Osmosis in potato strips

On our Biolgy class we had been seeingthe process of Osmosis, and to finish we went to the lab and made an experiment to see how it was that Osmosis worked. Juan Cruz and I were asked to complete these exercises on the experiment we did in class.

  1. Cut 4 puedes of potato 4cm long, 0,5 wide, 0,2 high. Se were given half piece of potato and we had to cut into four pieces of specific measures.
  2. Place 2 pieces in the Petri dish labelled CS. Potato strips had to placed into the Petri dish with a concentrated solución.
  3. Cover the pieces with the solution CS. We had to pour the solution on the Petri dish and cover the potato strips.
  4. Place 2 pieces in the Petri dish labelled DW. We had to place the twovother remaining strips in the Petri dish.
  5. Cover with the solution DW. We had to pour the solution on the Petri dish and completly cover the potato strips.
  6. Wait for 20-30 minutes.
  7. Remove pieces from the Petri dish CS and DW. The potato strips had to be taken out of the Petri dish containing the different solutions.
  8. Record the results in the table:
IMG_20160427_175210_377

This is the result table where we wrote what happened to the potato strips when merged into the solution

 

 

 

 

 

Osmosis is the process where water molecules move from a region of higher water potential (diluted solution) to a region of lower water potential (concentrated solution), through a partially permeable membrane. We see this present in the experiment. The potato strips that were covered with the CS solution were in a concentrated solution, and this causes for osmosis to take place, water from the potato strip diffues through the partially permeable membrane to create a balance between high and loswater potentials. Causing the strip to shrink and become softer and flaccid. But on the other hand the potate strip on the Petri with the CW solution was on a diluted solution, and this causes for water to diffuse from the outside to the inside, this way the strip absorbed more water and become bigger and more stiff. 

When osmosis takes place in animal cells, those in a hypertonic solution (with more solute, concentrated) release water and shrink. And those in a hypotonic solution (less solute, more concentration in the cell) absorb lots of water and burst. We also see this in plants, but unlike the animal cells, plant cells don’t burst because of the prescense of cell walls, which protect and give shape to the cell.

In the following pictures we show the materiales, and different steps of the experiment.

 

 

Leer para mi

En nuestra clase de History hablamos del día del libro, leímos unos cuentos que para nuestra profesora tienen un significado especial y nos pidió que escribiéramos sobre un libro que significara algo para nosotros y contáramos por que.

El verano pasado me fui de vacaciones con mi mama y mi hermana. Pasábamos todo el día en la playa y yo, que soy inquieta me aburría, entonces una noche que estábamos caminando por la calle pasamos por una librería y les pedí de entrar a mirar algunos libros. Mirando con mi hermana encontramos uno, “La lección de August”, que me lo habían recomendado hace mucho tiempo, me lo compre. Nunca me gusto tanto un libro, lo leí en dos horas, me pareció fantástico. Trata sobre un niño que nace deforme, en solo 10 años tiene que sobrepasar miles de cirugías para que su cara luzca mas “normal”. A los 10 años August va por primera vez al colegio. Pero, como era de esperar, su integración en el colegio no es nada fácil, ya que algunos de sus compañeros se burlan de sus aspecto físico. Me pareció increíble como el autor logro mostrar una realidad, como la personas como August no son aceptadas en nuestra sociedad, son rechazadas, porque nos dan miedo, o porque el hecho de ser extraño nos da miedo. El libro cuenta la vida de August desde diferentes perspectivas, empieza con la de el, sigue con la de una amiga llamada Summer, su mejor amigo Jack, su hermana Olivia y el libro  cierra con August, esto nos deja ver que tarde o temprano las personas se dan cuenta que a pesar de su aspecto físico el es un chico normal.

Una frase muy importante para mi del libro es “Todos deberíamos recibir una ovación al menos una vez en nuestra vida, porque todos vencemos al mundo” No importa como, no importe donde, siempre en algún punto de nuestra vida vencemos al mundo y es importante que ese logro sea reconocido por todos aquellos que nos conocen.

Lo Siniestro en la Literatura

En nuestra clase de Lengua estamos viendo lo Siniestro en la Literatura, que hace que un texto sea siniestro, que elementos forman parte de este texto, etc. Trabajamos en grupos y yo trabaje con Lulu Frias y Clara Allende y escribimos un texto sobre lo siniestro:

Cuando decimos siniestro nos referimos a aquello a lo que estamos tan cerca, es tan “nuestro”, que sólo nos aterroriza cuando se vuelve “otro”. Aparece cuando complejos infantiles reprimidos son reanimados por una impresión exterior o cuando algo de lo que estamos convencidos halla una nueva explicación. Podemos decir que lo siniestro es eso espantoso que afecta a lo familiar y conocido de la infancia, lo familiar que ha quedado en el pasado pero retorna por una impresión en el exterior y cambia para ser extraño.
Lo siniestro se presenta con varios elementos, uno de estos es la repetición de objetos, que hacen a los personajes sentirse acechados, sofocados. Esto que se repite no es algo sobrenatural, es algo de la vida cotidiana, natural, lo que hace posible que le pase a cualquiera.

collage siniestro.jpg

Poem: Stabat Mater

During our Literature class we were given the assignement to analyse the poem “Stabat Mater” following the points given by the teacher, we had to work in groups and I worked with Lulu Frias and Tota Lupi

Context

 

 The poem is an autobiography written by Sam Hunt who was born 1946, after the war, in New Zeland. The poem is told from Sam’s point of view, and talks about his parents marriage, he is far more older than his mother, he is thirty years older than his mother. He makes reference to Shakespeare  who said that old people are like children, so his father and his mother are both children, and she realises that she has lost her youth.
Themes

 

 Childhood, parental sacrifice for their children, loss of youth, difference of age in marriage, covered sadness.
Literary devices (what are they used for? What is the effect on the reader?) – we have ryme of a;b;c

– we also have metaphors, one making reference to the game of life and other making reference to old age.

