Learning In A Highly Structured Environment Essay

Some people say that education is best imparted in a desciplined and structured environment, while others say that education should be the product of freedom and spontaneity. This issue, as stated in the passage, is debatable but a closer examination brings out some factors which certainly reveals that education is most effective when the students are allowed to express themselves. First, it is imperative that students, the recipent of knowledge, should always stay keenly interested to receive that knowledge. there is a very old saying that â€Å"all work and no play makes Jack a dull boy’. Hence, the educators should always try and keep a playful environment in their classes or institutes. Seggregating study and play hours will, however, have an adverse effect, as it will make children look forward to the play hours and hence not give attention in the study hours. Indeed, the best solution is to make the very study environment itself full of fun activities, thus encouraging the students to engage in more creative activities through out their study hours. Also, this approach will also stop the students from craving for time separately when they can enjoy themselves. Furthermore, such an environment will also enable the teachers to recognize the strenghts and weaknesses of their students more correctly. The teacher student relationship would be more like friends, and students will be encouraged to share everything with them. Second, we must keep in mind that we live in an ever changing society. And the rapid change demands rapid adaptations. Although formal education is a must for such adaptations, too much of it can be harmful. Children must be aquanted with diverse situations from their childhood, but without forcing it on them. Thus, the best way to do that is by giving them an flexible educational system. It would enable them to recognize the best way how to deal with various situations and overcome difficulties, which would be a great boon when they grow up. For example, a society would be much more healthy and dynamic if, rather than teaching each oif 100 students to solve a math problem in the same way, educators encourage students to try different methods and adopt the one that suits them best. Third, and perhaps the most important, is that education is not gained through bookish knowledge only. That sort of knowledge can only take a person upto a certain point, but going beyond would require the personal experience and knowledge of the individual. Since, it is a known fact that children without education have more diverse ideas than grown ups with years of education, letting the former express their ideas is certainly the best way to educate them. For example, Rabindranath Tagore, the famous poet and nobel laureate, is still considered one of the best poet of all time, yet he had not received any formal education as a child. A person can have all the theoritical knowledge about a guitar, but practicing with a guitar will actually enable him to play it.Discipline, routine are virtues that cannot be done without, but they should be allowed to grow in a person naturally, and not forcibly. To conclude, i would say that although formal education in a disciplined, routine environment does have its own good points, they are certainly outweighed by the approach of imparting education in an informal environment. Thus, i strongly believe that true education can only be given when the students are allowed to express themselves in a free, unbound atmosphere, which will enable them to achive great heights in future.

Moments of dramatic tension Essay

Choose two scenes which you consider to be particularly interesting moments of dramatic tension. Write about why they are especially dramatic and why they are important in the play  For this essay I am going to concentrate on the scene at the end of act one in ‘A View from the Bridge’ by Arthur Miller. In the previous scene Eddie, the main character, has just been to see Alfieri, a lawyer who once represented Eddie’s father and also the narrator for this play, for legal and moral advice on what to do. Eddie is confused and needs someone to kick him in the right direction. I know this because Alfieri said that â€Å"his eyes looked like tunnels†. Eddie feels that Rodolfo is gay and is only after his passport. Another reason Eddie is confused is that he loves Catherine too much. Alfieri has just told Eddie that there is nothing that Eddie can do apart from go to the Immigration Bureau or accept the situation and be happy for the two. This leads into this essay’s scene. It is set in the apartment and opens with Catherine talking about Marco and Rodolfo’s trip to Africa. I believe that the tension begins to grow when Eddie dismisses her excitement. I think this because I believe Eddie is trying to not think about Rodolfo so is saying ‘so what if they have’. It is obvious that Eddie really is interested when he says â€Å"How long that take you, Marco†. Eddie is directing this conversation at Marco and has taken Rodolfo out of the conversation. This shows that Eddie does not like Rodolfo and would rather not think of him. The conversation then carries awhile the tension decreases and the entire family is now into the conversation. Eddie then belittles Beatrice in front of everyone. Beatrice never knew that sardines could not be caught with a hook. I think that this the tension increases with this. Eddie and Beatrice’s relationship has not been smooth lately and this didn’t help.  