In this work, the meso-tetra[4-(2-(3-n-pentadecylphenoxy)ethoxy]phenylporphyrin (H2P), obtained from the cashew nut shell liquid (CNSL), and its zinc (ZnP) and copper (CuP) metallic complexes, were applied as emitting layers in organic light emitting diodes (OLEDs). These compounds were characterized via optical and electrochemical analysis and the electroluminescent properties of the device have been studied. We performed a cyclic voltammetry analysis to determine the Highest Occupied Molecular Orbital (HOMO) and Lowest Unoccupied Molecular Orbital (LUMO) energy levels for the porphyrins, in order to select the proper materials to assemble the device. H2P and ZnP presented fluorescence emission band in the red region, from 601 nm to 718 nm. Moreover, we verified that the introduction of bulky substituents hinders the π–π stacking, favoring the emission in the film. In addition, the strongest emitter, ZnP, presented a threshold voltage of 4 V and the maximum irradiance of 10 μW cm−2 with a current density (J) of 15 mA cm−2 at 10 V. The CuP complex showed to be a favorable material for the design of OLEDs in the infrared. These results suggest that the porphyrins derived from a renewable source, such as CNSL, is a promising material to be used in organic optoelectronic devices such as OLEDs.

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In Basic Education, Chemistry contents are considered unattractive by students, who do not even understand chemical phenomena and are unable to associate them with everyday life. In this aspect, the present work aims to research and contextualize experiments as a didactic tool for learning of chemical concepts like density, catalysts, oxidation number, organic functions and chemical reactions to determine adulteration in milk. The research was carried out at the Chemistry Laboratory of the Seara of Science of the Federal University of Ceará (Fortaleza-CE) with high school students. We observed that all students were able to identify adulterations in the milk samples, achieving very satisfactory results. The experiments helped and motivated students in the understanding of chemical concepts, relating them to the reality of the students in their surroundings, from the macroscopic visualization of the chemical knowledge.