it was pubilshed. The missing stanza was as follows:

Though you should build a bark of dead men’s bones,
And rear a phantom gibbet for a mast,
Stitch creeds together for a sail, with groans
To fill it out, bloodstained and aghast;
Although your rudder be a Dragon’s tail,
Long sever’d, yet still hard with agony,
Your cordage large uprootings from the skull
Of bald Medusa; certes you would fail
To find the Melancholy, whether she
Dreameth in any isle of Lethe dull.


In my opinion, this poem is great. It “teach” us how to deal with sadness and how to appriciate what it is the best for us.  The writer tell us not to worry, and help us to change the suffering and sadness to much meautiful feelings.

Publicado en 4AC2018, Eportfolio, Ingles, literature | 1 comentario


This year was a different one, in many aspects. As regards literature, I believe this year was much quieter than last year, I enjoyed it more. 

Last year we had to give the IGCSE Literature Exam. Since Senior 1 we worked towards the exam. We worked really hard towards the exam and I even get really stress about it. 

This year, although we worked really hard too, I was able to enjoy each activity more because I know that there was not an exam as the IGCSE waiting for us. 

I knew, as we started the year, that we would face literature from another point of view. 

We continued reading stories and analyzing poems, but I could learn them in a different way. 

I learnt not only the information about each topic, but also how to connect them and give them a personal sense. 

My favorite topic was “War Poetry”. Since I was a child I found very interesting about Wars and every single aspect they tackle. Im not in favor of wars, I even hate them, but I found very interesting Soldiers’ life and the consequences they would have to face. 

My great grandfather fought in WW1 and my father did the “colimba”. Of course that’s nothing in comparison to the poems that we read by I could imagine them in those situations. 

Furthermore, I was able to use what we have learnt in our History subject the previous years, which helped me to understand more. 

My favorite activity was carrying out the post about War poetry. Not only the class activity but also the one on the E-portfolio. 

I do not remember anything which I did not enjoy completely. I do believe that we sometimes used a lot technological materials and I personally prefer carrying tasks by hand and commenting in class. 

I certainly believe It was a good year as regard this subject.  I believe I was able to develop my ability of understanding in a much more individual way every different topic and to creat a deep opinion towards them. 

Publicado en 4AC2018, Eportfolio, Ingles, literature | 1 comentario

Dulce Et Decorum Est

On our literature class, we read a poem named “Dulce Et Decorum Est”.

It is an interesting poem since its describes a soldier’s experience in war. He is able to expresss his feelings, thoughts, opinion and even to make us, the reader, reflex about the idea of patriotisim in wartimes and the terrible consquencs that they bring.

I created a wordsearch puzzles, where I include several important words which makes reference to the poem.

Click Here to go to the activity. 

This poem made me think about war and all the matters that it involves. I realized that soliders suffer more than expected and that the idea of making honour to your country is an idea much more promoted than the truth deep inside. Soldiers were force to give their own life for their country, and if they had the unusal luck of surviving, they were still damaged for life with different injuries, mental or phisical.

Publicado en 4AC2018, Eportfolio, Ingles, literature | 1 comentario

“Home is so Sad” & “Rooms”

In literature we read a poem named “Home is so Sad” and “Rooms”

While I was searching for an analysis of “Home is so sad”, I found a text which I liked. It pointed out that “In summary, of course, ‘Home is so Sad’ explores the notion of ‘home’ when that home is left empty, when the ‘heart’ is removed from it, when it has lost what even makes it a ‘home’ (rather than mere bricks and mortar). The unspoken question seems to be: how can a home be a home when there’s no one around to make it so? But of course the answer, partly, is that the home retains sad memories of the people who once occupied it: it carries a reminder of its occupants, their pictures, the music they played on the piano”

Then I look up for an analysis of “Rooms” and I found the following text: ” The idea could denote how we spend our lives essentially in rooms, and each room has its own experience and background which ultimately shapes our identity and background. Alternatively, and in addition, the rooms we spend our time in could eventually shape our personalities and identities and therefore the word rooms is used as the setting or context in which we spend the majority of our lives.”

Those words made me think about my home and my history of the four houses where I lived.  I realized that each one occupied an unchangable part in my life and that I had left there different memories and feelings. Those four houses kept with my life situation at the time I lived there. Those rooms, where I lived, will have a remainder of me, of my old life, as I have of them.