To release the tension Eddie comes up with a joke. He says that oranges are green and are painted to give them colour. Rodolfo then belittles Eddie by saying pointing out the obvious and saying that lemons are green. I believe he did this because the one of the themes of the book is family loyalty and I think he said this to get revenge for Beatrice. This causes the tension to develop more. Eddie does not want to even talk to Rodolfo let alone be disrespected by him. The tension is then released by Beatrice who changes the topic. This conversation too caries on for sometime and Eddie makes another joke. Eddie says â€Å"they count the kids and there’s a couple extra than when they left?† Rodolfo then says that it is stricter in Italy than it is in Brooklyn. Eddie gets offended by this because Rodolfo is saying that American girls (e.g. Catherine) are easier. I believe that the dramatic tension at this point is higher than any part before it. Miller shows the tension by writing stage directions for Eddie to rise and pace up and down. There is then a conversation between Eddie and Rodolfo. Eddie is comparing Rodolfo and Catherine’s relationship to how one would be in their town in Italy. Beatrice takes Rodolfo’s side in this argument as she knows where it is going. Marco takes Eddie’s side as he doesn’t want any trouble. Marco also tells Rodolfo off and it is clear that Marco wants this argument to end. An argument begins between Beatrice and Eddie then. They are arguin g whether a person is safer during the day or at night. The tension is still on ‘high alert’ when Catherine asks Rodolfo to dance deliberately to annoy Eddie and show him that nothing will come between the two’s relationship. Rodolfo decides not to as he knows that he has already pushed Eddie enough but eventually gives in.  Once again Beatrice lowers the tension by changing the topic. The focus goes back to fishing and it is soon revealed that Rodolfo can cook. Once Eddie hears about it he talks and implies Rodolfo’s homosexuality but Rodolfo takes it as a compliment. Catherine says that he could get a lot of money with these skills and Eddie agrees with her. Eddie says that if he had the skills he would be no where near the waterfront. The tension is rising again as Miller then wrote that Eddie was â€Å"unconsciously twisting the newspaper†. Everyone knows what he is doing so he carries on the speech. While he is talking the newspaper rips in half. I think that this gets everyone nervous and the scene gets more tense. I believe that it signified Eddie getting an idea in his head, like a light bulb above someone on TV when they get an idea. He asks Marco if he wants to go to see a fight next week. He also asks Rodolfo trying to see his reaction. Boxing is a masculine sport and he thought he was asking a ‘woman’. Catherine believes that Eddie is being nice now so she goes to get some coffee. At this point of the scene I think that it is not as tense as it just was but I think that everyone is still nervous. Eddie and Rodolfo then begin to spar and I believe that the audience are now at the edge of their seats waiting to see what will happen. Everyone is impressed thinking that Eddie is making the effort to try to like Rodolfo, but then Eddie comes with a trick attack and lands a blow on Rodolfo. It then becomes clear what Eddie’s intensions were, he wanted an excuse to take his anger on Rodolfo out. Rodolfo does not want to make anything worse so he says that it didn’t hurl him and only surprised him. The tension once again is high and Rodolfo asks Catherine to dance to annoy Eddie. He is sayin g that nothing will get between Catherine and his relationship. Marco then comes and sits a chair in front of Eddie. He challenges him to lift to it from the bottom with one hand. Eddie thinks that this will be easy but soon finds out that it isn’t when he fails. Marco then lifts it above his head to show that he is stronger. Until now Marco had always been on his side by apologising for his brother, Rodolfo, but Eddie has now lost his only supporter. The tension rises as they stare at each other and Marco smiles. Another thing that adds tension here is the stage directions. They say that Marco held the chair ‘like a weapon’. This creates tension as it shows that Marco is threatening Eddie. The scene finished with the tension very high and with Eddie physically threatened. In this scene Arthur Miller has used many ways to show the tension rising. One of these was writing the stage directions. This creates visual images which are really important as they stress the tension; it shows the reader what the audience sees and also shows the tension. Another way he showed the tension was by making the sentences longer. This slows down the pace of the play and created tension. Another way he shows tension is by adding pauses. These add silence and make the audience/reader want to know what happens next. It also gives a moment for the tension to rise.

