PST Level 5 Semester 2

NTA Level 5 • Semester 2 • PST05210 Plant Tissue Systems Basic Pharmacognosy • 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: Plant Tissue Systems Total Session Time: 60 minutes Prerequisites • None Learning Tasks By the end of this session students are expected to be able to: • Define Tissue Systems • Categorize Tissue Systems • Explain Tissue Systems Resources Needed: • Flip charts, marker pens, and masking tape • Black/white board and chalk/whiteboard markers • LCD projector and laptop SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |05 minutes |Presentation |Introduction, Learning Tasks| |2 |45 minutes |Presentation |Tissue Systems and their | | | |Small group |Categorization | | | |discussion | | |3 |05 minutes |Presentation |Key Points | |4 |05 minutes |Presentation |Evaluation | 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: Tissue Systems and Their Categorization (45 minutes) |Activity: Small Group Discussion (15 minutes) | | | |Ask students to work in groups on the following question: | |How do you categorize tissues system? | | | |ALLOW few students to respond | | | |WRITE their responses on the flip chart/board | | | |CLARIFY and SUMMARISE by using the content below | • Tissue systems are groups of tissues performing a similar function irrespective of its position in the plant body • Tissues systems are: o Dermal (Epidermal) tissue system, o vascular tissue system and o Fundamental (Ground) tissue system o Epidermal Tissue System: ▪ In leaves there are guard cells ▪ Chloroplasts: present only in the guard cells of the epidermis ▪ Other epidermal cells usually do not have chloroplasts ▪ Outer wall of epidermis is usually covered by cuticle ▪ The Stoma • Stoma is a minute pore surrounded by 2 guard cells • The stomata occur mainly in the epidermis of leaves • Trichomes o Are unicellular or multicellular appendages originating from the epidermal cells o Trichomes may be branched or unbranched • Functions of Epidermal Tissue System o Excessive loss of water due to the presence of cuticle o Epidermis protects the underlying tissues o Stomata are involved in transpiration and gaseous exchange o Trichomes help dispersal of seeds and fruits o Root hairs absorb water and mineral salts from the soil • Vascular Tissue System o Consists of xylem and phloem o Elements of xylem and phloem are always organized in groups called vascular bundles o In dicot stems, the vascular bundle consists of cambial tissue in between xylem and phloem (i.e. Open vascular bundle) o In monocot stem, cambium is absent in the vascular bundle (i.e. closed vascular bundle) o In roots, xylem and phloem are arranged in an alternate manner on different radii, this is called radial arrangement o In stems and leaves, xylem and phloem are arranged at the same radius and form a vascular bundle together (i.e. Conjoint vascular bundle) o Conjoint vascular bundles may be; ▪ Collateral • Xylem and phloem on same radius, phloem is outward ▪ Bicollateral • Phloem on outer and inner sides of xylem o Concentric vascular bundle o Either phloem or xylem surrounds the other completely o It is amphicribral if the phloem completely surrounds the xylem o It is amphivasal if the xylem completely surrounds the phloem • Ground or Fundamental Tissue System o Form the main body of the plants (bulk of plant) o Includes all the tissues except epidermis and vascular bundles o In monocot stem, ground tissue system is a continuous mass of parenchymatous tissue in which vascular bundles are found scattered i.e. ground tissue is not differentiated into cortex, endodermis, pericyclic and pith. o In the leaves, ground tissue is made of chlorenchyma tissues forming the mesophyll o These cells are arranged in a single layer without intercellular spaces o Cells in the pith generally store starch, fatty substances, tannins, phenols, calcium oxalate crystals, etc. • Secretory Tissues o Cells or organizations of cells that produce a variety of secretions o Secreted substance may remain deposited within secretory cell itself or may be excreted (released from the cell) o The substance maybe excreted to the surface of the plant or into intercellular cavities or canals o Some of the secretions are waste products e.g. resins, rubber, tannins and various crystals o Other secretions are useful in plants e.g. enzymes and hormones. o Secretory structures may be single cells or group of cells (glands) o Oil cells occur in ginger, pepper, mace, cardamoms, cinnamon and cassia o The latex cells (produce latex) are found e.g. in Cannabis sativa STEP 3: Key Points (5 minutes) • Tissue systems are groups of tissues performing a similar function irrespective of its position in the plant body • Tissues systems are divided into dermal (epidermal) tissue system, vascular tissue system and fundamental (Ground) tissue system • Epidermal tissue system covers surfaces of the plant body • Vascular tissue system forms the transport system of the plant • The ground tissue system supports the vascular and the dermal tissue systems STEP 4: Evaluation (5 minutes) • What are the functions of epidermal tissue system? • What is the stoma? 