My first house was in Rodriguez peña y Sta. Fe. By the time I was born we lived there with my parents and my sister. I do not remember much about that house but my parents told me I really liked it


When I was three years old, we moved to Av. Callao y Av. Cordoba. Here is where I lived the most. This house kept with my childhood and with the biggest events in my life. I continue living there with my dad. In this house, my favorite room is my bedroom. I had never changed it since I live there. I feel those walls had been always at my side and inside my room I had live some of the most important events in my whole life.

When my parents got the divorce, we moved to a small department in Ayacucho y Melo with my sister and my mum. I love this house. My favorite room was the kitchen. I spent more of the time there.

When my mother got merried we moved to Las Heras y Bustamante. This was a particular moment at my life and I remember that my favorite room was the bathdroom.

Finally, we moved where we live now. I like this home because it gives me a sense of belinging and that Is what I look in a house.  My favorite place is my bedroom.

As  consequence of reading those poems in Lierature, I realized that the homes where I lived keep a memorie of tme, ad of all my family. As we leave there special feelings and memories, we will always leave a mark in them too. Because rooms ar not only a literal place with four walls and a roof, but a place where you build up and create stories and feelings.

I believe those four houses had built my room in my life ultil this moment. Each house is a wall of my metaphorical room where I’m growing and developing in life. Those rooms made me be what I am know and had always been at my side in my deepest events, since at home is where one is its thruthful being.

Publicado en 4AC2018, Eportfolio, Ingles, literature | 1 comentario

The Destructors

We read a short story named “The Destructors”, which for me was one of the best ones we read this year.

The writer, Graham Green, is able to combine a good storytale with a deep message and historical context which leads the readers thinking about it.

In the picture above it can be seen Old Misery’s house. The only one which had survived the bombs as a consequence of the war. The photo also shows the destruction caused by the bombs all around the city.


After reading this story I kept thinking about a main theme of the story: Destruction as a way of creation.

That idea made me think and I realized that there is always a moment where we, people, hit a point of broken, and there is where real growth begins. As the time passes, we start seeing the destruction of experiences as the beginning of a new creations. That is why we can consider ourselves as “creative destroyers,” who destroy in the service of creation. To sum up, creation is imposible without destruction.

I made some research and I found out that there are three forces in nature; creation, maintenance and destruction.

In the creation phase we are exhilarated, excited and connected to our purpose. But there is a time, our creation is not longer useful or does not shows or provides something new. There is a moment where the maintenance is useless. We had already learn a lesson from the creation, it is time to destruction to take place so as to repeat the same cycle.

We, humans, are a weapon of destruction. Through the history we had destroyed different territories, we had killed people, we end up with different and many things, but at the same time we opened new beginnings. As a consequence of all those destructions new episodes and opportunities appeared.

Publicado en 4AC2018, Eportfolio, Ingles, literature | 1 comentario

The Lady In the Looking Glass

On our literature class, we read a story named “The Lady in the Looking Glass” written by Virginia woolf.

I heard that Rosario Vago made an interesting comment in class comparing Virginia’s method towards the mirror in the story with the role that Jorge Luis Borges tackeled in his texts.

That is why I am also going to compare those two important writters in the history of literature.

Borges dealt with several topics such as destiny, labyrinth, an idea of circular destiny or repetition, analysis of the character’s identity, using epiphanies and the role of the mirrors. In this post, I will compare the use of mirrors in both cases, Virginia’s and Broges’. 

The story “The Lady in the Looking Glass” starts with a phrase introducing the mataphore of the mirrors in her story: “People should not leave looking glasses hanging in their rooms”. Those words are not only the begining of the text but also the ending. They transmit a sense of reveling the identity and achieving ith a circular destiny imposible to change or to escape.

Both writters played with the mirrors to express their messages. They both dealt with slef reflection in their texts. In both cases, the mirrors represent truth, it is a symbol of revelion the truthful identity.

In Virginia’s story, when the character sees herself reflected in the looking glass, she realizes that her superficial identity was covering something deep inside. The mirror, in the story, shows what no one, even Isabella is avoiding or is not accepting. The mirror does not lie, it forces to see the truth. Something similar happens with Borges…

The characters in Borges’ texts see themselves refelcted with another character and realize their own identiy, as if the character was a mirror which shows and revel the truth.

Finally, I would like to say that in both cases it is inevitable to escape from the destiny, everyone, Isabella or the characters present in Borges’ text will find their identity and within their destiny which will be achieve no matter how many times people try to avoid it. Like Virginia’s story eds as it sarts and Borges’ characters end as their destiny establish

I really like to do this post becuase they are two increible writers and share an important message in their literature.