The Salem Witch Trials Started When “Two Girls Got A Strange

The Salem Witch trials started when â€Å"two girls got a strange illness. Their bodies twitched and shuddered. They spoke nonsense and seemed to be choking† (Holub, What Were the Salem Witch Trials?). This new illness has led to over a hundred of people being accused of witchcraft. Then started with an abundance of series of hearing and prosecutions of people accused of using witchcraft. The trials had taken place in Massachusetts between February 1692 and May of 1693. These trials resulted in the executions of approximately twenty people. Out of those twenty people, fourteen of them were women, and all were executed except one of them that was hung. Salem was not the beginning of witchcraft though. The starting of witchcraft experiences all†¦show more content†¦Straying off the path can lead you so far down another path that you may never have wanted to go down in the first place. Except there is no way back because once you plunge off you can’t expect to cli ng onto someone and expect them to have enough faith for the both of you. Especially if you are going against your beliefs. However, even though he knows leaving his wife is wrong, he still believes that he is still an elect that will go to heaven. [Goodman felt justified in making more haste on his present evil purpose (Hawthorne 3) either way.] It would seem like even though he really doesn’t want to leave his wife, this is something that he really needs to do in order to come back and be fully committed to his faith and his wife. Just as the forest is in some odd way calling out to him. Little does he know as soon as he enters that forest his world is going to be turned upside down forever. Second, how these witch trials correlate to Goodman walking into the woods that night. When Brown decides to follow his curiosity to a sinful journey instead of staying home with his wife, he is truly stepping into the dark side. As he starts to walk he says to himself, â€Å"What if the devil himself should be at my elbow† (Hawthorne 6). Then just like that, the devil happens to appear. Such as if Brown himself is the one that conjured him by thinking about the evil inside of him. That is the beginning of that darkness coming to surface. There is noShow MoreRelatedThe Salem Witch Trials : A Time Of Chaos And Panic Essay1676 Words   |  7 Pages The Salem Witch Trials were a time of chaos and panic. It began in 1692 in Salem Village, Massachusetts. Three girls named Elizabeth (Betty) Parris, Abigail Williams and Ann Putnam began acting strange. They uttered odd words and sounds, threw things and had trance-like states. People were terrified and they didn’t know what to do. The fact that the girls had been playing a fortune telling game before the strange behavior didn’t help the cause. After Reverend Parris (Elizabeth’s father) performedRead MoreEssay on Witchcraft in the Small Village of Salem1585 Words   |  7 Pagesgroup of girls (Kent 95). Witchcraft was considered a terrible crime throughout Europe; its punishment was death by hanging or burning (Dolan 8). Everyone in the village of Salem believed in witchcraft, and only a few had tried to use it (Kent 18). In 1692, Salem Village panic was a major event in United States history which will never be forgotten. The people of Salem were caught up in a hysteria of accusing many innocent woman of witchcraft, even though it started as just a couple young girls who hadRead MoreSalem Witch Trials Paranoia Essay1629 Words   |  7 Pageswas mass hysteria in New England over supposed witchcraft. The most famous outbreak was in Salem, Massachusetts, hence the name Salem Witch Trials. In Salem, there were young girls who started acting strangely, and they leveled accusations of witchcraft against some of the West Indian servants who were immersed in voodoo tradition. Most of the accusations were against women, and soon the accusations started to shift to the sub stantial and prominent women. Neighbors accused other neighbors, husbandsRead MoreThe Salem Witch Trials Essay1636 Words   |  7 PagesThe Salem Witch Trials Donnell Campbell Throughout history millions of people have been scorned, accused, arrested, tortured, put to trial and, persecuted as witches. One would think that by the time the United States was colonized, these injustices on humanity would have come to an end, but that was not so. In 1692 a major tragedy occurred in America, the Salem witch trials. It all began when a group of girls accused others, generally older women, of consorting with theRead More Salem Witch Trials Essay1622 Words   |  7 PagesSalem Witch Trials Throughout history millions of people have been scorned, accused, arrested, tortured, put to trial and, persecuted as witches. One would think that by the time the United