The Barometer Half Term 4

THe

BAROMETER FEBRUARY - APRIL 2020

HALF TERM 4

FROM THE EDITORS Welcome,

CONTENTS:

Despite the uncertainty regarding school closure, the team has worked incredibly hard to put this issue together. As usual, there is a most ample breadth of topics to read about, from World Book Week to the organ. Whilst current affairs may be disheartening we hope that you will find some relief in the pages that follow!

Diversity Day - Henry B

Have a restful Easter break.

Henry Bush Senior Editor Bennett Dye Media & Communications Prefect

Aristophanes’ Frogs - Theo W Classics Club - Leo M Great Men Lecture Series - Henry B Live Lounge - Edward H The Organ - The King of Instruments - Henry B Picasso and Paper - So H and Charlie B Splendid Theatre - Edward P and Maani N The Tempest - Sam M Cystic Fibrosis - Miron B

The Barometer Team: Adam A-M, Henry B, Agustin D, Bennett D, Sam M, Harry O’C, Ben R, Ben R, Miss Bradley Cover photograph: Oscar R

The Martian and the Moonian Oscar J Science Week Baking Competition - Hashim S and Paul C World Book Week - Ramzi K World Book Week Book Swap What are the Wetherby Teachers Reading?

The Case of the Mask Maker Ramzi K Debating Match Report - Vieri C Ski Trip - Monty C The US University Application Process - Monty C Why should you apply to be a Prefect?- Bennett D Young Enterprise - Alistair S

DIVERSITY DAY Henry B, Year 11 writes…

A few weeks ago, the school had its very first Diversity Day, a celebration of multiculturalism in London and in the Wetherby community.

This was a most enjoyable opportunity to learn more about genders, races, ethnicities, languages (including sign language), nationalities, religions, sexualities, disabilities and interests. Representatives from every trib set up a vast variety of stalls in the hall, each with something different to see.

Examples included flag facepainting, football culture, colour blindness, Arabic writing, origami, diabetes, Greek dancing (at which Miss Maroudi is an expert!), and many different stalls based on the customs of various countries.

The PTA also provided an ample selection of food from all over the world – everything from spring rolls to Wetherby-shaped shortbread – in order to raise money for the school charities, namely United World Schools and Steel Warriors. In total, we raised £394.00.

There was an abundance of food, activities, and laughter. The afternoon was most enjoyable for boys and teachers alike; even Miss Míguez began dancing the Azonto (traditional dance from Ghana) at one point. I also noticed Mr. Curlante studying sign language, Mr. Martin tucking into numerous Italian cannoli, and the Headmaster learning about the links between Islamic teaching and British values. I think I speak for everyone when I say that we are all looking forward to next year’s Diversity Day.

ARISTOPHANES’ FROGS Theo W, Year 10 writes...

On Thursday 13th February, Miss Nash and Miss Ridley led a trip to see the University College London production of ‘Frogs’, an Ancient Greek comedy by Aristophanes.

The plot focused on Dionysus and his servant Xanthias travelling to the underworld in an attempt to bring Euripides, a famous Greek playwright, back from the dead (Euripides had died the year before the play was written).

It was an excellent production, mixing the original story with some modern themes to help the audience better understand what was going on. An example of this was when Dionysus and Xanthias used the Tube to travel to the underworld! In the second half of the play, Euripides and Aeschylus, a writer of Greek tragedy, took part in a debate as to who was the greater poet, which they did through the medium of rap which was extremely entertaining!

These additions thoroughly helped to make the play more understandable, but more importantly, more enjoyable because we were able to relate to what was happening in the play, which can be a very challenging task for someone attempting to put on a successful production of a Greek play.

After speaking to some boys after the performance, it was clear that we thoroughly enjoyed the play and the fantastic acting from the students of UCL. I look forward to going again next year.

ClASSICS CLUB Leo M, Year 11 writes...

This half term, as part of the weekly Classics Club, boys have been learning about the Parthenon. The Parthenon is a former temple on the Athenian Acropolis in Greece, and is dedicated to the goddess Athena, the patron goddess of Athens.

Unfortunately, parts of the temple were destroyed by the Persians in the 5th century and the structure remains partly damaged to this day.

Vangelis F created an impressive clay Parthenon at home and this inspired the other Year 8 boys to construct a miniature replica of the Parthenon using an extensive range of building materials, including playdoh and cardboard.

The process will also involve the drawing of the west and east pediment, which show the birth of Athena on one side and the quarrel between her and Poseidon to become the tutelary deity of Athens on the other.

