To explore a potential use for peanut skins as a functional food ingredient, milled skins were extracted with 70% ethanol and filtered to remove insoluble material; the soluble extract was spray-dried with or without the addition of maltodextrin. Peanut skin extracts had high levels of procyanidin oligomers (DP2-DP4) but low levels of monomeric flavan-3-ols and polymers. The addition of maltodextrin during spray-drying resulted in the formation of unknown polymeric compounds. Spray-drying also increased the proportion of flavan-3-ols and DP2 procyanidins in the extracts while decreasing larger procyanidins. Spray-dried powders had higher antioxidant capacity and total phenolics and increased solubility compared to milled skins. These data suggest that spray-dried peanut skin extracts may be a good source of natural antioxidants. Additionally, the insoluble material produced during the process may have increased value for use in animal feed due to enrichment of protein and removal of phenolic compounds during extraction.
Peanut or groundnut (Arachis hypogaea L.) is a valuable oilseed crop, but other than the seed, the rest of the plant is of minimal value. Plant material including the leaves is used as soil conditioner or as animal feed. Perennial peanut (Arachis glabrata Benth and Arachis pintoi Krapov & W.C. Greg) known as forage or rhizoma peanut produces few seeds, but is grown specifically as a forage, turf or ornamental plant. The leaves from the peanut plants of the cultivated variety, Bailey and the perennial varieties, Arblick, Arbrook, and Amarillo were freeze dried, essential oils were extracted by distillation and the chemical compositions were determined using gas chromatography and gas chromatography-mass spectrometry. Oil yield from the A. hypogaea leaves was 0.0063 % (w/w). The major components were 1-octen-3-ol (12.4 %), heneicosane (11.7 %), nonanal (10.9 %), 4-vinylguaiacol (6.4 %) and phytol (7.4 %). The yield from A. glabrata and A. pintoi leaves ranged from 0.0044 % to 0.0061 % (w/w) with the major components in common among the three varieties tested 1-octen-3-ol (40.5-44.9 %), β-linalool (5.0-8.9 %) and 4-vinylguaiacol (1.4-8.6 %).
Food science laboratory courses are traditionally taught as a series of preplanned laboratories with known endpoints. In contrast, inquiry-guided (IG) laboratories allow students to ask questions, think through problems, design experiments, then adapt and learn in response to unexpected results. This study examined the effects of converting the course, "Analytical Techniques in Food and Bioprocessing Sciences" from a traditional approach (2008 to 2010 data) to an IG approach (2011 data) by assigning teams of 2-3 students a food and a set of 5 analyses to conduct over the course of the semester. Students were required to choose and justify the use of specific methods for each analysis, as well as to develop a supply list and a budget for the semester-long project. During the semester, students were required to post and discuss their weekly progress with the instructor, teaching assistants, and the rest of the class using an online discussion forum. At the end of the semester, students were required to present the results of their analysis in both oral and written formats. Overall course grades were significantly higher (P ≤ 0.05) using IG in 2011 compared to 2010 and 2009, but not to 2008 grades. Numerical course evaluations for the instructor, overall course, and lab, as well as written course evaluations all significantly (P ≤ 0.05) improved. This suggests that an IG approach may measurably improve student performance in terms of course grades and the ability to complete semester long projects. It may also increase student satisfaction with the course, as measured by numerical and written end of semester surveys.
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