States was colonized, these injustices on humanity would have come to an end, but that was not so. In 1692 a major tragedy occurred in America, the Salem witch trials. It all began when a group of girls accused others, generally older women, of consorting with the devil. The witchcraft hysteria in SalemRead MoreThe Salem Witch Trials1297 Words   |  6 PagesYou re a liar! I m no more a witch than you are a wizard! If you take my life away, God will give you blood to drink! (Sarah Good). To this day, there is still so much speculation on what was the actual cause of the hysteria that was the Salem Witch Trials. Were any of the women accused, like Sarah Good, actually practicing witchcraft? Or were the accusations placed on these women placed out of spite or jealousy? What caused these young women to have these strange symptoms in the first place? ThereRead MoreWitches And The Puritan Society921 Words   |  4 Pages In the 17th century church was the foundation of the people of New England. The main religion of the time was Puritanism which carried over when most of the colonist moved to Massachusetts. The main reason that the colonist moved was to find religious tolerance away from the strict Puritan lifestyle. Puritans believed that the smallest sin could result in a huge misfortune. They were also frowned upon for expressing their feelings and opinions, and were expected to have no individual differencesRead MoreThe Salem Witch Trials931 Words   |  4 Pagesbehind the Salem Witch Trials but I am only going to state the ones I feel most important to me like politics, religion, family feuds, economics, and the imagination and fear of the people. With such a small town there is a lot of talk and conflict among others which begins causing hysteria and eventually got 20 people killed because of it, people who were not in fact guilty. The Salem town was separated into two parts which consisted of the people who wanted to separate from Salem and the thenRead MoreThe Salem Witch Trials2309 Words   |  9 PagesThroughout history, there have been many cases of discriminatory accusations of people, including the Salem Witch Trials. 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My Sustainable Vision - 792 Words

My Sustainable Vision Briefly describe one of the places where you grew up. When I was six or seven we moved from an apartment in chandler out to Queen Creek where I have since lived. When I first moved to Queen Creek it was a quiet rural town with not much to it. The neighborhood we moved into had quite a bit of houses compared to others and a small playground about half a mile away from my house. Ever since I was little I have played video games. I would play almost everyday after school and on the weekends. Also for Christmas one year I received a swing set which I was on four out of the seven days of the week. Another important element of my childhood was having a big backyard. My friends and I were able to do a lot of activities such as climbing in trees, tag, airsoft wars and swim. Since before I moved in I would hang out with my soon to be best friend. During the week I would go to school from about 8am until about 3:30pm. 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Object Oriented Database - 5350 Words

Introduction â€Å"Choosing the right OODB architecture can mean orders of magnitude difference in performance and scalability characteristics rather than a few percentage points as found in relational implementations.† To achieve maximum performance and scalability the most important thing is choosing the right application architecture. OODBs give applications much more direct access to the persistent data, so application architecture has much more impact on performance than is the case with an RDB. Or to put it another way, when using an OODB the application architect has much more power to optimize performance than when using an RDB. Consequently the application architecture has more effect on performance and scalability than the choice of†¦show more content†¦Thus, a database system contains the five following features: Persistence As in a conventional database, data must remain after the process that created it has terminated. 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Differential Loneliness Scale free essay sample

