Learn questions at House II of 30 October secondary

If you missed your SEP Aprende en Casa II classes this Friday, don't worry. Here we leave you everything seen during the day.

First year of secondary school

Language

>Deciphering the fact

Expected learning: Read and compare news articles about a piece of news that are published in various media.

Emphasis: Identify in informative notes facts, protagonists and where the events happened.

What are we going to learn?

In this session you will work on the expected learning: "Read and compare informative notes about a piece of news that are published in various media"; Specifically, you will address how to identify facts, protagonists and where the events happened in informative notes.

What do we do?

Every day news of different levels of impact are generated in the world; some reverberate for several days and others are so fleeting that they vanish the next day. We are seldom aware or do we stop to think how much impact an event will have on the future of a community or even of humanity.

Think, for example, of the day a film was publicly screened in our country for the first time. We are talking about Friday, August 14, 1896, on a corner of what was then Plateros street in the Historic Center of Mexico City (current Madero street, near the Zócalo), where a group of people packed the place to witness for the first time the magic of the cinematograph.

Probably, when they read the news in the newspapers the next day, few would have imagined that they were facing the beginning of an era whose evolution would reach current movie theaters.

How would you have titled this news? Which of the following headings do you think would have been appropriate?

Have you ever wondered how journalists organize information in a news story? Or how does a newspaper decide which news will go on the front page and which will go inside the newspaper? Well, throughout this session you will learn about the informative notes.

To start, we invite you to read some of the opinions of students about the importance of being informed about relevant day-to-day events.

From what you could notice, students perceive that adults review the media, comment on the news and read printed newspapers, it's like a habit. However, students tend to show little interest in finding out about relevant events in their community, their country or the world. Why is it important to stay informed?

It is important to be informed so that you better understand the reality we live in, be it in your neighborhood, your city, the country or the world. It is good to be aware of the most important events to form an awareness or opinion of the facts and, above all, expand our knowledge with important topics. Informing yourself allows you to have a broader vision of the world and the historical context.

It is important to stay informed and know about current issues because they affect us all directly or indirectly.

The information presented in briefing notes and the way they are organized is different from other types of texts, such as essays or monographs.

The inverted pyramid to present a story is the traditional way used by many journalists, since they answer the basic questions of an event: who?, what?, when?, where?, as? and because? The answer to these questions almost always goes at the beginning, in the first paragraph. The details of the note should be in the following paragraphs to enrich the initial summary and complete the information.

However, this traditional method is not a rule of thumb for all media. That is, if the journalist did an interview, to give context and enrich his information, perhaps something that his interviewee told him could be the "input" of a note, if it is an interesting statement or that summarizes the fact reported in a timely manner . Some readers are more caught up in reading an article in this structure than in the traditional structure, since it presents, at the outset, the facts with a plus, which can be a direct quote from the interviewee.

The use of the inverted pyramid is effective, since from the first paragraph the reader finds out the fact, and if he continues reading the same note, he will find out the details. It is a matter of style and each writer has a way of writing. We present you an imaginary example with the same note and two "inputs". In the first, the inverted pyramid method was used, and in the second, a direct quote.

Yesterday there was a gas leak in a building at 2980 Bélgica street, in the Portales Sur neighborhood, where 17 residents were intoxicated; one of them reported that a worker on the roof was changing an empty tank for a loaded one when the leak originated.

You will notice that the answers to the questions are very obvious: when?, where?, who?, what? and how? Contrast with option b:

"Get out quickly, we have a gas leak and this could explode!" was the cry heard by Mrs. Rosario Gómez, who, as best she could, took her children – ages 5 and 7 – and ran out of her Apartment, located on the third floor of the Bélgica building number 2980, in the Portales Sur neighborhood. The same lady reported that many neighbors were slow to leave, for which 17 were intoxicated. "Fortunately we got out quickly and we couldn't breathe the gas, we only heard the loud whistle, but fortunately the firefighters arrived very quickly to control the leak and we are all alive."

This note begins with a direct quote and, without a doubt, it is a more attractive beginning. Even the rhythm of the story is modified, it is more dynamic.

Continuing with the analysis, the headings or headlines should also include keywords, since these words will bring us closer to what happened. It is essential that the headline includes some information because it helps the reader to identify what the reading is about. Explaining where in the headline is optional, unless it is very important. Check out these examples:

Example 1: Gas leak leaves 17 intoxicated (in the Portales neighborhood, optional).

Example 2: Gas leak leaves 17 intoxicated at the Tula refinery (in this case, the where is relevant).

In this way, from the headline the reader obtains an overview of what the news will deal with, without having to read further.

The headline should be merely informative, a newspaper sells news, facts, not speculation. Newspapers that use comic or alarmist headlines seek to reach a more popular audience and sell more copies. It is not necessarily intended to inform.

An example of a suitable headline would be: Gas leak leaves 17 intoxicated.

And an example of an inappropriate headline would be: Chaos in Portales; neighbors could have died from a gas leak.

The second headline causes alarm by the words "chaos" or "could die". It could be said that it also seeks to arouse morbidity, since whoever listens or reads it will be more interested out of curiosity than a true motivation for wanting to be informed.

Look at the following image:

The headline is shocking: "The first US earthquake-bomb fell on Hiroshima." However, it is limited to reporting a fact without using words that cause alarm among readers. In addition, it answers the questions: what?, and where?

In addition to the features you just went over, it's also not recommended to use a very long header or headline. That style was used many years ago in newspapers. Now it is more usual and effective to write a shorter and more concise headline, in one or two bridges.

For example, this is too long a headline: Due to a gas leak, 17 residents were intoxicated in the Portales Sur neighborhood; accuse gas company negligence.

On the other hand, this other headline is shorter: Gas leak leaves 17 intoxicated.

If the headline were very long and included so much information, what would be the point of reading the rest of the news?

You have already reviewed what information is included in the information note and how it is organized. Now we will give you some tips so that you can identify the information that answers the basic questions when you read a journalistic note:

Be concentrated when reading the informative notes (or any other genre).

Identify that currently almost all newspapers include four basic elements to present an informative note: bullet, head, summary and note. This allows you to have clear and precise information.

Analyze an example so you can identify the parts to make the news easier to read and understand:

In the Portales Sur neighborhood (this is the shot of the news, that is, a phrase that introduces the news and, in this case, indicates the place where the event occurred).

Gas leak leaves 17 intoxicated (this is the head or head and allows the event to be identified).

30 departments of the building number 2980 in Belgium were evicted as an emergency due to a leak in the gas tank (this is the summary, which offers a brief summary of the news).

Yesterday there was a gas leak in a building at 2980 Bélgica street, in the Portales Sur neighborhood, where 17 residents were intoxicated; one of them reported that a worker on the roof was changing an empty tank for a loaded one when the leak originated (this part, the entry and body of the note develops the news and includes more details and data).

A good entry of the informative note helps to establish the important characters, the date and the data of the event from the beginning.

The organization and type of information in news stories sometimes depends on their relevance or the type of impact that the media seeks to cause on readers.

The length of the note depends on the editorial line and the format of the newspaper. For example, national newspapers are in a larger format, so their reporters are asked to write their stories longer, with a greater number of characters.

On the contrary, newspapers with smaller formats make their articles shorter, more concise, for reasons of space.

The nuances of a story depend on the editorial line of the media outlet, the space, and the reporter's ability to write their story and provide exclusive data. It is what is known in the union as "reporting the note."

Colombian writer and journalist Gabriel García Márquez wrote: "Sometimes it is forgotten that the best news is not the one that is given first, but the one that is given best."

When a journalist writes, they should do so based on the facts, presenting the information in a clear, objective and as impartial way as possible. This means that you should not give your opinion or criticize the facts. In an informative note, the opinions of the reporter do not fit, in that case, there is an opinion note.

The selection of front page stories and side stories depends on the newspaper, whether it is local, state or national. That is, this influences the choice. In newspapers with national circulation, the main story is normally a highly relevant news event that is of national interest.

For example, a local newspaper would give priority to an article like this: "Mayor of Tlalpan resigns"

But a national newspaper would carry that note as a secondary one if anything, and its main note could be: "The new T-MEC is finalized"

Another factor to consider is the editorial line of the newspaper or if it is general information, political, sports or red note.

At the beginning of the session we mentioned the first film screening in Mexico. Check which headline is the most appropriate.

The first headline is alarmist; The phrase "I couldn't believe my eyes" seeks to arouse curiosity in readers rather than report a fact.

The third headline is incomplete because it only indicates what happened, but does not offer any further information. Whoever reads it will surely not pay much attention.

The second headline is the most appropriate, since it is limited to reporting a fact, in addition to offering information about what and where it happened, and who was involved.

To recap. In this session you learned about:

The way information is usually organized in an informative note.

The headlines, since these also include information about the fact, the characters and where the events happened.

Some tips for identifying relevant information when reading an informative note.

Objectivity in an informative note, since the opinions of the reporter do not intervene, and

Some aspects to consider when choosing front page news.

To expand the information, you can consult the expected learning in your Mother Tongue textbook: "Read and compare news articles published in different media". Locate the section dedicated to: "Identifying in informative notes facts, protagonists and where the events happened", and carry out the activities that are presented.

We recommend you regularly check the news, so that you stay informed of relevant events. Remember that the better informed or informed you are, you can contribute to generating a better society.

Look at the following information note. First, he points out the four basic elements to present an informative note: bullet, head, summary and note. Which parts would you point to?

Now analyze if the news answers the questions: what?, who? and where?, that is, to the facts, protagonists and where the events happened.

What happened?

Who?

Where?

As you can see, from the first lines of the informative note it is possible to recognize the most relevant information. If you wanted to know more details, you would read the rest. Therefore, we could say that this news follows the inverted pyramid structure. In addition, the note presents the facts in an objective manner, so it lacks points of view or opinions of the writer that could modify the information of the facts.

Math

>Chance or luck?

Expected learning: Perform random experiments and record the results for an approach to frequency probability.

Emphasis: Determining the population and type of data in a study, and recognizing whether an event is likely or unlikely.

What are we going to learn?

In this session you will begin the study of a branch of mathematics: probability. Studying it will help you understand and explain various phenomena in our natural and social world; this, by building models, developing procedures to calculate and estimate probabilities, and solving various problems where chance or uncertainty intervenes.

Without a doubt, every day, probabilistic models have favored us in decision-making in risk situations, such as forecasting the number of hurricanes that will occur at a certain time of the year or in studying the spread of epidemics , in the field of public health, such as the one we live in.

Probability is present in our daily lives, in many contexts. For example, the medical diagnosis, the results of a sports tournament or when making an investment. Why do you consider that the study of probability is important? In what situations, in which chance intervenes, do you or your family members? In this session you will build arguments to answer this and many other questions you probably have about probability. And, given its importance in everyday life, in this session you will focus your attention on the analysis of situations, in which you can record data through observation, and you will analyze how likely it is that they will happen.

What do we do?

You've already worked with probabilities in previous grades; Surely you have carried out experiments and recorded the results obtained, but it is not the only way to work with probability.

For example, if a person who is dedicated to selling fruit waters wants to expand their business and widen the variety, to decide the new flavors, they can resort to conducting a survey, as it is an effective technique to choose the flavor of the water with which you can get more sales, since you are taking into account the opinion of customers. Or, for example, if you want to know what time of year a certain plant begins to bloom, since the family business depends on that, which consists of selling flower arrangements; in this case, observation is used. Or if, for example, you go to the carnival in your region where there is gambling, and you need to know how likely it is that by playing, you can win a piggy bank. Here you could use experimentation.

For each of the examples mentioned you will have the opportunity to delve deeper, because remember that in this session you will delve into observation as a way of collecting data about people, objects or events, in order to make measurements and anticipations.

Anticipations are based on measures of probability that give an approximation of what is likely to happen, or not. So we will propose some situations that will help you in the development of this topic.

Julio is a boy who works in a store. Every day he gets up very early to open the store and provide the best possible service. One of the frequent customers, Don Ramón, whenever he makes a purchase, leaves Julio a tip. Reflect with the following questions: Julio wants to know the probability that Don Ramón will tip him two or more times in a week, how can he know? How likely is it that in a week he will not receive a tip?

What you could do to answer this pair of questions is an observation and, of course, record the frequency with which don Ramón attended the store.

Discuss Julio's strategy. For little more than a month, he marked the days in which he attended Don Ramón's store. This table records the days on which Don Ramón attends the store. Every Wednesday he attends, while on Thursdays and Saturdays he does not.

To answer the questions, you will use a segment to help you visualize the information. Notice that on the left is annotated the phrase: "It is impossible", which is equivalent to saying that it will not happen, and on the right side, the phrase: "It is certain", or what would be the same as saying that, undoubtedly, it will happen. .

Then answer question one: How can Julio know what is the probability that Don Ramón will tip him 2 or more times in a week?

Look at the data; As you will realize, there was only one week in which Don Ramón attended only one day, from then on, he attended the store 3 or 4 times in a week. Therefore, according to the segment, we locate the probability very close to: "it is safe", since, generally, Don Ramón goes to the store more than twice a week.

Now answer the following question: How likely is it that Julio will not receive a tip in a week?

Whoever receives a tip depends on whether Don Ramón attends the store or not, and you can see in the record that there is no week in which he is absent, so we locate the answer at this point on the line:

As you can see, the arrow doesn't point exactly to the far left, where the phrase "It's impossible" is. This is because the possibility that Don Ramón does not attend the store even once in a week, due to any external factor that prevents him from attending, is not ruled out.

You have already answered the questions about Julio's tips. Now analyze the following situation: do you know what is the color of the most purchased cars in our country?

This is one of the things that auto manufacturers and people in general are very interested in, according to Axalta's sixty-seventh Global Automotive Color Popularity Report, white has been the most chosen color by car buyers. new units. In order to have all this information organized, a table can be made where the model, year, color, license plate number, among other more specific data of the car are recorded. Derived from the analysis of the data, it is that in the report produced by Axalta, it was observed that the color of the most purchased cars corresponds to white.

That is why it is important to record all the information, as well as the smallest details in order to generate data that helps us in these statistics.

All this data is not from a survey, nor was it obtained from an experiment, this data was obtained from recording sales. That is why it is important to record in detail any information that interests us, in order to make informed decisions.

Analyze another example where observation plays a relevant role:

Pedro sells flavored waters in a park in his neighborhood; every Monday he goes to stock up on the fruit and syrups necessary to make his preparations. To avoid over-buying, or buying less than necessary, you decide to keep a record of the water you sell that day.

Each time he sold a liter of a certain flavor, he placed a brand and formed groups of five brands to facilitate his final count. Thus, he obtained the following record, where the water that sold the most was horchata and the one that sold the least was watermelon.

Based on the data that Pedro recorded, answer the following questions:

1. Which flavor of water are you most likely to sell?
2. Which flavor of water are you least likely to sell?

Based on your answers, help him make some decisions by answering the following:

1. Which fruit or flavor of syrup should Pedro buy the most?
2. Which flavor should he invest the least in?

If you look at the table, you could conclude that the flavor that sells the most is horchata, therefore, you can invest more in buying the necessary ingredients. And the one that sells the least is watermelon, therefore, your investment to make water of this flavor may be less.

If two young people approach you to ask for a water, how likely is it that they will ask for horchata?

Place your answer in the segment you used in the previous examples.

You could point to this place, since it is more likely according to the record made in the table, but not so close to the right, since other flavors are also in some demand.

This is how, based on the data collected from observing and recording them, you can analyze the probability of a situation occurring and make decisions that benefit you.

Since remote times there have been communities or civilizations that, through observation, achieved great advances; and currently there are people who make decisions based on the probability that they determine with observation.

Next, you will analyze a situation that you have probably gone through at a certain point in your life.

One day Daniel was getting ready to go out to play soccer with his friends, and just before going through the door, his mom told him to bring an umbrella and a jacket because it was going to rain, but he didn't listen and he got wet.

Daniel's mom determined a high probability that it would rain because his grandmother taught him to observe the weather and because she is a good observer. Undoubtedly, that knowledge is relevant; for example, for people who are dedicated to sowing, since it allows determining the best moment to carry out the sowing.

What elements did Daniel's mother and his ancestors take into account when they observed natural phenomena? What data do you observe to be able to predict if it will rain or not? You can ask your relatives and keep a record of the answers.

To find out if it is more likely that it will rain or not, you can make a record of various data. Write down each of the data that you could take into account.

For example, if you would look at the color of the clouds and the color of the sky; if you would look at the month in which it rains and the number of days elapsed in a season of the year, or in a certain month; if you would also consider the trajectory of the clouds with respect to the direction of the wind; the temperature and humidity. There is enough data that you can observe and analyze.

You probably already know a method for organizing data according to the type of information, whether it is numerical, that is, quantitative data, or qualitative data, which describes characteristics or qualities that cannot be assigned a numerical value.

A quantitative data would be the number of days elapsed in a season of the year or in a given month.

A qualitative data would be the color of the sky and clouds.

Since today we already have instruments such as a thermometer to measure temperature, a hygrometer to measure humidity, and an anemometer to calculate wind speed and direction, we can say that they are quantitative data since with these instruments we can obtain data numeric. But how did our ancestors carry out weather forecasting? Do you know of any method? We invite you to ask their parents, grandmothers, grandfathers or older people; They will surely share with you information about the knowledge and exploration of nature.

There has been a method known in much of Latin America for many years, it is known as the cabañuelas. Watch the following video that explains what this method consists of.

As you could see in the video, when you do an observation exercise, you must carry out an adequate registration to observe the coincidences and try to establish a pattern that allows you to better study the event.

Keeping records, comparing data, and determining whether or not something can happen are activities closely linked to probability. Due to climate change, this ancestral method has ceased to be used, because today we have a considerable number of technological instruments that can help us make much more effective weather forecasts, we can even take into account factors that cannot be detected by the simple view, as the atmospheric pressure that is measured with the barometer and directly influences the climate and temperature; and even so, they do not guarantee that the prediction will come true, that is why there are people who think that "the weather is unpredictable".

If you want to know more about the weather, you can access the page of the National Meteorological Service. This public body of our country provides information on the weather in each region of Mexico and, for this, specialists carry out a series of measurements on the amount of rain, temperature, atmospheric pressure, among many others. And they offer, with great precision, weather predictions and even a weather report for agriculture that can be very useful for people who are dedicated to planting. Or to air traffic, or to ourselves so that we can carry out our activities anticipating any setback caused by the weather.

In sports, for example, soccer, probability is also at stake. Observation is used to collect match data, observe the performance of players or teams. In fact, each team tries to have more elements to move the probability in their favor, training constantly, eating according to the energy expenditure they require, resting and improving the position they play, but that does not guarantee that they will win, there will always be three possibilities: that they win, that they lose or that they tie.

There are different ways to record the results in a game. Have you noticed that some people, by way of recording and having fun, create pools where in advance they place the possible results that they consider will be obtained in the games of a season?

The study of probability is very interesting, since you can understand the world that surrounds us a little more, in addition to providing important information for the study of other sciences, for example, geography, meteorology, physics, biology or chemistry.

To finish, we suggest you consult the topic of probability in your textbook to complement what you have learned in this session.

We suggest you make a list of impossible events and share it with your family so you can exchange opinions. An example of an event that is impossible could be that, living in Mexico, you go out at night and observe the Sun.

Answer the following questions:

Where in the world is it possible to observe the Sun at night time?

On the other hand, what about natural events, which are completely safe, do they exist?

Finally, make a list of events that are safe, share them, and ask your family or someone with you to determine if they are safe or not. Write the reasons or arguments in each case.

Biology

>El Bioticiero. News on the forms of nutrition, relationship with the environment and reproduction of living beings

Expected learning: Compare the diversity of forms of nutrition, relationship with the environment and reproduction and identify that they are the result of evolution.

