Archivo por meses: marzo 2015


Pato Chujman, our literature teacher gave us a task. We had to write an essay based on the poems “A birthday” and “Pied Beauty”. Here is mine:

Explore the ways in which the poets use words and phrases to create striking effects in Pied Beauty (by Gerard Manley Hopkins) and A Birthday (by Christina Rossetti)

Pied beauty and A Birthday are two poems that have this topic in common. Both are written with very striking words and phrases. This means, written with the intention to get your attention and have the power to produce vivid impressions on the sight or the mind. In the following essay I’m going to analyze how Hopkins and Rosetti create these effects.

Firstly I’m going to talk about pied beauty. Pied beauty is a poem about thanking God for all the things he had done, and to do this, Hopkins uses striking phrases. “Glory be to god for dappled things”. This phrase is very impressive. The word “glory” creates an effect of greatness and power. He is thanking God for all the things He had created, these things aren’t “perfect”, they are dappled, with spots with different shades of color, tone and form. To continue with this idea of all things made by God are perfect, he puts another phrase “All things counter”.  Here the poet is saying that “all” things God had created  are impeccable, it doesn’t matter if they are “sweet” , “sour”, “original”, “strange”, “spare”, “fickle” or “freckled”.  The poem ends with the most impressive and remarkable phrase “Praise him”.  By the word “praise” he expresses all his admiration and his grateful homage to God.

Secondly, I’m going to talk about A birthday. The poem is about a man/woman that is very happy. The poem has a romantic and tranquil atmosphere, it gives us the impression that the voice is going through a very good moment of his/her life. “My heart is like a rainbow shell that paddles in a halcyon sea”. Her heart is very tranquil, feeling really great, without worries. Her heart is feeling so well she describes it like a rainbow, using the perfection and symmetry of it to compare her heart. She is navigating through an idyllic sea with her delighted heart. This is a really vivid phrase which takes us to an imaginary place. To finish with stanza one, the last two lines are introduced “My heart is gladder than all these, because my love is come to me”. Here, Christina expresses that the voice is more delighted and pleased that all the things mentioned above like the “halcyon sea”. This is because her love has arrived and she/he is very gay about it.

To conclude, both poems are very descriptive and these descriptions are so vivid that make us imagine we are in other place, transported to another reality.


En fisicoquímica estuvimos viendo cómo se puede aplicar la ciencia a la vida cotidiana y como los científicos la utilizan. Asimismo entramos a la página web del INTI (Instituto Nacional de Tecnología Industrial) y Susana Pérez Rey, nuestra profesora nos dijo que eligiéramos un artículo que nos gustara, hiciéramos un breve resumen y lo publicáramos en nuestro blog. Acá está el mío:


Carnes bovinas con alto contenido de Ácido Linoleico Conjugado (CLA)

El centro de investigación de carnes del INTI junto con la Asociación Argentina de Angus estuvieron trabajando para determinar cuánto Ácido Linoleico Conjugado (CLA, única fuente de ácido graso con propiedades para prevenir el cáncer) tienen las vacas de raza Angus.

El resultado de la investigación dio como resultado que las vacas Angus alimentadas en pastoreo tienen mayor cantidad de CLA que las vacas Angus alimentadas en feedlot.  El CLA no solo previene el cáncer sino que también tiene otros excelentes beneficios para la salud.

El centro de investigación de carnes del INTI quiere mostrarle al mundo que el 76% de la carne bovina Argentina es alimentada en pastoreo, lo cual trae muchos más beneficios para la salud del consumidor. Esto ayudaría mucho a la carne Argentina en el comercio internacional.

El Centro INTI-Carnes junto a la Asociación Argentina de Angus, en un congreso de las vacas Angus en Nueva Zelanda, presentó exitosamente las conclusiones de la investigación.


The Manchurian Crisis

In history we are starting to deal with our first new topic: The Manchurian Crisis. Lenny, our teacher gave us a task. We had to watch a video about the crisis and then, answer some questions. Here is my work!

1)How does the video open? What might the connection between the League and the opening scenes in Poland be?

The video starts with aggressive images of Hitler’s SS taking over Poland. This shows how the league failed in maintaining peace, which was her principal objective.

2)What problems did Japan face? (Mention ALL of them)

Japan faced a few problems. One of them was that her population was growing more everyday (more than 1.000.000 mouths to feed) and she didn’t have enough resources for this growing population. Other problem related to the first one was that Japan didn’t have natural resources to exploit so they had to import (for example, food for the population). Also, a big problem that every European country was facing too was the Great Depression of the 30s, they didn’t have enough money to pay debts and they suffered unemployment as a consequence of the depression.

3)What was the role of the army in Japan?

The army had a great importance in Japan, she had even more importance than the politicians. They were in charge of the education system and they made the practice of martial arts for young people obligatory.