There also happens to be another short version available it consists only of 20- items, measuring loneliness as well but used more so with ages of school age children,(6-11) adolescents and the traditional college student(s) ages ranging from 18-24. In this particular version measures four types of relationships, namely romantic/ sexual relationships (R/S), friendships (Fr) relationships with family (Fam) and relationships with large groups (Gr). Although both versions measures loneliness that we all, sometimes it raises its head / making it difficult to engage in social / communicative levels cannot cope without havedividual decides whether the question describes your situation or not. Presumably, if the question posed seems to describe your situation, either you mark true or false, or if it’s not applicable to you then you would mark that particular question false. Scoring on the scale is actually determined in the following way: For items with no asterisk next to the item number, each marking of T (True) is given one point. We will write a custom essay sample on Differential Loneliness Scale or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page For items with an asterisk, each marking of F (False) is given one point. (Schmidt, amp; Sermat, 1983). PURPOSE OF THE ASSESSMENT Loneliness is a negative emotion that comes about through a discrepancy between you and the environment, child hood, and non-existing family interactions relations. (Cook amp; Campbell, 1979). Thus, the present study examined the separate and combined effects of interventions focused on intimate and social loneliness. Although conceptual statements abound, empirical research on this phenomenon remains limited (McWhirter, 1990b). The study conducted by Schmidt, Sermat, 1983) composed a test that was already in effect. In fact, the UCLA Loneliness Scale is the most widely used test for loneliness. Although there have been several successful attempts cognitive- behavioral interventions does it: (1) correlate with different cognitive- behavioral interventions does it: (1) correlates with different methods for measuring the same construct (loneliness) and (2) does it fail to correlate with similar methods for measuring different constructs of loneliness. In other words, the manipulated variables should produce theoretically consistent changes on measures that they are supposed to influence and the developed interventions to enhance the lives of those who are lonely. Schmidt, Sermat, 1983; Austin, 1983; Hojat, 1982; amp; Santos, 1985). Participants were selected after intake interviews and then randomly assigned to one of the four treatments and control conditions-thus administering the 20 or 60 item instrument test. The journal article describes the construction and preliminary validation of the Differential Loneliness Scale (DLS), is a measure that differs from previous loneliness scales- the scale asked respondents to evaluate the quality and the quantity of their interactions in specific kinds of relationships. During the teat construction item analyses was undertaken to lessen context that could play a factor such as: depression, anxiety, and self- esteem and to help minimize the response – style bias (is) of social desirability. DESCRIPTION OF THE POPULATION THAT USES THE ASSESSMENT The population that used the scale from previous studies of the Differential Loneliness Scale, was stemmed to begin from the crib (the need of contact may not of been given. (Fromm-Reichmann’s, 1959). The differential loneliness scale itself is just as descriptive, the used instrument may have its limitations there- no other information found as it relates to the Differential Loneliness Scale for Non-student Populations if Schmidt amp; Sermat, 1983) crossed barriers, other than children 6-11 years old, adolescents 12-17, non-students 18-34+. Definitely male / female ratio was used; inferring different ethnicities. Therapeutic Uses of the ASSESSMENT Screened participants were assessed on general on a general outcome battery as well as on measures varying in theoretical relevance to the treatment conditions. The intimate treatment failed to demonstrate any positive posttest positive effects. The social factor treatment favor, on the other hand, produced, produced a relatively consistent pattern of benefits across a wide array of devices reflecting the full syndrome of loneliness. Schmidt, amp; Sermat, 1983) NORMING POPULATION OF THE ASSESSMENT The norming group refers to the group of individuals, who have taken the same instrument. The term â€Å"norm† also refers to the group of individual who also has taken the same instrument; to which other’s score(s) are being compared to and established standard. (Whiston, 2009). TRAINING NEEDED TO GIVE THE ASSESSMENT AS A COUNSELOR Although it was not justified by Schm idtamp; Sermat, 1983 the credentials needed to perform the test (in which I did not buy the journal), this information may exist. However through our reading- no test should be administered without the proper knowledge to provide the information to the client / individual(s) after r clarifying results from given instrument. Interpreting the wrong results could be damaging to the client. TIME ALLOTTED FOR ASSESSMENT As for the allotted time utilized to perform the Differential