Emphasis: Synthesize the diversity of forms of nutrition, relationship with the environment and reproduction of living beings.

What are we going to learn?

This session is very special, since you will integrate the contents worked on in the expected learning: "Compare the diversity of forms of nutrition, relationship with the environment and reproduction and identify which are the result of evolution."

So we ask you to review your notes and activities to identify what you studied in previous sessions. Like, for example, the concepts biodiversity, nutrition, irritability, reproduction, adaptation, natural selection, variability and, of course, evolution. Also, we recommend you review your "Biological Alphabet".

What do we do?

Do you remember the concept of adaptation? It is an excellent starting point to identify that the characteristics of the living beings that you are going to synthesize in this session are the result of evolution, where natural selection is an essential factor.

The work dynamics to address the contents of this session will be as a newscast. We have called this newscast: El Bioticiero. News on the forms of nutrition, relationship with the environment and reproduction of living beings.

We hope you learn from these journalistic notes and that you enjoy them.

Before starting, we invite you to complete the following table in your subject notebook.

The table shows the five kingdoms of living things that you studied throughout the sessions. In each kingdom you must place an "X" to indicate if in the kingdom there are organisms that present autotrophic or heterotrophic nutrition, as well as designate if there are organisms with sexual or asexual reproduction. In the same way, he adds, in the "Adaptations" section, an example of an organism with an adaptation to nutrition, response to environmental stimuli and reproduction.

Once this activity is understood, let's start with The Bioticiero!

ENRIQUE - Manifestation of fungi: They demand that they not be confused with plants, since it has been known for a long time that they form a kingdom, the Fungi.

RODOLFO - The world in commotion: Bacteria plan to take over the world.

ENRIQUE - Do you think you know the kingdom of animals?: This is what our correspondent Pegostina Green raises.

RODOLFO - The eyes of the world in Guadalajara: The one hundred and forty-five millionth congress of plants is taking place.

ENRIQUE - These are the most relevant news from the biological world that impact organisms from all kingdoms.

RODOLFO - Good morning! Vertebrates and invertebrates, this is your biological newscast. The Bioticier! News on the forms of nutrition, relationship with the environment and reproduction of living beings. Broadcasting from Mexico City, greet you Rodolfo García Mejía and…

ENRIQUE - Enrique Acevedo Herrera. Good morning, organisms with one or many cells that see us from all over the world. Today we will inform you about the most relevant news that has happened in the biological world.

Let's get down to business with these bionews.

RODOLFO- Fungi manifest themselves. They demand that they not be confused with plants.

Last weekend, a group of fungi, including turkey tail, portobello, mushroom, pink coral, among others, demanded listen carefully: they demanded! Let all organisms know that fungi are not plants, since they have their own classification in the Fungi kingdom.

ENRIQUE- Fungi, such as yeasts, black mold and penicillin, added that the big difference between them and plants is that fungi do not eat like plants, since they do not carry out photosynthesis, but are heterotrophic organisms and, very diverse, since some feed on decomposing matter (saprophytes), on the nutrients of another living organism (parasites) and even living in an interaction with a different species, in which both benefit (mutualists).

RODOLFO- In addition, a very important group of Zetas affirmed that they will continue fighting for their sexual and asexual rights, since within the petition they request recognition that fungi present asexual reproduction by asexual spores, budding and fragmentation, as well as sexual reproduction .

ENRIQUE- The flyers they distributed also mention that among their adaptations associated with their response to environmental stimuli, the fact that they can live in the absence or presence of oxygen stands out, or that when unfavorable conditions occur, the fungus stops their growth forming spores, which is a defensive response of the fungus to adverse conditions, thus showing that they are adapted organisms and that they are fighting so that we all notice their differences.

RODOLFO - Now we go with our reporter Flagellate, a unicellular and microscopic protozoan, who has unpublished news for us from the headquarters of the bacteria.

Flogged? Tell us how things are there.

REPORTER - Of course, Rodolfo and Enrique. I'm here at the bacteria's meetinghouse and we're reporting live your speech about your world domination.

They demand to be considered as the organisms that gave the opportunity to originate the great diversity of life that exists on Earth. Let's listen!

BACTERIA LEADER - Comrades, many organisms ignore our existence, however, they need to recognize our work in ecosystems and our power as the most abundant and best adapted organisms of all.

In our ranks we have companions so resistant to the most extreme conditions on Earth. Isn't that right, fellow archaeans?!

ARCHEAS - Yesssss! Do not forget that we are resistant to high temperatures, extremely high pressures, very cold environments or high salt concentrations. We are the most EXTREME!

BACTERIA LEADER - we feed ourselves from carbohydrates, fats or proteins, but also oil, methane, hydrogen, sulfur, ammonia or iron, as our chemosynthetic sisters do. Right, comrades?!

CHEMOSYNTHETIC - Yeah! And the residues of our feeding process are used by other organisms, for example, we can provide nitrites and nitrates to plants.

BACTERIA LEADER - Exactly! If other organisms knew that photosynthesis was developed first of all by any other organism and it was the cause of oxygen now existing, which many organisms, such as animals, take advantage of in the process of respiration .

Our fellow cyanobacteria can harness sunlight to produce their own nutrients and have done so for about 3.5 billion years.

SULFUR BACTERIA - And sulfur bacteria can use hydrogen sulfide instead of water to carry out photosynthesis, releasing sulfur instead of oxygen.

ANAEROBIC BACERIA - And remember that some of us can live without oxygen and live in places that no other organism can. Forever anaerobic!

BACTERIA LEADER - Exactly, comrades. We have reason enough to claim the world for ourselves. Now that favorable conditions for reproducing are in our midst, let us divide asexually to begin our plan of domination of the Earth. We reproduce so fast that we can mutate, and when faced with antibiotics, these mutations allow us to resist them, like E. coli, which has become a superbug.

SUPERBACTERIA - Yup! Count on us.

BACTERIA LEADER - So let's not waste time, compañeras, and go for what always belonged to us: the world.

REPORTER - There you have it, we just heard some positions from the members and the representative of the bacteria. It is worth mentioning that recent studies suggest that the Last Universal Common Ancestor (LUCA) could be a microorganism that lived approximately 3.8 billion years ago, and that from it all forms of life on Earth originated. Land. We will keep reporting. We return the microphones to the studio.

RODOLFO - What is happening in the microscopic world is very shocking, Flagellum. Keep reporting from headquarters and any pathogen movement, you notify us.

ENRIQUE - Now we are going to connect with our star reporter Pegostina Green. What biological news do you have for us, Pegostina? We hear you.

Good morning.

PEGOSTINA GREEN - Good morning, dear Enrique and Rodolfo. Today I bring you a story from the animal kingdom. I want to start by asking if... do all animals eat the same? Or how is the reproduction of these organisms?

I gave myself the task of investigating and it turns out that all animals are heterotrophs, which means that they feed directly on other living beings, that is, they do not have the ability to produce their food.

The diet of animals is diverse, according to the species, and tends to vary a lot: they can eat from plants to other animal species. According to their diet, animals are classified as carnivores, herbivores and omnivores.

There is a great variety of animals, among which we find, for example, sponges, which are animals that are fixed on the bottom of the sea.

We also find in this kingdom worms, earthworms, arthropods, such as spiders, mollusks, mammals, birds, fish, reptiles, amphibians, among others.

In the animal kingdom there are two ways to reproduce:

Asexual reproduction. This is done with the participation of a single individual, for example, in starfish.

And sexual reproduction, carried out by the vast majority of all animals, which requires the participation of two individuals, the male and the female, who have a sexual cell or gamete. In animals, according to their sex, they are called sperm or ovum. This type of reproduction favors genetic variability in species. For example, the human being.

Lastly, I would like to share that reproduction gives evolutionary and adaptive advantages to each species that makes up this kingdom.

So far my report. We return to the studio.

RODOLFO - Thank you very much, Pegostina Green. Incredible all these data from the animal kingdom. We continue.

Now we will go with our correspondent Juan Carlos, who is in some part of our country with some bionews. Juan Carlos, go ahead, tell us, where are you?

JUAN CARLOS - Good morning. Greetings to everyone in the studio and to our viewers. I am in the municipality of Guadalajara, Jalisco, in the garden where the one hundred and forty-five millionth congress of plants is taking place, which is the largest event that brings together millions of organisms from the Plantae kingdom in one place to meet the most recent discoveries and adaptations developed among the community.

This congress will last all weekend and we will try to notify you about the most important events that happen in this mega meeting of plants.

On this day, the events that are most expected among photosynthetic organisms are the presentation of two magisterial conferences:

The origin of chlorophyll. A commemoration of the ancestors of plants, which were photosynthetic microorganisms with the ability to capture solar energy and produce their own food.

The conservation of bees. A reflection on the importance of pollinators in the sexual reproduction of flowering plants; bees are thought to be at risk. It will be mentioned that bees, birds, bats, among others, are relevant organisms for pollen dispersal.

In the same way, the congress is honored with the presence of the yoga group "Positive Photosynthetics", who give a small course to all interested participants to improve their hydrotropism and positive phototropism. In this course, Hydro, which is a fig plant, will provide advice on how to improve the reaction to the stimulus of humidity, with the aim of orienting the roots towards where the water is (positive hydrotropism).

And Foton, the sunflower, shows us what stretches and exercises can be done to facilitate the direction of the stems and leaves towards some luminous stimulus, such as sunlight, also called positive phototropism.

Among the workshops and didactic activities, one stands out, for its educational value, entitled: "If you do it sexually or asexually, do it safely."

In the workshop, you are invited to reflect on which are the most opportune and necessary moments to reproduce asexually, since this reproduction, where only one father participates, can cause confidence by generating children more quickly, causing the mother produces children with little resistance to changes in the environment.

Regarding sexual reproduction, games and dynamics are carried out so that everyone knows the most effective ways to get the male gamete to the female, inviting them to recognize the adaptive value of sexual reproduction and evolution of the species. The dispersal of pollen by different means and not only by means of water, as the ancestors did, favored the plants to occupy other or unexplored places. With this, it is also invited to know the evolutionary importance of seed dispersal towards other horizons, whether a fruit is not used, as pines do, or with the help of one, as fruit-bearing plants such as apple trees do.

For all the attendees, who are photosynthetic, an exclusive dose of a beam of light is offered and each participant is asked to use an ecological container to fill it with water that allows them to carry out photosynthesis to feed themselves during their visit to the congress .

So far my report, Enrique, Rodolfo. We return to the studio.

ENRIQUE - Thank you very much, Juan Carlos. This convention of plants that has been going on for millions of years without interruption is very interesting.

RODOLFO - With this note we say goodbye. Thank you for joining us in another broadcast of your Bionoticias. I am Rodolfo and...

HENRY - I am Henry. Thank you and see you soon, organisms with generic material.

What did you think of The Bioticiero?

We wanted to work with you on a different way to synthesize what you have learned throughout the last sessions and remember some important concepts.

Remember that the behavior, the change of structure or function of all living beings can be explained through the phenomenon of evolution, and to exemplify it, we are going to share a reading by Martín Bonfil Olivera, published in 2018 , called Diversity:

You constantly hear about the value of diversity. Diversity of cultures, languages, sexual orientations, family types, political models and artistic creations. And also of biological diversity: the variety of species that coexist in the different ecosystems of the planet.

It starts from the principle that diversity is something necessary and valuable, important, that must be defended. And it certainly is. But what makes diversity so prized?

Let's try answering from biology. Why is the diversity of life valuable? After all, if a species has optimally adapted to its environment, changing would not bring it much benefit.

And indeed, there are many living species, from bacteria and protozoa to plants and animals, that can reproduce by simple cell division, budding, parthenogenesis, and other forms of asexual reproduction. They all have in common that the offspring share exactly the same gene pool as their parents. They are essentially clones.

Cloning is also used in agriculture and livestock, with good results. If this uniformity works so well, why insist on the value of biological diversity?

Because diversity is the source of raw material for evolution. A species that reproduces asexually perfectly could not evolve: natural selection consists precisely in the fact that the organisms best adapted to a given environment are selected by it, since they will survive better and leave a greater number of descendants that inherit their genes.

Asexual reproduction works well as long as environmental conditions remain unchanged. But in the face of a change, it is the species that present the greatest individual variation, the greatest diversity from which well-adapted organisms can emerge, the ones that will have the best chances of surviving.

This is precisely what sexual reproduction achieves, which shuffles existing genes in each generation to generate new combinations. (Asexual species also evolve, since their reproduction is not perfect and introduces variations that produce genetic diversity, from which natural selection can act.)

For this reason, in agriculture, monocultures of identical plants are not such a good idea: if a pest arrives, it will kill all the individuals, something that does not happen in a population with diverse genes.

Well then: what happens in evolution also happens in ecosystems, cultures, societies, sciences, arts and in any other field. Greater diversity is always a source of novelty and richness. In the variety is not only the taste, but the very possibility of progress in all areas.

How did you like the reading? We hope you find it useful, since you can clearly see how important the existence of variability is and that, thanks to sexual and asexual reproduction, we are constantly in a process of adaptation within the evolutionary phenomenon. If you were interested in reading, we invite you to look for it on the Internet, since it is freely accessible.

It's time to work on your "Biological Alphabet". On this occasion we invite you to add the following concept: pollination.

We invite you to look for a definition, since it is an important concept in plant reproduction.

We hope you have not only learned more about living beings, but also that you could understand that these processes of nutrition, reproduction and relationship with the environment are essential to maintain balance and functioning in ecosystems.

We ask you to complete the table that was presented at the beginning of the session. As a support to fill in the table, we show you an example.

As you can see, in the kingdom of plants we emphasize that they feed autotrophically and we add an example of this. You can also identify that in the kingdom Protista it is shown that the nutrition of these organisms can be autotrophic or heterotrophic. We invite you to share your results with your classmates and your teacher or professor.

As you were able to appreciate today, science can also be news, so we challenge you to investigate in your Science book. Biology or the Internet about some living being that catches your attention or seems interesting to you. In your investigation, highlight what is related to their nutrition, reproduction and some response adaptations to environmental stimuli.

With this information, we ask you to write a piece of news in your notebook. We recommend you lean on your Mother Tongue book. Spanish, since it will allow you to know more about how to write a journalistic note.

Geography

>The relief in Mexico

Expected learning: Explain the relationship between the distribution of relief types, seismic and volcanic regions, with the internal and external processes of the Earth.

Emphasis: Recognize the conformation and distribution of the relief in Mexico from the internal and external dynamics of the Earth.

What are we going to learn?

In this session you will be able to identify the different forms of relief in our country, their distribution and their origin, due to the internal and external processes of the Earth.

What do we do?

Have you ever wondered: How are mountains formed? And why do the plains, peninsulas, and valleys that we see in Mexico exist?

In Mexico, more than 70% of the relief is formed by mountainous systems; however, there are also plains, peninsulas, valleys, plateaus, and depressions that generate great diversity in Mexican landscapes.

The Sierra Madre Oriental extends from the northeast of our country to the Transversal Volcanic System and borders the coastal plain of the Gulf of Mexico, covering part of Nuevo León, Tamaulipas, San Luis Potosí, Hidalgo and Puebla. It has very little elevation; but, in the north, it reaches altitudes close to 3,700 meters above sea level.

On the other hand, there is the Sierra Madre Occidental that crosses the states of Chihuahua, Sonora, Sinaloa, Durango, Zacatecas, Nayarit and Jalisco, making it the largest in the country; formations of volcanic origin predominate in it, which reach 3,000 meters above sea level.

The Sierra Madre Occidental is part of the Pacific Basin, which runs through the entire western portion of the American continent, from Alaska to Argentine Patagonia.

These two mountain ranges, the Sierra Madre Oriental and the Sierra Madre Occidental, are separated by the Mexican plateau that covers the central-northern region of the territory of our country; an interior plateau with an average altitude of between 1,000 and 1,500 meters above sea level, which occupies an important extension, from the states of Mexico and Puebla in the center of the country, where the Anahuac plateau and the Valley are located. from Mexico to Nuevo León, Chihuahua and Coahuila, in the north.

Did you know that the gypsum dunes, in Cuatro Ciénegas Coahuila, are located in the eastern valleys of the Mexican highlands, and are the rarest dunes in the world due to their white color?

These gypsum dunes are a very important tourist resource because they look like snow in the middle of the desert; However, it must also be known that this is due to the crystallization of calcium, which occurred at the bottom of the Tethys Sea, which dried up millions of years ago.

The Transversal Volcanic Axis is located in the center-south of the country and includes the highest altitude volcanoes

The highest mountains in the country are located in this volcanic system; for example: The Pico de Orizaba or Citlaltépetl, located on the limits of Puebla and Veracruz, is the highest mountain in the country, as well as the Popocatépetl and Iztaccíhuatl volcano, on the limits between Puebla, Morelos and the State of Mexico.

Another form of relief in the Mexican territory is the Sierra Madre del Sur, which is located near the Pacific coast, in the states of Jalisco, Michoacán, Guerrero and Oaxaca; it was formed 65 million years ago as a result of the cooling of magmatic rocks and the sequence of volcanic eruptions during the Cenozoic Era, that is, when dinosaurs still inhabited the Earth; likewise, it is the result of the folding and lifting of the earth's crust.

Another type of relief forms in Mexico are the plains and the coastal plains, these owe their origin to the external processes that form the relief; In this case, they are due to fluvial erosion, caused by the runoff of rivers in the upper parts of the mountains, which transport gravel, sand and clay that, later, over millions of years, were deposited and compacted in layers of sedimentary rock, forming what we know and see today as plains and coastal plains.

In Mexico we have two coastal plains: the coastal plain of the Gulf, which extends from the north of Tamaulipas to Campeche and Tabasco, and the coastal plain of the Pacific, which is located in the west of the country, covering part of the territory of Sonora, Sinaloa and Nayarit. Both coastal plains are divided into north and south.

For its part, the most important depressions in our country are due to erosion caused by the largest rivers, such as the Balsas River depression, which is located in Jalisco, Michoacán, State of Mexico, Morelos, Guerrero, Puebla and Oaxaca.

The Baja California Peninsula has an elongated morphology and is always subject to marine and wind erosion, as observed in the natural arches of Cabo San Lucas, considered very important tourist attractions due to their uniqueness.

In this sense, but at the opposite end of the country, that is, in the southeast, is the Yucatan Peninsula, which is a plain that is due to tectonic uplift, is of recent origin and has a maximum elevation of 200 meters above sea level; There are no mountainous formations, except for some hills in the central part. Its relief, relatively flat, and its geology favor the formation of cenotes, which are underground water wells and ancient caverns formed inside the Earth, due to the filtration of rainwater and erosion of limestone, or erosion Karst, as it is also known.

The variety of landforms and landscapes in Mexico is truly impressive.

The formation of valleys in Mexico is due to external agents, such as rain, fluvial and wind erosion. This, together with the processes of tectonic uplift and the marine origin, results in the formation of valleys; For example, in Mexico we have the Valle de las Piedras Encimadas, in the north of Puebla, whose morphology depends on these factors.

Now, in order to continue learning about the variety of forms of the earth's crust in our country, we invite you to play a game forming an acrostic with the word: "Relief".

Remember that Mexico has a wide variety of continental relief forms that provide it with significant reserves of natural resources, especially minerals. In addition, the oceanic relief is very important for the economy because the continental shelf of the Gulf of Mexico is where oil is extracted.

The relief construction processes (tectonics and volcanism), together with the modeling agents (weathering and erosion), have given rise to a wide variety of reliefs in the Mexican territory, such as: mountains, plateaus, depressions, plains, volcanoes , among other. A system to study it consists of grouping those reliefs that have the same geological origin, rock types, landscape evolution, similar ages and that are located in a large area. These groupings are known as physiographic provinces.