Publicado en 4AC2018, Eportfolio, Ingles, literature | 1 comentario

War Poetry

The second term in literature, we studied “War Poetry”. We analyzed different poems  which expressed the consequences caused by the war and its terrble effects.

I really liked to handle this topic because it remembered me what we  had studied in senior 1 about the cosequences of war.  I felt as if I could really unerstand what the poets tried to express.

I could understand how the soldiers suffer and had to smash into death to achieve the task of “fighting and dying for their country”.

I carried out some research looking for soliders’ testimonies which express the suffering under those horrible conditions.

I found an interesting page, which explains that a soldier´s diary was found and it revels the day to day experience at war.

His name was Rifleman Williamas. In his diary he expressed soldiers’ daily life in the trenches during the first winter on the Western Front.

The historical situation by the time the soldier wrote his dary entries was the following: By the end of 1914 the Allies and the Germans had established themselves in a line of trenches running from the Channel to the French-Swiss border.

Since both sides settled down for the first winter of the war, the struggle with the weather proved to be harder than that with the enemy in some sectors of the front. The trenches were destroyed by the bomb. The destruction led to flooding, but it did not  matter how cold or wet they were, the soldiers had to remain in the line.

The diary entries are the followings:

1 Jan:
Guard 3.15-5.15 and then another half hour 10.15-10.45. Went back to billet at about 11 o’clock to act as guard to Relief Guard of the DLI [Durham Light Infantry]. After being relieved went with another chap and had a couple of boiled eggs and coffee then got kit together and went with George for a tass[e] de café. Paraded at 4.45 moved to trenches at 5pm. Got told off with 6 others including George for delving [?] trench, had to go through sewer. Got jolly wet as usual.

2 Jan:
Went for shot to our trenches at rear nothing particular doing. One of our chaps hit by sniper, the bullet just grazed the top of his head.

3 Jan:
Very wet. Germans did a little shelling some falling very close to us.

4 Jan:
Raining hard. Everything in a very bad state. Had card from Mrs Nicholls.

5 Jan:
Sent card to Mrs Nicholls. Sergeant Wilson killed while sniping at flashes of the rifles of enemy snipers. Shot through the head. Dugout progressing favourably. Sent card to Mrs Goshawk.

6 Jan:
At second watch at about 3.40am had close thing, shot hitting sandbag in front of me. Heard cry in night of one of our fellows who was shot in the ankle. Woken up by George, who thought he heard a bughatch [?] fall in, but which was Robinson taken bad in the leg. He left at 5.20 for the dressing station. 3 of ours went out just in front reconnoitring, returned safely. Had cigarettes and letter from Lipport.

7 Jan:
Poured with rain all day and night. Water rose steadily till knee deep when we had the order to retire to our trenches. Dropped blanket and fur coat in the water. Slipped down as getting up on parapet, got soaked up to my waist. Went sand-bag filling and then sewer guard for 2 hours. Had no dug out to sleep in, so had to chop and change about. Roache shot while getting water and [Rifleman PH] Tibbs shot while going to his aid (in the mouth). Laid in open all day, was brought in in the evening, unconscious but still alive. Passed away soon after.

8 Jan:
Very wet day. Captain [MM] Shattock shot through the eye, passed away 2 hours later. Went on wood fatigue at night, had to wait 1 hour at SM and then had to make two journeys. Very muddy, got back just in time, got guard 9.50.

9 Jan:
Orderly. Sent letter card home. Card to Elsa and Mary. One or two aeroplanes passed over which we fired at, the shots going very near.

10 Jan:
Fine day. Heard officially that we are going out tomorrow to return after 4 days. Artillery drill, farms all round shelled, our artillery replying. [Brigadier] General [WN Congreve VC] of the 18th [Brigade] came down the trench at 3.30, was observed by the Germans and one of our fellows next to him shot dead. Rifleman [JD] Ingram.

11 Jan:
Lot of sniping done. One of our chaps being hit, the ones in the next trench all sent here as their place not safe. Lot of firing going on. At stand to went out to officers servants’ quarters and sat by large fire got nice and dry and then had to go on water fatigue. Captain Hewaters [?] led. In one place we had to go through about 2 feet of water. Were sniped at a good bit. Nos 3 and 4 companies relieved by the Durhams for 4 days.

