guava is sweet,juicy,light or dark green coulured fruit.we will learn to test for the presence of oxalate ions in the guava fruit and how its amount varies during different stages of ripening.
TOPIC-To investigate the relation between the ratio of :-1. Input and outpu...CHMURLIDHAR
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CHARGING AND DISCHARGING OF CAPACITORS IN R-C CIRCUIT
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THE GOAL OF THIS PROJECT IS TO verify that 63% charge is stored in a capacitor in an R-C circuit at its time constant and 63% charge remains when capacitor is discharged and hence plot a graph between voltage and time
Class 12 CBSE Biology Investigatory project on the topic "Drug Addiction" which includes the appropriate format and content for the CBSE practical examinations.
This is the investigatory project on aids. for biology class 12. or can be used for educational purpose. this covers all important topics with good images. if you like this follow me on my instagram @vishal2782003
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TOPIC-To investigate the relation between the ratio of :-1. Input and outpu...CHMURLIDHAR
TOPIC-To investigate the relation between the ratio of :-1. Input and output voltage.2. Number of turnings in the secondary coil and primary coil of a self made transformer.
PHYSICS INVESTIGATORY PROJECT
AIM:-
CHARGING AND DISCHARGING OF CAPACITORS IN R-C CIRCUIT
PURPOSE
THE GOAL OF THIS PROJECT IS TO verify that 63% charge is stored in a capacitor in an R-C circuit at its time constant and 63% charge remains when capacitor is discharged and hence plot a graph between voltage and time
Class 12 CBSE Biology Investigatory project on the topic "Drug Addiction" which includes the appropriate format and content for the CBSE practical examinations.
This is the investigatory project on aids. for biology class 12. or can be used for educational purpose. this covers all important topics with good images. if you like this follow me on my instagram @vishal2782003
Optimization of ABE Fermentation from Rice Husk Medium using Clostridium acet...pranavdadhich
A chemically defined medium was optimised for the biomass production of Clostridium acetobutylicum in the fermentor using rice husk as the carbon source.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
A Strategic Approach: GenAI in EducationPeter Windle
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Study Of oxalte ion in guava fruit at different stages of ripening
1.
2. This is to certify that Prince warade, a
student of class XII has successfully
completed the research on the below
mentioned project under the guidance of
Mr. Ashish Barmate during the year 2017-
2018 in partial fulfillment of chemistry
practical examination conducted by CBSE
Signature of internal
examiner
Signature of external
examiner
Signature of Principal
3. I wish to express my deep gratitude and
sincere thanks to Principal, Mr. S.K.
Chourasia for his encouragement and for all
the facilities that he provided for this
project work.
I extend my hearty thanks to Mr. Ashish
Barmate my chemistry teacher, who guided
me to the successful completion of this
project.
I take this opportunity to express my deep
sense of gratitude for his invaluable
guidance, constant encouragement, and
constructive comments,
ACKNOWLEDGEMENT
4. INDEX
S.N
O
TITLE PAGE
NO
1. AIM OF THE PROJECT 1
2. INTRODUCTION 2
3. APPLICATIONS 3
4. EXPERIMENT 4
a)REQUIREMENTS 5
b)THEORY 5
c)PROCEDURE 6
d)OBSERVATIONS 7
5. CALCULATIONS 9
6. RESULT 10
7. CONCLUSION 11
8. PRECAUTION 12
9. BIBLIOGRAPHY 13
5.
6. INTRODUCTIO
NGuava is a common sweet fruit
found in India and many other
places which contains about 100
species of tropical shrub.
On ripening it turns yellow in color.
Rich in vitamin C, this fruit is a rich
source of oxalate ions whose content
varies during different stages of
ripening.
It is a carboxylic acid, primarily found
in plants and animals. It is not an
essential molecule and is excreted
from our body, unchanged.
Our body either produces oxalate on
its own or converts other molecules
like Vitamin C to oxalate. External
sources like food also contribute to
the accumulation of oxalate in our
body.
7. 1. IMMUNITY BOOSTER
Vitamin C present in guava helps improve
immunity and protects us against common
infections and pathogens.
