“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.

Mini-Glossary

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.

Themes

  • 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.
Enjambment
“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

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

BY ISAAC ROSENBERG

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

Activities:

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.

CELL DIVISION: MITOSIS

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

The Lady in the Looking Glass: A Reflection (Activity)

Answer the following questions in your blog. 

  1. Notice how the mirror in the first paragraph is set up as the frame for a kind of a portrait.

The first paragraph makes readers wander why people do not have to leave mirrors in their room. The first paragraph introduces the outside vision of Isabella’s life. The text introduces the mirror too, within all the superficial aspects of Isabella, since the mirror was reflecting the garden and her house, hiding the real truth about her.

  1. The unnamed narrator attempts to construct a portrait of the Isabella Tyson that consisits of her outer self and her inner self. The portrait is reflected in the objects inside and outside the house as they reflect in the mirror. Describe the objects… 

The mirror showed the outside of Isabllela. During the story, the garden was reflected which showed the “Expected” truth of the protagonist. The inside of the house was also described as very chaotic. However, at the end, Isabella is reflected and the real identity came out. The inner personality was shown .

The mirror reflected the inner and the outside of her life, which reflects the chaos that Isabella had in her mind, it was very chaotic. The objects inside the house give a sense of chaos while the oustide expressed a much more fragil and quiete. That means that there are two different, almost opposit points of view: one of chaos and another more quiet. That could be seen as two ways of seeing Isabella, the inner and the outside, the truthful and the superficial.

 

  1. What kind of contrast is there between the objects inside the house and outside the house, as they are reflected in the mirror?

The objects inside the house show a chaotic situation while the outside (like the garden) expressed a much more bright image, full of light where objects are much more quiet and luxury. Again, this reflected Isabella’s mind.

 

  1. Describe how the narrator attempts to compose the portrait through the mood inside the room, through her own imagination, and through the presentation of Isabella in the mirror

The narrator had created an identity about Isabella: she was a sprinter and  a rich woman, who had travelled around the world and  who had letters from somebody. We can say that the narrator had created an outside identity about her, the narrator collect all the facts that seemed real, that she let people to know, and build up Isabella’s personality.

What are the known facts about Isabella’s outer self?

During the story, readers cant be really sure about Isabella’s identity.  The only truth fact was that she had flowers and take care of them, she was rich and that she lived alone. However, we are unable to reach a real interpretation towards her.

  1. What material objects inside and outside the house does the narrator use to imagine Isabella’s life?

-Letters ( narrator believed that if the readers were read, more deeper and real information could be know, however they ended up being bills)

 

  1. What are Isabella’s letters supposed to conceal, according to the narrator? What would one know if one could only read them?

According to the narrator, those letters hide deep personal information about the protagonist. If someone was able to read them, they could learn personal features about her, real facts.

  1. At the end of the story, according to the narrator, is it possible to know objectovely one’s inner reality?

Just at the end of the story it was possible to know the inner and real identity of Isabella. When she is reflected in her mirror, she gets “naked” and all her superficiality desapears. Readers are able to identify that she was empty, that she was hiding her emptiness all during the story.

 

  1. In this story Woolf questions whether the inner self of an individaul is finally knowable. What do you think is her conclusion? Provide support for your statement.

I believe that it is a critisim of society of the time. I say this because in that historical context, women were limited by sociality. Isabella reflects all women of that time, showing how custumes could oppress them, pretending being someone that they are not.

 

  1. What do you think is the role of the mirror in the story? How has the mirror been used as a metaphor in literature?

The mirror has a very important role in the story. The mirror will never lie, it reflects the truth and will show reality, meaning that it shows more than superficiality. The mirror reflected the inner personality and identity of the protagonist.

  1. Describe the charactersitics of this story that resemble stream-of-consciousness narrative technique.

First of all, stream of consciousness  is a method of narration that describes happenings in the flow of thoughts in the minds of the characters. This could be understand in two different ways:

a.  The narrator express its feelings towards Isabella during all the story, building up an image about her.

b. Vrigina Woolf, the writer, expressed her personal thoughts during the story to critize social historical context

Find a picture of a room inside and a garden to illustrate the house in the  story

 

Read the following text. How is this related to the story?

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

S4 Virtual period: Male reproductive system

 

Act: Use information from the text book to build a comparison table between sexual and asexual

Functions of each of the organs which are part of the male reproductive system.

Penis Function: The penis serves as the male organ used to deliver semen to the female during intercourse and also houses the urethra, which is used to transport semen and urine.
Testicles  

Function: These tubules produce sperm. The two testes produce testosterone, the primary male sex hormone.

