The purpose of this study was to determine the effect of lupine flour (L.f) and lupine protein concentrate (L.P.C) incorporation on chemical, nutritional and sensual qualities characteristics of biscuit (L.P.C) was prepared by isoelectric precipitation method. A standard recipe for biscuit preparation by wheat patent flour used as the control. Wheat flour in the control treatment was replaced with (L.f) and (L.P.C) at levels 10, 20 & 30%. Chemical composition of (L.f), (L.P.C) and biscuit treatments were studied. Results showed that protein contents were 35.35 & 75.80% for (L.F) and (L.P.C), respectively. While they amounted to 14.70, 16.16 & 18.61% for (L.f) incorporated biscuits and 15.20, 18.09 & 21.08% for (L.P.C) incorporated biscuits at the substitution levels studied, respectively compared 12.43% control. Results also indicated contents of total dietary fibers and tannins in (L.f),( L.P.C) and biscuits prepared. Sensory evaluation of biscuit treatments revealed that there was significant decrease at substitution level up to 30% of (L.f) except color score, while all scores of sensory properties were improved significantly at all substitution levels of (L.P.C). Spread ratio was affected adversely by incorporation of (L.f) and slightly when (L.P.C) used. Results showed a reduction in biscuit tenderness during storage. Reverse to the above statement with 30% incorporation of (L.f) while increased at (L.P.C) treatments. The study demonstrated that (L.f) and (L.P.C) can be incorporated into biscuits formulation by replacing up to 20, & 30% of wheat flour control 12.43%, respectively to increase dietary fiber and protein contents.
Autorías: Ismael Saleem Abed, Imad Kadhim Khlaif, Salah Mahmood Salman. Localización: Revista iberoamericana de psicología del ejercicio y el deporte. Nº. 5, 2022. Artículo de Revista en Dialnet.
The current research aims to reveal the impact of the strategy of cooperative integration of fragmented information in the acquisition of physical concepts and science processes among fourth scientific students through the null hypotheses:
1- There is no statistically significant difference at the level of significance (0.05) between the average grades of female students of the experimental group studying physics according to the strategy of cooperative integration of fragmented information and those who follow the traditional method in the test of acquiring physical concepts.
2-There is no statistically significant difference at the level of indication (0.05) between the average grades of female students of the experimen
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