PST04105 Pharmaceutical Calculations

NTA Level 4 • Semester 1 • PST04105 Introduction to Pharmaceutical Calculations Pharmaceutical Calculations • Source Session/Topic 1 Full source-text version: all educational wording from the extracted learning source is retained; only presenter/tutor metadata and web-layout noise are removed, while formatting is improved for readability. Session 1: Introduction to Pharmaceutical Calculations Total Session Time: 120 minutes Prerequisites • None Learning Tasks By the end of this session students are expected to be able to: • Define pharmaceutical calculations • Explain the importance of pharmaceutical calculation • Describe Arabic and Roman numerals • Convert Arabic numerals to Roman numerals and vice versa Resources Needed: • Flip charts, marker pens, and masking tape • Black/white board and chalk/whiteboard markers SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |05 minutes |Presentation |Introduction, Learning Tasks | |2 |15 minutes |Presentation |Definition of Pharmaceutical | | | |Buzzing |Calculations | |3 | |Presentation | | | |15 minutes |Brainstorming |Importance of Pharmaceutical | | | | |Calculation | |4 |35 minutes |Presentation |Arabic and Roman Numerals | | | |Group | | | | |discussion | | |5 |35 minutes |Presentation |Arabic Numerals to Roman Numerals | | | |Group | | | | |discussion | | |6 |10minutes |Presentation |Key Points | | 7 |05 minutes |Presentation |Evaluation | SESSION CONTENT STEP 1: Presentation of Session Title and Learning Tasks (5 minutes) READ or ASK students to read the learning tasks and clarify ASK students if they have any questions before continuing. STEP 2: Definition of Pharmaceutical Calculations (15 minutes) |Activity: Brainstorming (5 minutes) | | | |Ask students to brainstorm on the following question: | | | |What is a pharmaceutical calculation? | | | |ALLOW few students to respond | | | |WRITE their responses on the flip chart/ board | | | |CLARIFY and SUMMARISE by using the content below | Pharmaceutical calculations is the area of study that applies the basic principles of mathematics to the preparation and safe and effective use of pharmaceuticals • Pharmaceutical Calculations is the subject which deals with calculations performed by pharmaceutical personnel in order to determine the following: o Dose, dosage and course of medicines that need to be dispensed as indicated in the prescription o Quantity of various ingredients needed for a given standard formulation during compounding of medicines • In more advanced settings, pharmaceutical calculations helps to determine: o Chemical purity physical characteristics and biological parameters of drug substances, pharmaceutical ingredients , dosage forms and drug delivery systems o Drug stability, rates of drug degradation and shelf life of pharmaceutical preparations o Rates of drug absorption, bodily distribution , metabolism and elimination STEP 3: Importance of Pharmaceutical Calculations (15 minutes) |Activity: Buzzing (10minutes) | | | |ASK students to pair up and buzz on the following question for 5 | |minutes | | | |What is the importance of Pharmaceutical Calculations? | | | |ALLOW pairs to respond on the question | | | |WRITE their response on the flip chart/board | | | |CLARIFY and SUMMARIZE by using the content in the table 1 below | The following are the importance of Pharmaceutical Calculations: • It ensures that patients receive right quantities of their medications as indicated in the prescription • Monitoring of patient compliance • It helps pharmaceutical personnel to determine correct doses of medicines in medication orders requiring compounding • It helps in the design, development of new drugs and clinical drug studies • The use of calculations in pharmacy is varied and broad-based as it encompasses calculations performed by pharmaceutical personnel in the following areas: o Hospital pharmacy o Community Pharmacy o Pharmaceutical industry o Academia STEP 4: Arabic and Roman Numerals (35 minutes) • Arabic numeral o Arabic system of notation is properly called a decimal system, with only 10 figures –a zero and nine digits (0,1,2,3,4,5,6,7,8,9) o Any number can be expressed by an ingenious system in which different values are assigned to the digits according to the place they occupy in a row • Roman numerals o Is the system of notation expresses a fairly large numbers by the use of a few letters of the alphabet in a simple ‘positional’ notation adding to or subtracting from a succession of bases extending from 1 through 5, 10, 50, 100, and 500 to 1000 for example IX, XXC, CD and CM |Activity: Small Group Discussion ( 20 minutes) | | | |DIVIDE students into small manageable groups | | | |ASK students to discuss on the following question | |Write different numbers of Arabic and Roman numerals | | | |ALLOW students to discuss for 15 minutes | | | |ALLOW few groups to present and the rest to add points not mentioned | | | |CLARIFY and SUMMARIZE by using the contents below | • The following are Roman numerals and its corresponding Arabic numerals |ii = 2 |xv = 15 |Lxxvii = 77|dv = 505 |mc = 1100 | |iii = 3 |xx = 20 |Lxxxviii = |dx = 510 |md = 1500 | | | |88 | | | |vi = 6 |xxii = 22 |ci = 101 |dl = 550 |mdclxvi = 1666 | |vii = 7 |xxxiii = 33|cv = 105 |dc = 600 |mm = 2000 | |iii = 8 |Li= 51 |cx = 110 |mi = 1001 |mcdxcii = 1492 | |xi = 11 |Lv = 55 |cL = 150 |mv = 1005 |mcmxcv = 1995 | |xii = 12 |Lx = 60 |cc = 200 |mx = 1010 |mdcccxiv = 1814| |xii = 13 |Lxvi = 66 |di = 501 |ml = 1050 |mdcccxxi = 1821| STEP 5: Convertion of Arabic Numerals to Roman Numerals and (35 minutes) |Activity: Small Group Discussion ( 20 minutes) | | | |DIVIDE students into small manageable groups | | | |ASK students to discuss on the following question | |Convert the following Arabic numerals to Roman numerals | |1, 5, 7, 9, 15, 27, 50,

