Quinoline Alkaloids
Session 22: Quinoline Alkaloids
Total Session Time: 60 minutes
Prerequisites
Learning Tasks
By the end of this session students are expected to be able to:
Resources Needed:
SESSION OVERVIEW
|Step |Time |Activity/ |Content |
| | |Method | |
|1 |05 minutes |Presentation |Introduction, Learning Tasks |
|2 |10 minutes |Presentation |Definition of Quinoline |
| | | |Alkaloids |
|3 |25 minutes |Presentation |Natural Sources and Uses of |
| | | |Cinchona |
|4 |05 minutes |Presentation |Key Points |
|5 |05 minutes |Presentation |Evaluation |
|6 |10minutes |Presentation |Assignment |
SESSION CONTENTS
STEP 1: Presentation of Session Title and Learning Tasks (5 minutes)
READ or ASK students to read the learning objectives and clarify
ASK students if they have any questions before continuing.
STEP 2: Definition of Quinoline Alkaloids (10 minutes)
of Cinchona species
cinchonidine
the tree, age, and method of bark collection.
STEP 3: Natural Sources and Uses of Cinchona (25 minutes)
o Cinchona bark consist of dried bark of the stem or root of Cinchona
succirubra, Cinchona ledgeriana, Cinchona officinalis and Cinchona
calisaya
o Chinchona belongs to the family Rubiaceae
o The plants are trees indigenous to Colombia Equador, Peru and Bolivia
and are cultivated in Indonesia, India and Tanzania
o There are over 36 known species and hybrids of cinchona
o Contains quinoline alkaloids, the principal quinoline alkaloid are
quinine and quinidine
o Other quinoline alkaloids are quinicine, cinchonicine, cinchotannic
acid and anthraquinones
|Activity: Small Group Discussion (15 minutes) |
| |
|DIVIDE students into small manageable groups |
| |
|ASK students to discuss on the following question |
| |
|What are the uses of Quinine and Quinidine? |
| |
|ALLOW students to discuss for 10 minutes |
| |
|ALLOW few groups to present and the rest to add points not mentioned |
| |
|CLARIFY and SUMMARIZE by using the contents below |
o Bitter tonic and stomachic (cinchona extract)
o Used as gargles (tannins in bark – astringent)
o Treatment of malaria
o Prophylaxis of cardiac arrhythmias
o Treatment of atrial fibrillation (quinidine)
STEP 4: Key Points (5 minutes)
the bark of Cinchona species
succirubra, Cinchona ledgeriana, Cinchona officinalis and Cinchona
calisaya
of malaria
STEP 5: Evaluation (5 minutes)
STEP 6: Assignment (10 minutes)
|Activity: Take home Assignment (10 minutes) |
| |
|DIVIDE students in groups or individual. |
| |
|ASK the students to work on the following assignment |
| |
|What is cinchonism? |
|List the sign and symptoms of cinchonism |
| |
|ALLOCATE time for students to do the assignment and submit |
| |
|REFER students to recommended references |
References
Trease, G. E., Evans, W. C., & Evans, D. (2009). Trease and Evans
pharmacognosy. London: Saunders.
Joanne Barnes et al (2002), Herbal medicines 3rd Edition: Pharmaceutical
Press
Wallis, T. E. (2005). Textbook of pharmacognosy. New Delhi: CBS.
Robbers, J. E., Speedie, M. K., Tyler, V. E., & Tyler, V. E. (1996).
Pharmacognosy and pharmacobiotechnology. Baltimore: Williams &
Wilkins.
Heinrich, M., Kinghorn, A. D., Maizels, D., Gibbons, S., & Phillipson, J.
Churchill Livingstone/Elsevier.
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