Remember that this information can be found in your textbooks and also all the information about the relief.

Now we invite you to continue your tour of the Mexican Republic, through the geographical A, B, C of Mexico. In this session you will learn some of the most interesting facts about the state of Jalisco.

This state is located in the west of Mexico and, due to its size, it occupies the seventh place in the territory at the national level. It borders the states of Zacatecas, Aguascalientes, San Luis Potosí and Guanajuato, shares Lake Chapala with Michoacán and has a coast on the Pacific Ocean.

Lake Chapala is considered the largest in our country, the main source of drinking water for Guadalajara; It was formed thousands and millions of years ago, however, due to pollution and climate change, today its level has decreased.

In the state of Jalisco there are other very important bodies of water that are worth recognizing and conserving, such as Cajititlán, San Marcos, Sayula, Zapotlán and Atotonilco.

On the other hand, the relief of the entity is very varied, it is made up of mountains, plains, plateaus, valleys and ravines at the bottom of which many of our rivers run, so it presents great diversity.

The climatic location of Jalisco favors the existence of different types of vegetation, so that it has landscapes made up of jungles, close to the coasts and forests, in the high parts, xerophytic scrub and grasslands.

Within its relief, we can also mention the Transversal Volcanic Axis, formed by the Sierras de Cacoma, Manantlán, Verde and Lalo. In the same way, it is made up of numerous volcanic cones, valleys, closed basins, lava flows and volcanoes.

In Jalisco live ethnic groups descendants of the first settlers; Among those that stand out: the Huichols, Purépechas, Mixtecs, Zapotecs, Otomi, Huastecs and Coras.

The economy of the state is one of the most important in Mexico. The industry and commerce of the entity have grown from manufactured products, such as food, textiles, leather products and handicrafts.

Jalisco is the "house of the mariachi", the tortas ahogadas and the patron saint festivals, but it is also the home of the electronics industry, telecommunications and information technology; Jalisco is a development pole in Mexico. Watch the following video to learn more about this entity:

VisitMexico

To recap:

In Mexico there is a great diversity of landforms, mountainous forms stand out, and the Sierra Madre Occidental, which is the longest mountain range in our country.

There are two peninsulas with different characteristics: Baja California, which is long, arid and is crossed by an extensive mountain range of the same name; and, that of Yucatan, which is wide, semi-flat and lacks elevations.

In the Mexican territory there are numerous mountains grouped into sierras: such as the Sierra Madre Occidental, the Sierra Madre Oriental and the Sierra Madre del Sur.

The Mexican Volcanic Axis runs from west to east, more or less at 19 degrees north latitude.

Other forms of relief are the plateaus, which are equivalent to plains located at an altitude of more than 500 meters above sea level.

We propose a dynamic that will help you remember the subject very easily and you will be able to relate it to the distribution of relief in the Mexican territory. The challenge of the session is to locate the different landforms on the map in your textbook.

Look carefully at the relief map of the Mexican Republic.

You are going to locate:

The Sierra Madre Occidental, as a track: It crosses the states of Chihuahua, Sonora and Jalisco.

The Transversal Volcanic system.

The Sierra Madre del Sur.

Remember that Mexico, due to its geographical location between the tectonic plates: North American, Cocos, Rivera, Pacific and Caribbean, presents various forms of continental relief. And there are also diversity of landscapes in our territory, due to the action of external agents, such as weathering and erosion. Also remember that Mexico is a country very susceptible to earthquakes and volcanic activity. However, knowing the territory allows us to prevent risks.

Second year

Arts

Theme: Nothing is what it seems: from the look of colors to the movement of words.

Expected learning: Collectively explore movement, gesture, shape, color and sound to recreate a fragment of different works or artistic manifestations of their interest.

Emphasis: Recreate by different expressive means the fragment of a plastic, sound and visual work.

What are we going to learn?

You will develop a creative production through the artistic expression of your interest, to further develop your imagination, your creativity and your sensitivity. To do this, you will observe the everyday elements that surround you and you will distinguish their traces, for example, by identifying body traces that represent us, which remind us of who we are and how valuable we are.

The materials that you will need in addition to a notebook, pencil or pen are: everything you want, except colored pencils, or crayons, or vinyl paints. You are going to create your own pigments!

Ask the adults accompanying you what materials you could use, for example:

- Seeds

- Cereals

- Mass

- Chopsticks

- Dry leaves

- Earth (dry or humid).

Depending on what you decide to represent.

Also, if you want to ink something, you can do it, for example, with coffee, hibiscus flower or diluted chocolate.

Unleash all the power of your imagination and creativity.

Remember that everything you see today is to continue your artistic experimentation, so I recommend you let yourself be carried away by the instructions and, when finished, record the learning, encounters, discoveries, findings and curiosities of the experience, or the concerns and difficulties that arise in the process of this session.

What do we do?

You will start from the question: If an artist did not have conventional materials at hand to work with, what other materials can you think of that you could make your works with?

Remember what you did in the previous session:

You recognized your vein as an urban poet: you composed couplets on the theme of housework and you became a famous singer in your home.

The emphasis was placed on literature, in this case, through the writing of verses, music and, of course, on the resonance that it has to invite the body to movement

Today, the accent will be placed on plastic arts, on the appreciation of sounds, aromas and flavors.

The activity consists of 5 moments.

First, carry out an exercise to sensitize your imagination, based on the observation of some photographs of clouds.

I invite you to have a relaxed disposition, for this, you will take three deep breaths 1...2...3...

Now, from this new layout, take a curious look at the photographs that will appear on your screen. Pay attention to their shapes, colors, sensations that cause them, let's imagine their sounds, the distances of the elements. Let the imagination free.

Have you observed the clouds these days?

Or do you remember when was the last time you saw them?

Have you ever thought you could make out some shapes…faces…animals in the clouds?

Try to remember an experience that has left a positive mark on you and that is related to clouds... Write it down in your notebook.

Have you observed your surroundings lately?

Well, now is the time to do it. So we invite you, wherever you are, find a space where you can be comfortable, for example, a rug, an armchair or even on the floor... and lie on your back looking at the ceiling, as if you were setting out let's see clouds...

And with that curious gaze, identify the details of the roof of your house: traces, marks, cracks, stains, shapes, etc., and try to find out how that mark appeared. How did it get there?

Give yourself a few seconds to observe…

Can you identify a shape?

Have you ever looked so closely at the roof of your house? What details did you find now? Did you imagine any way? Which is it? Write them in your notebook.

Now, continue to investigate the track and footprint details of your home.

So take a few minutes and find details, traces, stains or footprints on walls, furniture, windows, etc., and write in your notebook those that you think have a particular shape.

What sounds do you identify? Which ones catch your attention?

Watch the following video.

1. Video of Pau and Cris

How many traces did you write down in your notebook?

What footprints did you find?

For example: sounds...memories...

2. What sounds do you remember?

We can say that traces are those records that leave a mark from an event. In this sense, we could say that there are physical and psychological traces.

Examples of physical traces could be: some stain on the wall or floor or those on the skin: a mole or scar, for example.

A psychological trace, it could be the memory of a song, a scent or a situation that marked a moment in your life

Now, I invite you to write three positive footprints. For example, some interesting, funny, funny anecdote that has happened to you, and write them in your notebook.

Think about how you would represent it

Now it's your turn to choose the images of your footprints.

And how are you going to represent it?

Bring your materials with which you consider you can represent your "footprint". So go to your mom or dad and ask them what you can take to make the image of your footprint.

Remember that you cannot use any conventional stationery resource, except your notebook or sheets of paper.

Get a base that serves as a canvas for the activity, for example: a piece of paper or cardboard or, if you decide, on the floor —of course, they will clean it very well afterwards.

You can rely on seeds, sauces, to experiment with dyes and reactions on different surfaces on these materials.

In this activity, in addition to putting your imagination and creativity to the test once again, it will also give you sensory experiences with textures, tastes, and aromas.

Watch the following video:

3. Process

While you continue doing the activity, we invite you to look at the work of the plastic artist Vik Muniz. You can take some ideas for your work.

Vik Muniz is a Brazilian plastic artist. Some people say that he is an "illusion artist", because he plays with the mind and looks of all those people who admire his works, through the creative and unusual use of the materials that he uses for them.

Food scraps, toys, sugar, jams, chocolate, dirt, diamonds, caviar, confetti, wires, cotton, old magazine clippings, scraps, to name a few.

His compositions are ephemeral and have great social content, leaving the photographic record as evidence of his art.

Remember the clouds?

We take this work as a basis, to work with "the footprint" as a premise, like this cloud made from the wake of a small plane that left its trail in the sky.

Sugar, toys, food, waste... how many things can be created and recreated with the most unexpected materials that are in our environment.

Watch the following video:

4. cake process

What did you do?

Did you leave a photograph as a record?

What material did you use?

Today you did an exploration exercise, based on the observation of the clouds and, as an explorer, you investigated the footprints that you found in various places in your house and recorded them in your notebook.

Later, you reflected on personal traces, those that allow you to remember situations, sensations, sounds, flavors.

That is why we name this class from the gaze of colors to the movement of words, where we start from our curious and sensitive observation of our footprints —the gaze of colors— to the symbolic representation —to the movement of words — from one of our footprints and through compositions with unconventional materials. We translate these symbols as words, since we can read them.

You reviewed part of the aesthetic proposal of the plastic artist Vik Muniz, who in his works uses unconventional, almost unsuspected materials, and we relate it to our productions.

Today's Challenge:

1) Record in your notebook the findings about the footprints that are in the places in their house, as well as those situations that evoke positive memories.

2) With unconventional materials, make a composition alluding to the personal print you choose and take a photo or, otherwise, tint it and fix it with glue in your notebook.

3) Share the image with your classmates, classmates and teacher, and of course, with your family with whom, we hope, they continue to leave traces that will positively transcend their entire lives.

Language

Theme: "The steps that our letters follow".

Expected learning: Research on the linguistic and cultural diversity of Spanish-speaking peoples.

Emphasis: Recognize the role of written Spanish.

What are we going to learn?

In this session you will learn about one more aspect of linguistic diversity. Our language is diverse and has many ways to express itself. These are a sample of who we are as people, but also as a culture.

What do we do?

Spanish is a language with a long history. To learn more about the characteristics of Spanish writing and how it has changed over time, let's review the following material.

The English linguist Geoffrey Sampson explains that we can characterize a language by its place of origin, but we can also characterize it by the means of representation it uses. These means can be oral, gestural or written.

Writing is particular, since it has certain characteristics that separate it from other ways of representing language; that is, it has its own conventions, different from orality or gestures.

For example, punctuation, among other things, contributes in writing to organize and delimit ideas and to indicate modes and intentions of orality. It is a limited attempt to represent pauses and emotions that are made when speaking. Sometimes, there are those who decide to use a semicolon instead of a period to separate, and both decisions can be valid.

No language is written the way it is spoken. The spelling derives from this fact. There are always discrepancies between the number of written characters and the number of sounds.

In the case of Spanish, we have several discrepancies between orality and writing, for example, the use of the letter "h", which does not represent a sound.

Another is the existence of cases in which two letters are necessary to represent a sound, such as the use of "ll" or "ch". These groups of letters are called digraphs.

Or we have cases in which two different letters can be used for a single sound, as is the case of the sound /b/, which uses the letters "b" and "v".

Compared to other languages ​​with alphabetic writing, in Spanish there is more one-to-one correspondence between letters and sounds. This is due, to a large extent, to the adjustments that the writing of Spanish has undergone throughout its history.

Have you ever seen how Spanish was written in the early 13th century?

Well, come with me to see and hear what Spanish was like 800 years ago.

Sing of Mio Cid

(fragment)

AÅ¿ccondenÅ¿e de myo çid can't hear them say anything

The campeador adelino aſu poſada

Here's how I get to the door, the gate is well closed

Notice that sign that looks like an "f". Actually, it is an "s", called "long ese", and it was very common at the time.

You may also notice a "C" with a tail, called a "ce cedilla", which was pronounced as /ts/, as in /Tsid/.

The z, in "dezir", was pronounced like /dz/, so it would be pronounced "dedzir".

Those "l's" that you see in "lego" and "falola", should be read as "llego" and "fallola", with a very peculiar sound for the elle that is not widely used nowadays. And, as you heard, the "n" must be read as "ñ", that's why it is "adeliñó" and not "adelino".

The use of upper and lower case was also very different at the time, as was the use of prepositions.

In this excerpt from the poem, the Cid has just arrived with his people in the town of Burgos, but King Alfonso had sent a letter threatening the community so that they would not give the Cid shelter in that town. Fearful people just look out the window.

If we modernize the spelling, the text will surely be more understandable and would look like this:

Hide [hide] from Mio Cid, ca [because]

they don't dare say anything

The Campeador adelineó [addressed] to his inn

As he reached the door, he found it locked tight.

The above is a sample of how Spanish, with the passage of time, has undergone great changes. It has always been adapted to the needs of users and times. Pay attention.

In the 18th century, the digraph "ph" was still used to represent the sound /f/, just as "th" was used, as in the word orthographia.

The long "s" was also very common. In addition, the "a", as a preposition, used to carry an accent. While words such as explanation or expression did not have an accent on the last syllable. Likewise, the equispod could represent the sound of the jota as in the word exercise.

These changes in writing are gradual, but they teach us that written expression also requires adjustment to remain a useful tool.

Spanish is spoken by around 500 million people as their mother tongue; According to UNESCO data, from 2015 to date, between 85 and 90% of these people know how to read and write in our language, although these figures may vary in each Spanish-speaking country.

It seems that written Spanish offers us the possibility of understanding each other without difficulties, how is this possible?

Thanks to its conventionality. Spanish writing is one of the most standardized and regulated. This means that it seeks "homogeneity" in the "written use" of the language.

I put emphasis on "WRITTEN USE" because many tend to think that this regulation also tries to homogenize the "speech" of the different Hispanic regions and it is not so. At least not in terms of the purposes that writing serves.

We are going to point out three important functions that distinguish the written language:

The first characteristic is that writing serves to link distant times and regions with each other. It does not reflect everyone's pronunciation and does not exactly correspond to someone's pronunciation.

As the French linguist Claire Blanche-Benveniste said: writing "has nothing to do with individual pronunciation, nor with the pronunciation of neighboring regions, but serves to create a reference model".

This model transcends regional and national borders. And this is what allows us to read texts written in other regions of Latin America and even in Spain, even though our pronunciations when speaking or reading are different.

The second function, also following Blanche-Benveniste, is that writing, and perhaps more precisely spelling and spacing between words, have the function of giving "stability" to the senses.

This means that writing does not transcribe or copy the oral language of the different Spanish-speaking countries or regions of our country, but allows a written message to be understood by all speakers of this language.

The third and final function is the role of writing as a means of cultural belonging.

It is about access to a use of the language in which formal and cultural qualities that do not appear in everyday oral language are privileged.

It is a record of common communication between speakers of the same language, and it is what gives us "identity" as Spanish speakers, even though we have different ways of speaking.

That is to say that writing is important because it allows us a broader and more understandable communication between Spanish speakers.

The orthographic system has a core importance within a language, among other reasons, because it has the character of normalizing and fixing the language; it is an essential instrument of cohesion and unity of Spanish. In addition, it allows establishing a historical sequence in the formation of a language.

There are those who think that the written language is a source of correction that avoids the errors of the spoken language; In short, it cannot be changed and is superior to oral language. What are your considerations in this regard?

It is important to locate: who are those who think that "writing" is a source of correction of "speech"? Without fear of being wrong, I will say that they are or are those literate subjects with experience and contact with written culture. Because we are these subjects for whom the acquisition of writing completely changed the way of conceiving our way of speaking, our own and that of others.

Prior to incorporating ourselves into the written culture of our language, we did not perceive the need to "correct" orality, the communicative purpose was fulfilled and, with it, the objective sought.

What you now identify as failures in orality comes from the fact that you conceive of writing, as Blanche-Benveniste pointed out, as a reference model, which instances such as the RAE have been in charge of placing as the "top of ideal speech", non-existent in reality. Because as Blanche-Benveniste also said, writing does not represent a particular "speech" or "variety" of Spanish.

For this reason, if you take writing as the criterion to assess the speech of the different Hispanic regions or even the speech of different social strata, you would be attacking the very principle of writing and also of orality. Orality is not superior to writing, nor is writing superior to orality; You would be surprised how, at times, each of us goes our separate ways in the daily communications that we engage in.

Orality cannot be judged from writing or vice versa. Each one –in the case of Spanish– has been building its own dynamics of use with a certain (inter)dependence.

You use a different language when you are going to communicate something, if you do it through a cell phone, or in person, or through your email account or in writing.

These ideas lead you to reflect on the differences in written language, depending on each situation.

You have to know the relevance of writing in a certain way when doing school work, and another, when using electronic media.

School work is a good opportunity to learn other uses of writing, which can later be reused in the different media we use, such as blogs or social networks where texts, images, and videos are shared. But the writing activities proposed by the school are also a good opportunity to open the doors to writing that circulates in other areas of the students' daily life, such as the ones I have just mentioned.

Social networks are, today, one of the main channels/media. How do they impact the various uses of writing?

Social networks are the fastest reflection that we can have of the innovations that are made with the written language –particularly of adolescents and young people– and of the modifications generated by the exchanges between speakers of different Spanish-speaking regions. Even the influence between different languages. These changes are also beginning to be observed in written form.

What do you think about the future use of written Spanish? How will it be used in electronic media?

In the history of writing –at least in languages ​​such as Spanish, French or related languages–, changes or innovations depended on the material means with which it was written. Electronic media came to forcefully impose the need to save writing because the space we have is limited.

There is an increase in communications where writing, image, movement and sound coexist more and more. And contrary to what is thought, it is not that the image and sound are displacing written words, they are empowering them.

According to the National Institute for the Evaluation of Education, in the publication "The Spelling of Basic Education Students in Mexico", the most frequent spelling errors in basic level students in Mexico are presented. Among them we find the lack of accentuation, the wrong use of capital letters, the confusion with the letters "b" and "v", "g" and "j", "h", etc.

The topic of spelling is quite complex. Let us return to the words of the Nobel Prize for Literature, Gabriel García Márquez, in the opening speech of the first International Congress of the Spanish Language, in Zacatecas, in 1997.

"Let's simplify grammar before grammar ends up simplifying us. Let's humanize its laws, let's learn from the indigenous languages ​​to which we owe so much how much they still have to teach and enrich us...

Before technical and scientific neologisms infiltrate us without digesting, let us negotiate with the barbaric gerunds, the endemic qués, the parasitic dequeism, and return to the present subjunctive the splendor of its esdrújulas: let's go instead of let's go, let's sing instead of sing, or the harmonious let's die instead of the sinister let's die.

Let's retire spelling, terror of the human being from the cradle: let's bury the rock axes, sign a treaty of limits between the ge and jota, and put more use of reason in the written accents, that after all no one has to read tear where it says tear or confuse revolver with revolver. And what about our donkey baby and our cow baby, that our Spanish grandparents brought us as if there were two of them and there is always one left over?

Gabriel Garcia Marquez

What do you think about the above? What would happen if, instead of using the grammar and spelling conventions of written Spanish, we could write however we wanted?

The fragments they cite synthesize one of the core aspects of that inaugural speech: the emphasis that Gabriel García Márquez places on "vitality", "creative dynamics" and "speed", and the capacity for "expansion" that it has Spanish thanks to three things: the vast territory where it is spoken, the contact that our language has with other languages ​​and the wide range of areas where it is used.