4)What did army leaders believe Japan needed?

Japanese army leaders thought that the only way to solve the crisis and the problems the population was facing was through expansion. They should expand their territory to eastern Asia.

5)What was the value of Manchuria?

Manchuria was important for the Japanese because it had what they needed: natural resources that they could exploit, land for the population and also they had the perfect excuse “the Chinese planted a bomb in our railways, now we are going to attack”. This, obviously was a lie.

6)What happened at Mudken?

The Japanese planted a bomb to their own railway so that they could blame China and have an excuse to invade. China appalled to the league.

7)What did the League do about it?

The league decided that Japan should leave Manchuria and Manchuria should become a independent country. China and Japan shouldn’t be involved anymore.

8)What was Japan’s reaction to the decision of the League?

Japan refused the decision so she left the League and kept Manchuria. The league couldn’t do anything since Japan was a very powerful country and no one could physically intervene.

Classification of living organisms

Our teacher Magdalena Ravagnan gave us a task. We had to work on the different living organisms. I worked Agostina Alday and Delfina Nicora. Here is our work!

1) Construct a table to compare the characteristic features of animals, plants, fungi, protoctists and prokaryotes: number of cells, differences in the cell structure, nutrition. You can upload the activity as a PDF file on your blog.



2) Create an infographic showing the external features only of the following animals. Make it visual,  so choose any animal which represents the class. For e.g. from the class reptiles, snake.



Here are the other infographics my partners made that will help me to study!

Group 1: Mammals: Anania T. and J. Lutowicz
Group 2: Birds: Monguzzi N., Perez Muñiz L. and Catani J.
Group 3: Reptiles: V. Ávila G. and Mosquera F.
Group 4: Amphibians: Olaizola B. ans Venini J.
Group 5: Fishes: Segura A., Araya F. and Roggero L.


Group 6: Insects: Miy Uranga D., G. Fernandez L. and Hartmann R.
Group 7: Crustaceans: Borda T. and Ripoll M.
Group 8: Arachnids: Rela C., Alday A. and Nicora D.
Group 9: Myriapods: Santayana D., Grosso C. amd Giambruni L.

A birthday

We have been analyzing the poem «A birthday» by Cristina Rosetti. We had to do an activity in pairs about the poem, here is mine!

a. What is the theme?
b. What is the tone?

Happy, joyful, soft, calm, tranquil, peaceful, reflective, relaxing and positive.

c. What is the main difference between the two stanzas?

In the first stanza her heart is compared to nature, but in the second one it’s compared to man made objects.
d. How are the similes in the poem appropriate for the romantic longings the speaker feels?

Some of the similes that Christina uses in the poem are related to her feelings. She is trying to say that she feels complete, fulfilled with happiness, overjoyed. That she finds herself in a good moment of life, she is calmed and satisfied.


Most of the similes in the poem that she uses are about her feelings. Shes expressing herself through words that help her express herself. Christina is happy, she is living a happy moment which she finds herself happy, overjoyed and in peace.  


In our opinion she is expressing her feelings very well. She gives us the feeling she is happy, joyful and enjoying the moment. «My heart is like a rainbow shell that paddles in a halcyon sea». Her heart is very tranquil, feeling really great, without worries. Her heart is feeling so well she describes it like a rainbow, using the perfection and symmetry of it to compare her heart. She is navigating through an idyllic sea with her delighted heart.

e. How is the metaphor of the birthday appropriate?

Earthly life and ‘life after life’: The images of new life in the natural world in A Birthday can be seen to allude to new life after death.
f. Make a list of religious symbols. What do they mean in the poem?

A singing bird: Christina compares her heart to a singing bird. The singing bird symbolizes God, he is always present in her heart and she can listen to him.

Watered shoot: It symbolizes the promise of God, that he will guide us and always provide our needs. It also alludes to the holy water.

An apple tree: the appearance of this word may allude to the first humans in the garden of Eden, where they lived in peace with nature and water and one another. Also it is related to the biblical concept of the tree of life.

Rainbow: Christina perceives that God’s promises are being fulfilled and her life is as perfect as the rainbow.


History Source Work

Since this year we are sitting for the History IGCSE examination, we had been practicing how to analyze sources and relate them to different topics. This time, we had to scan with our cellphones some QR codes our teacher Lenny Ambrosini gave us. Depending on the codes, we had different sources (images). Some of them related to the depression in the USA, others related to Nazi Germany, and what my code had was a source related on the positive aspects of the 20s boom. I looked for other partners that had the same topic and started working. We had to analyze the sources all together (my group was: Catalina Grosso, Delfina Miy Uranga, Gonzalo Vazquez Avila, Nicolas Monguzzi  and Delfina Santayana) and then put the images we had in a collage. Here is the work, I hope you enjoy it!PicMonkey Collage


This is a primary source because it is a real photo that was taken in the 1920s. In this image you can see some workers eating and resting on scaffolding. This is a very interesting picture because it shows how many people were working on this kind of risky jobs, it can be deadly to be working on such high places without protection, this people probably used to be unemployed before. This picture is very characteristic of the 1920’s because this decade was a huge boom of house construction, and skyscrapers started appearing.