NTA Level 4 • Semester 1 • PST04105 Calculations of Quantities of Water to Use for Reconstituting Pharmaceutical Calculations • Source Session/Topic 10 Full source-text version: all educational wording from the extracted learning source is retained; only presenter/tutor metadata and web-layout noise are removed, while formatting is improved for readability. Session 10: Calculations of Quantities of Water to Use for Reconstituting Powders for Oral and Parental Preparations Total Session Time: 120 minutes Prerequisites • None Learning Tasks By the end of this session students are expected to be able to: • Calculate the Volume of Dry Powder and Quantity of Drug Present • Calculating the amount of water to be used for reconstitution of oral and parenteral preparations Resources Needed: • Flip charts, marker pens, and masking tape • Black/white board and chalk/whiteboard markers SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |05 minutes |Presentation |Introduction, Learning Tasks | |2 |40 minutes |Presentation |Calculate the Volume of Dry Powder | | | |Group |and Quantity of Drug Present | | | |discussion | | |3 |40 minutes |Presentation |Calculate the Amount of Water to be | | | |Group |Used For Reconstitution of Oral and | | | |discussion |Parenteral Preparations | |4 |10 minutes |Presentation |Key Points | | 5 |25 minutes |Presentation |Evaluation | SESSION CONTENTS STEP 1: Presentation of Session Title and Learning Tasks (5 minutes) READ or ASK students to read the learning tasks and clarify ASK students if they have any questions before continuing. STEP 2: Calculate the Volume of Dry Powder, Total Drug Present (40 minutes) • Some drugs lose their potency in a relatively short period of time when prepared in a liquid dosage form, o Thus to enhance its shelf life, manufacturers provide products to the pharmacy in dry powder form for constitution with purified water or special diluents at the time a prescription or medication order is received • After constitution, the resultant solution or suspension is stable in the quantities usually dispensed, for up to 10 days at room temperature or 14 days if maintained under refrigeration • For children and adult, constituted products for oral solution or suspension generally are formulated such that the usual dose of the drug is contained in teaspoonful amounts of product • Calculating the amount of water to be used for reconstitution of oral and parenteral preparations o This calculation involved in calculating the amount of diluents required to reconstitute the powder for oral solution or injectable in order to get the desired concentration o Dry powder for constitution are packed in self-contained bottles of sufficient size to accommodate the additional of the required volume of diluents o In additional to the quantitative amount of therapeutic agent, the powder contains such pharmaceutical ingredients as solubilizing agents, stabilizers, colorants, sweeteners, and flavorants |Activity: Small Group Discussion ( 20 minutes) | | | |DIVIDE students into small manageable groups | | | |ASK students to discuss on the following question | |The label instructions for an ampicillin product call for addition of | |78 mL of water to make 100 mL of constituted suspension such that each | |5mL contains 125 mg of Ampicillin. What is the volume occupied by dry | |powder and the total drug present? | | | |ALLOW students to discuss for 15 minutes | | | |ALLOW few groups to present and the rest to add points not mentioned | | | |CLARIFY and SUMMARIZE by using the contents below | • The following is the answer for the above: Volume of dry powder Because the additions of 78 mL of water result in the preparation of 100 mL of product, the volume occupied by dry powder is: 100 mL-78 mL= 22 mL 22 mL is the volume occupied by dry powder. Total drug (ampicillin) present If in the constituted product, each 5 mL contains 125 mg of ampicillin, the total amount of ampicillin in the 100 mL product is: If 5 mL contains 125 mg of ampicillin 100 mL will contain how many mg of ampicillin? (100 mL × 125 mg)/ 5 mL =2500 mg of ampicillin is in the drug product. STEP 3: To Calculate the Amount of Water to be Used for Reconstitution of Oral and Parenteral Preparations (40 minutes) |Activity: Small Group Discussion ( 20 minutes) | | | |DIVIDE students into small manageable groups | | | |ASK students to discuss on the following question | |The label instructions for an ampicillin product call for addition of | |78 mL of water to make 100 mL of constituted suspension such that each | |5mL contains 125 mg of Ampicillin. If the physician desires an | |ampicillin concentration of 100 mg/5 mL (rather than 125 mg/5 mL), how | |many milliliter of water should be added to the dry powder? | | | |ALLOW students to discuss for 15 minutes | | | |ALLOW few groups to present and the rest to add points not mentioned | | | |CLARIFY and SUMMARIZE by using the contents below | The following are the answers of the above exercise: Because it was determined that 2500 mg (from step number 2 above) of ampicillin are in the dry product, the volume of product that can be made with a concentration of 100 mg/5 mL may be calculated by, If in every 5 mL of suspension contains 100 mg of ampicillin, Then X mL of suspension contains 2500 mg of ampicillin. X mL= (5 mL ×2500 mg)/ 100 mg X mL= 125 mL of the drug product (ampicillin suspension) Then, because it had been determined that the dry powder occupies 22 mL of volume, it is possible to determine the amount of water to add: 125 mL-22 mL=103 mL Answer STEP 4: Key Points (10 minutes) • A number of drugs are unstable in an aqueous environment, even when exposed for a short duration, thus requiring packaging, storage, and shipping in a powder or lyophilized

NTA Level 4 • Semester 1 • PST04105 Calculations of Dilution and Concentration of Liquids Pharmaceutical Calculations • Source Session/Topic 9 Full source-text version: all educational wording from the extracted learning source is retained; only presenter/tutor metadata and web-layout noise are removed, while formatting is improved for readability. Session 9: Calculations of Dilution and Concentration of Liquids Total Session Time: 120 minutes Prerequisites None Learning Tasks By the end of this session students are expected to be able to: • Define dilution and concentration of liquids • Calculating dilution and concentration of liquids Resources Needed: • Flip charts, marker pens, and masking tape • Black/white board and chalk/whiteboard markers SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |05 minutes |Presentation |Introduction, Learning Tasks | |2 |30 minutes |Presentation |Definition of Dilution and | | | | |concentration of Liquids | |3 |50 minutes |Presentation | Dilution and Concentration of | | | |Group |Liquids | | | |discussion | | |4 |10 minutes |Presentation |Key Points | | 5 |25 minutes |Presentation |Evaluation | SESSION CONTENTS STEP 1: Presentation of Session Title and Learning Tasks (5 minutes) READ or ASK students to read the learning tasks and clarify ASK students if they have any questions before continuing. STEP 2: Definition of Dilution and Concentration of Liquids (30 Minutes) Dilution If a mixture of a given percentage