Loneliness Scale for Non- student Populations- that information was not provided. However, I shall infer that any allotted time given may have gained some negative results. Taken into consideration these individuals are already experiencing these feelings of loneliness- I would say it would have adverse effects on Schmidt, amp; Sermat, 1983 research study. Counselors are inscribed not too infer-without prior knowledge of particular affect. SCORING INSTRUCTIONS The scoring instructions given are printed on the instrument as: for items with no asterisk next to the item number, each marking of T (TRUE) is given one point. For items with an asterisk, each marking of F (FALSE) is given one point. The scale measures loneliness in four types of relationships, namely romantic/sexual relationships (R/S), friendships (Fr), relationships with family (Fam), and relationships with larger groups (Gr). (Schmidt, amp; Sermat, 1983). DESCRIPTION OF HOW TO PROVIDE RESULTS OF THE ASSESSMENTS TO CLIENTS Screened participants were assessed on general outcome battery as well as measures varying in theoretical relevance to the treatment. Follow-up was performed two months later and feedback / interventions provided- it was discovered that participants did not erode- participants in the social factor cell continued show improvement. RELIABILITY AND VALIDITY OF THE ASSESSMENT The reliability of the scale is high, with Kuder- Richardson 20 coefficients ranging from . 90 to . 92 and test-retest coefficients 0f . 85 and . 97 for males and females respectively over one month. The journal article describes the construction and preliminary validation of the Differential Loneliness Scale (DLS), is a measure that differs from previous scales- the scale asked respondents to evaluate the quality and the quantity of their interactions on specific kinds of relationships. During the test construction, item analyses was undertaken to lessen content that could play a factor- such as: depression, anxiety, and self –esteem and to help minimize the response- style bias (is) of social desirability. As for validity- preliminary results (evidence) suggests that the 60 item scale has concurrent validity against several criterion. Moreover, the principle component analyses indicated the Differential Loneliness Scale (DLS), has substantive structural validity. The scale has student and non-students versions. It may be of value in the differential prediction of loneliness in specific kinds of relationships. (PsycInfo Database Record(c) 2012 APA) References (DLS; Schmidt amp; Sermat. (1983,) doi: 10. 1037/0022-3514. 44. 5. 1038 Kuder, G. F. ; M. K. Richardson. (1937). the theory of estimation of test reliability. Psychometrika, 2, 151-60. Russell, D. , Peplau, L. A. amp; Cutron, C. E. (1980). The revised UCLA loneliness scale; Concurrent and discriminant validity evidence. Journal of Personality and Social Psychology, 39(3), 472-480. Schmidt, N. amp; Sermat, V. (1983). Differential Loneliness Scale for No-student Populations (Non-student Version). Journal of Personality and Social Psychology, 44, 1038-1047. http://dx. doi. org/www. yorku. ca/rokada/ psyctest. pdf Schmidt, amp; Sermat, V. (1983). Measuring loneliness in different relationships. Journal of Personality and Social Psychology. 44(5), 1038-1047. Whiston, S. C. (2009). Principles and applications of assessment in counseling (3rd ed. ). Belmont, CA: Brooks / Cole, Cengage Learning.

Vitamin C lab report free essay sample

Vitamin C, also called ascorbic acid, is a water soluble vitamin. It is a powerful reducing agent that is able to decolourise blue DCPIP (2. 6-dichlorophenol indophenols). The decolourisation of DCPIP can therefore be used to calculate the vitamin C content of a variety of fruit juices. Research Question – To determine how the content of Vitamin C (%) will differ in fresh fruits (orange, mango, lemon, lime, blackcurrant, pineapple) from that in processed fruit juices (orange, pineapple) by adding drops of the aforementioned fruit juices to DCPIP until the DCPIP gets decolorized. Variables Independent Variable – Type of fruit juice used (fresh or processed). NB: the juice from the fruits was freshly squeezed during the experiment. Dependent Variable – Amount of fruit juice it takes to decolourize the DCPIP in cm3 (Â ±0. 2cm3) Controlled Variables – 1) Concentration of DCPIP was the same in all the samples. A larger amount of it was prepared for this case. 2) The same amount of DCPIP was added in each test-tube (1 cm3) using the same 5cm3 syringe 3) All the fruit juices, fresh and processed, were diluted five times. We will write a custom essay sample on Vitamin C lab report or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The same 5cm3 syringe was used to add drops of fruit juices in the test tubes 5) State of decolourization – one sample of decolourised DCPIP was used as a basic one (one with 0. 