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. D. (2012). Fundamentals of pharmacognosy and phytotherapy. Edinburgh: Churchill Livingstone/Elsevier. ← Previous TopicNext Topic →View all Basic Pharmacognosy topicsOpen Complete Full Notes

NTA Level 5 • Semester 2 • PST05210 Plant Tissues Basic Pharmacognosy • 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: Plant Tissues Total Session Time: 120 minutes Prerequisites • None Learning Tasks By the end of this session students are expected to be able to: • Define Tissue • Classify Plant Tissues • Explain Properties of the Plant Tissues Resources Needed: • Flip charts, marker pens, and masking tape • Black/white board and chalk/whiteboard markers • LDC projector and laptop SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |05 minutes |Presentation |Introduction, Learning Tasks | |2 |30 minutes |Presentation |Plant Tissues and their | | | |Brainstorming |Classification | |3 |75 minutes |Presentation |Properties of the Plant Tissues | |4 |05 minutes |Presentation |Key Points | |5 |05 minutes |Presentation |Evaluation | 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: Plant Tissues and Their Classification (30 minutes) |Activity: Brainstorming (5 minutes) | | | |Ask students to brainstorm on the following question: | | | |Define a plant tissue | | | |ALLOW few students to respond? | | | |WRITE their responses on the flip chart/ board | | | |CLARIFY and SUMMARISE by using the content below | • A plant tissue may be defined as a group of cells, which are similar in origin, form and function or as a group of dissimilar cells that perform a common function. E.g. phloem elements conduct food • The simple type of plant body is unicellular, in such form; the single cell performs all the vital functions of life. It grows, prepares food, undergoes metabolism, reproduces and completes its span of life • In higher plants, root, stem, leaves and flowers carry out different functions. Due such division of labour, the cells of the plant are differentiated to form different tissues. The different tissues perform different functions • Tissues can be classified into main two types: o Meristematic tissue and o Permanent tissue Scheme below Shows Classification of Plant Tissues Plant Tissue Meristematic Permanent (Mature cells incapable of division) (Cells are capable of division) Simple Complex (Single type of cells) (More than one type of cells) Parenchyma Collenchyma Sclerenchyma Xylem Phloem Xylem vessel Sieve tube Tracheids Companion Cells • Meristematic Tissue (Cells are capable of division) o A meristematic tissue (meristos = divisible) is a group of identical cells that are in a continuous state of division o Some cells produced by meristematic tissue stop dividing and acquire certain changes (differentiation) to become permanent tissues of the plant • Based on location on the plant, the meristem is divided into three types: o Apical meristem ▪ Found at the tips of roots, stem and branches ▪ Functions to increase length of these parts ▪ Divided into three zones • Protoderm – form epidermal tissue • Procambium – form primary vascular tissues • Ground meristem – form cortex and pith o Intercalary meristem o Found in the nodal region, prominently in monocotyledons, e.g. grasses. o It is derived from the apical meristem o Elongates the internodes o Lateral meristem o Found along the longitudinal axis of stem and root o E.g. Vascular cambium and cork cambium (phellogen) o Produces secondary permanent tissues o Increase thickness of stem and root • Permanent Tissue (Mature cells incapable of division) o Are tissues that have temporarily or permanently lost the power to divide o The cells formed by the apical meristem are differentiated into different types of permanent tissues • Based on the constituent cells, the permanent tissue is classified into two types: – o Simple tissue ▪ Tissues made up of cells with similar structure and function ▪ Classified into; • Parenchyma, • Collenchyma