Great Men Lecture Series Great Men Lecture Series Number One | Ollie Rosenblatt, founder of Senbla

Ollie began the lecture by describing his apparent lack of academic prowess whilst at UCS in London, where he engaged The Great Men Lecture Series is in music and sporting activities. part of the Great Men Initiative at He told us that whereas he had Wetherby Senior School, which an interest in music, playing the gives the boys the opportunity to trumpet didn’t give him all that meet and listen to some successful much satisfaction. Instead, it and interesting people with was his hereditary creativity and different and exciting careers. It interest in business that allowed complements our partnership with him to progress to where he is the team at Good Lad Initiative today. He wasn’t disheartened by and aims to prepare the boys his grades and was able to achieve to be ambitious and successful great things with the support of within their chosen field, whilst his teachers. Sadly, Ollie’s mother also being ready to contribute became ill and passed away when fully to both society and to the he was only nineteen years old, communities in which they live but this made him realise that life and work. is fleeting and one ought to make the most of it, and this is part of Henry B, Year 11 writes… what still drives him today.

Just before half term, we were treated to an eye-opening lecture given by Ollie Rosenblatt, founder of Senbla. Ollie works as a promoter in the music industry and he very kindly gave up some of his time to tell us about the experiences that shaped him and the values that are vital in the world of work.

Senbla is Ollie’s show promotion business. Over the years, they have publicised the likes of Michael Bublé, Diana Ross and the film, Joker. Ollie highlighted the main reason why Senbla, a relatively small-scale business, stands out from big industry-leading companies: they have an openmind when it comes to effective endorsement. There is much competition in the challenging music business, so a creative outlook is essential; one must offer something different in order to catch the eye of one’s clients.

His first ever promotional assignment was for a small jazz band. After that, he was offered a senior management position at the radio station Jazz FM at the mere age of twenty-two. By the time he was twenty-three, he had founded his own company. Hence, we were reminded that starting at the bottom is the crucial bedrock of an eventually successful career, so it must not be overlooked. It is those formative years that give one the basic knowledge and

experience that one will, no doubt, require in order to reach the top, so it’s no good attempting to skip them and aiming straight for the pinnacle of one’s career.

Ollie also emphasised the importance of respect with regards to interactions with people, as this is what helps you to find opportunities. He deems entrepreneurship to be key to business success, as is seeing an opportunity and believing in it.

He added that it is paramount to push boundaries and be creative, whilst doing something you love.

It is important to keep an open heart and an open mind, and not be afraid to make mistakes – most valuable wisdom indeed!

Ollie often referred to many of our Wetherby values, a testament to their relevance in our lives, now and in the future.

Quotes from Ollie’s Lecture: “Don’t do something because your ego gets in the way; do it because you believe in it.”

“Always take someone’s call or reply to an email – it’s worth it.”

“Be open-minded and be humble and be driven and have respect for everything around you.”

LIVE LOUNGE Edward H, Year 9 writes...

It could be said that the music department puts on some of the most exciting events of the year, and with a variety of different shows the school is never short of entertainment. It is fair to say that the school has a lot of great musicians. I think it would be hard to imagine Wetherby without the music department as they are such a key part of the school!

The recent Live Lounge event certainly did not disappoint.

With a range of performances, including Pumped Up Kicks by Foster the People and Shawn Mendes’ famous “Stitches”, it was an extremely enjoyable evening.

I think everyone who attended the event will agree with me in saying that all the boys who took part should take lots of credit, but obviously none of this would’ve

happened without Mr Martin, Mr Repa, and all the other music teachers who helped all the soloists, ensembles and bands to prepare. There was also another music event coming up which had to be cancelled due to the circumstances we are facing at the moment but I’m sure we can all agree that the Brass Bash would’ve been a huge success.

THE ORGAN - THE KING OF INSTRUMENTS Henry B, Year 11 writes…

There can be few musical instruments that give one the sensation of having an entire orchestra at one’s fingertips and toe tips, but the organ does exactly that. Famously referred to as “the King of instruments” by Mozart, it is one of the most remarkably complex machines ever to be conceived.

The history of the organ dates back to around 300BC, when the Greek engineer Ctesibius of Alexandria devised an instrument called the hydraulis, which used water to pump air. Since then, organs with manually-operated bellows were developed, although nowadays organs tend to have electric blowers. Air is stored in large reservoirs before being directed to the pipes where it is required. Pulling out stops causes air to flow into different wind chests, with every pipe rank producing a different sound, all with a unique timbre. Pressing keys activates trackers which open the pallets (valves) to individual pipes, so that they speak.

Organ pipes typically fall into two groups: flue pipes and reed pipes.

Their structural differences are outlined in the diagram on the left. Flue pipes tend to be used for principal/diapason sounds – the commonly recognised organ sound – or flute sounds. Reed pipes are much louder and may be used for sounds such as trumpets, oboes and bassoons.

Organs, although equipped with keys that are laid out similarly to those of a piano, differ immensely from their keyboard cousins.

Firstly, organs only have 61 keys whilst pianos have 88. Moreover, the sound of a piano can vary

depending on the acoustic nature of its location, but the distinctions between organs are even more noticeable because there are simply so many more parameters that can differ; no two organs are ever alike.