or ratio strength is diluted to twice its original quantity, its active ingredient will be contained in twice as many parts of the whole, and its strength therefore will be reduced by one half For example: if 50 mL of a solution containing 10 g of active ingredient with a strength of 20% or 1:5 w/v are diluted to 100 mL, the original volume is doubled, but the original strength is now reduced by one half to 10% or 1:10 w/v Concentration By contrast, if a mixture is concentrated by evaporation to one-half its original quantity, the active ingredient (assuming that none was lost by evaporation) will be contained in one half as many parts of the whole, and the strength will be doubled For example: : if 50 mL of a solution containing 10 g of active ingredient with a strength of 20% or 1:5 w/v is reduced by evaporation to 25 mL or one half the original quantity, the 10 g of the active ingredient will indicate a strength of 40% or 1:2.5 w/v Therefore, the amount of active ingredient remains constant, any change in the quantity of a solution or mixture of solids is inversely proportional to the percentage or ratio strength; that is, the percentage or ratio strength decreases as the quantity increases, and conversely This relationship is generally true for all mixtures except solutions containing components that contract when mixed together This type of calculation is very important in the pharmaceutical field, because most of the reagent/ chemicals used in the hospitals are received in a concentrated form, and they will have to be diluted to desired strength before use Dilution of Liquids is done generally may be solved by the following equation: (1st Volume) x (1st Concentration)_= (2nd Volume) x (2nd Concentration), or V1 X C1 = V2 X C2. Wheres V1 = Volume of strong solution C1 = concentration of strong solution V2 = Volume of diluted solution C2 = concentration of diluted solution STEP 3: Dilution and Concentration of Liquids (50 Minutes) |Activity: Small Group Discussion ( 20 minutes) | | | |DIVIDE students into small manageable groups | | | |ASK students to discuss on the following question | |Exercise 1: Calculate the volume of alcohol 90% v/v needed to prepare | |400 mL of alcohol 70% v/v | |Exercise 2: How many mL of formalin 2% v/v will be prepared from 350 mL| |of formalin 36% v/v | |ALLOW students to discuss for 15 minutes | | | |ALLOW few groups to present and the rest to add points not mentioned | | | |CLARIFY and SUMMARIZE by using the contents below | • The following are the solutions of the above exercises: Exercise 1: Information given; Concentration of strong solution (C1) = 90% Volume of the strong solution (V1) = X? Concentration of weak solution (C2) = 70% Volume of the weak solution (V2) = 400 mL Formula C1V1= C2V2 V1= C2V2 C1 X = (70%×400 mL)/90% = 311.11 mL of 90% alcohol will be needed to prepare 400 mL of 70% alcohol. Exercise 2: Information given; Concentration of strong solution (C1) = 36% Volume of the strong solution (V1) = 350 mL Concentration of weak solution (C2) = 2% Volume of the weak solution (V2) = X mL Formula C1V1= C2V2 V2= C1V1 C2 V2=( 36%×350 mL)/2 =6300 mL of 2% formalin solution will be prepared from 350 mL of 36% formalin. STEP 4: Key Points (10 minutes) • Calculating dilution by using ratio; C1V1=C2V2 • This is the method of calculating dilution of a drug by using the concentration of strong drug and concentration of diluted drug and their volume. • This type of calculation is very important in the pharmaceutical field as most of pharmaceutical solutions needed to be diluted prior for use • Dilution reduces the concentration of a solution STEP 7: Evaluation (25 minutes) • What is dilution of liquid? • What is concentration of liquid? • What is the volume of potassium permanganate 10%w/v needed to prepare 2000 mL of 1%w/v solution of potassium permanganate? • What volume of dextrose 5% w/v solution will be prepared from 500 mL of dextrose 25%w/v solution? References Ansel, H. C & Stocklosa, M. J. (2001). Pharmaceutical Calculations (11th ed.). Philadelphia, United States: LIPPINCOTT WILLIAMS & WILKINS Ansel, H. C (2010) Pharmaceutical Calculations (13rd ed.). Philadelphia, United States: LIPPINCOTT WILLIAMS & WILKINS Senya, S. S, Mwasha, C.Y, Muyinga, A. M, Amiri,R. I. and Mauga E.A.S.K. (2011) Tanzania Pharmaceutical Handbook (2nd ed.). Dar eS Salaam, Tanzania: School of Pharmaceutical Sciences. Zatz, J.L and Teixeira, M.G. (2005).

NTA Level 4 • Semester 1 • PST04105 Calculations of Dilution Using Alligation Pharmaceutical Calculations • Source Session/Topic 8 Full source-text version: all educational wording from the extracted learning source is retained; only presenter/tutor metadata and web-layout noise are removed, while formatting is improved for readability. Session 8: Calculations of Dilution Using Alligation Alternate and Medial Total Session Time: 120 minutes + 1 hour Assignment Prerequisites • None Students Learning Tasks By the end of this session students are expected to be able to: • Calculating dilution by using alligation alternate • Calculating dilution by using alligation medial Resources Needed: • Flip charts, marker pens, and masking tape • Black/white board and chalk/whiteboard markers SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |05 minutes |Presentation |Introduction, Learning Tasks | |2 |40 minutes |Presentation |Dilution by Using Alligation | | | |Group |Alternate | | | |discussion | | |3 |40 minutes |Presentation |Dilution by Using Alligation Medial | | | |Group | | | | |discussion | | |4 |05 minutes |Presentation |Key Points | |5 |15 minutes |Presentation |Evaluation | |6 |15 minutes |Presentation | Assignment | SESSION CONTENTS STEP 1: Presentation of Session Title and Learning Tasks (5 minutes) READ or ASK students to read the learning tasks and clarify ASK students if they have any questions before continuing. STEP 2: Dilution by Using Alligation Alternate (40 Minutes) • Alligation o Alligation is an arithmetic method of solving problems that involve the mixing of solutions or mixtures of solids possessing different percentage strengths • Alligation Alternate o This is a method by which we can calculate the number of parts of two or more components of a given strength when they have to be mixed to prepare a mixture of desired strength Example: In what proportion should alcohol of 95% and 50% strengths be mixed to make 70% alcohol? Solution for the above question | 95 | • The following is the solution of the above exercise: | 50 | • The following is the solution for