This is a primary source, it seems to be a painting of a woman smoking which before the boom it was seem as a good habit. It show class and it made women look like men. They wanted to look like men so they could have the same rights.


This is a picture of the cover of a real 1920’s newspaper (primary source), here you can read titles that show prosperity, people encourage others to keep buying shares because as the title says, the stock market is going great, the people in the picture seem to be happy and well off. As we know, in the 1920’s people were enjoying life and getting easy money at the stock market, and even the government encouraged them to do so.


Living Organism: Beetle


Since in biology we have been studying about the living organisms and their characteristics, our teacher Male Ravagnan gave us a task. We had to choose an organism, illustrate it and label it. The last task was that we had to investigate to what class, specie and gene it belonged to. This last task was related to our last topic seen: The bionomial sistem. Here is our work! (I worked with Nico Monguzzi)


Scientific classification
Kingdom: Animalia
Phylum: Arthropoda
Subphylum: Hexapoda
Class: Insecta
Subclass: Pterygota
Infraclass: Neoptera
Superorder: Endopterygota
Order: Coleoptera


Characteristics of living organisms

Male Ravagnan, our Biology teacher, gave us a TASK. We started to learn about the living organisms and the 7 characteristics they must have. Here is my work 🙂

A) Post a picture with at least two of the characteristics of living organism.sun_and_sunflower2sunflower1

In this images we can see two very important characteristics: sensitivity and movement.

B) Name and define them

Sensitivity is the ability to detect and respond to changes in the environment and movement is an action by an organism causing a change of position or place. Sunflowers have sentivity because they detect and respond to changes in the enviroment such as the sun. When the sun moves, they move, looking at the sun so they can receive nutrients from it. Also, movement is in this process, because if they didn’t move they couldn’t get enough sun and nutrients.

C) List the other characteristics which are not shown in the picture.

  1. Respiration: as the chemical reactions in cells that break down nutrient molecules and release energy.
  2. Growth: as a permanent increase in size.
  3. Reproduction: as the processes that make more of the same kind of organism.
  4. Excretion: as removal from organisms of toxic materials and substances in excess of requirements.
  5. Nutrition: as taking in of materials for energy, growth and development.

IGCSE Biology syllabus

This year, we are having a new subject: Biology. In biology we prepare ourselves for the International General Certificate of Secondary Education (IGCSE) which is an exam where we must study specific content. As not all the years the same content is tested, the university of Cambridge provides us with the content. HERE is what we are going to be tested on. This file is called «Syllabus». Have a look!


En fisicoquímica leímos las primeras cuatro páginas del libro y las resumimos en grupos. Yo era con Catu, Luna y Mara. Cada párrafo representa un subtítulo. 

Fisicoquímica en la Vida Cotidiana

El conocimiento intuitivo es aquel que es basado en nuestras observaciones y suposiciones y nos permite resolver cuestiones de la vida diaria.

Los profesionales, en cambio, producen el conocimiento científico en el cual realizan una serie de actividades que constituyen una investigación científica. Como los fenómenos que se estudian son muy complejos, los científicos crean modelos de la realidad que facilitan su estudio.

Las ciencias se clasifican según sus objetos de estudio. La física es la ciencia que estudia los fenómenos físicos, es decir, en los que no cambia la naturaleza. La química, en cambio, estudia los fenómenos químicos, que se refieren a en los que si cambia la naturaleza íntima.

Los conocimientos ya aportados por las ciencias se acumulan, se modifican, se revisan, y muchas veces, se reemplazan por investigaciones más profundas. Los conocimientos del hombre se empezaron a dar hace mucho tiempo (por ejemplo cuando el hombre se dio cuenta de la alternación del día y la noche) y con el pasar de los años se fueron modificando y pasando de generación en generación. De este modo los hombres acumulamos saberes que que cada vez se estudian mas profundo con el avance tecnológico y demás. Esa racionalidad es la que nos diferencia de los animales.

A medida que los hombres modifican sus costumbres debido a más conocimiento, se acelera el proceso de acumulación de saberes.

Antes se creía que La Tierra era el centro del Universo, teoría basada en creencias religiosas y en simples evidencias como ver el sol pasar sin notar que La Tierra se moviera. Con el paso de los años se pudo probar que en realidad, es la Tierra la que gira al rededor del Sol como hacen los otros planetas. Así es como también van cambiando otros conocimientos o saberes modificándose y reemplazándose. Esos conocimientos que alguna vez fueron intuitivos pasaron a ser científicos siendo estudiados.