Physico-chemical properties of Brazilian cocoa butter and industrial blends. Part II - Microstructure, polymorphic behavior and crystallization characteristics

The microstructural behavior of industrial standardized cocoa butter samples and cocoa butter samples from three different Brazilian states is compared. The cocoa butters were characterized by their microstructural patterns, crystallization kinetics and polymorphic habits. The evaluation of these parameters aided in establishing relationships between the chemical compositions and crystallization behavior of the samples, as well as differentiating them in terms of technological and industrial potential for use in tropical regions.

Physico-chemical properties of Brazilian cocoa butter and industrial blends. Part I - Chemical composition, solid fat content and consistency

A comparative study of the primary properties of six cocoa butter samples, representative of industrial blends and cocoa butter extracted from fruits cultivated in different geographical areas in Brazil is presented. The samples were evaluated according to fatty acid composition, triacylglycerol composition, regiospecific distribution, melting point, solid fat content and consistency. The results allowed for differentiating the samples according to their chemical compositions, thermal resistance properties, hardness characteristics, as well as technological adequacies and potential use in regions with tropical climates.

Chemistry and Chemical Education Through Text and Image: Analysis of Twentieth Century Textbooks Used in Brazilian Context

Assuming that textbooks give literary expression to cultural and ideological values of a nation or group, we propose the analysis of chemistry textbooks used in Brazilian universities throughout the twentieth century. We analyzed iconographic and textual aspects of 31 textbooks which had significant diffusion in the context of Brazilian universities at that period. As a result of the iconographic analysis, nine categories of images were proposed: (1) laboratory and experimentation, (2) industry and production, (3) graphs and diagrams, (4) illustrations related to daily life, (5) models, (6) illustrations related to the history of science, (7) pictures or diagrams of animal, vegetable or mineral samples, (8) analogies and (9) concepts of physics. The distribution of images among the categories showed a different emphasis in the presentation of chemical content due to a commitment to different conceptions of chemistry over the period. So, we started with chemistry as an experimental science in the early twentieth century, with an emphasis change to the principles of chemistry from the 1950s, culminating in a chemistry of undeniable technological influence. Results showed that reflections not only on the history of science, but on the history of science education, may be useful for the improvement of science education.