the above exercise: 40% × 500ml =200ml 21%× 400ml = 84ml 0% × 100ml = 0ml Totals 1000ml 284ml 284 (ml) ÷ 1000(ml) =0.284 × 100 = 28.4% STEP 4: Key Points (5 minutes) • Alligation is a method to solve problems which involves mixing solutions or mixtures of solids possessing different percent strengths • Alligation alternate is a method to calculate the number of parts of two or more components of a known strength that when mixed provide a mixture of desired strength • You can calculate the proportions needed to prepare a given strength solution, given the % strength of the individual components using the alligation alternate • Alligation medial is a method by which the ‘weighted average’ percentage strength of a mixture of two or more substances of known quality and concentration may be easily calculated STEP 5: Evaluation (15 minutes) • What is the percentage of zinc oxide in an ointment prepared by mixing 200 g of 10% ointment, 50 g of 20% ointment, and 100 g of 5% ointment? • A hospital pharmacist wants to use three lots of zinc ointment containing respectively, 50%, 20% and 5% of zinc ointment. In what proportion should they be mixed to prepare a 10% zinc oxide? STEP 6: Take Home Assignment (15 minutes) |Activity: Take home Assignment (15 minutes) | | | |ASK each individual student to do the following assignment | | | | | |In what proportion should 20% benzocaine ointment be mixed with an | |ointment base to produce a 2.5% benzocaine ointment? | | | |ALLOCATE time for students to do the assignment and submit | | | |REFER students to recommended references | References Ansel, H. C & Stocklosa, M. J. (2001). Pharmaceutical Calculations (11th ed.). Philadelphia, United States: LIPPINCOTT WILLIAMS & WILKINS Ansel, H. C (2010) Pharmaceutical Calculations (13rd ed.). Philadelphia, United States: LIPPINCOTT WILLIAMS & WILKINS Senya, S. S, Mwasha, C.Y, Muyinga, A. M, Amiri,R. I. and Mauga E.A.S.K. (2011) Tanzania Pharmaceutical Handbook (2nd ed.). Dar eS Salaam, Tanzania: School of Pharmaceutical Sciences. Zatz, J.L and Teixeira, M.G. (2005). Pharmaceutical Calculation (4th ed.). New Jersey: John Wiley & Sons, Inc ← Previous TopicNext Topic →View all Pharmaceutical Calculations topicsOpen Complete Full Notes PDF / OFFLINE NOTES Unataka kutumiwa notes hizi kupitia WhatsApp?Kwa notes zilizopangiliwa vizuri kwa kusoma offline au PDF, bonyeza kitufe hapa chini. Ujumbe wenye Level, Semester, Module na Topic utaandaliwa moja kwa moja.TUMIWA NOTES WHATSAPP WhatsApp: 255620339260

NTA Level 4 • Semester 1 • PST04105 Calculations of Weights and Volume Using Pharmaceutical Calculations • Source Session/Topic 7 Full source-text version: all educational wording from the extracted learning source is retained; only presenter/tutor metadata and web-layout noise are removed, while formatting is improved for readability. Session 7: Calculations of Weights and Volume Using Specific Gravity Total Session Time: 60 minutes Prerequisites • None Students Learning Tasks By the end of this session students are expected to be able to: • Calculating weight and volume by using specific gravity Resources Needed: • Flip charts, marker pens, and masking tape • Black/white board and chalk/whiteboard markers SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |05 minutes |Presentation |Introduction, Learning Tasks | |2 |40 minutes |Presentation |Calculation of Weight and Volume by | | | |Group |Using Specific Gravity | | | |discussion | | |3 |05 minutes |Presentation |Key Points | |4 | | Presentation |Evaluation | | |10 minutes | | | SESSION CONTENTS STEP 1: Presentation of Session Title and Learning Tasks (5 minutes) READ or ASK students to read the learning tasks and clarify ASK students if they have any questions before continuing. STEP 2: Calculating Weight and Volume by Using Specific Gravity (40 minutes) |Activity: Small Group Discussion ( 20 minutes) | | | |DIVIDE students into small groups | | | |ASK students to discuss in groups on the following questions | |What is the weight in grams of 250 mL liquid paraffin? The average | |specific gravity of liquid paraffin is 0.86. | |What is the volume of 300 g cod-liver oil? If 1 mL cod-liver oil weigh | |0.92 g | | | |[pic]REFER Students to Tanzania Pharmaceutical Hand Book | | | |ALLOW students to discuss for 15 minutes | | | |ALLOW each groups to present for 5 minutes | | | |CLARIFY and SUMMARIZE by using the contents below | • Revising on Specific Gravity: o Specific gravity is the weight of a substance compared with the weight of an equal volume of water both having the same temperature |Specific Gravity=| Weight of a | | |substance | | |Weight of equal volume of | | |water | • Weight of a substance (W) can be calculated if specific gravity (SP GR) and the weight of equal volume of water (V) are known Thus the formula will be: W= SP GR × V • Likewise weight of equal volume of water (V) can be calculated if specific gravity (SP GR) and weight of a given volume of a liquid (W) are known Thus the formula will be: V= W ÷ SP GR The following are the solutions for the above exercise: • Weight of liquid paraffin will be calculated as: W= SP GR × V W=0.86 × 250 =215g • Volume of cod-liver oil will be calculated as: V= W ÷ SP GR V= 300 g ÷ 0.92 =326 mL STEP 3: Key Points (5 minutes) • The specific gravity is the weight of a substance compared with the weight of an equal volume of water both having the same temperature • Weight and volume of a substance can be calculated using specific gravity • Specific Gravity (SP GR) is dimensionless STEP 4: Evaluation (10 minutes) • What is the formula for calculating the volume of specified liquid when you have specific gravity and its weight? • What is the formula for calculating the weight of specified liquid when you have specific gravity and its volume? References Ansel, H. C & Stocklosa, M. J. (2001). Pharmaceutical Calculations (11th ed.). Philadelphia, United States: LIPPINCOTT WILLIAMS & WILKINS Ansel, H. C (2010) Pharmaceutical Calculations (13rd ed.). Philadelphia, United States: LIPPINCOTT WILLIAMS & WILKINS Senya, S. S, Mwasha, C.Y, Muyinga, A. M, Amiri,R. I. and Mauga E.A.S.K. (2011) Tanzania Pharmaceutical Handbook (2nd ed.). Dar eS Salaam, Tanzania: School of Pharmaceutical Sciences. Zatz, J.L and Teixeira, M.G. (2005). Pharmaceutical Calculation (4th ed.). New Jersey: John Wiley & Sons, Inc ← Previous TopicNext Topic →View all Pharmaceutical Calculations topicsOpen Complete Full Notes PDF / OFFLINE NOTES Unataka kutumiwa notes hizi kupitia WhatsApp?Kwa notes zilizopangiliwa vizuri kwa kusoma offline au PDF, bonyeza kitufe hapa chini. Ujumbe wenye Level, Semester, Module na Topic utaandaliwa moja kwa moja.TUMIWA NOTES WHATSAPP WhatsApp: 255620339260