and • Sclerenchyma o Complex tissue ▪ A tissue made up of several kinds of cells but all of them function together as a single unit ▪ Classified into; • Xylem tissue o Xylem (Greek word ‘xylos’= wood) o Xylem is made up of four kinds of cells ▪ Tracheids ▪ Vessels or tracheae, ▪ Xylem fibres and ▪ Xylem parenchyma • Phloem tissues o Phloem is composed of four types of cells: ▪ Sieve elements, ▪ Companion cells, ▪ Phloem parenchyma and ▪ Phloem fibres • Companion cells are present only in angiosperms STEP 3: Properties of Plant Tissues (75 minutes) • Characteristics of Meristematic Tissues o May be round, oval, polygonal or rectangular in shape o Are closely arranged without intercellular spaces o Have dense cytoplasm with large nuclei. o Have smaller vacuoles, scattered throughout the cytoplasm. o Their cell walls are thin, elastic and made up of cellulose • Characteristics of Parenchyma Tissues o Generally present in all plant organs o Form the ground tissue in a plant o Is living tissue made of thin walled cells o Is the precursor of all the other tissues o The cell wall is made up of cellulose o Parenchyma cells may be oval, spherical, rectangular, cylindrical or stellate o Parenchyma is of different types o In green parts of the plants, the parenchymatous cells have chloroplasts; they are called chlorenchyma. Its important function is photosynthesis • Characteristics of Collenchyma Tissues o Is a living tissues generally occurring in the dicot stems in two or more layers below the epidermis, these layers form the hypodermis o It also occurs in petiole and pedicel o The cell wall is unevenly thickened, thickening is confined to the corners of the cells o Collenchyma strengthen young organs • Characteristics of Sclerenchyma Tissues o Is a dead tissue; lacks protoplasts o The cells are very thick i.e. have lignified secondary walls (woody) o Sclereids ▪ Sclereids re shorter, fibers are longer ▪ Sclereids have numerous

NTA Level 5 • Semester 2 • PST05210 The Plant Cell Basic Pharmacognosy • 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: The Plant Cell Total Session Time: 120 minutes Prerequisites • None Learning Tasks By the end of this session students are expected to be able to: • Explain structure of a plant cell • List organelles of the plant cell • List functions of plant cell organelles • Explain the plant cell wall Resources Needed: • Flip charts, marker pens, and masking tape • Black/white board and chalk/whiteboard markers • LCD and laptop SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |05 minutes |Presentation |Introduction, Learning Tasks | |2 |25 minutes |Buzzing/ |Introduction to Plant Cells | | | |Presentation | | |3 |60 minutes |Brainstorming/|Functions of Internal structures | | | |Presentation |of a plant cell | |4 |20 minutes |Presentation |The plant cell wall | |5 |05 minutes |Presentation |Key Points | |6 |05 minutes |Presentation |Evaluation | 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: Introduction to Plant Cells (25 minutes) |Activity: Buzzing (5 minutes) | | | |Ask students to brainstorm on the following question: | | | |What is a plant cell? | | | |ALLOW few students to respond? | | | |WRITE their responses on the flip chart/ board | | | |CLARIFY and SUMMARISE by using the content below | [pic] • A plant cell is the structural unit of the plant body • The plant cells consist of internal and external structures • The internal structures (organelles) include; o The Nucleus o Nucleolus o Centrosome o Ribosomes o Rough Endoplasmic Reticulum o Smooth Endoplasmic Reticulum o Golgi Complex (Golgi apparatus or Golgi body) o Mitochondria o Plastids o Proplastids o Etioplasts o Chloroplasts o Chromoplasts o Leucoplasts ▪ Amyloplasts ▪ Elaioplasts ▪ Proteinoplasts ▪ Statoliths o Nucleoids o Vacuoles • The external structures are mainly the cell wall STEP 3: Internal Structures of a Plant Cell (60 minutes) |Activity: Brainstorming (5 minutes) | |Ask students to brainstorm on the following question: | | | |What are the functions of these organelles? | | | |ALLOW few students to respond? | | | |WRITE their responses on the flip chart/ board | | | |CLARIFY and SUMMARISE by using the content below | • The Nucleus o Spherical body containing a nucleolus o Surrounded by the nuclear membrane o Contains DNA (genetic material in chromosomes) • Nucleolus o An organelle within the nucleus where ribosomal RNA is produced o It controls many of the functions of the cell (by controlling protein synthesis) • Centrosome o It is a small body located near the nucleus