As an organist, I am always interested in seeing new instruments and learning what it is that sets them apart from others. Most organs have a notable quality or feature that makes them unique. The organ at the Royal Albert Hall was built by Henry Willis in 1871 and it has 9,999 pipes, of which the largest is 42 feet tall. It was the largest

organ in the UK until 2007, when it was superseded by the organ at Liverpool Cathedral and it is famed for its “toy stops,” sounds that are effectively gimmicks and are not created by pipes, but can still be used to add texture to a piece of music. In the case of the RAH organ, these are the “Bass Drum” stop, the “Carillon” stop and the “Tubular Bells” stop; the latter two are of particular fascination for those interested in campanology.

Opening the shutters allows the sound to “swell” out, whereas closing them will muffle the sound, so that it is quieter. Use of swell pedals gives the organist the ability to create a (de)crescendo effect, so that the increase/ decrease in volume may be rendered gradual. Changing the registration by selecting different combinations/amounts of stops makes the instrument louder or quieter as necessary, but the transition is instantaneous.

Another difference between pianos and organs is the way the musician adds character to a piece of music by being expressive – getting louder and quieter. Doing this on the organ is somewhat more complicated than on the piano; dynamics must be planned well in advance and are only achievable by employing the techniques of swell box control and judicious registration, particularly when it comes to orchestral tones. Swell boxes are large cuboid structures that enclose a pipe division. They are equipped with shutters that are controlled by a foot pedal.

Some organs have as few as one manual whilst others, such as the Wanamaker Organ in Philadelphia, USA – the largest organ in the world with 28,750 pipes – have as many as six, but all have a pedalboard. There is no better testament to the fact that the organ is the most difficult instrument to play than the knowledge that the organist must play with their feet. This, combined with all the other elements of organ playing, requires astounding coordination and dexterity. Many organists, myself included, use organist shoes which are especially narrow.

They have heels and suedecovered soles to facilitate the playing of non-adjacent notes and they make it easier to feel the keys so that the organist may move across the pedalboard without necessarily having to look at their feet, allowing them to concentrate on other areas of the console when necessary.

There is no doubt that the pipe organ is the most complex and most versatile instrument of them all; it can be quieter than a piccolo or louder that an entire orchestra.

With its history and vast canon of repertoire, it is unique. It has fascinated me since I heard one for the first time and it continues to do so.

PICASSO AND PAPER AT THE RA So H, Year 10 writes...

On the 6th March, 2020, Year 10 Art and Design GCSE student were able to go to the ‘Picasso and Paper’ exhibition and look at Picasso’s life and work.

What caught my attention was the Blue Period which Picasso embarked on following the death of his friend when he was in France, which made him draw and paint in blue colours reflecting his depression and sadness towards his friend’s death.

After this period, he went back to Spain, allowing him to embark on a new period called the Rose Period where he used lots of harmonious colours like orange and pink. From this period, he began to explore Cubism. As well as emphasising colours, he used more geometric shapes to attract people’s eyes towards the unusual forms.

For example, Guernica has an element of Cubism showing the terror and deaths during the Spanish Civil War and his use of monotone colours allow the art piece to create a more emotional impact on the audience.

This trip has inspired me to use an element of Cubism in my current artwork and express different types of emotions in the artwork.

Charlie B, Year 10 writes...

On Friday 6th March the GCSE Art and Design students were able to go to the Royal Academy to visit an incredible exhibition called ‘Picasso and Paper’. During this exhibition we were able to see all the discoveries and periods of Picasso as well as what influenced him during these different times.

Picasso’s father, Jose Blasco was a professor of drawing, and this heavily influenced Picasso from a young age. Aged ten, he became his father’s pupil and from that point his ability to experiment with what he learned developed quickly and his work rapidly became more expressive, soon allowing him to surpass his father’s ability.

When Picasso started his career he drew in periods; his first was

called the Blue Period. This was between 1901 and mid-1904. This Blue Period was provoked by a long-lasting depression, due to how in February 1901 in Madrid, Picasso learnt that his close friend Carlos Casagemas had died. It constituted the ground for the Blue Period. Picasso later recalled: “I started painting in blue when I learned of Casagemas’s death”. In this period we find him seeking out the body’s expression of sadness and hunger.

His next period we looked at in the exhibition was the Rose Period. This lasted from 1904 to 1906. This period signifies the time when the style of Pablo Picasso’s painting used cheerful orange and pink colours in contrast to the cool, sombre tones of the previous Blue Period.

During these few years, Picasso was happy in his relationship with

Fernande Olivier, whom he had met in 1904, and this has been suggested as one of the possible reasons he changed his style of painting.

We then looked at Cubism. This was very different from his past periods as it was very geometric and abstract. He looked at natural forms and reduced the forms into basic geometric parts on the two-dimensional picture plane.

His next period was Surrealism.

These works depict images of the human body, in which some of the body parts have been altered and injected by stimulants that have caused abnormalities.

I found the exhibition very inspiring and after looking at all these periods and Picasso’s influences, I now feel able to take inspiration from his work when creating my own.