NTA Level 4 • Semester 1 • PST04105 Calculations of Density and Specific Gravity Pharmaceutical Calculations • Source Session/Topic 6 Full source-text version: all educational wording from the extracted learning source is retained; only presenter/tutor metadata and web-layout noise are removed, while formatting is improved for readability. Session 6: Calculations of Density and Specific Gravity Total Session Time: 60 minutes Prerequisites • None Students Learning Tasks By the end of this session students are expected to be able to: • Define density and specific gravity • Calculate density and specific gravity Resources Needed: • Flip charts, marker pens, and masking tape • Black/white board and chalk/whiteboard markers SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |05 minutes |Presentation |Introduction, Learning Tasks | |2 |15 minutes |Presentation |Definition of Density and Specific | | | |Brainstorming |Gravity | |3 | |Presentation | | | |30 minutes |Small group |Calculations of Density and | | | |discussion |Specific Gravity | |4 |05 minutes |Presentation |Key Points | |5 | | Presentation |Evaluation | | |05 minutes | | | CONTENTS STEP 1: Presentation of Session Title and Learning Tasks (5 minutes) READ or ASK students to read the learning tasks and clarify ASK students if they have any questions before continuing. STEP 2: Definitionsof Density and Specific Gravity (15 minutes) • Density o The density of a substance is its mass per unit volume at a specific temperature and pressure o The symbol most often used for density is ρ (the lower case Greek letter), although the Latin letter D can also be used o Mathematically, density is defined as mass divided by volume [pic] Where ρ is the density, m is the mass, and V is the volume. o In the SI system, density is the number of gram per one milliliter o Different materials usually have different densities o The density of a material varies with temperature and pressure o At 20ºC, 1 Ml of water weighs 1g, thus 100g of water occupies a volume of 100Ml and 1000 Ml (1 litre) of water weighs 1000g (1 kg) o This 1:1 relationship is considered to hold, for most general pharmaceutical purposes, at the normal ambient temperatures o However, this 1:1 relationship between weight and volume is not true for other liquids, solids and semisolids • Specific Gravity o To simplify comparisons of density across different systems of units, it is sometimes replaced by the specific gravity o Thus specific gravity is the weight of a given volume of a substance compared with the weight of an equal volume of water both having the same temperature o Relative density less than one means that the substance floats in water. |Specific Gravity |Weight of a given volume of a| |= |liquid | | |Weight of equal volume of | | |water | STEP 3: Calculations of Density and Specific Gravity (30 minutes) |Activity: Small Group Discussion ( 20 minutes) | | | |DIVIDE students into small manageable groups | |ASK students to discuss on the following question | | | |What is the density of a solution weigh 250g and 248mL? | |What is the specific gravity of 365mL of glycerol weigh 460g? | |REFER Students to Tanzania Pharmaceutical Handbook pg 25-28 | | | |ALLOW students to discuss for 15 minutes | | | |ALLOW few groups to present and the rest to add points not mentioned | | | |CLARIFY and SUMMARIZE by using the contents below | The following are the solutions for the above exercise: Density = Data given, m=250g and v=248 mL [pic] =250g/248Ml =1.008g/Ml Specific gravity =? Given data weight of glycerol= 460g, weight of equal volume of water = 365g |Specific Gravity=|Weight of a given volume of a| | |liquid | | |Weight of equal volume of | | |water | = 460g/365g = 1.260 STEP 3: Key Points (5 minutes) • For a pure substance the density has the same numerical value as its mass concentration • The density of a substance is its mass per unit volume at a specific temperature and pressure • Different materials usually have different densities • Specific gravity is the weight of a given volume of a substance compared with the weight of an equal volume of water both having the same temperature STEP 4: Evaluation (10 minutes ) • What is a density? • What is a specific gravity? References Ansel, H. C & Stocklosa, M. J. (2001). Pharmaceutical Calculations (11th ed.). Philadelphia, United States: LIPPINCOTT WILLIAMS & WILKINS Ansel, H. C (2010) Pharmaceutical Calculations (13rd ed.). Philadelphia, United States: LIPPINCOTT WILLIAMS & WILKINS Senya, S. S, Mwasha, C.Y, Muyinga, A. M, Amiri,R. I. and Mauga E.A.S.K. (2011) Tanzania Pharmaceutical Handbook (2nd ed.). Dar eS Salaam, Tanzania: School of Pharmaceutical Sciences. Zatz, J.L and Teixeira, M.G. (2005). Pharmaceutical Calculation (4th ed.). New Jersey: John Wiley & Sons, Inc ← Previous TopicNext Topic →View all Pharmaceutical Calculations topicsOpen Complete Full Notes PDF / OFFLINE NOTES Unataka kutumiwa notes hizi kupitia WhatsApp?Kwa notes zilizopangiliwa vizuri kwa kusoma offline au PDF, bonyeza kitufe hapa chini. Ujumbe wenye Level, Semester, Module na Topic utaandaliwa moja kwa moja.TUMIWA NOTES WHATSAPP WhatsApp: 255620339260

NTA Level 4 • Semester 1 • PST04105 Calculations of Unit of Measure Relating to International Units, Pharmaceutical Calculations • Source Session/Topic 5 Full source-text version: all educational wording from the extracted learning source is retained; only presenter/tutor metadata and web-layout noise are removed, while formatting is improved for readability. Session 5: Calculations of Unit of Measure Relating to International Units, Imperial Units and Household Equivalent Total Session Time: 120 minutes + 1 hours Assignment Prerequisites None Learning Tasks By the end of this session students are expected to be able to: • Describe international units, imperial units and household equivalent • Convert the international units into imperial units and into household equivalent and vice versa Resources Needed: • Flip charts, marker pens, and masking tape • Black/white board and chalk/whiteboard markers SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |05 minutes |Presentation |Introduction, Learning Tasks | |2 |40 minutes |Presentation |International Units, Imperial Units | | | | |and Household Equivalent | |3 |40 minutes |Presentation |Conversion of International Units, | | | | |Imperial