The proximate composition, mineral contents and fatty acid composition of different parts (peel, pulp and seeds) of seven tropical fruits were evaluated. Beyond that, this study aims to evaluate the effect of drying processing on peels. Pulp and peel showed highest moisture values (65.7-93.3%), while the seed ranged from 5.8 to 67.2%. The drying processing of peels decreased moisture values (2.3-18.7%). Furthermore, drying processing did not affect ash contents, total crude protein, lipids and fiber values and fatty acid composition for avocado, pineapple, banana, papaya, passion fruit, watermelon and melon. A wide range of mineral contents was noted in different parts of fruit and calcium and potassium were found in larger quantities (25.4 to 4808 mg per 100 g). The fruits exhibited essential fatty acids as omega-6 and omega-3 with the largest contents observed in the peels and seeds (31.4 to 1970 mg per 100 g).
The objective of this work was to determine the chemical composition and quantify fatty acids in five major Brazilian Resumo O objetivo do presente trabalho foi caracterizar a composição centesimal e quantificar os ácidos graxos com ênfase em ácidos graxos trans em chocolates normal e dietéticos de cinco grandes marcas. As amostras foram adquiridas em diferentes supermercados na região de Maringá. As marcas foram nomeadas por letras, sendo que para cada marca, foram analisados cinco lotes, com três unidades de chocolate por lote e as análises foram realizadas em triplicatas. Observou-se que os chocolates diets apresentaram maiores teores de lipídios que os chocolates normais das mesmas marcas. Os principais ácidos graxos observados foram os ácidos graxos saturados (SFA), ácido mirístico (14:0), ácido palmítico (16:0) e ácido esteárico (18:0). Entre os ácidos graxos monoinsaturados (AGMI), ácidos graxos poli-insaturados (AGPI) e ácidos graxos trans, o ácido oleico (18:1 n-9), ácido linoleico (18:2 n-6), ácido e elaídico (18:1-9t) predominaram. O conteúdo de ácidos graxos trans encontrado nas amostras analisadas foram inferiores e/ou iguais aos limites estabelecidos pela regulamentação brasileira.
The digital tools are promissory to the teaching chemistry at the high school and undergraduate levels because we believe that by implanting these technologies are produced a better teaching-learning. However, it is known that digital tools are often not used in the school and university routine due to the lack of knowledge by teachers, as well by the lack of support offered by the educational institutions. In this context, this work envisions to present information and communication technologies (ICTs), both in a specific and generalized approach, which can be used for teaching Chemistry. This may contribute to improve the formation and thereby provide better teachers. It was carried out a bibliographic survey by using national and international journal sources. Thirty-seven papers are selected for the elaboration of this study. The results showed that by applying the ICTs can help the understanding of contents proposed in classrooms. Furthermore, the ICTs instigate the students, generating better participation and interest, making a more comfortable and dynamic environment for a better teaching-learning. In this facet, it is interesting that teachers use such technologies to promote meaningful, diversified, and evolutionary learning.
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