Scrotum Function: Because sperm must be produced and develop at a temperature slightly lower than body temperature, the scrotum serves as a method of maintaining proper temperature control by contracting or relaxing in order to bing the testicles closer or further away from the body.
 
 
Urether 

Carries the urine or sperm to outside the body. During intercourse and ejaculation, only sperm is allowed to flow through the urethra.

Bulbourethral glands   Produce a clear fluid that lubricates the urethra for semen transport and to reduce any acidity in the urethra that is harmful to sperm.
Prostate gland  The prostate gland produces fluids that make up semen. These fluids also supply nutrients to the sperm.
Epididymis Take immature sperm and mature them. Once matured, the epididymis stores mature sperm until climax, when they are carried to the urethra.
Seminal vesicles Attached to the vas deferens, these small “pouches” produce fructose, which supplies sperm with energy so that they may swim to fertilize the egg. The liquid produced by the seminal vesicles constitutes the largest single component of semen volume.
 
Ejaculatory ducts These ducts empty into the urethra and consist of the vas deferens and seminal vesicles combining together.

 

4. State the components and the function of semen.

Semen:  Sperm-containing fluid called semen

Sperm exist to unite one half of the man’s DNA with one half of the woman’s. Since it only has a half set of DNA, sperm cells are referred to as haploid, meaning half. These DNA halves combine when the sperm fertilizes a female ova (egg). This creates a complete set of DNA in the fertilized egg, which grows into a human fetus.

It contains sperm cells, which are capable of fertilizing the female eggs. Semen also contains other liquids, known as seminal plasma, which help to keep the sperm cells viable.

5. Make a large labelled drawing of a sperm cell and state how the structure is adapted to its function.

The head contains genetic information and an enzyme to help penetrate the egg cell membrane. The middle section is packed with mitochondria for energy. The tail moves the sperm to the egg.

 

Publicado en 4AC2018, biology, Ingles | 1 comentario

Virginia Woolf

In Literature we started reading a sotry named The Girl in the Looking Glass. Before we read ir, we made this acitivity. I worked with Maria Roggero.

write down important facts about her life

-her influence on women writers

-the technique she introduced in Literature

 

1)-Born in a privilege english household, raised by free-thinking parents

-Raped by her half brothers

-Suffered from deep depression

-her depression got worse when her sister and mother died, and especially when har father died

-Committed suicide

 

2)While Woolf was alive, she was very criticised since she was a female writer. The fact that Woolf focused on women’s rights and double standards in her time while writing, since she was a feminist, influenced many women to write. Writing, as a profession, was poorly seen when being a woman, but Virginia Woolf opened a door for future women in this profession.

 

3)Compelling and unusual narrative perspectives, dream-states and free association prose. She walked a fine line between chaos and order when writing her novels. She implements the usage of metaphors, comparisons and imagery in her writing.

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

Sex hormones and puberty

Sex hormones and puberty

Publicado el 21/04/2018 por mravagnan

Sex hormones are responsible of the most dramatic changes that occur in the body. They control puberty, egg and sperm production, pregnancy, birth and lactation.

  1. Read the information about Puberty HERE.
  2. State the female and male hormones which are responsible for the development of the secondary sexual characteristics

Female: Luteinising Hormone (LH) and Follicle Stimulating Hormone (FSH) . They, together stimulate  the production of the sex hormones by the ovaries. ovaries start to produce oestrogen and progesterone which begin the bodily changes that happen during puberty.

Males: The testes start to produce testosterone which begins the development of secondary sexual characteristics.

Build a comparison table between the changes that occur in male and female after puberty.

Search in the internet and summarize the site of production and effects of the following sex hormones:

– FSH, LH, oestrogen, progesterone, oxytocine, Hcg, prolactine and testosterone.

FSH:  is produced in the anterior pituitary via gonadotroph cells. The target tissue of FSH in males are the sertoli cells within the testes and in the female the granulosa cells of the ovary and  it also stimulates follicular development and oestradiol synthesis. FSH stimulates the maturation of germ cells within the testes and ovaries.

LH: LH is a type of glycoprotein that is produced in the anterior pituitary via gonadotroph cells and serves to regulate the function of the gonads. In males LH stimulates the production and secretion of testosterone from the testes via leydig cells. In females LH stimulates the production of oestrogens and progesterone from the ovary via theca interna cells and luteal cells.

Oestrogen:  secreted by the ovaries. it stops FSH being produced – so that only one egg matures in a cycle and  stimulates the pituitary gland to release the hormone LH.

Progesterone: hormone secreted by ovaries. It maintains the lining of the uterus during the middle part of the menstrual cycle and during pregnancy.

Oxytocine: neuropeptide  which is synthesised in the hypothalamus and stored in the posterior pituitary. OT is primarily involved in upregulating the activity of smooth muscle cells in the uterus and the smooth muscles surrounding the alveoli ducts of the mammary glands. At parturition, OT causes strong contractions from the myometrium.