that forms and organizes microtubules o Microtubules are important in cell division (mitosis) • Ribosomes o Are small organelles composed of RNA-rich cytoplasmic granules that are sites of protein synthesis • Endoplasmic Reticulum o Endoplasmic reticulum is a system of interconnected, membranous, infolded and convoluted sacks located in cytoplasm (the ER is continuous with the outer nuclear membrane) o It transports materials through the cell and produces proteins o Smooth Endoplasmic Reticulum are smooth (i.e. no ribosomes on surface) ▪ Contains enzymes and produces and digests lipids (fats) and membrane proteins • Golgi Complex: (i.e. Golgi apparatus or Golgi body) o Is a flattened, layered, sac-like organelle that looks like a stack of pancakes, located near the nucleus o It packages and transports materials (proteins and carbohydrates) to different locations inside/outside cell • Mitochondria o Spherical to rod-shaped organelles with a double membrane that generates energy for the cell • Plastids o Are structures responsible for photosynthesis, storage of products like starch and for the synthesis of many classes of molecules such as fatty acids etc. needed as cellular building blocks and/or for the function of the plant. There several types; proplastids, etioplasts, chloroplasts, chromoplasts, leucoplasts and leucoplasts specialized for different functions in the plant body. • Vacuoles o Are regions bound by membrane and filled with cell sap and surrounded by the tonoplast o In mature living cells may compose 90 – 95% of cell volume o Storage site for variety of (ergastic) substances such as: ▪ Water ▪ Enzymes and other proteins ▪ Water-soluble pigments (e.g. red and blue anthocyanins) ▪ Toxic alkaloids, tannins ▪ Lipids ▪ Crystals (calcium oxalate, calcium carbonate, silicon dioxide) ▪ Organic acids (oxalate, malate) STEP 4: The Plant Cell Wall (20 minutes) • The plant cell wall is heterogeneous structure composed of layers (lamellae) o Each cell secretes its own wall o Junction between the walls is the Middle lamella o Cell wall is penetrated by plasmodesmata connecting neighbouring cells o Cell walls are primarily composed of sugar polymers i.e. polysaccharides o The architecture, mechanics, and function of plants depend crucially on structure of cell wall • Functions o Regulates cell volume by limiting protoplast size preventing cell rupture o Determines cell shape o Involved in cell-cell adhesion; provide support to cells and whole plant o Forms specialized structures for: ▪ Transport of water and nutrients ▪ Defense against bacterial and fungal attack ▪ Reproduction • Composition of Cell Walls o Primary cell wall: ▪ Which is the only cell wall in growing and dividing cells ▪ First formed cell wall ▪ Composed of cellulose embedded in matrix of hemicellulose and pectin, cellulose molecules: Unbranched glucose chains and hemicellulose – a highly branched molecule of sugars and sugar derivatives ▪ Pectins: • Are highly branched negatively charged polysaccharides rich in galacturonic acid • Give compressive strength to the cell wall • Modulate porosity, pH, and ion concentrations within the wall o Primary wall/Middle Lamellae ▪ Primarily associated with hemicelluloses and pectins ▪

NTA Level 5 • Semester 2 • PST05210 Castor, Olive, Cod-liver and Peanut Oils Basic Pharmacognosy • Source Session/Topic 35 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 35: Castor, Olive, Cod-liver and Peanut Oils Total Session Time: 120 minutes Prerequisites • None Learning Tasks By the end of this session students are expected to be able to: • Explain natural source, constituents and uses of Castor oil • Explain natural source, constituents and uses of Olive oil • Explain natural source, constituents and uses of Cod liver oil • Explain natural source, constituents and uses of Peanut oil Resources Needed: • Flip charts, marker pens, and masking tape • Black/white board and chalk/whiteboard markers • LCD Projector and Laptop SESSION OVERVIEW |Step |Time |Activity/ |Content | | | |Method | | |1 |05 minutes |Presentation |Introduction, Learning Objectives | |2 |30 minutes |Presentation |Natural Source, Constituents and | | | |Buzzing |Uses of Castor Oil | |3 |25 minutes |Presentation |Natural Source, Constituents and | | | | |Uses of Olive Oil | |4 |25 minutes |Presentation |Natural Source, Constituents and | | | | |Uses of Cod-liver Oil | |5 |25 minutes |Presentation |Natural Source, Constituents and | | | |Brainstorming |Uses of Peanut Oil | |6 |05 minutes |Presentation |Key Points | |7 |05 