Units, Metric System, | | | | |Household Equivalent and Vice Versa | |4 |10 minutes |Presentation |Key Points | |5 | |Presentation |Evaluation | | |15 minutes | | | |6 |10 minutes |Presentation |Take home assignment | SESSION CONTENTS STEP 1: Presentation of Session Title and Learning Tasks (5 minutes) READ or ASK students to read the learning tasks and clarify ASK students if they have any questions before continuing. STEP 2: International Units, Imperial Units and Household Equivalent (40 Minutes) • International Units (IU) o The international unit is a unit of measurement for the amount of a substance; the mass or volume that constitutes one international unit varies based on which substance is being measured o The variance is based on the biological activity or effect, for the purpose of easier comparison across substances o International units are used to quantify vitamins, hormonessome medications, vaccines, blood products, and similar biologically active substances. o The name international unit has often been capitalized o It is often abbreviated as IU in English; as UI in Romance languages o Many biological agents exist in different forms or preparations (e.g. vitamin A in the form of retinol or beta-carotene) o The goal of the IU is to be able to compare these, so that different forms or preparations with the same biological effect will contain the same number of IUs For examples: • Vitamin A: 1 IU is the biological equivalent of 0.3 μg retinol, or of 0.6 μg beta-carotene • Vitamin C: 1 IU is 50 μg L-ascorbic acid • Vitamin D: 1 IU is the biological equivalent of 25 ng cholecalciferol/ergocalciferol • Vitamin E: 1 IU is the biological equivalent of about 0.667 mg d-alpha- tocopherol (2/3 mg exactly), or of 0.45 mg of dl-alpha-tocopherol acetate • Insulin: 1 IU is equivalent to 0.0347 mg of human insulin (28.8 IU/mg) • Imperial units o The Imperial units or the Imperial system is a collection of measurement units • It was created from traditional English and used by Commonwealth countries but they later changed to the metric system. • Household equivalents o Is a system of measure used in homes, particularly in kitchens o The units of household measure for volume include teaspoonful, tablespoonful, pint, quart, and gallon o The units of household measure for weight are pounds and ounces o Measuring volume using the household measure is less accurate than using other systems because the measuring utensils can vary in size o Nevertheless, house-hold volume measure may be used in community pharmacy practice when dispensing drugs that will be administered in the patient’s home because patients may not have other measuring devices at home o Labels instructing patients on how to take a medication often use household measure units for this reason STEP 3: Conversion of International Units, Metric Unit, Imperial Units and Household Equivalent (40 Minutes) Table 1: Conversion of International Units, Imperial Units, Metric System and Household measurements |WEIGH|IMPERIAL |METRIC | |TS | | | | | |Mg |G |Kg | | |1 pound ( avoirdupois) (lb)=16 oz= | |453.59 |0.454 | | |7000gr | | | | | |1 ounce ( avoirdupois)(oz)=437.5 gr| |28.35 | | | |1 grain (gr) |65 |0.065 | | | | 0.0154 gr |1 |0.001 | | | |0.035 oz= 15.4 gr |1000 |1 |0.001 | | |2.204 Lb = 35.2 oz | |1000 |1 | | | | |mL |L | |VOLUM| | | | | |E | | | | | | |1 gallon (gal) = 8 pt | |4546 |4.546 | | |1 pint (pt) = 20 floz | |568 |0.568 | | |1 fluidounce (floz) = 8 fldr | |28 | | | |1 fluiddrachm (fldr) = 60 min | |3.55 | | | |1 minim (min) | |0.059 | | | | 16.89 min | |1 | | | |0.22 gal = 1.75 pt = 35 floz | |1000 |1 | Table 2: Conversion Equivalent of Household, Apothecary and Metric Systems | |Equivalent value | |Unit of measure |Apothecary |Metric | |(Household) | | | |1 Tumblerful |8 Fluidounces |240 Milliliters | |1 Teacupful |4 Fluidounces |120 Milliliters | |1 Wineglass |2 Fluidounces |60 Milliliters | |2 Tablespoonful |1 Fluidounces |30 Milliliters | |1 Tablespoonful |½ Fluidounces |15 Milliliters | |1 Teaspoonful |1 Fluiddrachm |5 Milliliters | |½ Teaspoonful |½ Fluiddrachm |2.5 Milliliters | STEP 4: Key Points (10 minutes) • International Units (IU) is used for the measurement of drugs, vaccines and vitamins • The volume or mass that makes up one International unit is dependent on the concentration or potency of the substance and therefore varies from substance to substance depending on what is being measured • It is important to note that the house hold equivalents are the measures used at home when the metric units of measure are not available. • The imperial system is an old measuring system

NTA Level 4 • Semester 1 • PST04105 Calculations of Unit of Measure Relating to Length Pharmaceutical Calculations • Source Session/Topic 4 Full source-text version: all educational wording from the extracted learning source is retained; only presenter/tutor metadata and web-layout noise are removed, while formatting is improved for readability. Session 4: Calculations of Unit of Measure Relating to Length Total Session Time: 120 minutes Prerequisites • None Learning Tasks By the end of this session students are expected to be able to: • Define the unit of measure of length • Convert different measures of length Resources Needed: • Flip charts, marker pens, and masking tape • Black/white board and chalk/whiteboard markers SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |05 minutes |Presentation |Introduction, Learning Tasks | |2 |40 minutes |Presentation |Unit of Measure of Length | | | |Demonstration | | |3 |40 minutes |Presentation |Different Measures of Length | | | |Group | | | | |discussion | | |4 |10 minutes |Presentation |Key Points | | 5 |25 minutes |Presentation |Evaluation | SESSION CONTENTS STEP 1: Presentation of Session Title and Learning Tasks (5 minutes) READ or ASK students to read the learning tasks and clarify ASK students if they have any questions before continuing. STEP 2: Unit of Measure of Length (40 minutes) |Activity: Demonstration (30 minutes) | | | |DIVIDE students in small manageable groups. | | | |PREPARE equipment and materials needed for demonstration | | | |POSITION students so that everyone can see and hear | | | |REVIEW steps of that skill with students | | | |DEMONSTRATE | |The procedures of measuring different length by using different | |measures of length | |ALLOW one student from each group to do a return demonstration and let | |others comment on it | | | |CLARIFY and SUMMARIZE by using the content below | • Length may be defined as the longest extent