2.LOWERS RISK OF CANCER
Lycopene, quercetin, vitamin C and other
polyphenols act as potent antioxidants which
neutralize free radicals generated in the body.
3. DIABETES-FRIENDLY
Due to rich fibre content and low glycaemic
index, guavas prevent the development of
diabetes.
4.HEART HEALTHY
Guavas improve the sodium and potassium
balance of the body, thereby regulating blood.
Daily Life Applications
Of Guava
8. THEORY
REQUIREMENTS
Required 100 ml. Measuringflask,
pestle & mortar, beaker, titration flask,
funnel, burette, weight-box, pipette,
filter paper, dilute H2SO4, N/20
KMnO4 solution, guava fruits at
different stages
of ripening
Oxalate ions are extracted from the
fruit by boiling pulp with dilute H2SO4.
The oxalate ions are estimated
volumetrically, by titrating the solution
with KMnO4 solution.
9. 1. Weigh 50.0 g of fresh guava & crush it to a
finepulp using pestle-mortar.
2. Transfer the crushed pulp to a beaker & add
about 50 ml. dil. H2SO4 to it. Boil the contents
for about 2 minutes.
3. Cool & filter the contents in a 100 ml.
measuring flask. Make the volume up to 100
ml. by adding distilled water.
4. Take 20 ml. of the solution from the
measuring flask into a titration flask& add 20
ml. of dil.H2SO4 to it. Heat the mixture to
about 60oC & titrate it against N/20 KMnO4
solution taken in a burette.
5. END POINT: appearance of permanent Light-
Pink colour.
6. Repeat the exp. With 50.0 g of 1, 2 & 3 days
old guava fruit.
11. Weight of Guava Fruit taken:-
___________
Volume of guava extract in titration:-
_____
Normality of KMnO4 Solution:-
________
Guava extract
from
Burette Readings Con. Vol. of N/20
KMnO4Initial Final
Fresh Guava ml.
1 day Guava ml.
2 day Guava ml.
3 day Guava ml.
Concordant volume: _____ml.
12. For fresh Guava
N1V1 = N2V2
N1 X 10 = 1/20 x (X)
Normality of Oxalate, Ni = (X)/200
1. Strength of Oxalate in Fresh guava extract,
= Normality x Eq. mass of oxalate
= ________g/l. of the diluted extract
2. Strength of Oxalate in 1 Day guava extract,
= Normality x Eq. mass of oxalate
= ________g/l. of the diluted extract
CALCULATION
13. 3.Strength of Oxalate in 2 Day guava
= Normality x Eq. mass of oxalate
= _________g/l. of the diluted extract
4. Strength of Oxalate in 3 Day guava
= Normality x Eq. mass of oxalate
= _________g/l. of the diluted extract
14. •> Strength of Oxalate ion in,
• Fresh Guava :______ g/l.
• 1 Day Guava :______g/l.
• 2 Day Guava :______g/l.
• 3 Day Guava :______g/l.
•> Presence of oxalate ion is high in guava
about ________% of guava contains oxalate
ions.
Amount of oxalate Ion decreases as it
ripens!!!
15. The precentage of oxalte ion
decreses in guava fruit if time passes.
The percentage of oxalte ion
highest when we pluck it and this
percentage of oxalte ion
continuously decreses.
This indicate the presence of oxalte
ion in guava fruit.
The content of oxalate ions in guava
was found to be 59.67 percent.
It was also noticed that the content
of oxalic ions grows with ripening of
guava.
16. Precautions
1. There should be no parallax while
taking measurements.
2. Spillage of chemicals should be
checked.
3. Avoid the use of burette having a
rubber tap as KMnO4 attacks rubber.
4. Read the upper meniscus while
taking burette reading with KMnO4
5. Guava Fruit should be fresh
6. In order to get some idea about the
temperature of the solution touch
the flask with the back side of your
hand.
18. Thank You
I would like to thanks Mr.
Ashish Barmate my
chemistry teacher who give
me the opportunity to make
project on topic “Study of
oxalte ion in guava”
Which really help me to do
study about this project