But, above all, it alludes to the tremendous capacity we have to constantly innovate, modify and transform the language we speak, in this case, Spanish. Because one thing is certain: changes in orality are faster and more fleeting than they are in writing. Only those changes that manage to remain and be transformed by the users are recorded in writing. The truth is that we are also witnessing a series of innovations and changes typical of writing: social networks are full of this.

Regarding the second part of the question (about whether or not to use the conventions of grammar and spelling), it seems to me that what it is about, as García Márquez said, is to think about the convenience of the grammatical and spelling rules for USERS (writers and readers) not from the point of view of the person who dictates the norm (the RAE, to give an example). Hence the phrase "Let's humanize the laws", that is, let's think about the users; they-we are the ones who decide in practice the functionality or expiration of certain norms or rules.

Which texts do you remember that contain words, phrases or idioms that are crucial to observing the role of written Spanish?

Particularly, the literature of the LATIN AMERICAN BOOM is extremely rich for "seeing" and "knowing" the richness of Spanish in the different regions, and observing how writing allows us these exchanges. They are texts that can be understood even outside the environment that gave rise to them.

We talk about:

- Gabriel Garcia Marquez, from Colombia

- Carlos Fuentes, from Mexico

- Mario Vargas Llosa, from Peru

- O Julio Cortázar and Jorge Luis Borges, from Argentina, among other authors

What characterizes this generation of writers is the attempt to "reflect" various characters from everyday life in their stories and how they printed their ways of speaking in the dialogues.

The work of these authors has gone around Spanish-speaking countries and it has been possible to read it thanks to the fact that we share certain written conventions.

Thanks to writing, it is possible for us to read texts

from different Spanish-speaking places.

This is important to note: thanks to writing, we can understand these words, phrases and idioms, at least in terms of reading, because it is true that it is necessary to know the different meanings depending on the region.

Yes, for example, the word GUAGUA would not make sense to Mexicans, but we can recognize its writing as part of Spanish and even read it: "guagua". This same word can have different meanings in a text depending on the Latin American region: "camión" in Cuba and Venezuela, or "niño" in Argentina, Colombia and Chile, and despite these different meanings, we could read it, although not necessarily know this change. of meaning. What I want to highlight with this example is that, thanks to writing and its conventions, it is possible to read these texts written in different Spanish-speaking regions, although we require some context data to fully understand them.

Would you like to make better use of the written language?

We invite you to get closer to reading. It is a fun way to relate to the conventions and uses of our language. If possible, ask your relatives to accompany you in this activity, since it is an excellent tool to discover a world of words.

Writing, an excellent tool to discover a world of words

Specialists recommend that teachers and family members or guardians give freedom to students' writing. The school usually inhibits non-school writings. These writings fulfill fundamental communicative functions and show the knowledge that students have of written Spanish. If we give our students or children the freedom to "play with the written language", the interest in discovering and researching the writing of Spanish will gradually arrive.

And you, student, I would invite you to explore writing based on your own interests. Information about written Spanish does not only come from books, it is also found in advertisements, magazines, newspapers or comics. The texts that circulate in everyday life are loaded with implicit information about the writing of our language.

You can ask yourself questions about it, be observant and also try to play with the writing conventions.

To finish, I want to recommend a very recent book, it's called: Ansina is said, Ansina is written. Histories and hysteria of popular speech, by Daniel Escorza. Look it up on the Internet, it is a very interesting book to reflect on the role of writing.

Let's recap, what is the role of written Spanish?

It fulfills a fundamental social function: it allows written communication between speakers of different varieties of Spanish, but, above all, it provides identity to our language.

Don't forget that in your textbook you can find more information about the purpose worked on in this session, which was: "Recognize the role of written Spanish".

It is important that, to reinforce what has been learned, look for the expected learning and complement the topic with the exercises and activities that are proposed there.

Today's Challenge:

With the material you have at home, make a triptych that reflects what was reviewed in today's session. You can use magazine snippets, maybe some ad tag that uses the language in a particular way. Remember that the purpose is: "Recognize the role of written Spanish."

Share your work with family, friends and teachers. Maybe they have something extra to bring you.

Physics

Theme: The power of union.

Expected learning: Explains the states and changes of state of aggregation of matter, based on the particle model.

Emphasis: Explain the different states of aggregation of matter (solid, liquid, gas).

What are we going to learn?

You are going to learn about the characteristics of the aggregation states of matter.

The materials you will need are: notebook, pencil or pen and your textbook.

What do we do?

We suggest you complete the following comparative table with what is mentioned in this session.

Comparative chart of the different states of aggregation of matter that you will review in this session. You must describe how they are:

To complete the comparison chart, pay close attention to what is mentioned throughout the session. And don't forget that you can always consult your textbook and reliable sources of information, such as Internet pages.

Watch the following video that tells us about the different states of aggregation in which you can find matter:

1. The thousand forms of matter

What caught your attention the most in this video?

In the previous session we learned that everything around us is made of matter; however, I consider that the video brings 4 new points, which I would like to mention:

First, that matter is found in different forms:

Solid, like the ground we walk on or the clothes we wear.

Liquid, like river or sea water.

Fizzy, like the air we breathe.

And plasma, like lightning.

These four types of arrangements of matter are called states of aggregation.

Plasma is the most abundant state of aggregation in the universe, since stars are found in this state, such as our sun. And that the differences between the states of matter are due to how the particles that make them up are organized.

Do you remember what a particle is?

In previous sessions we talked about the particle model, which we used to describe matter.

Do you remember the characteristics of that model? How is the arrangement of the particles of a solid, a liquid, a gas and plasma?

To be clearer, watch the following video.

2. Atomist Greece

Formal definition:

Particles are a scientific model, used to explain some characteristics of matter. These represent the atoms or molecules that make up everything that surrounds us.

But how are they linked?

Particles are held together by a force that attracts them, called the cohesive force; the magnitude of this force will determine if the distance between them is short or wide. Remember that, although we cannot see it with the naked eye, the particles are not static, they are in constant motion and interact with each other with greater or lesser intensity.

Also remember that there is another force, the repulsive force, that causes the particles to be separated.

Do they all move in the same way in the different states of aggregation?

No, this depends on the relationship between the forces of cohesion and repulsion, as well as the kinetic energy they possess.

The arrangement that the particles adopt is characteristic for each state of aggregation.

Now, you are going to review the characteristics of each one.

Pay attention so you can complete your comparison chart.

You are going to meet Tsedi, Aki, Gui and Tlahuetequi, who are going to help us understand the characteristics of the aggregation states of matter.

-Hello, I am Tsedi, which in Otomi means strong, and I am in a solid state.

If you take a closer look at me you can see the particles that make me up.

As you can see, my particles are very close together, this is because the force of cohesion between them is very strong, however, the force of repulsion means that they are not completely packed together.

The kinetic energy of my particles is low and so is their freedom of movement.

All of this makes my molecular arrangement very neat.

Remember that kinetic energy is what is related to motion. Since the kinetic energy of my particles is low, they can only vibrate around their position.

If you look at me carefully, you can see that my shape is defined, and if the conditions around me don't change, my shape never changes.

Therefore, my mass and volume are also defined.

If you try to deform me, you will have to apply a force to achieve it.

-My name is Aki, and it means aquatic in Nahuatl.

They named me that way because I'm a liquid, and I want you to know the state of aggregation of my particles.

Take a closer look at me and you'll see that my particles are very far apart, this is because they have high kinetic energy. Therefore, although they are united, the cohesive forces are not strong enough for my particles to have a definite structure, as in the case of solids.

Due to this characteristic, my molecular arrangement has greater freedom of movement, so I cannot have a defined shape, and I take the shape of the container that contains me.

Although my shape is not defined, my mass and volume are, which means that I always have the same amount of mass and occupy the same volume.

-My name is Gui, which in Otomi means cloud.

I got that name because I'm a gas.

Come closer to me and you will discover that my particles are in constant collision with the walls of the container that contains me. But if I'm not inside one, I disperse throughout the earth's atmosphere.

This happens because my kinetic energy is very high, and the cohesive force is practically zero.

Remember that the cohesive force is like the glue that holds particles together.

As a consequence of this, my particles have complete freedom of movement, and only when I am inside a container can they quantify my mass, but my volume and shape are undefined.

-My name is Tlahuetequi, which in Nahuatl means lightning.

I was given this name because lightning is a form of plasma that we can find on Earth, and I am a plasma.

I am a gas that is at very high temperatures, for example, the temperature of the plasma that forms lightning is approximately 27 thousand degrees Celsius.

If you look closely at me you can see that my particles are not attached, in fact, they are very far apart from each other because the kinetic energy is so high.

A very important feature is that my atoms lose electrons at high energies.

The particles that make me up are called ions, they are the electrons and the atoms that have lost them.

My molecular arrangement is very similar to that of a gas. My shape, mass and volume are not defined.

After these brief explanations, do you think your doubts have been resolved?

If you look at your comparative chart, it would be missing to talk about compression, a phenomenon that occurs in some states of aggregation of matter.

We have to perform a small experiment to analyze the compressibility of the three states of matter.

To perform this experiment you will need:

-Three syringes without a needle.

-A small metal sphere, that fits in the syringe. If you don't get a metal sphere at home, you can use a marble.

-A little water.

You're going to take the plunger out of one of the syringes and we'll insert the metal sphere, then you put the plunger back in.

In another syringe, put some water.

And the last one, you're just going to pull the plunger.

Can you say in what state of aggregation is each of the substances or bodies that are inside the syringes?

In the first syringe you have a metal ball, which is in a solid state.

In the second you have water in a liquid state, and finally in the third syringe no substance is observed, since what it contains is air, a gas that cannot be seen with the naked eye.

We must mention that we cannot have a syringe with plasma, since it needs very specific conditions, such as high temperatures, to be able to form.

Now I am going to ask you to take the first syringe and push the plunger trying to deform the metal sphere

Did you manage to deform the sphere?

Now try it with the second syringe, but this time I'm going to ask you to cover the exit hole, so that the water doesn't spill, and try to compress the liquid that is inside the syringe.

Did you manage to compress the liquid?

Finally, repeat the experiment with the third syringe, in which you have air, that is, a gas. Recap the exit hole and push the plunger of the syringe.

We'll see if you can compress the air inside.

If you can see, moving the plunger down decreased the volume the air was occupying, which means I was able to compress it.

What you verified with this little experiment is that only gases can be compressed, liquids and solids cannot, since they, as we saw before, have a defined mass and volume.

You may wonder how we apply this to our daily lives?

For example, there are several gases that are stored under pressure. As in oxygen tanks, in these the gas is compressed so that a lot of oxygen can fit in a small tank. So in that case, the compressibility of the gases is used.

That's right, all cans of aerosol products have compressed gas, too.

For example, if you could see inside a spray deodorant, you'd find that part of the can is filled with liquid deodorant, and the rest is pressurized gas. When you actuate the nozzle of the can, the gas pressure pushes the deodorant out.

Do you know of anything that uses the incompressibility of liquids or solids?

Have you ever seen a hydraulic press?

There are different sizes, some of the biggest are the ones that help mechanics lift cars. Also the jack, which is used to change the tires when they go flat, is a hydraulic press. In fact, it is called a hydraulic jack.

Within the hydraulic presses, regardless of their size or use, there are cylinders filled with oil that are in a liquid state.

Since liquids cannot be compressed, when we press on one end of the cylinders, the other has to lift. And it is in this way that the cars are lifted, even if they are very heavy.

Today's Challenge:

With this information you can now complete your comparative chart of the different states of aggregation of matter that you reviewed in this session.

Get together with your family and investigate how you can go from one state of aggregation to another, this will help you for the next session.

To go deeper into the topic or answer any questions, check your textbook or turn to reliable sources of information.

Mathematics

Topic: Generalization of procedures for calculating perimeter and area.

Expected learning: Formulate first degree expressions to represent properties (perimeters and areas) of geometric figures and verify equivalence of expressions, both algebraically and geometrically (analysis of figures).

Emphasis: Generalize the procedures for calculating the perimeter and area of ​​figures by introducing literals to represent the dimensions of the figures.

What are we going to learn?

Today you will learn to generalize the procedures for calculating the perimeter and area of ​​some figures through the use of literals. In addition, we will solve and analyze some mathematical situations related to this topic.

You will work with some geometric shapes, as well as their areas and perimeters.

What do we do?

Do you know what perimeter is? And what is area? Do they both refer to the same property?

Perimeter is the measure of the outline of a polygonal figure obtained by adding its sides and is measured in linear units, such as centimeters or meters.

Area is the measurement of the flat surface of a figure that is measured in square units, such as square centimeters or square meters.

We also know that the area and perimeter of a geometric figure are obtained through different processes and with different formulas.

Let's look at the next problem to show it.

Bruno is planning to start a business making tablecloths of different shapes and sizes. He has thought of some shapes that he could use as a template, these are: a square, an equilateral triangle, a rectangle, and a regular hexagon.

In order to know the amount of material that you are going to use in the elaboration of each tablecloth, you need to calculate the area and the perimeter of the shapes that you have already selected.

Let's help Bruno remember this information. If Bruno decides to make tablecloths in the shape of a square, he has to consider that it is a figure with four sides of equal size.

To calculate the perimeter, add each of the sides of the figure, a+a+a+a; As it is a repeated sum of the same value, the perimeter can also be expressed as 4a, where the literal "a" represents the side of the square. In this way we know that with the expression P=4a, we can obtain the perimeter of any square.

What would Bruno have to do if he wants to know the area of ​​the tablecloth?

A multiplication, considering that the area of ​​a figure is measured from square units. To calculate the area, Bruno can count the number of square units that make up the figure, or multiply the measure of its sides (a) by (a), which is equivalent to the expression a2 (a,squared).

Analyze: if Bruno makes tablecloths in the shape of a square with a side of 4 meters, to calculate the perimeter it is necessary to add the four sides of the figure.

And only by adding can you find the perimeter?

You can also multiply the length of the side by four. In this example, we multiply 4 sides by the 4 meters that each side of the figure measures, so we know that the perimeter of the tablecloth will be 16 linear meters.

To calculate the area, multiply 4 meters by 4 meters, as indicated by the expression, because 4 meters is what the square measures per side, so we know that the area of ​​the tablecloth will be 16 square meters.

In this case, the perimeter and the area have the same magnitude, but different units, because, as we said, they are different properties.

To make rectangular-shaped tablecloths, Bruno also knows that this shape has four sides with two pairs of equal sides.

So, to know the perimeter of a rectangle, you have to add the measure of each of its sides, b+d+b+d; considering that this figure has two pairs of equal sides, this expression can also be represented as 2b+2d, where "b" represents the length or base of the rectangle, and "d" the width or height.

Calculating the area of ​​a rectangle is a process similar to that of a square. Taking into account that the surface is measured by square units, in this case it is enough to count the number of squares that are on the surface of the rectangle, or multiply the measurement of the length (b) by the measurement of the width (d), thus we know that the expression A= bxd (b times d) can be used to find the area of ​​any rectangle.

If Bruno decides to make tablecloths in the shape of a rectangle that measure 4 meters long and 2 meters wide, he adds the four sides of the figure to calculate the perimeter.

You can also add the products 2 by 4 meters and 2 by 2 meters, and in this way we know that the perimeter of the tablecloth will be 12 meters long.

As you know, to calculate the area the expression A=bxd is used, for this reason we multiply the measurement of the length (4 meters) by the measurement of the width (2 meters) and thus we know that the area of ​​a tablecloth of the same shape rectangular 4 meters long and 2 meters wide is 8 square meters.

Look around you: what objects are shaped like rectangles or squares? Could you use some of the expressions we just reviewed with the square and the rectangle to find its perimeter and area?

What if Bruno needs to make tablecloths in the shape of an equilateral triangle?

You must take into account that it is a figure with three equal sides and, to calculate its perimeter, you must add the measure of each side, that is, b+b+b.

You can also express the perimeter as follows: 3b (triple the value of b), where the literal "b" represents the side measure of any equilateral triangle.

Regarding the area, remember that, compared to a rectangle with the same base and height as the triangle, the triangle will always represent half its area; In this way, to calculate the area of ​​a triangle, the base is multiplied by the height and the result is divided by two.

This process is generalized with the expression that you probably already know: the area of ​​the triangle is equal to the base times the height over two.

If Bruno plans to make a template to make tablecloths in the shape of an equilateral triangle that measure 4 meters on each side, then he can add the measurement of the three sides of the triangle: 4+4+4, and when adding we get 12 meters, which correspond to the measurement of the contour or perimeter of the tablecloth.

It is more efficient if we multiply 3 by the 4 meters that each side measures, and we also get 12 meters as a result.

Now watch what happens to the area. What does Bruno have to do if what he wants to know is the area of ​​the tablecloth in the shape of an equilateral triangle?

You used the expression base times height divided by two, multiplying the 4 meters of the base by the 3.5 meters of height approximately and divided the product by 2, so you know that the tablecloth would have a surface area of ​​approximately 7 square meters.

Now see what happens if Bruno needs to make tablecloths in the shape of a regular hexagon.

As you already know, a regular hexagon is a polygon with 6 equal sides and 6 equal interior angles.

And how do you calculate the perimeter and area of ​​a hexagon?

Any flat surface with straight sides such as polygons, and in this case, the regular hexagon, can be divided into triangles and thus calculate its area as the sum of the areas of said triangles.

A regular hexagon can be divided into 6 equilateral triangles; observe.

By dividing the hexagon from the center towards its vertices, we obtain 6 equal triangles with the same base and height measurements.

Based on the above, even without knowing the measure of the side of the hexagon, we know that all its sides measure the same, because it is a regular figure. In conclusion, the perimeter is obtained by adding c+c+c+c+c+c, or by multiplying 6c (six by "c"), where the literal "c" represents the side of any regular hexagon.

And what about the area?

A moment ago we explained that a regular hexagon can be decomposed into 6 triangles with the same base and height.

This information will help you establish an expression that allows you to calculate the area of ​​the hexagon. But first, you should know that in a regular polygon the height of the triangles into which it breaks down is called apothem, and it is the distance from its center to the midpoint of any of the sides of the regular polygon.

One way to calculate the area of ​​a regular hexagon from the decomposition into triangles is to add the area of ​​the 6 triangles obtained, or else calculate the perimeter of the figure and multiply the result by the measure of the apothem, dividing the product obtained between two.

Now Bruno knows that with the expression A=p(a)/2 (area is equal to the perimeter times the apothem between two), it is possible to obtain the area of ​​any regular hexagon

Verify that the aforementioned expressions help us calculate the perimeter and area of ​​a regular hexagon.

If Bruno makes a tablecloth in the shape of a hexagon that measures 4 meters on each side and has 3.5 meters of apothem.

Use the expression 6c to calculate the perimeter of the tablecloth, that is, multiply 6 sides by the 4 meters that each side of the hexagon has; when carrying out the multiplication you obtain 24 meters that correspond to the perimeter of the tablecloth.

This may seem very easy, but I have a question: does this expression also apply to area?

Consider that for the area we use the expression A = P(a)/2 (area is equal to the perimeter times apothem over two), we multiply the perimeter (24 meters) by the apothem (3.5 meters) and divide the product by 2. In this way, you know that the surface of a tablecloth in the shape of a regular hexagon with 4 meters on each side and 3.5 meters of apothem is 42 square meters.

Now put what you've learned into practice with the following problem.

Bruno made the following designs to make some paper tablecloths. He says that, if the measurements of these are respected, the same amount of paper will be used for each one, even if their shapes are different. What do you think of what Bruno says?

You can start by analyzing the designs. The first is a rectangular tablecloth made up of three squares with sides "x".

The second design is presented in the shape of a star, for which 1 square with side "x" and 4 triangles with base and height "x" are used. Is it true that they occupy the same area?