12 Jan:
Quiet day. Very wet. Sent card to Mrs Hedges and one home. Had soup in packets issued for dinner. General Congreve passed down again at about 5pm. Just come off guard. Lot of sniping going on.

13 Jan:
Heavy shelling at houses in our rear. Some incendiary shells. Word passed down to keep close up to parapet as at 3.30 the brewery was bombarded. At 3 the Germans shelled the farm at rear where we get our water, our guns later (to time) replying rapidly. Excellent firing, the brewery being shattered, saw chimney fall. Snipers shot while leaving two of their shots before going through the officers’ hut, missing them by about a foot. The best bit of fun we’ve had.

14 Jan:
A corporal shot dead while passing where sandbag had a hole in it. Tossed with Williamson who should go on fatigues and sand bag filling. I lost. Party consisted of 4 filling and 4 carrying, we filed about 80 in 3 hours.

15 Jan:
Houplines. Were told to be ready to be relieved at 5 in the evening or next morning.

16 Jan:
Stand to with full equipment ready to go at 4am. Waited until about 5.30 before relieved. Marched to billets at Houplines. Got in ripping cottage with 4 others, George included. The people were awfully good, doing anything for us. Boiled water for us to wash our feet and bandaged them. After washing my feet were very bad, went for parcels which made them worse. George in the evening had to go on wood fatigue to trench.

17 Jan:
Paraded sick for feet. Wrote letter home. Gave Madam 5 pcs [postcards] as souvenir. Went to dressing station to go to hospital at 4pm. Waited in a sort of barn for horse ambulance. It arrived at about 8pm took us to Armentieres. Stayed the night in a hospital, had pea soup before turning in. In ripping room, stretchers as beds. Regular gave me German stud and English knife as souvenirs.

18 Jan:
Chaplain came in to us at 9.30 gave us packet of cigarettes and paper and postcards. Sent letter home. Had wash and brush up. Left in motor ambulance for Bailleul. Stopped the night at clearing station, separated from Hall. Got up in room with a lot of regulars waiting to go in train to Base. Midnight in train for Boulogne, Indian troops brought large cans of hot milk for us.

19 Jan:
Collision which buckled 2 rear carriages, but didn’t wake me. Hot cocoa and bread and butter brought along by English ladies, spoke to a Indian from Calcutta who gave me a souvenir. Arrived at Boulogne 4.30 stayed in train till 7. Them went in motor ambulance to hospital at docks. Stayed there all day. Embarked at 3.30. Left for Southampton at 12pm on the St Andrew. Companion got bunk for us two.

20 Jan:
Had breakfast at 8.15 in bunk, then went on deck. Saw Netley Hospital at 10am waiting to go in. Landed at 10.30 went straight in hospital train for Leicester. Stopped for tea at Bedford at 7.15. Got to Leicester about 8.30, taken by private cars to 5th North General Hospital. Had some supper and then went to sleep.


To conclude with this post, I want to make a big emphasys on the soldier’s effort and sacrifce they had to do during war and to face the consquences. They gave their life and died for their country. As Rifleman William showed, they had to face very hard and risky challenges under terrible condicions to defend their country, and their own life.

Publicado en 4AC2018, Eportfolio | 1 comentario

CELL DIVISION: Comparing mitosis and meiosis

Last virtual period before the winter holidays!!

Watch the video “Comparing mitosis and meiosis”

a- What is the purpose of meiosis?

is to reduce the normal diploid cells (2 copies of each chromosome / cell) to haploid cells, called gametes (1 copy of each chromosome per cell). In humans, these special haploid cells resulting from meiosis are eggs (female) or sperm (male).

b- Where does it take place?

In male animals, meiosis takes place in the testes and in females within the ovaries. In plants, meiosis occurs in the anthers to form pollen grains and within the ovary to form ovules. In meiosis a diploid cell divides in such a way so as to produce four haploid cells. These haploid cells are known as gametes.

c- Make a drawing showing the parent and daughter cells in mitosis and meiosis.

Resultado de imagen para parent and daughter cells in mitosis and meiosis.

d- Build a table to show the differences between mitosis and meiosis.

Resultado de imagen para table to show the differences between mitosis and meiosis.

e- Do red blood cells divide by mitosis? Explain your answer.

The do not, since they  do not have a nucleus. That means,  they have no genetic material. They do not have the organelles and machinery that is required for cell division. Thus, it does not require to undergo mitosis as it does not have to transfre genetic material to its daughter cells because it does not have any.