SPLENDID THEATRE Edward P, Year 11 writes...

After having watched the amazing performance of Dr Faustus, we started our Brechtian workshop with one of the actors, called Nick. We began with a quick Q&A session with him, where we were able to get lots of insight into how Splendid Theatre worked. We learnt how they had been performing to lots of different schools around England, having already done around 120 performances/workshops in the past 3-4 months. After the Q&A, we began to learn how to impersonate different types of characters, such as bodybuilders or models, through only the use of our bodies and the way we moved (gestis). Later, we started creating our own short plays in the true Brechtian style, by addressing a moral question to the audience, an example of which was whether or not plastic surgery is good or bad; on one side, people can find you more attractive. On the other,

it can be a bad influence to the younger generation by making them believe that looks are more important than personality. We all had a huge amount of fun whilst also learning in depth how to create an affective Brecht performance.

Maani N, Year 10 writes...

On Tuesday 3rd March the Drama GCSE and A Level English students had the wonderful opportunity to watch Splendid Theatre’s adaptation of Christopher Marlowe’s classic tragedy, Dr Faustus. The classic play, written in 1592, follows the story of a German scholar who embarks on a career as a magician and begins summoning a demon who he foolishly sells his soul, to as in exchange he only gets 24 years of service from this demon who goes by the name of Mephastophilis. At the end of the

24 years, Faustus begs for mercy, but it is too late. It is a play that makes the audience think about morals and temptation.

Splendid Theatre adapted the classic into a modern Brechtian style of theatre. Brecht is a type of political theatre that is designed to deliver a message to the audience.

In this case, the audience was tempted throughout the play, for example one of the devils would every so often hold out a card for an audience member to take. This demonstrated the audience’s temptations and the performance made the audience ask questions such as “what is considered right or wrong?” and “what is success worth?”. This was a brilliant opportunity for the boys to enhance their knowledge of theatre to help with their GCSEs and A Levels, as well as a thoroughly enjoyable experience and we thank Miss Twomey, the Drama Department and Splendid Theatre.

THE TEMPEST Sam M, Year 7 writes...

The Tempest is a Shakespearean action-packed story which will blow your mind if you haven’t read it yet, with so many characters to discover and uncover the backstories of. Over the last few weeks, Miss Murray and Miss Twomey have been working together to tell us a bit more about this fascinating story and the characters within. In English we have been discovering the story and characters and in Drama lessons we have been imagining what Caliban might look like if he were real. We worked in groups of three to create shapes that could embody his character. It was a bit of a giggle and great fun.

In English we have been asked questions about how we think it would feel to be Prospero or Miranda. I think that Shakespeare is one of the best parts about learning English and I would love to see The Tempest performed at The Globe Theatre in London.

CYSTIC FIBROSIS Miron B, Year 12 has created a fact file about Cystic Fibrosis...

Inheritance of Cystic Fibrosis Cystic Fibrosis (CF) runs in the family as it’s a genetic disorder caused by a recessive allele (only inherited if homozygous e.g. aa). If the parents are carriers the chance of getting CF is 25%. If one parent has CF and the other doesn’t the chance of CF is 0%. If both parents have CF the chance of CF is 100%.

CF affects 10,500 people in the UK; 1/25 of us carries the gene for CF. A carrier of CF is a person that is heterozygous for the CF allele.

They do not show symptoms of the disease but can pass it onto their offspring. Pedigree diagrams show the probability of the offspring inheriting CF, by looking back at the members of the family that had or carried CF.

Cause of CF The role of CFTR channel protein in healthy people: this protein transports chloride ions in and out of the cell through the cell membrane. By transporting chloride ions out of the cell, a high water concentration gradient is created, causing water to also move out of the cell. This results in a thin free-flowing mucus. Due to a mutation in the genetic code of the CFTR channel protein, it can no longer transport chloride ions out of the cell. This means that less water moves out of the cell through osmosis and the mucus becomes thicker and stickier.

Symptoms of Cystic Fibrosis Mucus prevents lung infections by trapping microorganisms, transported by the cilia. People

with CF have abnormally thick and sticky mucus.

Effect of CF on the digestive system The tube that connects the Effect of CF on the respiratory pancreas to the small intestine system becomes blocked with mucus.

Cilia are unable to move mucus This prevents digestive enzymes towards the throat because produced by the pancreas the mucus is thick and sticky, reaching the small intestine, which causes mucus to build reducing the ability to absorb up in airways. Some airways get food meaning less nutrients are blocked, preventing gas exchange. absorbed. Mucus can also cause The surface area for gas exchange cysts (growths) to form in the is reduced, decreasing the rate of pancreas, inhibiting production of diffusion of oxygen into the blood enzymes and further reducing the as this is directly proportional. amount of nutrients absorbed. The This causes breathing difficulties mucus lining of the small intestine as more oxygen is needed for is abnormally thick which inhibits respiration. There is more chance the absorption of nutrients. of getting lung infections as mucus Overall less nutrients are absorbed contains microorganisms that meaning that patients feel more cannot be removed. tired and lose weight as not enough glucose is absorbed for respiration and not enough fats or carbohydrates for maintenance of body weight.

disorders.