They do occupy the same area, because if you look at the designs, you see that each triangle equals half a square.

To be sure of what Bruno says, it is necessary to compare the area of ​​the two figures.

We don't know the measurement of the side of the square, but the same size was taken as a reference for the two designs, because they are represented with the same literal, which means that it is the same unknown measurement.

The first design occupies three squares, the same as the second, because to obtain the triangles of the second design, it is necessary to make some cuts that are accommodated to assemble the figure of the tablecloth.

From the analysis you have carried out, you can conclude that Bruno is right: if the measurements of each of the designs are respected, the same amount of paper is used.

Regardless of the design, we realize that the area is the same, because the expressions that represent it are equivalent.

We invite you to put your acquired knowledge to the test by solving the new challenge facing Bruno.

Now Bruno has decided to contribute to caring for the environment, to have a socially responsible business and committed to caring for the environment; For this reason, he has decided to make his tablecloths with recycled paper and, in addition, to reduce the amount of paper used in its preparation, based on the new design that he will now produce.

Initially the design was made with 5 squares, later it was made with 3 and now it will be made with only 2 squares, as shown below.

Will Bruno really be able to reduce the amount of paper used to make tablecloths with his new designs?

It depends on the measurements of the squares Bruno uses.

You know that x represents any measurement for all three designs. Look at their designs.

Note that I again referenced squares of the same size, because it represents the side measure with the same literal "x".

It might help us to check if we calculate the perimeter and area of ​​the designs as we did in the previous problem.

Let's start by looking at the perimeter of each design.

The first tablecloth is made up of 5 squares with sides "x".

To calculate the perimeter, all the sides of the figure are added, being the perimeter of the design one of the tablecloth equal to the sum of 12 times the value represented by the literal "x", or the product of 12 times the value of the literal "x".

In design two of the tablecloth, the measurement of the sides is different because it is represented with the literal "y".

To calculate the perimeter, all the sides of the figure are added, and the perimeter of design two of the tablecloth is equal to the sum of 8 times the value represented by the literal "y", or the product of 8 times the value of the literal "and".

Finally, to calculate the perimeter of design three of the tablecloth, just add each of the sides of the figure, expressed as a half of "x" and 2w; When carrying out the operations we obtain the expression 2x+8w, which represents the perimeter of the tablecloth.

So the first expression and the second expression in each layout represent the same thing? Yes, both expressions in each layout are equivalent.

Now analyze the resulting perimeter of each design with the help of the following table: "Perimeter of figures".

When you compare the algebraic expression that represents the perimeter of each design that Bruno created, you can see that the three results are different, this means that the three shapes have a different perimeter.

What do the expressions in the table represent in relation to the tablecloth designs?

They represent the measurement of the contour of the tablecloths, that is, the perimeter of each design.

To find out the amount of paper in square meters that Bruno needs to make the tablecloth designs, what do you need to calculate? Area or perimeter?

With what we have seen, now what we need to calculate is the area, because what we are looking for is the measurement of the surface that each design occupies and this is given in square meters.

Watch out for the following:

If you look and analyze design number one carefully, it is made up of 5 squares, whose side measure is represented by the literal "x".

For its elaboration, the five squares are arranged in the shape of a cross.

Design number 2 is made up of three squares, the measure of each side is expressed by the literal "x"; that is to say that the squares that are used for this design and the previous one have the same size because they are represented with the same literal.

In this design, two of the squares are cut to form the star shape of the tablecloth.

Finally, you can see that layout 3 is made up of 2 squares of the same size as the squares of the previous layouts, because the measure of each side is represented by the literal "x", but, as in the design two, cuts were made to the original figures to shape the tablecloth.

Yes, one of the squares is cut in half, and the resulting rectangles are cut diagonally to make four triangles that fit together to form the tablecloth design.

By comparing the three designs, and looking at the amount of paper used to make each one, we can see that Bruno managed to reduce the amount of paper.

If a square table of side x were to be covered, with what that surface would be covered, which is square x, each design would have a skirt.

Design one would have four square flaps of side x; for design 2, four skirts in the form of a triangle with a base and height x. The third design would have four skirts in the shape of a triangle with an X base and a height of 1/2 (one-half) X.

By calculating the area of ​​each design from the sum of the squares that compose them, we verified that Bruno reduced the amount of paper in the elaboration of his tablecloths.

Let's look at the "José's farm" problem.

José wants to expand his farm to accommodate his animals. The farm land is represented in green. José needs to buy the land that appears in blue and yellow, as shown in the image.

However, José has some doubts. Let's help José solve them.

The first question José has is: what shape is the land?

As you can see, José's land is green, when we look at it we realize that its sides are equal, in this case, represented with the literal "x" (x).

You know that the square is a geometric figure that belongs to the parallelograms because it has four sides that measure the same and are parallel two by two.

Do you remember what two by two means?

Having two sides that are parallel and equal to each other, and the other two are also parallel and equal to each other.

In addition to the four equal sides, it has four interior angles that measure 90 degrees, that is, they are right angles, and the sum of its four interior angles is equal to 360 degrees; then José's land corresponds to the geometric figure of a square because it meets all these characteristics.

When observing and analyzing the fields that are next to José's, identified with blue and yellow colors, we can notice that those in blue correspond to the figure of the rectangle because its sides are equal two by two.

Remember that rectangles have two opposite parallel sides that have the same measure. Also, another characteristic of rectangles is that their angles are right.

Do you remember what he means by having right angles?

It means that a right angle is equal to 90°.

The figures in blue correspond to rectangles because they are made up of four sides, two of which have one length and the other two another, and also form four 90° right angles.

In the case of the yellow figures, they correspond to a square that has the same characteristics, but that, in addition, the four sides of the square measure the same.

When buying the land, what shape will the farm take? You know the answer?

It will have a rectangular shape because it will have a greater length in its length, compared to the length in its width.

As you can see, the length of the farm land will be increased by three units, while its width will only be exceeded by one; that is, the length is represented by the expression "x" plus three, and the width, by the expression "x" plus one.

Is it possible to calculate the perimeter of the green field?

Remember that the perimeter of a flat figure is the measure of its contour, in the case of the green figure, which corresponds to a square, it is possible to express its perimeter as 4 Xs, that is, four times the value of the side x

In order to know the dimensions of the new land that the farm will have, once the land shown in the image has been acquired, it is necessary to know, first of all, what is the width of the new land? And at the same time, what will be the length of the new terrain?

It is important, first of all, to establish the magnitude of the length and width through the information that is provided by the image; in this case, each of the expressions will be represented through a table.

The length of the total terrain is expressed as x plus one, plus one, plus one. If we carry out the reduction of similar terms, we obtain a second algebraic expression: x plus three, both expressions being equivalent.

So, for the case of width, the first expression is x plus one, since there are no like terms that we can reduce.

According to the image, what values ​​can the measurements of the total terrain have?

The new terrain will have a width of X plus three, and a length of X plus one, as shown in the image.

José will buy the land he needs to expand his farm, he will acquire each one on a monthly basis. First, he will buy the blue colored land and then the yellow colored ones. The cost of each piece of land depends on its size, if José does not know the measurements of the pieces of land he wants to acquire and only knows the cost he will pay for each square meter...

Which expression allows you to calculate the area of ​​each piece of land?

It depends on the shape of each piece of land, because if we look, there are square and rectangular pieces of land.

Therefore, in order to help José, it is necessary to analyze each of the figures and express their measurements with the information provided in the image.

Represent through a table the data that allows you to know the surface of each figure.

In the case of the green square: the length of its sides is represented with the literal X, and its algebraic expression is expressed as the product of X times X (x)(x). When carrying out the multiplication, we obtain the area, which is represented as X squared, or X raised to the second power.

Second, we have the blue rectangle; the length of the figure is x, and its width corresponds to one, the algebraic expression that represents the area is the product of x by one; when carrying out the multiplication we obtain the X product, which represents the area of ​​the rectangle.

Now it's your turn: what is the area of ​​the yellow square?

That is very easy, in the yellow square the measures per side are equal to one, so the expression that represents the area is expressed as the multiplication of one by one; in the end you get the area, which is equal to one.

Another way to represent the area of ​​José's total land is to analyze the shape of the total land, as it is possible to observe, it corresponds to a rectangle.

Represents the length of its length with the expression x plus three, and its width with the expression x plus one. Thus you will obtain the algebraic expression of the product of Xs plus three times Xs plus one.

In order for José to know the surface of his total land, once the land has been acquired, he only needs to substitute the value represented by the literal X and perform the corresponding multiplications, and he will be able to find the value of the total area.

Analyze the following problem:

The length of the soccer field in the neighborhood is 30 meters more than the width. Find its dimensions and calculate its perimeter and its area.

In order to solve the problem, it is necessary to make a graphical representation of the soccer field. Which shape has? It is a rectangle.

As you may have noticed, the figure that represents the soccer field corresponds to a rectangle, which means that it has two equal sides two by two, that is, its pairs of parallel sides are equal.

To obtain the perimeter it is necessary to add the four sides of the soccer field. Through the table the expressions that represent the sum of the measures of each side are shown, the reduction of similar terms is carried out until obtaining the algebraic expression that represents the perimeter of the soccer field, this being four Xs plus sixty.

To obtain the area of ​​the soccer field it is possible to use the expression A=bxh. If the length is x+30 and the width is "x", the area of ​​the rectangle will be the product of x+30 times x (x), thus we obtain the algebraic expression x squared + 30x, or x raised to the second highest power thirty x.

With what you have learned today, determine the value of the perimeter and the area of ​​the soccer field if the width "x" had a value of 70 meters.

Now you know that generalizing the procedures for calculating the perimeter and area of ​​geometric figures means representing the resolution procedures by means of algebraic expressions or formulas.

Some of the expressions we studied are the following.

Geometric figure: square, whose side measure is a.

Expression to calculate its perimeter:

a+a+a+a=4th

Expression to calculate its area:

"a" square

Geometric figure: rectangle, the measure of its base is b and its height measures d.

Expression to calculate its perimeter:

d+b+b+d=2b+2d

Expression to calculate its area:

Be by de

Geometric figure: triangle, the measure of its base is b and its height measures h.

Geometric figure: square, whose side measure is a.

Expression to calculate its perimeter:

a+a+a+a=4th

Expression to calculate its area:

"a" square

Geometric figure: rectangle, the measure of its base is b and its height measures d.

Expression to calculate its perimeter:

d+b+b+d=2b+2d

Expression to calculate its area:

Be by de

Geometric figure: triangle, the measure of its base is b and its height measures h.

Expression to calculate its perimeter:

b+b+b=3b

Expression to calculate its area:

Base times height between two

Now they have more tools to solve these types of problems!

Today's Challenge:

Review what you learned in your second grade math book and solve some of the exercises in your textbook.

History

Theme: Classic, big picture.

Expected learning: Learn about the formation process of Mesoamerica and its main cultural characteristics. Recognize the location of the cultural areas that made up this region and identify the similarities and differences between them.

Emphasis: Know the general characteristics of the Classic and its periods: early and late.

What are we going to learn?

You will learn the general characteristics of the Classic and its periods: early and late.

The materials that you are going to use are: notebook and pen, as well as your textbook, since it is your main source of consultation.

What do we do?

Some of the most important changes brought about by the classical American period were the general growth of populations, the construction of huge and lavish cities making use of remarkable stone management, and an evident advance in the mastery of techniques related to ceramics, metallurgy and goldsmithing. In addition, they achieved a better use of agriculture in their areas of influence.

Read this brief history of Teotihuacán, presented by the National Institute of Anthropology in one of its informative pages. He says like this:

A brief history of Teotihuacán

The Teotihuacán Archaeological Zone is located in the State of Mexico, it is considered one of the most important pre-Hispanic sites discovered to date. It is material testimony of one of the best planned and extensive pre-Hispanic cities of the ancient world.

It is a symbol of cultural, artistic, religious, political and social development of Mesoamerican culture, and that even after its abandonment continues to be the object of collective symbolic construction. Due to its historical, cultural and educational values, it is not only the most visited archaeological site in Mexico, but it has also established itself as an international tourist destination.

Teotihuacán means "place where the gods were created" and owes its name to the Mexica, who named it that way six centuries after it was abandoned. It reached 22 square kilometers in length and was one of the cultural poles of the area known as Mesoamerica. His reach spanned from the north to the south of present-day Mexico, as well as Guatemala and Honduras, regions with which he maintained an exchange translated into stylistic and architectural influences.

Its universal value can be seen in the orthogonal urban design, defined by the Los Muertos causeway on the north-south axis and the canalizations of the San Juan River on the east-west, a layout that is linked to the landscape and its elevations such as Cerro Gordo and Sierra de Patlachique. Streets, palaces, temples and housing complexes with a multi-ethnic population dedicated to craft production, commerce, the priesthood and war were drawn on this plan.

It was also characterized by its material culture, such as mural painting or ceramic and stone objects offered in buildings and burials of all social classes. Of its many buildings, spread over three thousand hectares, the most important are on Los Muertos causeway, among which the pyramids of the Sun and the Moon, the Citadel, the West and La Ventilla complexes, the Great Complex and the palaces of Tetitla, Atetelco, Tepantitla, Yayahuala and Zacuala.

What did you think of the text? Makes one very proud, right?

From the reading of the previous text, I hope you recognize the cultural influence of Teotihuacán in the postclassic period, which is manifested in the use of technique and knowledge, of architectural elements, such as the slope and tabletop, and of cults to the gods.

The Teotihuacans built large pyramids using the slope and the tabletop. At an architectural level, the same style spread throughout the city: the talud-tablero.

It is important to define "orthogonal urban design" which refers to an ORTHOGONAL PLANE; on GRID or CHECKERBOARD; which is formed by streets that intersect at right angles.

Evidence of this same architectural style has been found throughout Mesoamerica.

Write down the following questions and as the topic develops you can answer them:

How were the cities of ancient Mexico built and designed?

What kind of buildings did they have?

Watch the following video:

Six Ancient Cities of Mesoamerica, Myth of Origins

As stated in the video, the Mesoamerican peoples shared beliefs that are related to the origin of the world or the universe.

Classic splendor.

At the beginning of the Christian era, while the Empire was consolidating in Rome and Christianity began to spread throughout the Mediterranean world, in Mesoamerica the sacred cities of the Mayans began to emerge in Tikal, Uaxactún, Yaxchilán, Copán and Palenque.

It was then that in the central region of Mexico, about forty kilometers north of the current capital, construction began on the great metropolis of the gods, Teotihuacán, which is its pyramids, its palaces, sculptures and paintings. to be a paradigm and inspiration for the other peoples that were to come.

The ruin of the Roman Empire coincides in time with the classic splendor of the cities of the Mayan world and Teotihuacán, with its countless palaces covered in inscriptions and frescoes. Many of these same inscriptions and representations of gods will later be found in the codices of paintings and in the art of the Mexica contemporary with the European invasion.

Around the 4th and 5th centuries, especially in the Mayan world, inscriptions written in a partly ideographic and partly phonetic script became extremely abundant. They are testimonies that these peoples had a deep sense of history and time, as evidenced by their calendar.

In turn, the art of the Mayas not only stands out among the great creations of ancient Mexico, but is considered today as an extraordinary contribution to the universal legacy. UNESCO has already included the classic Mayan centers of Tikal, Copán, Palenque and Chichén-Itzá on the World Heritage List. The City of the Gods, Teotihuacán, is also part of that heritage.

Classical culture also flourished in the Oaxaca region, southeast of the central highlands. In the ancient center known today as Monte Albán, where the oldest inscriptions of the New World are preserved, the Zapotecs built sumptuous temples and palaces.

The existence of more complex forms of writing shows that, as in the case of the Maya, the Zapotecs, inspired by the original contribution of the Olmec culture, continued to perfect this art of representing concepts using glyphic signs and other figures

For largely unknown reasons, between the 7th and 9th centuries, the great ritual centers of Teotihuacán and the Maya world began to decline and were finally abandoned.

The so-called Early Classic period of Mesoamerican history (approximately 200 to 650 CE) was characterized by the rise of carefully planned cities, which were the seat of political and religious power. These cities had commercial relations with each other, and thanks to this contact they shared many cultural elements, such as architectural styles, religious practices, and farming techniques, among others.

Classic cities were governed by a strong state, capable of planning large public works and mobilizing many men to build them. Teotihuacán came to dominate the commercial networks, through which goods such as obsidian, jade, quetzal feathers, cocoa and cotton circulated. Teotihuacán's influence spread to many regions, which is why it had a great influence on the traditions of other peoples.

In the central Altiplano territory that today includes the State of Mexico, Puebla, Tlaxcala; Morelos and Mexico City; between 650 and 750 of our era, approximately, the big cities and particularly Teotihuacán, entered a period of decline and abandonment, in some cases. This epoch has been given the name Epiclassic.

To learn more about the Classic features, watch the following video.

2. New cities, new regions

After watching the video, remember the opening questions, how were the cities of ancient Mexico built and designed? What kind of buildings did they have? Did you identify which and what their main cities were like?

Read this following excerpt:

The book is called Gods of the North, Gods of the South, Religions and Cosmovision in Mesoamerica and the Andes

Alfredo López Austin and

Luis Millones.

The period of Mesoamerican splendor, marked by the large concentrations of a firmly hierarchical population, has been called Classic.

Then urbanism was born, clearly differentiating the city (in which craft, commercial, political and religious activities were centered), from the countryside (a large producer of subsistence goods), as an interdependent dyad.

The big cities were autonomous, but their commercial and political alliances were frequent. The largest radiated their political and economic influence over great distances, basing their power on well-equipped armies.

Thus they controlled extensive commercial networks, establishing themselves at the same time as specialized producers and exporters. Cacao, cotton articles, feathers and precious stones, obsidian objects, luxury ceramics, carved stones and many other merchandise circulated throughout Mesoamerica.

The cities also centralized religion, and the courts were increased with a priesthood specialized not only in the office of worship, but also in knowledge of the calendar, writing, astronomy, architecture and urban planning. The arts had a spectacular flowering. The cities had water and drainage systems

Some of them, when the relief of the terrain allowed it, were built under an orthogonal pattern. In its center there were large squares limited by Templar buildings, among which high-rise pyramids stood out. Palaces, markets, courts for the ball game were also built there, and residential neighborhoods were distributed around it, also equipped with temples and squares.

The roads and aqueducts contemplated that concentration of industry, power and religion, power and wisdom.

The Early Classic (200 our era to 650 our era, approximately)

characterized by a commercial predominance of Teotihuacán, the great capital located in the Center of Mexico.

The Late Classic (650 our era to 900 our era approximately), after the fall of Teotihuacán, was the splendor of other cities, including Monte Albán, in Oaxaca, and a whole host of Mayan cities: Tikal, Calakmul, Palenque, Copán, Becán, Uaxactún, Uxmal, Yaxchilán, Quiriguá, Cobá and many others.

In these paintings, sculpture, calendars, writing, numeration and astronomy reach their culmination. However, all these centers of power are declining one after the other, to give way to a Mesoamerica with a strong militaristic character. In the final part of the Classic, called Epiclassic by some authors, El Tajín flourished in the Gulf sub-area, and Cacaxtla, Cholula and Xochicalco in Central Mexico.

Watch the following video about the militarism of Late Classic Mesoamerican cultures.

3. Mural of the Battle, Cacaxtla.

It is very impressive to know how the murals represented their daily life and battles. Have you had the opportunity to see this mural that appears in this video?

Perhaps the most recent change of opinion among specialists regarding the Early Classic is the acceptance that it was not a period exempt from warfare, as originally thought. Evidence of warlike symbolism abounds and there are even indications that wars were fought during this period.