Publicado en 4AC2018, biology, Ingles | 1 comentario

“Dulce et Decorum Est” by Wilfred Owen

In Literature, we read the poem “Dulce et Decorum Est” by Wilfred Owen. We had to analyze the poem stanza by stanza and also, answer some questions about the poet and about war poetry. I did this with Maria Roggero.

War poetry (task 2)

We then had to analayze two different poems… Here is the analysis.

Soldier, Rest!


Author: Sir Walter Scott (1771-1832)

In this poem, it is expressed an attractive picture of death to the weary and battered soldier. Death is presented as a restful sleep where all the stresses and strains of marital life drift off to nothingness.

The opening stanza sets up this scene of comfort that death represents, before we move onto a description of the disharmony and discord of warfare.  The final stanza is quite a forceful argument that the soldier should give up his fight.


strewing – spreading untidily;

slumber – a deep, restful sleep;

toil – tiring work;

war-steed – a horse;

pibroch – Scottish bagpipe music typically used in the military;

reveillé – a bugle call used to wake soldiers.

Tone: calming & relaxing, reflective, dream.


  • War
  • sleep
  • death

The poem tackles in the First World War, occurs at that time and deals with that situation and all of what that implies.

This poem constant makes reference that soldiers need to sleep, to rest because of war. They are tired, exhausted, concerned, so the writer uses the term “Rest” as a metaphor for time, as dying. In this poem, thee word “Rest” can be understood as “Die”. They prefer to die, rather than live surrounded by suffering and by pain.

It is possible to say that the poem “invites” soldiers to die, since death is not described and seen as if it is not feared, but rather welcomed.

The Death Bed

Author → Siegfried Sassoon. He wrote the poem during his service in the Second World War.

This poem shows at the soldier at a hospital bed rather than fighting in the actual war. There are constant flashbacks to the war situation, there are constant reviving moments and episodes of war.  The poem can be understood in two different ways → Literally and Metaphorically.

Literary → the voice is in hospital after being at the war service. He is very harmful and is dying… in that context it can be understood that he is laid down in a bed writing the poem.

Metaphorical → the death bed does not only mean that he is in a bed physically dying, but also that he is mentally death. If he recovers physically, we will be mentally ill forever. He is dead in the inside, physiological destroyed.

Extended metaphor of water and waves
It symbolizes how the soldier is in between of life and death, since he is literally dying due to the war and, in a way, also mentally dying because of the trauma that the war has caused that is damaging his mind.
“He drowsed and was aware of silence
Round him, unshaken as the steadfast walls;”
Sassoon uses this literary device so the reader pauses and doesn’t read it without understanding the meaning Sassoon is trying to transmit. Sasson is conveying the trauma that the war caused the soldiers to have.
Tone: Trauma
Theme: Death, War, Life.

My personal opinion towards the poem is the following: I believe that it is a really interesting poem since its conveys the literal consequences and the consequences that are kept inside soldiers mind and own life. The writer is able to show that soldiers are “death” in their inside even though they are physically alive, because leaving in those situations is even worst than being death.


Task 3

I chose two poems which are called the same, “August 1914” . One is written by Isaac Rosenberg and the other by Vera Brittain.


August 1914


The writer as a british soldier who thought and died in the first world war.

This poem reflects on the beginning of the First World War, questioning the consequences of its destruction: Rosenberg declares that a hard and cold age of fire, iron and death has been ushered in by the war.

The poem is full of images and symbols.

First stanza. “What in our lives is burnt / In the fire of this?”: The poem starts with those questions— anxious wonder about the consequences of the war. Rosenberg does not shy away from questioning in his poetry, and declaring a lack of knowledge, a limited insight.

“This”, of course, is the war: Rosenberg wonders what is being destroyed by its “fire”, both literal and metaphorical meaning, since it makes reference to  the bullets and the devastation caused by exploding shells but also carries associations with hell and sacrifice.

“The heart’s dear granary?”: A granary is where grain is stored for winter. That phrase is a metaphor which compares the heart to a granary. It  emphasises the emotional cost of war. if the heart has a granary, we might suppose it is where gathered affections are stored for sustenance— but have now been consumed, by the fire of war.  This means tha feelings and emotions are stored, kept inside, forbidden, abandoned because of the war.


Second Stanza. “Iron, honey, gold.”: Iron’s hard and cold nature, the sweetness and preserving power of honey, the preciousness of gold.