Tone There is a tone of regret, towrds his mother who married an older man that made her lose her youth, and doesn’t want her. There is also some misery from the mother who has to cover the sadness losing her youth caused her.
Structure The poem is a three four line stanza that has a couplet in the end. The both last lines show the message of morality.
Semantic field(specific vocabulary used)

 

Mr: reflects the effect on the difference of age. It´s a nickname that she used to show respect but it also makes us understand the buffer that the couple had, the lack of confidence and affection.

Small: initially we feel that she feels inferior. This represents her weakness phisically and emotionally.

Every other sort of name”: this word sentence is used to show how things have changed. In a way it shows the idea of becoming a child when growing old, and it also represents the respect that she has lost to her husband.

Your own reflection  The poem is very striking because it shows how a person can lose their youth for someone they love, but at the same time how this doesn’t affect them negatively, the woman is this poem marries an older man, and she loses her youth because of this, but at the same time she has a beautiful son and loves her husband. This shows that in life we may lose important things, but because of that we gain beautiful things.

 

The Outbreak of the Cold War

During our history class se started seeing the outbreak of the Cold War between Russia and the USA. Our teacher gave us a task to follow on the diferentes conferences after the War, and what were the causes of this War.

This is a SlideSharw on the causes of the Cold War

This is a vídeo on the Yalta conference and what happened.

C) The Yalta Conference: This meeting took place in 1945, present here were Churchil, from Britain, Stalin, from the USSR, and Roosvelt, from the USA. Here they began according plans for post War times, and agreed to require Germany’s unconditional surrender . Most of the agreements were kept secret at first. They agreed that Germany were be occupied and divided into four zones, British, American, French and Soviet. Countries under German occupation, once free, would be allowed tp held their own elections and chose a government. There were disagreements as regards the Soviet and Polish borders.

Potsdam Conference: This meeting took place in the 1945. After Germany’s surrender, Hitler’s suicide. The War ended and another meeting was held in Berlin. Many things had changed. Now Stalin’s armies occupied most of eastern Europe. USA had a new president, Truman. The Allies had tested an atomic bomb. Also there were elections in Britain, Churchil was replaced by Attlee, half way thourgh the Conference. Stalin wanted to punish Germany harshly, but Truman didn’t want to repeat what happened in Versailles. The USSR suffered a lot of losses and the Soviet Union was devasted, al they wanted was compensation from Germany, Truman resisted his demand, he didn’t want to repeat First World War mistakes. Stalin wanted to set pro-Soviet governments in the Eastern Europe, Truman disagreed, and adopted a tough attitude agains Stalin. The Potsdam Conference ended without complete agreements on different issues.

D) a- This wartime alliance between USA and the USSR ended with the War. Both countries had defeated their common enemy, Germany, and had no reason whatsoever to remain Allies. The biggest difference between these two countries was that one was Communist and the other was Capitalist. More differences were bound to emerge sooner or later. The Soviet couldn’t forget how the USA had tried to stop the Russian Revolution and the Red Scare, and the USA couldn’t forget they had signed the Nazi-Soviet Pact with their enemy.

b- The major differences between these two countries were the different ruling forms. The USA was a Capitalist country and the Soviet Union was Communist. While the Soviet wanted to bring Germany down USA believed that is was important no to repeat the mistakes in Versailles, so they disagreed on the punishement Germany deserved. They disagreed on the pro-Soviet governments, Stalin wanted to encourage in Eastern Europe the spred of Communism, and USA wanted to stop him.

c) Both conferences were important. In Yalta they achieved temporal piece, and agreed in many important matters. But on the other hand in the Potsdam Conference, British and American leaders changed, these new leaders came with new ideas, and disagreed on many important matters, causing the disagreement on different matters.

d) Stalin wanted to spread Communism all over Eastern Europe, where he had most of control. Also he wanted to punish Germany harshly to guarantee protection from the USSR. Truman disagreed on both matters, he didn’t want Stalin spreading Communism all over Eastern Europe and he didn’t want to punish Germany harshly, he was determined not to repeat the same mistakes at the end of the First World War.

El microscopio, video de Horizontes Ciencias Naturales

Durante nuestra clase de Físico-Química estamos viendo modelo de particulos, que entre otros temas habla sobre miscroscopios. Por eso nuestra profesora Susana Perez Rey nos dio como consigna que miraramos un video sobre microscopios en el que se explica el uso, lo que uno puede ver a traves de ellos, y los diferentes usos que se les puede dar. Tambien responidos unas preguntas sombre el mismo tema.

1. Poder de resolución: es una cualidad del microscopio, y se define como la distancia mínima entre dos puntos próximos que pueden verse separados.

. Los microscopios electrónicos pueden ser dos de barrido o de transmisión, la característica principal de los microscopios electrónicos es que usan hazes de electrones para formar una imagen y no luz, como en el caso de los microscopios ópticos, esto les permite tener una mayor profundidad en las imágenes.

3. Para calcular el aumento total se  multiplica el aumento del lente ocular por el aumento del lente objetivo para determinar el aumento total. Si el lente ocular es de 10x y el lente del objetivo es 10x, por ejemplo, entonces el aumento total es de 100x.

4. Bacteriología, la petrografía, química.