Teotihuacan mural

The extent and purpose of the fighting in the different regions is still the subject of controversy. Perhaps in some places these were small-scale raids for personal glorification of the ruling group, elimination of rivals, obtaining sacrificial victims, and other similar purposes.

Monte Alban

In other cases, however, such as those of Monte Albán and Teotihuacán, war or the threat of war was probably an integral part of the state's expansionism.

This does not mean that Early Classic societies were dominated by military elements or by materialistic interests and attitudes. Rather, religion was an omnipresent force, as evidenced by the existence of priests, temples, and rituals. Religion was primarily concerned with maintaining order in the cosmos, fertility, general well-being, and events such as birth, marriage, and death.

However, as is evident today, societies with highly developed religious concepts and practices can be quite warlike, as was the case with the Mexica and probably also during the Early Classic. Even so, we know very little about the frequency, scale, and objectives of the fighting in the various regions during this time, and the war was possibly more limited than it would later become.

The exchange made it essential for a formal army to take care of the trading caravans.

In the Atetelco housing complex there are representations of possible military orders: coyotes and eagles, probable antecedents of the eagle and jaguar warriors of the Mexicas.

During the Classic there was a clear cultural differentiation that divided Mesoamerica into two large regions with what we now know as the Isthmus of Tehuantepec as the dividing line. Such differentiation was reflected in the writing, numbering and calendrical systems.

Although the individuality of the different regions was evident, they were united by the exchange of ideas and valuable objects.

Most Mesoamerican peoples used a complex ritual calendar based on interlocking cycles of 260 and 365 days, while the Maya and some neighboring peoples used the so-called long count to record precise dates.

During the Early Classic –approximately from the year 150 or 200 AD to 650 AD– these tendencies acquired an even greater degree of development.

To summarize, watch the following video and take note as the information will help you complete your challenge.

4. New cities, new regions

We have reached the end of the session, we hope that this session has contributed to your appreciation of the characteristics of the classical period.

Today's Challenge:

The challenge of the week, which you started, was the elaboration of a time line, so you must color the Classic Period, with a color bar that you prefer. Remember to continue illustrating the characteristics of that time in the appropriate place.

Third year of secondary school

Chemistry

Topic: What chemical elements are living beings made of?

Expected learning: Relate the abundance of elements (C, H, O, N, P, S) with their importance for living beings.

Emphasis: Recognize the importance of bioelements in the functioning of living organisms.

What are we going to learn?

Read the following famous quote from Humphry Davy:

"Nothing is so fatal to the progress of the human mind as to assume that our views of science are the latest, that there are no mysteries in nature, that our triumphs are complete, and that there are no new worlds to come." conquer."

You will recognize the importance of bioelements in the functioning of living organisms. Likewise, you will reflect on bioelements, which are essential chemical elements for life, since they form the different structures that make it possible for vital processes to be carried out in living beings.

These elements are found in the periodic table and are part of other compounds, however, due to their chemical properties they allow the formation of very complex molecules that constitute and maintain living organisms.

Take note of the questions raised during the session so that at the end you can answer them at your own pace.

Doubts regarding the topic of bioelements can be resolved by reviewing the information and examples that appear in your textbook.

Did you know...? Bromatology is called the scientific discipline that is dedicated to the analysis of food and focuses on the study of substances that human beings need to ingest for survival.

Look carefully at the percentages of the chemical elements that make up the human body; You can observe the four main ones:

Oxygen, with 65%

Carbon, with 18.5%

Hydrogen, 9.5%

Nitrogen, 3.3%

Now look at the percentages of the four main chemical elements that make up alfalfa:

Oxygen, with 77.9%

Carbon, with 11.3%

Hydrogen, with 8.7%

Nitrogen, with 0.83%

Finally, look at the percentages of the four main chemical elements that make up the pumpkin:

Oxygen, with 85%

Carbon, with 3.3%

Hydrogen, 10.7%

Nitrogen, 0.16%

What similarities do you notice?

And what differences?

Do you think the same thing happens in all living beings? Why?

What is special about these elements?

What function do these chemicals have in the body?

Learn more about them to answer the questions above. It begins with carbon, which is a very special element, since it has the property of forming long chains when joined with other carbon atoms, which allows the formation of a large number of compounds.

What do we do?

Watch carefully the following video from minute 2:38 to 3:28 and from minute 4:40 to 5:10 to learn more about this element.

1. The water so well known and so surprising

The human being is made up of systems, some of them are: bone system, respiratory system, digestive system, to name a few. In turn, the systems are made up of organs, such as: the liver, the pancreas, the heart, the brain, among others.

Organs are made up of tissues such as: adipose tissue, nervous tissue, muscle tissue, to name a few. Next, tissues are made of cells, some of its parts are: the nucleus, cytoplasm, membrane, among others.

The different parts of the cell are made of molecules or biomolecules, such as proteins, carbohydrates, lipids.

Finally we come to the part that you will analyze. Biomolecules are composed of chemical elements, also known as bioelements.

Now that you know that your body is made up of the so-called bioelements, it is very important to know what they are and how they are classified. The bioelements, for their study, are classified into primary, secondary and tertiary elements.

The primary elements are: carbon, hydrogen, oxygen, nitrogen, phosphorus, and sulfur. They are required to form biomolecules of carbohydrates, lipids, proteins, and nucleic acids. These chemical elements occupy approximately 96% of the total mass of the body.

Carbon is considered the chemical element of life; can form strong bonds with each other or with other elements, this allows them to be arranged in various ways to form complex molecules.

Oxygen is an important gas for living beings, it has a fundamental role in the production of energy; when you exercise, the flow of this element is required in greater amounts by the amount of energy required for their activities, improves the immune system, accelerates healing, improves memory, maximizes physical performance.

Hydrogen, when combined with oxygen and carbon atoms, produce the main biomolecules, all of which are extremely important for life.

Nitrogen, in its natural form, is a gas, but in the body it is part of compounds called nitrogenous bases, these can be found in deoxyribonucleic acid, better known as DNA, this is in charge of duplicating cells in living beings, also contains genetic information.

Phosphorus, referring not to matches, but to the chemical element that is present in adenosine triphosphate or ATP; this is the main source of energy for most cellular processes.

This element is also found in phospholipids, which maintain the structure of the cell membrane.

Another very important element for living beings is sulfur, although its smell is unbearable, it is actually a key component in the formation of some proteins, vitamins and hormones, it promotes the formation of keratin and collagen, which give firmness and elasticity to the skin, eliminates toxins, helps the liver in the secretion of bile and is involved in the synthesis of insulin to regulate blood sugar levels.

Secondary bioelements are found in a lower proportion than the primary ones and, among them, a chemical element found mainly in dairy products, which strengthens bones and teeth, calcium. This secondary element provides approximately 1.5% of the total mass in the body.

Sodium, potassium, chlorine and magnesium are involved in the form of ions in the distribution of water in cells.

Finally there are trace elements or tertiary elements. They are called that because their quantity in living beings is very low, however, they are no less important for that. The main ones are:

Iron, present in the blood to make the proteins hemoglobin and myoglobin that carry oxygen. Hemoglobin is found in red blood cells and myoglobin in muscles.

Iodine, which participates in the synthesis of hormones in the thyroid gland to prevent inflammation.

Lithium helps regulate the sleep cycle and mood.

Lastly, zinc and copper fulfill a wide variety of important functions in metabolism, cell proliferation and oxidation-reduction processes. Carbon is a unique element in chemistry because it forms a number of compounds greater than the sum total of all the other elements combined.

The largest group of these compounds is made up of carbon and hydrogen. It is estimated that at least 1,000,000 of these compounds are known. Now locate these elements on the periodic table, remember that in previous sessions you learned about groups and periods, and how they are classified into metals and non-metals.

Make a table like the following in your notebook:

In the first column you put the name of the element; in the second, its chemical symbol; in the third, his group or family; in the fourth, its period, and finally, in the fifth if it is a metal or a non-metal.

For this activity you need the periodic table. See how the first row is filled as an example:

Name: Carbon

Symbol: C (capital letter)

Group: 14

Period: 2

And it is classified as a nonmetal.

Now finish filling in the rest of the box.

As an activity, calculate the mass you have in your body of each of the main bioelements, since you know the percentages. Pay close attention to the example so that, at the end of the session and at your own pace, you do the same with the other elements.

You'll start with carbon; remember the percentage in the body, 18.5%; Take as an example the mass of a person of 50 kg. Remember that you must do it with your own dough.

You will consider the human body as 100%, that is, the mass of 50 kg, and 18.5% of that total is carbon; Solve that proportion with two simple operations: a multiplication and a division.

You have 18.5 x 50 = 925

925 ÷ 100 = 9.25

This means that a person with a mass of 50 kg has 9.25 kg of carbon in his body.

Perform the calculation of the other elements, remember to use your own mass and complete the table. The bioelements, in turn, constitute complex compounds such as carbohydrates, proteins and lipids. The daily diet, that is, the food that you eat daily must be in accordance with the energy requirements, for this, it is necessary to take into account the age, gender and physical activities that we carry out.

One aspect that contributes to caring for and maintaining your health is food, so we suggest you follow the recommendations of the Well-Eat Plate.

Watch the following video carefully and identify the relevant ideas. Finally, remember that bioelements are considered to be the elements of the periodic table that constitute living beings and the main ones are carbon C; hydrogen H; oxygen O; nitrogen N; phosphor P; sulfur S, and in humans calcium is included because it is very important in the formation of bone structure.

The lack or excess of bioelements and their compounds can cause imbalances in the body and cause serious disorders in your health. Every time you sit down to eat as a family, remember how important it is to include in your diet those foods that can provide you with essential nutrients, including fruits, vegetables, dairy products, fish and cereals, with a correct diet, according to the Plate of the Well eat.

Today's Challenge:

If you want to know more about this subject, we suggest you read the book Triptofanito, a journey through the human body, by the Mexican doctor and writer Julio Frenk. In its pages you will find the journey that amino acids make when a farmer eats an egg, and the actors Tryptophanite, Lysine and Glutami, which form proteins, appear on stage. It is an adventure full of emotions and dangers, with enemies that are stalking them and other friends that will help them defeat them. You will learn to know your body and its main functions.

And also the popular science article from UNAM at the following email address:

http://blogs.ciencia.unam.mx/cienciamundo/2017/10/04/nobel-de-quimica-2017-para-la-criomicroscopia-electronica/

Arts

Theme: I see, I hear, I feel and I think.

Expected learning: Distinguish the properties of art elements in artistic works or manifestations to broaden their perception and sensitivity towards art.

Emphasis: Analyze the elements of art that make up a work or interdisciplinary artistic manifestation to issue a critical judgment about it.

What are we going to learn?

You will observe, listen and reflect on artistic works or manifestations from some of the elements that compose them and to issue a critical opinion of them.

What elements are usually considered to issue an opinion about a song, film, dance, theater, museum or gallery, etc.?

Remember to have your notebook, pencil or pen handy, to make any notes you want about the experience lived in this activity.

You will make a shield, for this, you will need cardboard, either from an empty box, the cover of a notebook that you no longer use or any firm sheet. To decorate it, in addition to the colors you already have, prepare various materials such as: feathers, ribbons, threads or cords, scissors, markers; some natural elements that you find in your path, such as dry tree leaves, pebbles, branches, seeds, or some natural piece that you find interesting.

What makes you think about the subject, see, feel, listen, and then give your opinion?

When you visit an art gallery, a museum, witness a play, a dance or musical performance.

What's the first thing you do?

Enjoy that time that you are in contact and in communication with the work. However, at the end of the experience, you usually share your opinion about what was appreciated and, possibly, you wonder: what did the artist mean with his work? Why did he take a particular theme to develop his work or use some technique? And what does this have to do with me, with my tastes, with my interests, with my context, with life?

Sometimes it can be thought that art appreciation is a very complex task, which requires seriousness or rigidity. You will learn some tools that will help you do it in a more dynamic and fun way.

The interpretation of an artistic work is personal and subjective, where various factors intervene, for example: personal tastes and interests in relation to the artistic discipline, the context of the work in relation to the current one, among others. What's more, sometimes you could make value judgments letting yourself be carried away by the present feelings and without having them related to the work.

When is the time to make a critical judgment about a piece of art?

The first thing that is suggested when appreciating an artistic work, be it visual, scenic or literary, is to let oneself connect with it: observe it, listen to it, contemplate it, feel it, enjoy it and dialogue with the work; that is, let the elements that you perceive in it transcend your senses.

With this meeting you can generate various relationships and reflections, and result in a set of images and sensations with their own meanings, which will allow you to generate an opinion about it. But what does opinion and criticism of a work refer to?

First, it must be made clear that: "Everyone has the right to freedom of thought and expression." Freedom of expression is a Human Right. However, to give a more in-depth artistic opinion, after "dialogue with the work" give yourself some time to reflect on what you have observed, heard and perceived in it. And in this regard, distinguishes the elements that make up said work.

For example:

How are the shapes, lines, strokes, colors, textures of the work?

What are the intensities or rhythms of the sounds like?

How were the body movements and displacements that the performing artists performed on stage?

Some other aspects of the arts that must be distinguished are materials and techniques, since they are the means of expression and the language chosen by the artist through which he communicates. For example, in painting, it is not the same to create a watercolor than an oil painting or, in sculpture, to model a piece of clay than to cast an iron one.

And this conjunction between materials, handling of the technique, the talent and sensitivity of the artist are essential for the creation of any artistic work.

All of this becomes especially important when several materials are mixed in the same work, since then a set of textures is produced, whether visual or auditory, from production processes that enrich the artist's language.

On the other hand, colors have their own language, often linked to certain meanings that society attributes to them.

In an artistic work, more than one color often intervenes, generating chromatic harmonies or, quite the opposite.

In the same way, forms are the basic elements with which the artist creates his work. While some opt for an abstraction in which they play with geometric figures, either with a pictorial work or with the human body.

Others resort to figurative images with perfectly recognizable elements. Some others, for example, use forms in which the curved line predominates, as in dance.

Another important point to observe is the links with other artists. The influences of other artists can be more or less conscious in a creator and it is possible that you can establish relationships that go beyond reality.

However, regardless of the existence of an influence when creating, it can be important to establish these links to enrich your experience and enjoy more the observation of the work.

What do we do?

In Mexico we have a wide range of artistic and cultural manifestations. Watch the following video from the beginning to minute 1:52:

1. Heritage and cultural rights

As you observed, the cultural heritage of Mexico is very vast in artistic and cultural expressions and manifestations. Reflect on some of them, hand in hand with our roots, which you proudly have within your reach.

It is on the eve of one of the most popular celebrations in the country, the Day of the Dead, which has been the inspiration for movies, songs, dances or paintings.

This celebration is carried out throughout the Mexican Republic, each of the states prints its own interpretation of death, memory and the transcendence of being.

Watch the following video and take note of the elements you identify around this festivity.

2. Mexico

Did you manage to observe the images, the colors, the shapes, the elements that were present on the altars?

Depending on the place, these can vary, but the game of lights and shadows that are observed, the mythical nature of the elements, the allegory of the objects and clothing is what makes this celebration a vast theme for other artists.

An example of this is the artist Saturnino Herrán with his work called La ofrenda, made in 1923. In it you can see various elements that give national identity; Symbolically, the 3 stages of life are represented: the child carried on the woman's back, a girl on her right side, the adult woman in the middle of the painting, and finally the older man who carries the prop. All this in an environment full of the color of the cempasúchil, the representative flower of this season.

What did you think of the theme that Saturnino Herrán gives to the work? Could you observe or feel the expressiveness of his characters? What elements do you identify? What could you think about the relationships you could make about what you perceived from the work, the elements that distinguish it, and what you know about this artistic and cultural manifestation?

In the same order of ideas, there is the song "La llorona" which comes from a region of the Tehuantepec isthmus, in the state of Oaxaca. It has been interpreted in various versions and languages ​​such as Zapotec, Nahuatl and Spanish. It is said that it was written in 1850, but it was not until the Mexican Revolution that it had its greatest boom. This piece refers to the legend of the same name. Do you know the legend of la llorona?

Do you realize how seeing, listening and feeling can open the way for you to give your opinion? He continues to shred works and with this, he reflects and generates an opinion.

And how not to do it with one of the most representative figures of our culture: La Catrina by José Guadalupe Posada, observe its elements and characteristics.

Look at the figure, it is related to death, but it was not originally called that, the artist Posada named it the Garbancera Skull, and it was created as a mockery of the bourgeoisie that predominated in the country, since in At that time they were missed, their Mexican origins were despised for preferring European culture.

When is it related to death?

It was not until Diego Rivera used it in one of his most important murals, thus giving a new meaning to this allegory.

Have you seen sculptures, papier-mache figurines, in your town? Are you close to the original idea that Posada embodied? What feelings does recognizing this form generate in you? What would be your opinion about this character?

Also throughout the country there are dances with allegories to different themes and they are interpreted in the patron saint festivities or traditional celebrations. Like that of Los Viejitos that resemble old people, the Dance of the Deer in the northern states of the country, of the tiger and the iguana in Guerrero, Veracruz and Chiapas, the calendas of Oaxaca or as in the Huasteca Potosina with the Xantolo. It could be said that these cultural manifestations combine the worldview of a people through dance, music, scenic representation, characters, costumes. It's a great way to represent identity, community, culture.

As you could see in the previous works there are examples of artistic and cultural works and manifestations. But, in addition to giving yourself the opportunity to get to know and appreciate them, it is important to reflect on and express our thoughts and feelings about your experience with them.

So after "see, hear and feel." it's time to: express your opinion. Now write a reflection in your notebook.

For example, when thinking about whether you have participated in any artistic or cultural celebration, either as a performer or as a spectator, what could you share about those experiences?

It's time to make the shield, so you can bring your materials, if you don't have them right now, you can do this exercise later.

This activity is inspired by the chimalli shield. Did you know that in pre-Hispanic times, this shield was a symbol of the courage and rank of combatants? And there are only 4 in the world, one of them belonged to Moctezuma.

It showed a sequence of decorative elements that had a military or ornamental use. You could see faces, legendary figures or abstract designs with different meanings.

The design of the shield helped identify the bearer by military rank, social hierarchy, and combat experience. The materials used also varied with respect to the level of the combatant, the strongest versions were made of bronze alloys with precious metals such as gold and silver, which were reserved for high ranks.

Now you are going to make your shield, remember that all the elements you put on it are free, let your imagination and creativity run wild.

First make a sketch and drawings, symbols, or however you wish, answer the following questions:

What are your roots? For example, that you represent where they originate from, your community, your customs and traditions, your family.

What is your personal identity? For example: what are your tastes, concerns and particular interests.

What are your dreams? What are your projections for the future?

All your answers, put them on your shield with different shapes, colors, textures, symbols; fill them with the heart of the artist that lives in you, with imagination and creativity.

For the elaboration of the shield, you can use any material that serves what you want to express. For example: you can decorate it with stamens, feathers, leaves of plants or paper; materials you have on hand at home.

Now it's time to start crafting it.

Observe the range of shields made by some of your classmates and classmates from the third year of high school.

3. my shield and me

You observed the objects that your companions occupied, objects that show the roots of Mexico and you can adapt them to your creation.

Theatrical critic and historian Jorge Dubatti affirms that "the best critic is one that is funny, loving and reflects an intelligent and sensitive spirit." So we suggest you put these principles into practice whenever you share an opinion.

4. I observe and I think

When talking about the country's artistic and cultural manifestations, it also leads us to reflect on cultural heritage. Reflect on the artistic and cultural wealth, and continue the experience in building your own shield, which, as you observed in the video, is loaded with your own history.

Also, some elements of art were reviewed with the intention of having some tools that will allow to deepen when analyzing a work, and thus, give a reasoned opinion.

Write down your conclusions.