1% ascorbic acid) and later all the fruit juices with DCPIP were compared with the sample. The decolourization should have been the same in both the samples. 6) The other control was similar to (5) above, but instead of having ascorbic acid, it had distilled water. It was used to show that only vitamin C can decolourize DCPIP Materials 10 Test Tubes 2 x 5cm3 syringes (Â ±0. 2cm3) (pipettes were not available so syringes were used) 3 x 20 cm3 beakers Label the test tubes, then slowly pipette 1 cm3 of DCPIP into each test tube Safety! – DCPIP is corrosive and toxic. Wash of any spills with water 2) Take 5cm3 of 0. 1 % ascorbic acid using a syringe 3) Add the ascorbic acid drop by drop into the first test tube, gently shake the tube after each drop is added. As soon as the DCPIP becomes decolourized, note the volume of ascorbic acid that was added 4) Wash syringe and beaker. Into the second test tube, add the same volume of distilled water as ascorbic acid that you added in test-tube 1. Gently shake the tube and note observations. 6) Dilute all juices to be tested 5 times using a measuring cylinder. 7) Add the first sample of juice drop, gently shake the tube after each drop is added and note the volume added in order to decolourize the DCPIP. Continue the same way for other fruit juices Do not forget to wash out the beaker and the pipette after each juice is used 8) Lastly, calculate the concentration of ascorbic acid present in each fruit juice: Data Collection – Qualitative – Table 1: Colour change in each liquid test Tube Liquid test Colour 1 0. 1% ascorbic acid (control) colourless 2 Distilled water (control) No change 3 0range juice(fresh) colourless 4 Lemon colourless 5 Mango colourless 6 Lime colourless 7 blackcurrant magenta 8 pineapple colourless 9 Processed orange juice Turns light purple/maroon 10 Processed pineapple juice Pink From the table on the previous page it can be seen already that most fresh fruit juices have high amounts of vitamin C as they completely decolourise the DCPIP (comparing to test tube 1 which is the control). Moreover, both of the processed juices seem to have lower amounts of DCPIP as they hardly change from their original colour (purple). None of the final colours were similar to that with distilled water, showing that all of them had some amount of ascorbic acid. Quantitative Data In the following table, the test-tube with distilled water will not be taken into account as the DCPIP was not decolourized. Table 2: amount of volume required to decolourise DCPIP in each liquid test Tube Liquid Test Volume (cm3/(Â ±0. 2cm3) added to decolorize DCPIP 1 0. 1% ascorbic acid (control) 0. 6 3 0range juice(fresh) 2 4 Lemon 3. 1 5 Mango 3 6 Lime 2. 9 7 blackcurrant 18 8 pineapple 6 9 Processed orange juice 20 10 Processed pineapple juice 18 The data in this table supports the qualitative results. It should be noted that due to time constraints, for test-tube 7, 9 and 10 the experiment was stopped as they didn’t change colour quickly and continuing the experiment would have been time consuming. The fact that they decolourised from their original colour was taken as proof that ascorbic acid was present. Data Processing Using this formula the concentration of ascorbic acid in all the liquids was found Volume of 0. 1 % ascorbic acid is 0. 6 cm3 (Â ±0. 2cm3). Table 3: Concentration of ascorbic acid (%) in liquid tests Tube Liquid Test Volume (cm3/(Â ±0. 2cm3) added to decolorize DCPIP Concentration of ascorbic acid (%) 1 0. 1% ascorbic acid (control) 0. 6 3 0range juice(fresh) 2 0. 03 4 Lemon (fresh) 3. 1 5 Mango (fresh) 3 6 Lime (fresh) 2. 9 7 Blackcurrant (fresh) 18 8 Pineapple (fresh) 6 9 Processed orange juice 20 10 Processed pineapple juice 18 Presenting Processed Data The following bar graph shows the amount of vitamin C present in each of the liquid tests. It shows that test tubes 7, 9 and 10 have the least amounts of Vitamin C while from the fruit juices, test tube 3 has the highest amount of vitamin c. Note: test tube 1 is a control with ascorbic acid (0. 1%). Graph 1: Concentration of Ascorbic acid (%) against fruit juices From Table 3, it can be seen that greater the volume of liquid required to decolourise the DCPIP, smaller the concentration of ascorbic acid (%) in the solutions. The following graph shows this relationship even more clearly. The plots were joined using a trend line so that the trend can be seen more clearly. Graph 2: Concentration of ascorbic acid (%) against Volume (cm3/(Â ±0. 