“The gold, the honey gone— / Left is the hard and cold.”:  Now the iron and the honey are not present. That means that there was not either sweetness or preciousness, but iron, a hard and cold nature. That was caused by war and its effects.

Third Stanza. “Iron are our lives / Molten right through our youth.”:“Iron are our lives” suggests the “hard and cold” nature of the struggle for life alluded to in the previous stanza. This metaphorical element of iron is then transformed, as we read on, into “molten” iron, or heat. This heated iron suggests the misplaced passion of the young men fighting . We can also read these words literally: because molten iron literally is flying right through the bodies of young men on the battlefield, as burning fragments of shrapnel pierce their skin.

“A burnt space through ripe fields,”: As a consequence of war, probably there will have been many burnt fields, but this line can also be read figuratively. The the loss of young men’s lives, razing their “ripe” potential; yet the ripe fields also seem to recall the “heart’s granary” of the first stanza, and the emotional devastation that war has brought with it.

“A fair mouth’s broken tooth.”: The poem ends with a disturbing image of violence done to beauty. Again this line can be read figuratively (a fine civilization is being thoughtlessly destroyed or even every personal life of each soldier) or literally (the faces of handsome young men are being smashed in).

This photo shows the violence present in war… the inevitable death soldiers had to overcome for their country.

“Repression of War Experience” by Siegfried Sassoon

It is a poem making reference to 1918, once the war had finished.

By the title it is show an unwillingness or inability to recall or accept experiences undergone during World War I

“repression,” Siegfried Sassoon pointed out that although a person may not fully register traumatic experiences at the time they occur, repressed memories always return to haunt the sufferer.

In the first stanza, the soldier is at home in England on a summer night. He lights some candles and watches as moths flutter around the flames, wondering why they seek that which will kill them. Almost immediately, however, he finds that the moths trigger memories of his own wartime terrors, thoughts that he has “gagged all day.”

In the second stanza, the longest of the three, the mood changes as the soldier gives himself instructions on how to behave: He resolves to maintain control by lighting his pipe and seeks solace in nature by wishing for a rainstorm “to sluice the dark” with “bucketsful of water.” Needing a more immediate solution, however, he gazes at the books lining the room but becomes unnerved by the sight of a huge moth bumping against the ceiling, which leads him to think about the garden outside the house; he imagines ghosts in the trees, not of his comrades lost in battle but of an older generation, “old men with ugly souls” who stayed at home to die slow, natural deaths. In a final effort to pull himself together, the young man reassures himself that he is far away from the war. All that, makes the reader understands that he tried, forced himself to be “normal”, trying to avoid the effects that war provoked, but it is in vain since he could not forget the suffering he had  gone through.

In this last stanza, however, the soldier imagines that he hears the ominous sound of muffled guns on the front lines in France. They are sounds he cannot silence.

This photograph shows a sloldier trying to avoid his suffering in war. His mind and thoughts are taking over him. He was probably listen to bombs, guns, shouts continously and constantly. He is suffering, and going over a terrible situation.



Publicado en 4AC2018, Ingles, literature | Deja un comentario

Virtual Period Cell Division


1- a- Make a drawing of a body cell which contains one chromosome.

b- Make a drawing of a body cell which contains one chromosome before cell division.

Explain the difference between them.

The difference between those body cell is that cell A is a daughter cell. That means that it contains one chromosome which has already gone through the process of cell division. Cell B is not divided, but it will be, since the DNA has been duplicated. That means that its daughter cells will have the same amount of chromosomes.

2- Explain the difference in the number of chromosomes between a body cell and a gamete.

Body cells go thorugh a cell division process called: Mitosis.  A body cell contains a complete number of chromosomes and is called a diploid cell.

A gamete goes through a process named: Meiosis.  A gamete contains only half the number of chromosomes of its parent cell, and it is called a haploid cell.

By mitosis a cell splits to create two identical copies of the original cell.

In meiosis cells split to form new cells with half the usual number of chromosomes, to produce gametes for sexual reproduction.


Watch THIS video about mitosis.

1- Make a drawing of a cell with 2 chromosomes.

2- Make a drawing of the same cell before cell division.

3. Make a drawing of the daughter cells.

4- Name examples in which mitosis takes place in the human body.

  • When we cut our skin, so new skin cell is build up to fix what we had cut
  • hair
Publicado en 4AC2018, biology, Ingles | Deja un comentario