HCG: made by cells formed in the placenta, which nourishes the egg after it has been fertilized and becomes attached to the uterine wall.

Prolactine: hormone that stimulates lactation (production of breast milk). Benign tumors of the pituitary gland that produce prolactin, thereby causing higher than normal blood prolactin concentrations.

Tetosterone: Controls puberty in males. Testosterone moves through our blood to do its work.

 

  1. The chart shows the ages at which the changes associated with puberty take place in boys and girls. Answer questions a, b, c, d and e.

(a) What is the most common age at which boys undergo the changes of puberty?

12

(b) If a girl had not started menstruation by the age of 15, would this be cause for concern?

yes

(c) Which two features of puberty show the greatest range in the times at which they  occur.

(d) Is it unusual for a girl of 9 years to start her menstrual periods?

yes

(e) On average, is it boys or girls who first show the onset of puberty?

girls

Publicado en 4AC2018, biology, Ingles | 1 comentario

The Hollow of the Three Hills

The Hollow of the Three Hills is a very interesting gothic story written by Nathaniel  Hawothrone that tackles different gothic elements.

First, I created a Powtoon which shows the tipical gothic elements…

So we can say that this story is gothic since it accomplish the gothic characteristcs.

The story was set in a desolated space, away from society and movement, far from civilization.  There was an atmosphere of mistery, fulled of hidden secrets that thratened the protagonist (young lady). At the same time the young lady was in state of isolation, she was alone. By that I mean not only physical but also emotional.

Furhtermore, as every gothic story there is a supernatural aspect. In this case the supernatural event is that the old lady is a which who can connect the woman with the people she had asked for, blakc magic can be said. That means that the story counts with visions, since the you lady is able to hears her family, achiving another characteristic of the gothic elements.

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

Guión Martin Fierro

MARTÍN FIERRO

– Mientras suene el encordao,

mientras encuentre el compas,

yo no he de quedarme atrás,

sin defender la parada;

y he jurado que jamás,

me la han de llevar robada.

 

Tiemple y cantaremos juntos;
Trasnochadas no acobardan.
Los concurrentes aguardan,
Y porque el tiempo no pierdan,
Haremos gemir las cuerdas
Hasta que las velas no ardan-

 

MORENO


-Yo no soy, señores míos,
Sino un pobre guitarrero,
Pero doy gracias al Cielo
Porque puedo, en la ocasión,
Toparme con un cantor
Que esperimente a este negro.

 

El negro es muy amoroso,
Aunque de esto no hace gala;
Nada a su cariño iguala
Ni a su tierna voluntá;
Es lo mesmo que el macá:
Cría los hijos bajo el ala.

 

Estoy, pues, a su mandao;
Empiece a echarme la sonda,
Si gusta que le responda,
Aunque con lenguaje tosco:
En leturas no conozco
La jota, por ser redonda. –

 

MARTÍN FIERRO

– !Ah, negro!, si sos tan sabio
No tengás ningun recelo
Pero has tragao el anzuelo
Y al compás del estrumento
Has de decirme al momento
Cuál es el canto del cielo. –

 

MORENO– Pinta el blanco negro al diablo,
Y el negro, blanco lo pinta;
Blanca la cara o retinta
No habla en contra ni en favor:
De los hombres el Criador
No hizo dos clases distintas.

 


Los cielos lloran y cantan
Hasta en el mayor silencio:
Lloran al cair el rocío
Cantan al silbar los vientos
Lloran cuando cain las aguas.
Cantan cuando brama el trueno. –

 

MARTÍN FIERRO

– Dios hizo al blanco y al negro
Sin declarar los mejores;
Les mandó iguales dolores
Bajo de una mesma cruz;
Mas también hizo la luz
Pa distinguir los coIores.

 

Y ansí me gusta un cantor
Que no se turba ni yerra;
Y si en tu saber se encierra
El de los sabios projundos;
Decíme cual en el mundo
Es el canto de la tierra. –

 

MORENO


-Y le daré una respuesta
Sigún mis pocos alcances:
Forman un canto en la tierra
El dolor de tanta madre,
El gemir de los que mueren
Y el llorar de los que nacen. –

MARTÍN FIERRO – Me gusta, negro ladino,
Lo que acabás de esplicar;
Ya te empiezo a respetar;
Aundue al principio me rei,
Y te quiero preguntar
Lo que entendés por la ley. –

MORENO– Dende que elige a su gusto,
Lo más espinoso elige;
Pero esto poco me aflige
Y le contesto a mi modo:
La ley se hace para todos,
Mas sólo al pobre le rige. –

 

MARTÍN FIERRO– No ha de decirse jamás
Que abusé de tu pacencia,
Y en justa correspondencia,
Si algo querés preguntar,
Podés al punto empezar,
Pues ya tenés mi licencia.