2cm3) added to decolorize DCPIP The following graph shows that the concentration of ascorbic acid (%) in the fresh fruits (indicated by the blue diamond-shaped dots) is higher than the concentration in processed fruit juices (indicated by the blue squares). All the points in the fresh fruits line are higher than those in the processed fruit line. Since we could not get the processed juices for all the fresh fruits, the following graph will focus on the vitamin C concentrations of orange and pineapple, both fresh and processed. Graph 3:Fresh orange and Processed orange Graph 4: Fresh pineapple and Processed Pineapple Juice This clearly shows that there is a higher vitamin C concentration in the fresh fruits (3 and 8) than in the processed fruit juice (9 and 10) Conclusion Putting the above results from highest Vitamin C concentration to lowest; Ascorbic Acid (1st) Fresh Orange Juice Fresh lemon Fresh Mango Fresh Lime Fresh pineapple Fresh Blackcurrant Processed Orange juice Processed Pineapple juice Distilled water (last) From this ranking, it can be said that from the fruit juices/ Fresh orange juice (0.03%) has the highest amount of Vitamin C and the processed fruit juices (orange, pineapple) have the lowest amount (0. 003%) Even though only 2 comparisons could be made (Graph 4 and 5), the results of this investigation illustrate without any doubt that fresh fruit juices(orange, mango, lemon, lime, blackcurrant, pineapple) have a higher concentration of ascorbic acid (%) than do processed fruit juices (pineapple, orange). The research question can thus be answered as: the concentration of Vitamin C is higher in fresh fruits than processed juices. Therefore, if our diet consists more of the fresh fruits above, we will gain a higher amount of vitamin C in our bodies. Evaluation 1) Oranges are ranked as world’s healthiest fruits because of their high Vitamin C concentration. One orange has 69. 62mg of Vitamin C and can supply 116. 2% of the daily value1. This fact is consistent with the findings of the experiment, where the concentration of ascorbic acid in fresh orange is the highest from all the samples tested (0. 03%) 2) All the fruits used were fresh and bought on the same day. This increased reliability of the results since the age of the fruit may affect Vitamin C content. 3) Water was used as a control in the experiment to ensure the fact that only items with vitamin C can decolourize DCPIP. 4) A syringe was used to drop the fruit juices in to the test tubes since a pipette was not available. The problem with a syringe is that if too much pressure is applied, the entire solution can be poured out and it has an uncertainty of (Â ±0. 2cm3). Maybe it would have been better to use a burette, which also has a lower uncertainty (3) 5) We were told that the concentration of ascorbic acid provided was 0.1%. We were not however sure because we did not see it being made. In this case, we should have made the solution to that concentration ourselves, or the lab technician should have made it in front of us. 6) A limitation of this investigation was that the maturity stage of the fruits was not determined. Vitamin C concentration decreases during the ripening process. Unripe fruits have more ascorbic acid than the ripe ones. Since the ripening stage was not informed, the ascorbic acid concentration could have varied and therefore affected the results of the experiment. Even the position of the fruits on the tree was not known; sunlight exposure enhances vitamin C levels. Maybe some fruits were on the shadier side showing low levels of vitamin C. 7) The observations in this experiment were made solely by the eye. There was thus huge room for human error, as sometimes, two drops could seem one drop. In this case, two people could have been used to watch the drops and increase reliability of results 8) Blackcurrant is a fresh fruit which has a very high concentration of vitamin C. However the results of this investigation showed otherwise. This may indicate a shortcoming in the experiment because this fruit was the only one which did not show a high concentration of vitamin C. Maybe the juice became a bit too dilute. This could have been rectified if time had allowed. Due to time constraints, this experiment was only carried out once. In order to obtain reliable results however, the experiment should have been carried out three times, and the average volume of liquids required to decolourize could have been obtained, giving a more realistic picture of the concentrations. Another limitation was that besides orange and pineapple, the processed juices of other fresh fruits were not available and so they could not be directly compared to each other. However, the results did show that processed fruit juices had low Vitamin C content. 10) If time would have permitted, the experiment for 7, 9 and 10 should have been continued so as to obtain the exact end point when the DCPIP got decolorized and therefore get the exact concentration of ascorbic acid (%) in those liquid tests.