Genetic screening is used for: Identification of carriers which shows whether people without CF carry an allele that can cause CF in future generations.

Effect of CF on the reproductive system Mucus is secreted by the reproductive system, preventing infections and helping to transport sex cells. In men, the tubes connecting the testicles to the penis are absent or are blocked by the thick mucus, meaning sperm cannot reach the penis.

In women, thickened cervical mucus can prevent the sperm from reaching the egg as the sperm has to travel through this thick mucus to reach the egg, reducing its chances of getting there. These factors reduce the chance of people with CF having a baby.

Treatments for CF For problems with the respiratory system: antibiotics are given to kill the bacteria trapped in the mucus.

Physiotherapy can help dislodge mucus and improve gas exchange.

For problems with the digestive system: usually an antibiotic is given to tamp down bad bacteria.

For problems with reproductive system: fertility treatments include in-vitro fertilisation (fertilising an egg and sperm cell outside the body) or surrogacy (finding a woman that would carry the baby and give birth).

Genetic screening for CF This involves analysing DNA to see if it contains alleles for genetic

Carrier testing raises ethical and social issues: -> causes emotional stress finding out you are a carrier -> tests aren’t always 100% accurate, so there is chance of false results -> other genetic diseases can be found, causing further stress -> results of genetic tests can be used by employers or life insurance companies, resulting in genetic discrimination Preimplantation Genetic Diagnosis (PGD) PGD is carried out on embryos produced by in-vitro fertilisation (IVF) and involves screening embryos for CF before they are implanted into the women. PGD reduces the chance of having a baby with genetic disorder as only embryos without the disorder will be implanted. As it’s performed before implantation, it is seen as prenatal testing and can help avoid abortion at a later date.

PGD raises social & ethical issues: -> can be used to find out other characteristics (e.g gender, eye colour) leading to concerns of future embryos being selected for their characteristics.

-> false results provide incorrect information.

Prenatal Testing Involves the screening of unborn babies (foetuses) for genetic disorders.

There are two types of tests: Amniocentesis: a sample of amniotic fluid is obtained via the abdomen using a very fine needle.

This fluid contains fetal cells, which contain DNA that can be analysed. Amniocentesis has a 1% risk of miscarriage.

Chorionic Villus Sampling (CVS): this is performed earlier than amniocentesis, meaning an earlier decision of an abortion can be made. A sample of cells is taken from the chorionic villi (part of the foetus that connects it to its mother), which contains fetal DNA that can be analysed. The procedure is done either via the abdomen (using a thin needle) or the vagina (using a flexible tube).

CVS has 1-2% of miscarriage, but results are given much quicker than for amniocentesis.

The MARTIAN & THE MOONIAN Skin/Appearance

Red and scale-covered with spikes to propel it along the surface of Mars.

Respiration/Breathing Inhales CO2 through its tail nostrils and breathes out nitrogen via its head.

Vision

Double eyelids to protect the eye during dust storms and infrared vision.

Protection

Red armoured body scales reflecting the high solar radiation to regulate temperature.

Skeleton

An invertebrate - no skeletal system, only multiple rings of fibrous muscle tissue.

Diet

Consumes the toxic soil through its long mouth, located on its abdomen.

Liquid

Absorbs moisture from ice pockets through its spikes whilst moving underground.

Senses

Able to detect movement via spikes, has an acute sensory system, highly intelligent.

Habitat

Cold, high radiation, volcanoes, dunes, canyons, extremely rocky, no atmosphere.

Size

Adult crocodile size.

Oscar J, Year 7 writes...

The camouflaged Martian is covered with red-armoured scales which reflect the high solar radiation and protect it from the extreme cold. Its external appearance resembles a slug with a sole eye featuring a double eyelid to keep out the fierce dust storms. Infrared vision allows the Martian to see through the red haze and in the intense darkness.

Carbon dioxide is inhaled through the tail, converting to nitrogen which is exhaled through small follicles found on the head. Spikes propel it along the surface and underground where they also absorb moisture from ice pockets.

Toxic soil is consumed via a long mouth located on the abdomen, entering straight into the stomach where its digestive system converts the soil to nourishment. The Martian consists of fibrous rings of muscle tissue; no skeletal system is present - an invertebrate. A highly intelligent creature possessing an acute sensory system, detecting the slightest vibration and movement through its spikes. It is approximately the size of an adult crocodile.

