Estudo teórico e experimental de espectros infravermelho de ésteres de ácido graxo presentes na composição do biodiesel de soja

In this work, theoretical and experimental infrared spectra of fatty acid methyl esters (FAME) contained in soybean biodiesel were analyzed seeking the assignments of the relevant vibrational modes to characterize crude soybean oil and soybean biodiesel. The results showed the usefulness of infrared spectra for monitoring saturated and unsaturated compounds as well as impurities (mainly glycerol) in raw samples. This is the first step toward proposing an efficient molecular spectroscopy routine to certify biodiesel fuel.

Flavonoides de Lonchocarpus araripensis (Leguminoseae) - isolamento, atribuição inequívoca dos sinais de RMN ¹H e 13C e análise conformacional

In a continuing investigation for potentially bioactive natural products, flavonoids were isolated from Lonchocarpus araripensis (Leguminoseae) and identified as 3-methoxy-6-O-prenyl-6'',6''-dimethylchromene-[7,8,2'',3'']-flavone (1), 3,6-dimethoxy-6'',6''-dimethylchromene-[7,8,2'',3'']-flavone (2) and 3,5,8-trimethoxy-[6,7,2",3"]-furanoflavone (3). This is the first time compound 3 has been described. Compound 2 has been previously isolated from roots while this is the first time 1 is reported in this species. Complete NMR assignments are given for1 ,2 and 3 together with the determination of conformation for 1.

BLOGS NO ENSINO DE QUÍMICA: ANÁLISE DE COMENTÁRIOS PUBLICADOS EM DISCIPLINA DE COMUNICAÇÃO CIENTÍFICA

Blogs and other technology tools are commonly used in our society. Although we are familiar with the use of technology for social interaction, its application in the classroom environment is still not fully appreciated by the teaching community as a useful learning tool. This paper sheds light on this use by presenting the analysis of the comments posted on a blog used by undergraduate chemistry students for a scientific communication undergraduate course. On the course, students used the blog to ask questions and discuss assignments. All the comments were monitored by the professor and her teaching assistant, who also posted their comments. We analyzed the content of these comments using the model proposed by Henri and adapted by McKenzie and Murphy. The results show a predominance of administrative comments, followed by course content comments. The findings also indicated that this tool complements classroom discussions, supports the participation of students who would otherwise not take part, and allows a continuous learning process for all the students. We concluded that the use of blogs improved the classroom experience and supported the instructional classroom activities.