Remember that art is subjective, therefore, there are no right or wrong opinions, and these are based on the particularity of each viewer. We only suggest that you investigate a little more about the artistic and cultural manifestations, and manage to decipher the subtleties of each detail. And, as Maestro Dubatti said, every opinion or criticism you make to yourself is expected to be fun and loving, reflecting your intelligent and sensitive spirit.

Today's Challenge:

Now that you know what elements make up artistic works, you can experiment by looking with a critical eye at the various manifestations that exist in your state.

Share your points of view at home with your relatives and have a loving, intelligent and productive exchange of ideas.

Remember that art is lived, felt, interpreted and expressed. There is no limit to the imagination.

Mathematics

Topic: Completing the perfect square trinomial.

Expected learning: Solve problems that involve the use of quadratic equations

Emphasis: Solve quadratic problems using factoring.

What are we going to learn?

In this session you will study a special case of solving quadratic equations using the factorization method, but completing squares.

Do not forget to register your doubts, concerns and notes regarding this lesson. You will be able to rely on your textbook to consolidate learning.

You will study quadratic equations that do not have perfect square trinomials on their first member.

What do we do?

Start with a situation that appears proposed in the textbook:

Luis is a third grade high school teacher, he proposed to his students as a challenge to solve, integrated into teams, a situation that can be modeled and solved by means of a second degree equation of the form: square x plus be x plus ce equals zero, where a must always be different from zero; and in this case a is either equal to one or different from one, but it is not a square number.

After analyzing the information of the situation, one of her students named Roxana proposed to her teammates that the situation could be modeled with the equation: x squared minus four xs plus three equal to zero, the teacher told them to solve the equation using the factorization method, with the condition of transforming the second degree trinomial written on the first member as a perfect square trinomial; for which Eduardo, another of the student members of the team, mentioned to them that it was possible to achieve what Professor Luis indicated.

Mariana, another of his teammates, asked Eduardo: and why do you say that? Eduardo told them: look, we are going to carefully analyze the equation proposed by Roxana and you will realize that it is true that there is not a perfect square trinomial on the first member of the equation, whose factorization would be a product of similar binomials, or, Express it as a squared binomial.

Eduardo told them: remember that Professor Luis already explained before, that in order to have a perfect square trinomial, three requirements must be met:

The first is that the polynomial has three terms, the second is that two of the terms are square, and the third is that the third term is equal to twice the product of the roots of the two square terms.

Note that in the equation: square x minus four x plus three equals zero, there is a quadratic term "square x" on the first member, from which the square root can be extracted; a linear or first degree term, "be equis"; and a numeric term, "ce", so it cannot be factored as a perfect square trinomial because it is not complete.

How did Eduardo explain to his classmates the way to proceed to complete a trinomial and make it a perfect square?

Eduardo told them: actually, comrades, the procedure is very simple! Pay close attention, some operations related to algebraic terms are required, that is, with the quadratic term and with the linear or first degree term, let's see how:

To complete the trinomial: square X minus four X plus three, in the equation where the second member is zero, we will operate with the binomial square X minus four X, we write the quadratic term and the first term in the following line degree leaving room to write two more terms and then plus three equals zero.

We obtain half the coefficient of the first degree term: four divided by two is equal to two, this value is now raised to the square and the value obtained is noted by adding as the third term to complete the perfect square trinomial, but since we add four we also subtract four, which means that we have added zero so as not to affect the balance of equality, leaving: Squared Xs minus four Xs plus four minus four plus three equals zero.

Were you able to figure out the perfect square trinomial? The answer is Xs squared minus four Xs plus four. And it is also equivalent to having a binomial squared.

Remember that the two square terms of the trinomial are identified and you extract the square root, prepare a parenthesis in which you then write down the separated roots of the sign that the other term has that is equivalent to twice the product of the two roots obtained, all that remains is to add the exponent two to the binomial.

In this case, the trinomial x squared minus four plus four is equivalent to the binomial x plus two squared.

After you have squared the binomial now write negative four plus three equals zero.

Next, the numerical terms are reduced, leaving the binomial x plus two squared minus one equal to zero.

From here, you can continue solving the equation by factoring the difference of squares that you have on the first member of the equation to determine the values ​​of the roots of x's.

Remember that, to factor the difference of squares written on the first member of the equation, you extract the square root of the first square term, that is, the binomial x plus two raised to the square, the square root is the binomial x plus two, you also take the square root of 1, which is one.

To continue, prepare a pair of parentheses to express the product of two conjugate binomials, which are the factorization of the difference of squares without forgetting to equal to zero, remember that you are solving an equation.

To form these conjugated binomials, write as the first term in the two factors, the first root, x plus two; then you write as the second term the second root, which is one, in the first factor you write the plus sign between the two terms and in the second factor you write the minus sign between the two terms.

In the first factor there is X plus two plus one and in the second factor there is X plus two minus one, you continue reducing numerical terms, obtaining a product of two conjugate binomials equal to zero.

Now the answer to the question, what is the numerical value of the roots or solutions of the proposed quadratic equation?

For that, you will use the zero product property, which simply states that if ab = 0, a times be equals zero, then it can happen that:

Let the factor "a" be equal to zero.

Let the factor "b" be equal to zero.

It can also happen that both factors are equal to zero. This means that you must set each binomial factor equal to zero, which will give rise to two first degree equations that are very easy to solve. You then have the x-binomial plus three equal to zero and the x-binomial plus one equal to zero.

After solving the first degree equation, Xs plus three equals zero, you get the value of the first root that is Xs equals negative three.

If you now solve the first degree equation, x plus one equals zero, you get the value of the second root that is x equals negative one.

You have solved the proposed quadratic equation using the method of factoring and a special procedure known as "complete the perfect square trinomial".

To understand this new special procedure of completing a perfect square trinomial used to solve quadratic equations by factoring, look at the following example:

We propose you to solve the equation

How can you see this equation has the form "a x squared plus be xs plus ce equals zero" where in the quadratic term "a equals one", the first degree term is negative six xs and the numerical term is negative seven; You will solve this equation by factoring it using the procedure of transforming the trinomial found in the first member of the equation as a perfect square trinomial. It is important to make some clarifications to favor a better understanding of the procedure proposed by Eduardo in the previous situation. .

The trinomial that is on the first member of the given equation can be factored with a procedure that you already know, however, the interesting thing about mathematics is that there can be several procedures to solve certain situations, in this case, these studying how to complete a trinomial so that it is a perfect square?

To make sense of the use of this new procedure, first remember the procedure you already know so that you can verify that the values ​​obtained from the roots of the equations are the same as those obtained with the new procedure.

You have the equation:

You prepare a pair of parentheses to form a product of equal binomials with zero. The next step is to extract the square root of the quadratic term, in this trinomial the square root of square X is X, you write it as the first term in each binomial:

Now, you need to determine two numbers considering their respective signs (positive or negative) that at the same time multiply give the value of the numerical term, that is, seven with a negative sign, and that added give six with a negative sign.

Remember that to determine these numbers you can rely on the factorization of the numerical term, in this case, you need two numbers that when multiplied the product is a negative seven, therefore, one of the numbers will be positive and the other number will be Negative, of the possible options, you will choose the one that also complies with the fact that said added numbers give a negative six as a result, the latter indicates that the absolute values ​​of two numbers are actually subtracted where the one with the highest value is negative.

So when you multiply seven with a negative sign by one with a positive sign, you get seven with a negative sign.

On the other hand, adding the negative number seven plus the positive number one equals negative six.

Write down negative seven as the second term of the first binomial factor and positive one as the second term of the second binomial factor, leaving the indicated the product of the x-binomial minus seven times the x-binomial plus one equal to zero.

As you can see, we have the factored form of the given equation, however we do not have on the first member an indicated product of similar binomials that can also be expressed as a squared binomial which in turn is equivalent to a Trinomial Perfect Square, which allows us to affirm that a perfect square cannot be constructed geometrically since the dimensions of the sides are not equal values, what it requires is to use the procedure to complete the perfect square trinomial.

Return to the given equation in its general form: square x minus six x minus seven equals zero, write the quadratic term and the first degree term on the next line, leaving space to write two other terms and then minus seven equal to zero.

You get half the coefficient of the first degree term, six divided by two equals three, that value is now squared and noted by adding as the third term to complete the perfect square trinomial, but since you add nine you also subtract nine , which means that you have added zero so as not to affect the balance of equality, leaving: Xs squared minus six Xs plus nine minus nine minus seven equals zero.

You now have the Perfect Square Trinomial: Xs squared minus six Xs plus nine. And it is also equivalent to a squared binomial, now you write said binomial minus nine minus seven equals zero.

Next, the numerical terms are reduced, leaving the binomial x plus three squared minus sixteen equals zero.

From there, you can continue solving the equation either by factoring the difference of squares that you have on the first member of the equation or solving the unknown to determine the values ​​of the roots of x's.

This time, you will factor the difference of squares written in the first member of the equation, you extract the square root of the first square term, that is, the x binomial plus three raised to the square, the square root is the x binomial plus three, you also take the square root of sixteen, which is four.

Now prepare a pair of parentheses to express the product of two conjugate binomials, which are the factorization of the difference of squares without forgetting to equal to zero, remember that you are solving an equation.

To form these conjugated binomials, write as the first term in the two factors, the first root, x plus three; then you write the second root, which is four, as the second term, in the first factor you write the plus sign between the two terms and in the second factor you write the minus sign between the two terms.

In the first factor there is X plus three plus four and in the second factor there is X plus three minus four, continue reducing numerical terms, obtaining a product of two conjugate binomials equal to zero.

But, this product of binomials equaled with zero was already obtained when the first procedure was used, that was the purpose, for you to realize that learning other procedures is very useful, especially when studying mathematics.

We still need to determine what is the numerical value of the roots or solutions of the proposed quadratic equation?

For that, you are going to use the zero product property, which you explained when solving the first example, which you can summarize like this: a product of factors is zero if and only if one or more of the factors is zero. This property is particularly useful when solving quadratic equations.

The above means that you must set each binomial factor equal to zero, which will give rise to two first degree equations that are very easy to solve. You then have the binomial x plus seven equal to zero and the binomial x minus one equal to zero

After solving the first degree equation, xs plus seven equals zero, you get the value of the first root which is, xs equals negative seven. If now, you solve the first degree equation, Xs minus one equals zero, you get the value of the second root, which is Xs equals one.

You have solved the proposed quadratic equation using the method of factoring and a special procedure known as "complete the perfect square trinomial".

However, you should note the following:

As a result of the procedure used to transform the given equation to another where the trinomial was completed as a perfect square, it was carried out based on considering that the binomial square X minus six X in the equation Square X minus six X minus seven equals zero is equivalent to the expression formed by the binomial x plus three squared minus nine in the obtained equation that is square x plus three squared minus nine minus seven equals zero.

Then it is necessary to ask how to geometrically verify the equivalence of both expressions? And how can you verify the equivalence of the teacher expressions?

Mould the expressions of the proposed equivalence to check if it is true.

First, factor the binomial written in the first member of the equality, x squared minus six x, it is factored as x that multiplies the binomial x plus six.

Now draw a geometric model, you have a square X, that is, you can draw a square whose sides measure X, then you know that the factorization indicates that one of the sides measures X and the other side measures X plus six, the algebraic procedure indicates that the coefficient of the first degree term be divided by two, that is, divide six by two, obtaining three as a quotient. In the geometric model, the length six is ​​divided into two equal parts with a dotted line.

There are two rectangles whose sides measure three x; now translate one of the rectangles to put it on one side of the square in a vertical position, as you can see if you have an incomplete square, now you have the representation of the algebraic expression square X minus six X.

Work with the interpretation of the expression written in the second member of the equality that is the binomial x plus three squared minus nine, as you can see the square, each side now measures x plus three, however it is an incomplete square , in the algebraic procedure when dividing six by two, three was obtained as a quotient, said value was raised to the square obtaining nine, which was added to complete the trinomial and be a perfect square, as shown in the model.

But remember that not only nine is added, nine is also subtracted to avoid breaking the balance of the equation, since nine minus nine is zero, the model obtained represents the expression formed by the binomial x plus three squared minus nine .

In this way, you have geometrically verified that the expression six x squared plus six x is equivalent to the expression formed by the binomial x plus three squared minus nine, giving meaning to the procedure of completing a trinomial as a perfect square.

Now solve a quadratic equation where the coefficient of the square term is not equal to one, the equation is:

It is recommended that, if possible, always try to simplify mathematical expressions, in this case, the numbers that are part of the three terms of the trinomial that is on the first member of the equation are multiples of two and therefore both are divisible by two.

Before simplifying the given equation, I recommend ordering the terms on the first member of the equation in such a way that the quadratic term is written in the first position, the first degree term is written in the second position, and the first degree term is written in the third position. position the numerical term is written, then the trinomial is equaled with zero.

To continue, divide by two negative both sides of the equation and with it each term that forms the two sides of it.

The intention is that the quadratic term becomes positive. Two negative square Xs between two negative ones obtain square Xs; then when dividing sixteen xes by two negatives, eight negative xes are obtained, and when dividing eighteen by two negatives, nine is obtained, finally, dividing zero by two negatives is zero. The equation x squared minus eight xs minus nine equals zero that was obtained is equivalent to the first.

Start by completing the trinomial square X minus eight X minus nine in the equation where the second member is zero, you will operate with the binomial square X minus eight X, write the quadratic term and the first degree term on the next line, leaving space to write another two terms and then negative nine equals zero.

To continue with the procedure, you obtain half the coefficient of the first degree term, four divided by two equals two, this value is now squared and the obtained value is noted by adding as the third term to complete the square trinomial perfect, but since you add sixteen you also subtract sixteen, which means that you have added zero so as not to affect the balance of equality, leaving: X squared minus eight xs plus sixteen minus sixteen minus nine equals zero.

The Perfect Square Trinomial is: Xs squared minus eight Xs plus sixteen. And it is also equivalent to having a binomial squared, in this case the trinomial x squared minus eight xs plus sixteen is equivalent to the Binomial x minus four squared

After you have squared the binomial now write negative sixteen, negative nine equals zero. Next, the numerical terms are reduced, leaving the binomial x plus four squared minus twenty-five equal to zero.

From here, you can continue solving the equation by factoring the difference of squares that you have on the first member of the equation to determine the values ​​of the roots of x's.

It is important to keep in mind that, to factor the difference of squares written in the first member of the equation, you extract the square root of the first square term, that is, the binomial x plus two raised to the square; the square root is the binomial x plus two, you also extract the square root of 1, which is one.

To continue, prepare a pair of parentheses to express the product of two conjugate binomials, which are the factorization of the difference of squares without forgetting to equal to zero, remember that you are solving an equation.

To form these conjugated binomials you write, as the first term in the two factors, the first root, x minus four; then you write the second root, which is five, as the second term, in the first factor you write the plus sign between the two terms and in the second factor you write the minus sign between the two terms.

In the first factor there is X minus four plus five and in the second factor there is X minus four minus five, continue reducing numerical terms, obtaining a product of two conjugate binomials equal to zero.

But, what is the numerical value of the roots or solutions of the proposed quadratic equation? For that, you will use the zero product property, which you already know, then you will equal each binomial factor to zero, which will give rise to two first degree equations that are very easy to solve. You then have the binomial x plus one equal to zero and the binomial x minus nine equal to zero.

After solving the first degree equation, xs plus one equals zero, you get the value of the first root which is, xs equals negative nine.

If you now solve the first degree equation, x minus nine equals zero, you get the value of the second root that is x equals one. But how can you tell if the values ​​obtained as roots of the given quadratic equation make it true?

Remember that to verify if the values ​​obtained as roots of the given quadratic equation make it true, it is necessary to substitute these values ​​in the equation, for example: by substituting the value of X equal to a negative one in the original equation which is two negative square xes plus sixteen xs plus eighteen equal to zero, after carrying out the operations it is as follows:

Today's Challenge:

We suggest you carry out the verification using the original equation or the equivalent equation obtained for when x is equal to nine. Consult your third grade Mathematics textbook, there you will find other activities that will help you deepen this topic.

It is very useful that you put into practice everything learned in class. And a big support, it's your textbook.

Language

Topic: Checking your punctuation and spelling in reports.

Expected learning: Describe the impact of advertisements on society through a text.

Emphasis: Check punctuation and spelling of reports.

What are we going to learn?

Working on your spelling and writing is very important. If you don't practice them, you may find it difficult to communicate in writing. You will analyze the fundamental aspects for the use of spelling when reviewing reports.

Remember that everything you review is to reinforce your knowledge, so I recommend you keep a record of any doubts, concerns or difficulties that arise. When doubts arise, review the notes you take or the explanations in the textbook, it will help you solve them.

What do we do?

Spelling and punctuation help you express your ideas more clearly. Without these tools it would be more difficult for someone to understand what you write. It could even lead to misunderstandings.

Knowing how to spell helps you reduce ambiguities. It is the basis of effective communication.

Writing is one of the most used ways to communicate, for this reason, it is important to reflect on the proper use of punctuation and spelling.

Look at the following example of a text without proper punctuation:

Delicious bread stuffed with the dead come try it

What did you understand in this advertisement? How do you interpret it?

The truth is that, although it can be understood, it sounds incoherent. It would even seem that the bread is stuffed with a dead person.

Requires extra effort on the part of the reader. This announcement, without punctuation, would provoke laughter and, perhaps, even fear.

Note the same ad, but using punctuation marks and modifying its syntax a bit.

Delicious bread of the dead, stuffed. Come try it.

Now it can be read more clearly.

How about adding a few exclamation points and changing the order of this banner ad a bit?

Stuffed bread of the dead. Delicious! Come try it.

What do you think of the change? Is the information better understood?

That person might even have more sales of your products with a better-written ad.

Today, writing has gained ground in all areas. A large number of people use it, whether it is to leave a message, fill out a form, write a letter, make a request and even write an academic text or report.

The best thing is that you worry that everything you write can fulfill its purpose, which is to communicate effectively.

And for that, you need to pay close attention to punctuation and spelling.

Review some elements that will help you recognize the importance of spelling in your texts.

Pay attention to what the characters María Moliner and Miguel de Cervantes Saavedra will share with you.

Did you know that María Moliner was a lexicographer and author of the Diccionario de uso del español?

And, on the other hand, Miguel de Cervantes Saavedra was a Spanish novelist and playwright.

Listen to these characters in the following video from 3:52 to 5:11:

1. The importance of checking spelling

Reinforcing your spelling and watching your punctuation is essential. We recommend having a dictionary at the time of making your report or other type of text.

It's a great strategy. Having it at hand, you will be able to know the meaning of all the words that you are going to use, in addition to corroborating the correct way of writing those with which you have doubts.

With the help of the dictionary, you will be able to write texts with greater security.

In addition to spelling, punctuation is also of fundamental importance in the construction of texts, since it allows:

Priorarchize ideas.

Give structure to the writing.

Highlight main ideas.

Avoid ambiguity.

Make sentences understandable.

For example, use a colon. These indicate a pause that helps you to notice the relationship between what is being said and the text that follows it, or to prepare an explanatory numbering.

An example applied in a numbering of elements can be the following.

Some media outlets explored in this report were:

Television

Phone

Social media

Email

Among others. Did you notice how, before listing, the author used the colon? Also, when writing a report, you can use them to refer to a text or an author.

Ads in the media sometimes cause people to buy things they don't need, as the author explains in his book:

"The media have strategies to convince consumers to buy products that are not of essential use."

With the signs, you get a better explanation and clearer examples of what you want to describe. In this example you can identify the use of the quotes.

The quotation marks, in this case, refer to an author's citation. Thanks to them, you mark that this idea does not belong to you, but to someone else; in this case, it indicates that the sentence was written in a book.