of anything as measured from end to end • The meter (m) is the fundamental unit of this system • There are many instruments used to measure length including rulers, tape measures, micrometers, gauges and vernier calipers • There are also instruments that make use of scientific principles to deduce length where it may not be directly measured • Measuring lengths accurately has been a driving force behind much of human civilization • The selection of measuring device depends on the shape of the thing to be measured STEP 3: Different Measures of Length (40 Minutes) |Activity: Small Group Discussion ( 20 minutes) | | | |DIVIDE students into small manageable groups | | | |ASK students to discuss on the following question | |What are the different measures of length? | | | |ALLOW students to discuss for 15 minutes | | | |ALLOW few groups to present and the rest to add points not mentioned | | | |CLARIFY and SUMMARIZE by using the contents below | • The following are the different measures of length: o 1 kilometer (km) = 1000 meters o 1 hectometer (hm) = 100 meters o 1 dekameter (dam) = 10 meters o 1 meter (m) = 1meter o 1 decimeter (dm) = 0.1 meter o 1 centimeter (cm) = 0.01 meter o 1 millimeter (mm) = 0.001 meter o 1 micrometer (µm) = 0.000,001 meter o 1 nanometer (nm) = 0.000,000,001 meter o 1 micrometer (µm) = 0.000,001 meter Table 1: Measure of length |Name of Unit |Abbreviation |Equivalent to | |1 kilometre |Km |1000m | |1 metre |M |1000mm(=0.0001km) | |1 decimetre |Dm |100mm(=0.1m) | |1 centimetre |Cm |10mm(=0.01m) | |1 millimetre |Mm |1000 micron(=0.001m) | |1 micrometre |micron/µm |1000nm(=nanometre) | STEP 4: Key Points (10minutes) • There are two most common measurements of length; millimeters and meter • Millimeter is often written as mm and meter as m • One meter comprised of 1000 millimeter (1 m = 1000 mm) STEP 7: Evaluation (25 minutes) • What is the unit of measure of length? • Convert the following units of measure of length into meter: 100mm, 360cm, 80km, 123500µm, 0.045hm and 250 dm References Ansel, H. C & Stocklosa, M. J. (2001). Pharmaceutical Calculations (11th ed.). Philadelphia, United States: LIPPINCOTT WILLIAMS & WILKINS Ansel, H. C (2010) Pharmaceutical Calculations (13rd ed.). Philadelphia, United States: LIPPINCOTT WILLIAMS & WILKINS Senya, S. S, Mwasha, C.Y, Muyinga, A. M, Amiri,R. I. and Mauga E.A.S.K. (2011) Tanzania Pharmaceutical Handbook (2nd ed.). Dar eS Salaam, Tanzania: School of Pharmaceutical Sciences. Zatz, J.L and Teixeira, M.G. (2005). Pharmaceutical Calculation (4th ed.). New Jersey: John Wiley & Sons, Inc ← Previous TopicNext Topic →View all Pharmaceutical Calculations topicsOpen Complete Full Notes PDF / OFFLINE NOTES Unataka kutumiwa notes hizi kupitia WhatsApp?Kwa notes zilizopangiliwa vizuri kwa kusoma offline au PDF, bonyeza kitufe hapa chini. Ujumbe wenye Level, Semester, Module na Topic utaandaliwa moja kwa moja.TUMIWA NOTES WHATSAPP WhatsApp: 255620339260

NTA Level 4 • Semester 1 • PST04105 Calculations of Unit of Measure Relating to Weight Pharmaceutical Calculations • Source Session/Topic 3 Full source-text version: all educational wording from the extracted learning source is retained; only presenter/tutor metadata and web-layout noise are removed, while formatting is improved for readability. Session 3: Calculations of Unit of Measure Relating to Weight Total Session Time: 120 minutes Prerequisites • None Learning Tasks By the end of this session students are expected to be able to: • Define the unit of measure of weight • Convert different measures of weight Resources Needed: • Flip charts, marker pens, and masking tape • Black/white board and chalk/whiteboard markers SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |05 minutes |Presentation |Introduction, Learning Tasks | |2 | |Presentation |Unit of Measure of Weight | | |50 minutes |Demonstration | | |3 | |Presentation |Different Measures of Weight | | |30 minutes |Small Group | | | | |discussion | | |4 |15 minutes |Presentation |Key Points | | 5 | |Presentation |Evaluation | | |20 minutes | | | SESSION CONTENTS STEP 1: Presentation of Session Title and Learning Tasks (5 minutes) READ or ASK students to read the learning tasks and clarify ASK students if they have any questions before continuing. STEP 2: Unit of Measure of Weight (50 minutes) |Activity:Demonstration (30 minutes) | | | |DIVIDE students in small manageable groups. | | | |PREPARE equipment and materials needed for demonstration | | | |POSITION students so that everyone can see and hear | | | |REVIEW steps of that skill with students. | | | |DEMONSTRATE | |The procedures of measuring weight by using different weighing scales | |ALLOW one student from each group to do a return demonstration and let | |others comment on it | |CLARIFY and SUMMARIZE by using the content below | • Weight: A body’s relative mass or the quantity of matter contained by it, giving rise to a downward force or heaviness. • The unit of weight in the metric system is the Gram (g) • There are two most common measurements of weight: milligram and gram • The selection of measuring of weight depends on the quantity of the substance to be weighed and the sensitivity and accuracy of the weighing scale (instrument) • Examples of commonly used weighing scales in the pharmacy practice are electronic balance, analytical balance and beam balance • The selection of weighing balances depends on the task at hand, from highly sensitive electronic analytic balances and prescription balances in extemporaneous compounding procedures to large-capacity scales in the industrial manufacturing and production of pharmaceutical products • Each instrument used must meet the established standards for sensitivity, accuracy and capacity STEP 3: Different Measures of Weight (30 Minutes) |Activity: Small Group Discussion ( 20 minutes) | | | |DIVIDE students into small manageable groups | | | |ASK students to discuss on the following question | |What are the different measures of weight? | | | |ALLOW students to discuss for 15 minutes | | | |ALLOW few groups to present and the rest to add points not mentioned | | | |CLARIFY and SUMMARIZE by using the contents below | • The following are the different measures of weight: o 1 kilogram (kg)= 1000 gram o 1 hectogram (hg)= 100 gram o 1 dekagram (dag)= 10 gram o 1 gram (g)= 1gram o 1 decigram (dg) = 0.1 gram o 1 centigram (cg) = 0.01 gram o 1 milligram (mg) = 0.001 gram o 1 microgram (µg) = 0.000,001 gram Table 1: Measures of Weight |Name of Unit |Unit symbol |Equivalent to | |1 kilogram |Kg |1000g | |1 gram |G |1000mg(0.001kg) | |1 milligram |Mg |1000mcg(0.001g) | |1 microgram |Mcg |1000ng(0.001mg) | |1 nanogram |Ng |1000pg(0.001µg) | STEP 4: KeyPoints (15 minutes) • There are two most common measurements of weight: milligram and gram • Milligram is often written as mg and gram as g • One gram is comprised of 1000 milligram (1 g= 1000mg) STEP 5: Evaluation (20 minutes) • What are the units of measure of weight? • Convert the following units of measure of weight into milligram; 250g, 0.003kg, 7.4 g, 10g , 188000µg and 100g References Ansel, H. C & Stocklosa, M. J. (2001). Pharmaceutical Calculations (11th ed.). Philadelphia, United States: LIPPINCOTT WILLIAMS & WILKINS Ansel, H. C (2010) Pharmaceutical Calculations (13rd ed.). Philadelphia, United States: LIPPINCOTT WILLIAMS & WILKINS Senya, S. S, Mwasha, C.Y, Muyinga, A. M, Amiri,R. I. and Mauga E.A.S.K. (2011) Tanzania Pharmaceutical Handbook (2nd ed.). Dar eS Salaam, Tanzania: School of Pharmaceutical Sciences. Zatz, J.L and Teixeira, M.G. (2005). Pharmaceutical Calculation (4th ed.). New Jersey: John Wiley & Sons, Inc ← Previous TopicNext Topic →View all Pharmaceutical Calculations topicsOpen Complete Full Notes PDF / OFFLINE NOTES Unataka kutumiwa notes hizi kupitia WhatsApp?Kwa notes zilizopangiliwa vizuri kwa kusoma offline au PDF, bonyeza kitufe hapa chini. Ujumbe wenye Level, Semester, Module na Topic utaandaliwa moja kwa moja.TUMIWA NOTES WHATSAPP WhatsApp: 255620339260

NTA Level 4 • Semester 1 • PST04105 Calculations of Unit of Measure Relating to Volume Pharmaceutical Calculations • Source Session/Topic 2 Full source-text version: all educational wording from the extracted learning source is retained; only presenter/tutor metadata and web-layout noise are removed, while formatting is improved for readability. Session 2: Calculations of Unit of Measure Relating to Volume Total Session Time: 120 minutes Prerequisites • None Learning Tasks By the end of this session students are expected to be able to: • Define the unit of measure of volume • Convert different measures of volume Resources Needed: • Flip charts, marker pens, and masking tape • Black/white board and chalk/whiteboard markers SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |05 minutes |Presentation |Introduction, Learning Tasks | |2 |40 minutes |Presentation |Units of Measure of Volume | | | |Demonstration | | |3 |45 minutes |Presentation |Different Measures of Volume | | | |Group | | | | |discussion | | |4 |10 minutes |Presentation |Key Points | | 5 |20 minutes |Presentation |Evaluation | SESSION CONTENTS STEP 1: Presentation of Session Title and Learning Tasks (5 minutes) READ or ASK students to read the learning tasks and clarify ASK students if they have any questions before continuing. STEP 2: Unit of Measure of Volume (40 minutes) |Activity: Demonstration (25 minutes) | | | |DIVIDE students in small manageable groups. | | | |PREPARE equipment and materials needed for demonstration | | | |POSITION students so that everyone can see and hear | | | |REVIEW steps of that skill with students | | | |DEMONSTRATE | |The procedure of measuring volume by using different instruments | |ALLOW one student from each group to do a return demonstration and let | |others comment on it | | | |CLARIFY and SUMMARIZE by using the content below | • Volume: The amount of space occupied by a substance or object or enclosed within a container • Measure: The process of ascertaining the size, amount, or degree of something by comparison with a standard unit or with an object of known size • Measurement: a standard unit used to express size, amount, or degree • The common units of measure of volume in pharmacy practice are milliliters (mL) and liters (L) • The liter is the metric unit of volume • Common instrument for the pharmaceutical measurement of volume range from micropipette and burettes used in analytical procedures to large industrial-size calibrated vessels • The selection of measuring instrument should be based on the level of precision required • In pharmacy practice the common instrument for measuring volume are cylindric and conical graduates • For the measurement of small volume calibrated syringes or pipette are used STEP 3: Different Measures of Volume (45 Minutes) |Activity: Small Group Discussion ( 20 minutes) | | | |DIVIDE students into small manageable groups | | | |ASK students to discuss on the following question | |What are the different measures of volume? | | | |ALLOW students to discuss for 15 minutes | | | |ALLOW few groups to present and the rest to add points not mentioned | | | |CLARIFY and SUMMARIZE by using the contents below | • The following are the different measures of volume: o 1 kiloliter (kL)= 1000 liters o 1 hectoliter (hL)= 100 liters o 1 dekaliter (daL)= 10 liter o 1 liter (L)= 1 liter o 1 deciliter (dL) = 0.1 liter o 1 centiliter (cL) = 0.01 liter o 1 milliliter (mL) = 0.001 liter o 1 microliter (µL) = 0.000,001 liter Figure 1: Measures of Volume |Name of Unit |Abbreviation |Equivalent to | |1 litre |L |1000ml | |1 decilitre |Dl |100ml (0.1 litre) | |1 centilitre |C1 |10ml (0.01 litre) | |1 millilitre |Ml |1000µl (0.001 litre) | |1 microlitre |µl |1000nl (nanolitre) | STEP 4: Key Points (10 minutes) • There are two most common measurements of volume; milliliters and liters • Milliliters are often written as mL and liters as L • A liter is comprised of 1000 millilites (1 L= 1000mL) STEP 5: Evaluation (20 minutes) • What are the units of measure of volume? • What are instruments that are used to measure volume? • Convert the following into mL : 0.5L, 1L, 2.5L, 5L and 250µL References Ansel, H. C & Stocklosa, M. J. (2001). Pharmaceutical Calculations (11th ed.). Philadelphia, United States: LIPPINCOTT WILLIAMS & WILKINS Ansel, H. C (2010) Pharmaceutical Calculations (13rd ed.). Philadelphia, United States: LIPPINCOTT WILLIAMS & WILKINS Senya, S. S, Mwasha, C.Y, Muyinga, A. M, Amiri,R. I. and Mauga E.A.S.K. (2011) Tanzania Pharmaceutical Handbook (2nd ed.). Dar eS Salaam, Tanzania: School of Pharmaceutical Sciences. Zatz, J.L and Teixeira, M.G. (2005). Pharmaceutical Calculation (4th ed.). New Jersey: John Wiley & Sons, Inc ← Previous TopicNext Topic →View all Pharmaceutical Calculations topicsOpen Complete Full Notes PDF / OFFLINE NOTES Unataka kutumiwa notes hizi kupitia WhatsApp?Kwa notes zilizopangiliwa vizuri kwa kusoma offline au PDF, bonyeza kitufe hapa chini. Ujumbe wenye Level, Semester, Module na Topic utaandaliwa moja kwa moja.TUMIWA NOTES WHATSAPP WhatsApp: 255620339260