The Moonian is a grey-tentacled octopus covered with tiny black suckers which prevent it from being sucked into space. It has a large horn visor on its head which descends and protects the large blue eyes and double brain when in danger. Red laser pupils are able to blast moon rock into edible-sized pieces so that the creature may consume the stone, using diamond-hard teeth. When ingested, the substance is quickly dissolved by the body’s carbonic acid before being digested within the tentacles, leaving the waste product to be excreted through its suckers. The Moonian inhales a mixture of noxious gases through an opening above its mouth; exhaling is performed via the eyeballs. It is a highly flexible creature without bones but contains an incredibly advanced nerve system, allowing it to teleport to any moon location if in danger. Water is only absorbed during a moonquake which is when moisture appears. A poisonous toxic slime is emitted from its skin, providing protection against intense radiation, electrical solar charges, extreme cold and ultraviolet sunlight.

Skin/Appearance

Tentacled octopus-like creature, grey in colour, covered with tiny black suckers.

Respiration/Breathing Inhales a mixture of noxious gases through the cavernous mouth structure.

Vision

Two large blue eyes with red-laser pupils that are able to target and blast rocks.

Protection

A toxic slime emitted from the skin gives protection against intense radiation.

Skeleton

No bones, very flexible with strong muscles and an advanced nervous system.

Diet

Consumes moon and lunar rocks.

Liquid

Absorbs water through its tentacle suckers during moonquakes.

Senses

Able to teleport when its super-strong nerves send signals to the back brain.

Habitat

Extreme temperatures, dead volcanoes, impact craters, and lava flows, mountainous.

Size

Human toddler size.

SCIENCE WEEK BAKING COMPETITION Hashim S, Year 8 writes...

As part of Science Week, Mr. Pimlott decided that we should have a charity bake sale. Many of the students brought different types of cakes and some of them were amazing. I made a solar system cake which was covered in chocolate icing while there were planets made of fondant. People had to pay ÂŁ1 to buy a slice of cake and the money that was collected went to charity. Personally, I liked the cake that looked like an erupting volcano topped with raspberries. I must admit there were some really delicious looking cupcakes too. Towards the end, I have to say that solar system cake was out of this universe!

Paul C, Year 9 writes…

On the 11th March the bake sale took place. It was a chance for the school to raise money for charity, raising a total of £131.50.

The cakes were delicious and were baked by boys from all year groups. The bake sale had a lot of success due to the huge number of boys who attended and participated; staff were astonished by the effort put in by the boys. Hannah House Hall was filled with delights and treats and boys were very excited to eat the scrumptious cakes – worth every penny. Everyone enjoyed it so much that the cakes were gone within thirty minutes. It was a fantastic opportunity to raise money for the school charities.

The cakes were reasonably priced so everyone could enjoy them.

Thanks to those who participated.

WORLD BOOK WEEK - WHY IS READING IMPORTANT? Ramzi K, Year 9 writes...

Books are like friends.

You take them around everywhere and sit with them.

They entertain you - make you laugh or cry.

They move you with their stories.

They grip your ears, reel you in with every word they tell you.

They have the power to shift you from a tiny droplet in the rain, to a beaming ray of sunlight shooting down like golden arrows, shedding a light on something you never knew existed, opening your eyes to new ideas, methods and feelings.

But when they’re gone, you notice something’s gone. Your grief has a gravity, and it drags you through the mud that we call saudade.

Books can be your fairy godmother when in dire need of a pumpkin carriage, your angel guiding you to the right path whether it is a muddy or wet or a dangerous path, or a clean and steady yellow-brick road. Books can be your Polonius reminding you to thine own self, be true.

I’m sure you’ve all heard your English teachers rant about how crucial reading is, but it’s important to not read books for good grades or for your next assessment, but for pleasure. Get a book and be enraptured by the writing style; get hooked by the story and enter a different world.

Learn about different characters; relate to them. All successful people read: Bill Gates, Elon Musk, Oprah Winfrey you name it! Worried about your GCSEs? Take an hour in a dystopia and they really won’t seem so bad.

People think that reading is an

activity that only introverts do, but I beg to differ. I think the more you get to know different characters in different books, the more you know how other people react to things and how they feel after certain events. So, when you’re talking with your friends you know what will provoke a bad reaction and a good reaction from them. Also, I think reading is good for one’s mental health and relaxation, as you get to escape into a different world and relieve the stresses of the normal world,we live in. Furthermore, reading helps with your imagination and intuitiveness, which can help you get out of tough situations. Did you know that people who read for just thirty minutes per week are 20% more likely to report a greater life satisfaction? I could go on and on and on but I’m getting bored listening to myself, so please just read a book!

WORLD BOOK WEEK DROP BOX AND BOOK SWAP

WHAT ARE YOU READING?

What are the WSS teachers reading?

THE CASE OF THE MASK MAKER

A short story by Ramzi K, Year 9...

“I don’t get it Sergeant,” said Andy, perplexed.

“Well would ya’ look at the evidence Officer Johnson! Four killers; all found with masks that have different styles of black paint; immediately after each of the massacres they committed, they all abruptly collapsed on the floor, bleeding a black unknown liquid.