It's very useful to know how quotation marks and colons help you better structure your ideas when writing. There is also the point and followed, which is used at the end of a sentence that does not depend on another to be understood.

An example is taken from the conclusions of a report.

It is important to learn how to obtain information about commercial products. The messages are not necessarily offering the product; many times what they sell is an image.

The first sentence explains an idea about the importance of obtaining product information. But the second talks about how advertising messages do not sell a product, but an image. Although both sentences complement each other, they can be separated and are still understandable. This is what the point and followed is used for.

The full stop, on the other hand, helps to separate entire paragraphs. That is, it separates groups of ideas that are interrelated.

The point and followed separates ideas that complement each other and that are closer to each other. While the full stop separates large blocks that revolve around a central idea. Those blocks, which you can visually distinguish in a writing, are called paragraphs.

You will now learn the use of the comma. This is used to separate subordinate clauses, that is, sentences that are together, and that complement each other. One of these sentences depends on the other, since, without the main sentence, it has an incomplete sense. Commas are also used to separate various items in a string or enumeration.

Depending on the medium by which the advertising messages are disseminated, they are made up of elements such as image, sound and mainly words.

The commas, in this case, help you better understand the sentence, and properly separate the sentences so that there are no misperceptions when reading it. Another important spelling element is the use of capital letters.

Review its use, capital letters are used:

At the beginning of a piece of writing.

In the name of streets, avenues, monuments.

When proper nouns are written.

After any point.

And also in the names of times, events and social movements.

Now continue with the semicolon. This orthographic sign represents a separation of ideas greater than that marked by the comma, but less than that indicated by the point. It is written before sentence connectors, like:

But

More

Although

Therefore

That is to say

The semicolon is also used to separate independent sentences that complement each other, forming part of the same idea.

When you choose a product you do it depending on your tastes; although you may also be making this choice taking into account whether the product benefits or harms your health. Spelling is critical to writing any report. A report is a writing that aims to communicate, in detail, something that is being carried out, it can be an investigation, a fact or an event.

It must have a clear, concrete and objective language so that anyone who reads it can understand it without complications. Listen to the specialist teacher who will talk to you about it, through the following video from minute 8:14 to 10:24

2. How do I explain it to you? Reports and experiments

Don't forget these tips for writing a clear and effective report. The language must be precise and clear, in addition, you can use "technical terms", that is, technical words related to the topic.

Among the characteristics to take into account, is the elaboration of a cover, include the background, mention those people who have spoken about the subject, the purposes, the steps you used to prepare your work, the description, they can be graphs or diagrams, the analysis of what you found, as well as the conclusions and the bibliography. In addition, you must have proper spelling and punctuation.

Complement the information and review some elements that can help you when preparing a report.

1. Be clear about the topic that your text will deal with. This is important to be clear about the ideas, such as the information that you are going to write.

2. Organize information into subtopics, categories, concepts, or questions. If your report revolves around the impact advertising has on society, what do you think some examples could be? It could be the qualities and functions of advertising. Or the way in which its characteristics influence you to buy a product. Even the strategies you can use to be a better consumer.

There is a lot of information that you can integrate, the important thing is to have it clear so as not to deviate from the central topic.

3. Detail and explain in depth the information collected in your text. Write down in your descriptions the examples you have found, and texts from specialists on the subject. This way the reader will have a clearer idea of ​​what you want to convey.

4. Use linguistic resources such as:

Qualifying adjectives

Explanatory adjectives

Literary figures

Remember to attach an introduction and a conclusion to your text.

In the introduction you can briefly explain what your text will be about and the subtopics to be addressed. While in the conclusion you can make a brief summary of the topic and explain the most important ideas. Do not forget that your description must be technical.

That is, you will have to define and explain the subject by giving references, using detailed descriptions, objective language and raising different opinions about it. With these elements and you have more tools to make your reports.

Watch the interview about consumer culture in the country and advertising techniques, from the beginning to minute 3:41

3. advertising resources

In the interview they present you with questions that you can use in your writing. The information you observed can help you describe in detail the way in which the media influence decision-making in your report.

But this video is just a source of information that was presented to you as an example. You can explore other videos, texts or publications that are made by researchers, experts or educational institutions. The important thing is to delve into the subject to master it in the best possible way.

In summary, the reports are characterized by being:

Concise

Clear

Objectives

You can also support yourself by using images and graphics that visually display your examples.

Do the following activity, it will help you understand a little better. Pay attention to the questions and exercises. If necessary, refer to your notes or keywords to help you remember.

What strategies can help you improve your spelling?

Learn the spelling rules by heart.

Look for videos on how to write a text.

Use the dictionary and look up the words you don't know.

You can't improve your spelling if you don't practice it. And using the dictionary helps you become familiar with spelling conventions.

Of course watching videos and trying to remember the rules is helpful, but the best way to solidify the spelling rules is to practice them.

I recommend you review the text while you write it, but also when you finish it. Doing more than one revision will prevent you from missing any errors.

Also, don't forget that something fundamental to refining your spelling is reading. Fostering this habit will provide you with elements to broaden your horizons.

What are punctuation marks used for?

Priorarchize ideas.

Highlight main ideas.

Avoid ambiguity.

All of the above.

What is your answer?

In this session you have seen that punctuation marks help you organize your ideas, highlight what is most important, and avoid writing ideas that are unclear. If you notice, punctuation marks seem very simple, but their correct use is of vital importance for texts. The better you master them, the clearer and more effective your text will be.

Read the following example and try to find the missing punctuation mark.

The products or services that are promoted are

Offers.

Promises linked to emotional perception.

Promises related to social success.

Did you notice which sign is missing?

Before the list of products or services that are promoted, there should be two points that give rise to the examples.

Advertising messages are not necessarily offering the product, often what they sell is an image

What is missing is a comma after the word product. Another sign is also missing. It is the final point to indicate that the idea or paragraph is ending.

So that the text, with a correct use of punctuation, would be as follows:

Fine-tuning punctuation and spelling is important, but it's also a gradual process. So do not worry if at the beginning it is difficult for you or you miss some aspects. Practice makes a master. The important thing is the interest to learn.

What can you correct from the following text?

purpose: to differentiate between the information presented in advertising messages and reality,

Punctuation marks are essential. The text not only looks weird, it's also a bit hard to read.

What would you fix?

Adds capitalization. At the beginning of the paragraph they must be included, just like after the colon.

It also replaces the comma at the end of the text with a point, since it is not making a list, but rather closing an idea.

It would be as follows: Purpose: Differentiate between the information presented in advertising messages and reality.

Sometimes those modifications may seem minor, but they are also important, because they are part of your expression resources.

Without a doubt, spelling and punctuation are essential tools for communicating in writing. Either to make your reports, or to communicate with friends or family. You use text messages with people close to you more and more and you want everything you try to tell them to always be clear.

Good writing is a fundamental practice that the more you practice, the better you can use it, be it in your academic life or personal life.

It wouldn't be nice to create misunderstandings because you misused some punctuation mark, like in the bread of the dead example.

Remember that you can ask your teachers your questions, or send your concerns or suggestions via email: aprende_en_casa@sep.gob.mx.

Today's Challenge:

Write a report on an experiment or on an activity you have done.

Remember to check spelling and punctuation while writing and when finished, ask a member of your family to read it and give you their opinion, identifying if you missed any punctuation or spelling.

Remember to pay attention to the elements that you have worked on while writing each writing, as well as when you conclude them.

Don't forget that to improve your punctuation and spelling, you can use the dictionary. But, above all, we must encourage the habit of reading.

We suggest you continue learning; It is time to search, investigate, and read.

History

Theme: Traditional herbalism.

Expected learning: Investigate the transformations of culture and daily life over time and assess their importance.

Emphasis: Identify the importance of haciendas and the living conditions of laborers.

What are we going to learn?

As you have seen in past sessions, the process of conquest and colonization of our territory meant the triumph of the Europeans over the natives, the indigenous people, but it also meant the origin of a new culture with American, European, African and Asian elements. .

The Europeans, being the dominant group in New Spain, destroyed countless codices that safeguarded important information on indigenous knowledge, demolished temples or shrines, prohibited the religion of the native peoples, and violently imposed, in many cases, the Christianity. Much indigenous knowledge was lost, but others managed to remain.

Pre-Hispanic medicine, which was mainly based on herbal medicine, was a knowledge that at first was not accepted by the conquerors because they considered it closely linked to the religion of the natives. However, in a clandestine way the traditional healers exercised their therapeutic work.

Every invasion and conquest supposes resistance, and the knowledge of herbalism, being such a valuable indigenous knowledge, was rooted, is recognized and continues to be valid.

We recommend that you have a notebook and a pen or pencil on hand to make your notes, you can also use your textbook to consult images or the particular topic.

What do we do?

Watch the first part of a video where granny Amalia Salas Casales, originally from Xochimilco, was interviewed:

1. Interview with Amalia Salas. Part 1

Grandma Amalia mentions that herbal medicine is the knowledge of herbs and plants.

Surely you know some of them, perhaps when your stomach hurts or when you have some discomfort, a relative or another person close to you prepares an infusion for you and, of course, when you eat a homemade dish or from the region where you live it is seasoned by some herb.

Because of the above, the following questions arise: What herbs are native to Ancient Mexico? What were they used for and are they still used for?

Pre-Hispanic peoples were excellent observers of nature, especially plants. Many specialized in that study finding healing properties in herbs. However, the ancient Indians linked illnesses and their healing to their religion, which is why the Spanish prohibited their practice.

In this way, traditional healers carried out their therapeutic work from clandestine, hidden, and even changed the name of the herbs to give them a Christian touch and thus mislead the Spanish: for example, they named peyote Rosa of María, the ololiuhqui herb was baptized as Our Lord and the yauhtli as Hierba de Santa María. These herbs were used in special rituals to contact the gods.

But not all herbs are for healing but also for eating, we have the case of quelites, nopales or epazote that are used to season food. Another type of edible grass is the huauzontle that can be weathered with egg and stuffed with cheese; When the huauzontle dries up it becomes amaranth, out of an old custom they put honey on it, giving rise to the famous "joy".

As you can see, herbal medicine is the empirical knowledge of plants and herbs that can be used to eat and heal some ailments. Their studio is very old and is inherited from our indigenous ancestors who took care of them in special gardens.

The gardens, for the indigenous people, represented a space for recreation, health care and a place where they could alleviate hunger. It was not for nothing that Bernal Díaz del Castillo was amazed by the garden that Moctezuma II had in Oaxtepec.

Read the following text about how Moctezuma Ilhuicamina built his magnificent garden in Oaxtepec.

Archaeology of the Herbal Tradition

Xavier Lozoya Legorreta

The old people say that during the time when Moctezuma llhuicamina, the Elder, was the tlalticpactli, owner of the land, Tlacaelel, his brother and adviser, told him: Lord, I want you to leave a memory in this world.

In the province of Tierra Caliente such as Cuauhnáhuac, on the hill of Oaxtepec, of which I have news that has abundant springs and very fertile lands, it would be fair that you order a large pile to be made on the top of the hill stone where the water is collected and rises as much as it can rise so that later, going down the apantli (ditch) with it you can irrigate all the land it reaches in Oaxtepec and, later, send people to the province of Cuetlaxtlan where reigns in your name Pinotl and have him bring trees of hueynacaxtli, izquixóchitl, cacahuaxóchitl, xochinacaztli, yoloxóchitl, cocitzapotl, ahuacatl and all kinds of herbs that grow on that coast to form, with the plants of Oaxtepec, a great garden that serves as your recreation and ease, and for the healing and health of your people.

The tlatoani was very happy with the advice; He ordered that the fountains in Oaxtepec be fenced off, carrying stones to trap the water in a large pool from where the liquid was guided by channels in all directions, and next to them large and small terraces were built, like flower boxes, with black earth and leaf, where to cultivate the precious plants. Then, he dispatched his messengers in various directions so that they would bring with care and solicitude all those plants recognized for their beauty and virtues, and that the farmers (tlamaiti) would come with them so that they themselves could plant the plants with their own hands in accordance with the weather and way that in their lands they kept. These tlalmaiti brought the trees with their roots wrapped in mats, the herbs packed in clay jars and planted them on the terraces, distributing it according to its use, its aroma, its beauty and custom, while they sprinkled them with blood that was taken from tongue and arms, doing many ceremonies and burning incense, for good omens, and that everything be flowery and beautiful as the tlatoani wanted.

When Tlacaelel saw what had been built in Oaxtepec, he was very satisfied and happy. Plants grew everywhere and the place was filled with songbirds and birds of many colors that stay in the streams in the shadow of the ahuehuetl, and butterflies and flowers that color this garden that looks like Tlalocan throughout the year.

Those men you see there, with shoulder-length hair and laughter in their eyes, are titici, the healers of the people; they choose the time when the plants are to be cut and how they should be used, they are uei tlamatini, wise men, who converse with the picietl, listen to the hail and the voices of the mountain.

Watch out! Be prudent, and stay away from the leather flower, its aroma makes you sick.

The titici select the iztahuyátl, the epázotl, the leaves of the xalxócotl, the malinalli sticks, the roots of the chilcuan, the seeds and flowers of tzompantli, in short, all the products that are sent in the trajineras that go to Tenochtitlan and they take care that there are always flowers to cure the sadness of the heart, of yólotl.

It is certainly interesting how the advisors of the Great Tlatoani convince him to make a great garden for two things: against carelessness and to heal his people, that is, the town.

In ancient times, people who cultivated and cared for plants and herbs were called tilci.

You will get to know six plants and herbs of Mesoamerican origin and you will know what each of them is for:

1. The huazontle: means "bledo hair" and is a plant in the shape of a small elongated tree, with a stem and thick branches, a ball-shaped flower, it also has a high nutritional value, since it contains vitamins A, B, B1, B2, B3, C, E; as well as minerals, iron, phosphorus and calcium, even in amounts similar to milk, they say that less and less is consumed. Surely you have already tried it and when it dries, you get amaranth and when honey is added, it becomes the famous "joy".

2. The epazote: its name means skunk, sweat or smell. It is used in many dishes, such as beans, esquites and broths; in certain quesadillas, drinks, infusions and tamales, and it is also used in some seafood soups. It is rich in vitamins A, B6, C; and some minerals such as calcium, potassium, zinc and phosphorus. As you can see, it is a long leaf with small spikes and a very penetrating smell.

3. Avocado leaves: they are considered a medicinal herb and are used as an anti-inflammatory, antiseptic, antidiarrheal and astringent. As you can see, it is a semi-round leaf and you have to be very careful to select it because it is similar to the leaves of the common tree.

4. The quelites: they are edible herbs and their name derives from the Nahuatl term quilitl, which means grass. Quelites were eaten by all Mesoamerican cultures and today they play an important role in the daily life of Mexicans, just like corn, beans and squash. Its nutritional content varies according to the species and the land where it is grown. Quelites are a good source of fiber; of vitamins A and C; minerals, such as iron and calcium; as well as Omega 3 and Omega 6 fatty acids. As you can see they have different sizes and shapes and you should get them on the market.

5. The flower of Cempaxúchitl: Cempoalxochitl is a Nahuatl word that means Twenty Flowers. As you can see it is orange and has many petals, it is usually used for the Day of the Dead offering, for this reason it is also known as flower of the dead.

6. The prodigious or fresnillo, has a heart shape and different wavy tips around the blade.

All the plants you have just learned about are of Mesoamerican origin and constitute a herbal contribution from Mexico to the world.

Now look at some images of the Badiano Codex, also called "Little Book on Indigenous Medicinal Herbs", written in the mid-16th century and considered the first illustrated herbarium in the world.

This image represents the Xiuhhamolli or Soap Plant, which was used when indigenous people bathed and was also used against hair loss. As you can see in the illustration, it was a plant with a white flower and at the base you can see the glyph of water, that is, it flowered near or in it.

This other image corresponds to the Tlatonochtli or nopal, in the Badiano Codex the fruits it bears and its use for preparing food are mentioned. It is said that tuna and xoconochtle provide great nutritional value to the body. As you know, the nopal is also the emblematic plant in the national shield.

This other plant is called Nonochton Azcapanyxiua, it means the one that "is born near the anthills", for that reason there are ants on the root that climb to it. It is said that this flower was consumed for its high nutritional value. As you can see, it was red with some green petals.

Now take a look at some images from the Florentine Codex where you can appreciate how some herbs and plants were cared for, cultivated and prepared.

As you can see, in this image there is a woman carrying flowers, she will probably use them to bathe, or maybe she just appreciates their beauty. Remember that regardless of their occupation or social status, the Indians recognized the value of herbs and plants.

This illustration depicts a farmer growing corn. The domestication of corn took centuries and it became the fundamental food of our ancestors and continues to be so today. In our country the variety of this cereal is rich and we are one of the few countries that accompanies food with tortillas.

In this other image you can see a man who plants flowers and uses the roots of the plants, perhaps to eat them or use them as a remedy for some pain.

The use of herbs in the early years of the conquest was relegated to the background because the Spanish established apothecaries where they sold remedies brought from Europe for ailments or diseases.

However, the indigenous people continued to safeguard their knowledge and transmit it from generation to generation. The resistance to discarding them was so strong that the Spanish decided to mix pre-Hispanic herbal medicine with European medicine. This medical syncretism managed to preserve some of the pre-Hispanic knowledge about herbalism.

As you know, the Holy Inquisition was the colonial institution of the invaders, which was also in charge of granting permission to consume certain healing plants and prohibiting others, especially hallucinogenic ones.

For most of the colonial period, medicine was a specialized, trial-and-error trade in families, but it was not until the 19th century that the pharmaceutical industry was established and patent medicines were sold. This came to reduce the use and knowledge of traditional herbalism.

Now watch the second part of the interview with Granny Amalia:

Interview with Amalia Salas. part 2

Grandma Amalia Salas' herbal knowledge is endorsed by the Food and Agriculture Organization of the United Nations (FAO) for its acronym in English, an institution that accredits her as a promoter of herbal medicine, healer and caretaker of plants and seeds.

Remember granny Amalia's advice: "I TAKE CARE OF MYSELF, I LOVE ME AND I RESPECT ME".

Therefore, you should never self-medicate or use healing herbs without the proper supervision and guidance of a specialist, otherwise you run the risk of harming yourself or aggravating the discomfort.

We recommend that you plant a small garden or orchard with the plants you have on hand, as the indigenous people did in ancient times. Also, that you take care of the plants that are around you.

At the beginning of the session, the following questions were asked: What herbs are native to Ancient Mexico? What were they used for and are they still used for?

You have reviewed the use and properties of herbs and plants: some are eaten and others are used to heal. Almost all of those reviewed in this session are of Mexican origin.

You can affirm that herbal knowledge has resisted disappearing in the face of European colonialism from the 16th to the 18th centuries, and the monopoly of the big pharmaceutical companies of the 19th, 20th and 21st centuries, that is, the struggle to preserve knowledge about of plants and their use, has survived five centuries and is still standing.

Also, remember that plants with healing properties must be prescribed by homeopathic or allopathic doctors. Currently, prestigious institutions such as the National Autonomous University of Mexico and the National Polytechnic Institute have scientific departments dedicated to the study of herbalism.

Valuing herbal knowledge is reviving an ancestral tradition that helps position us in the world as a society with a rich past that refuses to disappear, which is why it is important to listen to our grandparents about the use of herbs and plants.

Today's Challenge:

Make a catalog of healing and edible plants, your close relatives such as your parents or grandparents can help you. Use your imagination, draw each plant and, next to each one, write what it is used for or what discomfort it heals.

Keep in mind that your textbook may tell you more about the topic; At home, you probably have magazines, books, or perhaps a smartphone with which you can research more about this topic on the Internet.