 


MORENO – Voy a hacerle mis preguntas,
Ya que a tanto nne convida,
Y vencerá en la partida
Si una esplicación me da
Sobre el tiempo y la medida,
El peso y la cantidá.

 

MARTÍN FIERRO– Uno es el sol, uno el mundo,
Sola y única es la luna
Ansí han de saber que Dios
No crió cantidá ninguna.

El ser de todos los seres
Solo formo la unidá;
Lo demás lo ha criado el hombre
Después que aprendió a contar.

MORENO – Si responde a esta pregunta
Tengase por vencedor
(Doy la derecha al mejor);
Y respóndame al momento:
Cuando formó Dios el tiempo
Y por que lo dividió?

MARTÍN FIERRO


Moreno, voy a decir,
Sigún mi saber alcanza:
El tiempo sólo es tardanza
De lo que está por venir;

No tuvo nunca principio
Ni jamás acabará,
Porque el tiempo es una rueda.
Y rueda es eternidá.

 

Ansi prepará, moreno,
Cuanto tu saber encierre,
Y sin que tu lengua yerre,
Me has de decir lo que empriende;
El que del tiempo depende,
En los meses que train erre.

 

MORENO – De la inorancia de naides
Ninguno debe abusar;
Y aunque me puede doblar
Todo el que tenga más arte,
No voy a ninguna parte
A dejarme machetiar.

 

Es güena ley que el más lerdo
Debe perder la carrera;
Ansí le pasa a cualquiera,
Cuando en competencia se halla
Un cantor de media talla
con otro de talla entera.

 

Ya saben que de mi madre
Jueron diez los que nacieron,
Mas ya no esiste el primero
Y mas querido de todos:
Murió por injustos modos
A manos de un pendenciero.

Los nueve hermanos restantes
Como güerfanos quedamos;
Dende entonces lo lloramos
Sin consuelo, creanmeló,
Y al hombre que lo mató,
Nunca jamás lo encontramos.

Y queden en paz los güesos
De aquel hermano querido;
A moverlos no he venido,
Mas, si el caso se presienta,
Espero en Dios que esta cuenta
Se arregle como es debido.

Y si otra ocasión payamos
Para que esto se complete,
Por mucho que lo respete,
Cantaremos, si le gusta,
Sobre las muertes injustas.
Que algunos hombres cometen.

Y aquí, pues, señores míos,
Diré, como en despedida,
Que todavía andan con vida
Los hermanos del dijunto,
Que recuerdan este asunto
Y aquella muerte no olvidan.

 



MARTÍN FIERRO– Al fin cerrastes el pico
Después de tanto charlar;
Ya empezaba a maliciar,
Al verte tan entonao,
Que traías un embuchao
Y no lo querías largar.

Y ya que nos conocemos,
Basta de conversación;
Para encontrar la ocasión
No tienen que darse priesa;
Ya conozco yo que empieza
Otra clase de junción.

Publicado en 4AC2018, Castellano, lengua | Deja un comentario

The eye as a sense organ

 

STRUCTURE OF THE EYE

Study the structure and functions of the human eye HERE, and complete pages 9 and 10 from the booklet.

HOW WE SEE COLORS

Watch the video!

Booklet Act: COMPLETE questions 4 c and d on page 10.

 

PUPIL REFLEX

  • In pairs,  add a video which shows the pupil reflex in your eyes.

(Male, is the video I send you by E-mail, it is too heavy to post it here)

  • Using your reflex actions´knowledge , sketch the sequence of the pupil reflex. State the stimulus, receptors, coordinator, effector, effect, response and all the neurones involved.

Stimulus receptorscoordenator – effector – effect- response.

(Bright Light)cones brain- muscles in iris- circular muscles contract & cardial muscles relax) – pupil

  • What is the importance of this reflex?
  • Booklet act: COMPLETE questions 1 b and c on page 9.

ACCOMMODATION OR FOCUSING

  • Play this animation about focusing a close or distant object and answer the interactive questions.
  • Booklet act.: Answer questions 2 and 4 a and b.

PROBLEMS WITH VISION?

Let´s discuss about them HERE!

Connections between the nervous system and the eye as a sense organ.

Booklet act: Answer question 5 on page 10.

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

“Rooms” & “Home is so Sad”

In our literature class, we first analyzed a poem called “Rooms” by Charlotte Mew, and carried out an activty:

 

Then, we studied another poem named “Home is so Sad” and we made another activity, where we had to compare the different poems:

 

 

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