Officer Wilson, please, before I fire the both o’ you jokers, tell me what can we infer from this?” exclaimed Sergeant Williams in a wild rage.

“Well, erm, we can say that it’s no coincidence and that all of these murders happened in the same period of time and, erm, someone must be behind this or that this is some sort of tribal cult,” said Officer Wilson anxiously.

“Well at least one o’ you two dimwits have a well-oiled set of ears. Look, we’ve done some research and we’ve narrowed it down to one address: flat 120 on 59th Street. Now, get outta here and get investigatin’,” said Sergeant Williams, as he finally reached the cadence of his rant about how stupid his colleagues were.

The night of New York swallowed the sun and there were no stars.

Just black nothingness. As Andy Johnson and Terry Wilson

approached the address, the aroma of danger got stronger and stronger. The entire street was absolutely immaculate, except for the section outside of flat 120. It was the only part with a dysfunctional lamppost. It was the only part with an uneven sidewalk. It was the only house with no windows. It was the only house with a black number plate.

They didn’t even need to check if it was the right flat.

“NYPD, open up!” shouted the daft duo, after banging on the scraggy weak door.

“The door’s open genius, I have been anticipating your arrival.

Now, come hither through the corridor, if you are brave enough…” A shrill, aged, witchlike voice darted from across the house before cackling intensely.

So they both cautiously crept down the corridor, looking behind them every now and then, examining this strange atmosphere. It felt supernatural almost. They couldn’t smell anything, hear anything, taste anything and barely see anything because all the walls were painted with that specific obsidian shade of black that was in the photos of the killers.

“The room on your left now,” directed the peculiar voice.

“OK let’s barge through with our guns up in three… two… one…

NYPD you’re under arrest!” yelled the two officers as they clumsily stumbled inside the room, not as planned.

It was an abnormally large room with the walls making a kite shape and each wall had been smothered and suffocated by several blankets of masks layered on top of each other. Further at the back of the room, there was a desk with more masks which were having black figures painted on them by the mask maker. It had a dark moss green cloak covering most of its body with no sleeves. Its extended back keeled over like a hunchback like it hasn’t moved for days. It was wearing one of its own masks.

Its gaunt lifeless arms (or what looked like arms) arched with a sharp peak like a mountain and its long tenacious fingers had two paintbrushes which were, for some reason, still frantically painting away. It had dark skin. No it wasn’t dark. No it wasn’t skin. It was void. The painting came to a halt and it started clapping slowly, underwhelmed.

“So you finally put the pieces togethe…” The mask maker was interrupted.

“You got some ‘splaining to do so get to the point!” Demanded Officer Wilson. “What’s all of this mask business?”

“They are not masks! They are faces. They are void given mind. They are enlightenment and wisdom in physical form.

They are what will give pathetic empty vessels like you sentience,” informed the mask maker “To change a face; to conceal it fully with another, a powerful protection that is, but one with sad consequence. The original mind is destroyed, though those of striking may retain a sliver of that concealed self.”

“You need to stop talking all fancy and show me who’s under that mask!” Shouted Officer Johnson and violently punched its mask off. However…

It was another mask. “Is this my real face, or is it just another “mask” as you call it? You will never know. Do you want to know why? Because they are all the same! Inspired or mad, those ancient people. They devoted their worship to no lord, or power, or strength, but to the very darkness itself.” the mask maker said.

“That’s it, I’m gonna shoot!”

And he did. Wilson shot it. But it vanished and there was a message on the wall. “Was this all a trick, or am I actually dead or have I just sent you down an eternal spiral of paranoia. All of these questions you will know the answer to.

However, you just need to do what the rest did. Not everyone was born with a face…”

DEBATING MATCH REPORT Vieri C, Year 9 writes...

On the 10th February, a group of Year 9 boys participated in a debating match with St Marylebone C.E. School. It was a wonderful experience for everyone involved.

The first debate was Wetherby vs.

St Marylebone and was centred around the motion, ‘This house would ban zoos’. Wetherby made a strong start in support of the motion but the final speaker for St Marylebone made a very persuasive rebuttal speech, claiming that new technology could not replace the experience of actually seeing a wild animal face to face.

The second debate featured mixed teams with members of both Wetherby and St Marylebone.

This centred around climate change, with the motion ‘This house would limit each person to one international return flight per year.’ It was interesting to see our team working closely with students from the other school.

This debate was interesting from a climate change perspective, but also from a personal perspective.

Max P made a very strong speech about the other ways we can address climate change without limiting individual people’s international flights.

Ali J responded saying that new technology can help reduce the need for international travel in diplomacy and international finance. A member of the St Marylebone team spoke about other industries that also contribute to climate change such as textiles, fashion, technology and the international meat trade.

In the end, both debates were draws. During the two debates, it was fun to use our sheet with 25 persuasive techniques to see how the different speakers were using different strategies to put their points across. For example, I used an anecdote about my own childhood and rhetorical questions to make my point about zoos being important to educate younger children about the natural world.

On reflection, it was a great experience and it showed me how debating can actually be a fun,

creative activity. I would like to thank Mr Gordon for setting it up and thanks to Tyler M in Year 12 for supporting us. I hope I can be in the debating team next time!

Year 9 Debating Team Sam M Vieri C Misha F Dan R Nicholas S Arjun D Andreas M Max P Ali J Asad J

SKI TRIP Monty C, Year 12 writes...

We arrived at the Panorama resort in Calgary, Canada, in the night and all we could see was the glimpse of the night skiers dashing down the centre slope. We were allocated our rooms and went right to sleep due to the jet lag and the long day of travel. The next day was an early start, aided by the jet lag, so we headed down to breakfast where we were greeted with the world-famous Canadian pancakes and maple syrup. After breakfast, we all got ready for the day ahead on the slopes. We were lucky

enough to get some snow that first night, so the slopes where perfect. As we got our skis, we were met by our three fantastic instructors, Gavin, Jade and Jimmy. After an amazing day of skiing, we all came in to relax.

First there was a quick game of cards, then a soak in the hot springs to relax our muscles for the next day. Over the next couple days we started to go on some tree runs which were my personal favourites. Our brilliant instructors also took us to the peak of the mountain for a hot chocolate followed by the intimidating Heli-High

tree run. We then met up with Mr Montgomery and Mr Underwood for the evening activity which was roasting marshmallows.

The next night we went to a steak restaurant as a special treat followed by the night skiing the following night. Then it was time to head home with no injuries and all smiles. On the way back, we stopped off in a lovely town, Banff. I would like to thank Mr Montgomery and Mr Underwood for making this trip possible and for being brilliant throughout.

THE US UNIVERSITY APPLICATION PROCESS

Monty C, Year 12 writes...

The US university system is quite different to the system here in the UK. The reason why I was attracted to the US for university is the freedom which the Liberal Arts curriculum provides. In the US system, a student applies to the university as a whole and is allowed to then chose which courses to take. US universities permit students to try a variety of different subjects before having to choose a major. This contrasts with the UK system where students must apply to a particular faculty to study a particular subject.

To prepare for my application, I have done multiple tasks from tutoring to revising for my ACT. If you decide that you are interested in applying to the US for university, you will have to choose a standardised test, either the ACT or the SAT. These tests are long and are very different to what you will have seen before.

They require a lot of practice in the form of tutoring and doing practice at home. Also, an American university application will include multiple essays, so the university can get a feel for your personality and decide if you will fit into the school.

At Wetherby Senior School they provide a consultant from UES, Jason. Jason will see you once a fortnight for around 20 minutes and will have a chat with you about your upcoming exams or your extra-curricular activities.

This is extremely important as it allows you to set a goal with Jason and try and reach it. The school also recommended that all boys who were applying to the US

should go to the UES panel event.

I had the pleasure of going this year and it was very eventful as you were split up into groups and had to decide whether or not a student would get into a specific university. This was eye-opening as there were very experienced American advisors at the event who would give their final verdict at the end.

WHY SHOULD YOU APPLY TO BE A PREFECT? Bennett Dye, Year 13 writes...

Why apply to be a prefect when all you get is a special tie and access to a room with a microwave?

That’s a completely valid question.

To be honest, being a prefect doesn’t ‘give’ you that much. In fact, if you want to be a Prefect for the material benefits, I can promise that you’ll be sorely disappointed. The reason you’ll find yourself disappointed is that you’ve applied for the wrong reason, it’s not what the school gives you for being a Prefect; it’s what you give the school.

When you get to Year 12 and the option arises to apply, before even writing your appliction letter you need to think about exactly

the reason why you are. I can warn you that putting it on your university application is not a good enough reason. If you want to give something back to the school that has likely given you so much, apply. If you feel that you can help the school become a genuinely better place, apply. If you are proud of Wetherby and feel happy coming to school each day, apply.

The application process is formal, but not complex. It begins by sending a letter addressed directly to Mr Bolderow, explaining both why you want to apply, and what you plan on doing as a prefect.

After the application letter, you may be shortlisted to have an interview with a senior member

of staff. The staff member will pose questions and scenarios that you might find yourself in. It is of course an interview but there is no need to panic, relax and take your time thinking about your responses. After the interview, the staff will discuss your application and if you are successful, will give you a Prefect role starting in Year 13.

Then, of course, you get your tie and you are free to find yourself relaxing in the Prefect room.

But once you’re there, remember that you’ve been given a job, not a prize. It is a responsibility, but it shouldn’t feel like a chore.

Remember the role you’ve been given is specific to you, so try to enjoy it - you’ve earned it!

CONTRIBUTE TO THE BAROMETER! We are looking for editors, writers, journalists, critics, photographers, designers and artists!

Ask Miss Bradley or one of The Barometer Team for more information, or visit The Barometer page on Firefly.