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: Natural Source, Constituents and Uses of Castor Oil (30 minutes) |Activity: Buzzing (5 minutes) | | | |ASK students to pair up and buzz on the following question for 2 | |minutes | | | |What is Castor oil? | | | |ALLOW few pairs to respond and let other pairs to add on points not | |mentioned | | | |WRITE their response on the flip chart/board | | | |CLARIFY and SUMMARIZE by using the content below | • Definition o Castor oil is a monounsaturated fixed oil obtained from ripe seeds of Ricinus communis, family Euphorbiaceae o Castor seeds are decorticated and the kernels separated from the testa and cold-expressed in hydraulic presses o The oil is pale yellow or almost colorless, transparent • Constituents o The seeds contain 45-55% fixed oil, 20% protein, ricin (toxic alkaloid), recinine and several enzymes e.g. lipase • Uses o Stimulant cathartic for total colonic evacuation prior to surgery o Emollient o Employed in manufacture of soaps o Hydrogenated oil is used as a stiffening agent in some pharmaceutical formulations STEP 3: Natural Source, Constituents and Uses of Olive Oil (25 minutes) • Definition o Olive oil is a fixed oil obtained from the ripe fruit of Olea europoae family Oleaceae o The oil is an evergreen tree and fruits are drupes, purple when ripe o Oil is pale yellow/light greenish yellow, slight odor, taste is bland to faintly acrid • Constituents o Linoleic acid o Oleic acid o Palmitic acid and o Stearic acid • Uses o Externally as demulcent & emollient agent o Laxatives o Used as a purgative administered after food poisoning STEP 4: Natural Source, Constituents and Uses of Cod-liver Oil (25 minutes) • Definition o Cod-liver oil is a fixed oil from the fresh livers of cod fish, Gadus morrhua, family Gadidae o The oil is a mixed triglyceride, mainly unsaturated C16-22 acids and decahexanoic acid • Constituents o Omega 3 fatty acids o Vitamin A o Vitamin D • Uses o Prevention and cure of rickets o Important source of vitamin A and D o For treatment of pain and stiffness of joint in arthritis STEP 5: Natural Source, Constituents and Uses of Peanut Oil (25 minutes) • Definition o Peanut oil or arachis oil is a fixed oil obtained from seeds of Arachis hypogaea (Leguminosae) o Seeds contain 40-50% oil • Constituents o Oleic acid 60% o Linoleic acid 24% o Palmitic acid 9% o Arachidonic acid • Uses |Activity: Brainstorming (5 minutes) | | | |Ask students to brainstorm on the following question: | | | |What are the uses of Arachis oil? | | | |ALLOW few students to respond? | | | |WRITE their responses on the flip chart/ board | | | |CLARIFY and SUMMARISE by using the content below | • Dietary supplements • Pharmaceutically solvent for intravenous and intramuscular injections STEP 6: Key Points (5 minutes) • Castor oil is monounsaturated fixed oil obtained from ripe seeds of Ricinus communis • Olive oil (also known as salad oil, sweet oil) are fixed oil from the ripe fruit of Olea europoae • Arachis oil is obtained from seeds of Arachis hypogaea • Cod-liver oil is a fixed oil from the fresh livers of cod fish, Gadus morrhua, and it is used as a supplement for vitamin A and D STEP 7: Evaluation (5 minutes) • What are constituents of cod liver oil? • What are the uses of arachis oil? • What are the uses of Castor oil? 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. D. (2012). Fundamentals of pharmacognosy and phytotherapy. Edinburgh: Churchill Livingstone/Elsevier. ← Previous TopicNext Topic →View all Basic Pharmacognosy 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 5 • Semester 2 • PST05210 Basic Pharmacognosy – Complete Full Notes Complete educational source text in one page Completeness safeguard: this page keeps the complete educational module/source wording in one place so learning material is not lost when browsing topic by topic. Presenter/tutor metadata is intentionally excluded. | | UNITED REPUBLIC OF TANZANIA Ministry of Health, Community Development, Gender, Elderly and Children Facilitator Guide Copyright © Ministry of Health, Community Development, Gender, Elderly and Children – 20 Table of Contents Background iii Acknowledgment iv Introduction vi Abbreviations/Acronym viii Session 1: Introduction to Pharmacognosy 1 Session 2: The Plant Cell 7 Session 3: Plant Tissues 14 Session 4: Plant Tissue Systems 23 Session 5: Morphology of the Roots 28 Session 6: Morphology of Stems 36 Session 7: Morphology of the Leaf 44 Session 8: Morphology of the Flower 52 Session 9: Morphology of the Fruit 58 Session 10: Morphology of the Seed 64 Session 11: Pharmaceutical Barks 69 Session 12: Cultivation of medicinal plants 74 Session 13: Collection, Processing and Storage of Medicinal Plants 83 Session 14: Extraction of Active Medicinal Principals from Natural Sources 90 Session 15: Adulteration of Medicinal Plants 97 Session 16: Introduction to Ergastic Substances 102 Session 17: Gum, Mucilage and Pectins 109 Session 18: Introduction to Alkaloids 115 Session 19: Classification, Uses and Extraction of Alkaloids 120 Session 20: Tropane Alkaloids 127 Session 21: Lobelia and Tobacco 133 Session 22: Quinoline Alkaloids 137 Session 23: Isoquinoline Alkaloids 141 Session 24: Indole and Imidazole Alkaloids 146 Session 25: Purine Alkaloids 153 Session 26: Proto alkaloids 158 Session 27: Introduction of Glycosides 162 Session 28: Cardiac Glycosides 166 Session 29: Anthraquinone Glycosides 172 Session 30: Introduction to Volatile Oils and Resins 177 Session 31: Alcoholic and Hydrocarbon Volatile Oils 183 Session 32: Ketonic and Aldehydic Volatile Oils 188 Session 33: Phenolic ether, Phenolic, Oxide and Ester Volatile Oils 194 Session 34: Introduction to Fixed oils and Fats 200 Session 35: Castor, Olive, Cod-liver and Peanut Oils 205 Session 36: Almond, Linseed, Coconut and Cottonseed Oils 210 Session 37: Fats 215 Session 38: Waxes 219 Background There is currently an ever-increasing demand for pharmaceutical personnel in Tanzania. This is due to expanding investment in public and private pharmaceutical sector. Shortage of trained pharmaceutical human resource contributes to poor quality of pharmaceutical services and low access to medicines in the country (GIZ, 2012). Through Public-Private-Partnership (PPP) the Pharmacy Council (PC) together with Development Partners (DPs) in Germany and Pharmaceutical Training Institutions (PTIs) worked together to address the shortage of human resource for pharmacy by designing a project named “Supporting Training Institutions for Improved Pharmaceutical Services in Tanzania” in order to improve quality and capacity of PTIs in training, particularly of lower cadre pharmaceutical personnel. The Pharmacy Council formed a Steering committee that conducted a stakeholder’s workshop from18th – 22ndAugust 2014 in Morogoro to initiate the implementation of the project. Key activities in the implementation of this project included carrying out situational analysis, curriculum review and harmonization, development of training manual/facilitators guide, development of assessment plan, training of trainers and supportive supervision. After the curricula were reviewed and harmonized, the process of developing standardised training materials started through Writer’s Workshop approach. The approach included a number of workshops for developing, reviewing, editing and formatting the sessions of the modules. The goals of writer’s workshops were to build capacity of tutors in the development of training materials and to develop high-quality, standardized teaching materials. The training package for pharmacy cadres includes a facilitator guide, assessment plan and practicum. There are 11 modules for NTA level 5 making 11 facilitator guides including one practicum guide. Acknowledgment The development of standardized training materials of a competence-based curriculum for pharmaceutical sciences has been accomplished through involvement of different stakeholders. Special thanks go to the Pharmacy Council for spearheading the harmonization of training materials in the pharmacy after noticing that training institutions in Tanzania were using different curricula and train their students differently. I would also like to extend my gratitude to Christian Social Service Commission (CSSC) for their tireless efforts to mobilize funds from development partners (German Ministry of Industry and action medeor). It is through the implementation of the Multi-Actors Partnership (MAP) project, CSSC has been able to provide the financial and technical support needed during the development of this training material. Many thanks go to the Centre for Educational Development in Health Arusha (CEDHA) experts on health material development and training who coordinated the development of these module sessions particularly Ms. Diana H. Gamuya for her commitment in coordinating and facilitating the planning and development to its completion. Particular acknowledgements are sent to Mr. Dickson Mtalitinya and Members from the secretariat of National Council for Technical Education (NACTE) for facilitating and providing their expertise to the success of this work. It will be unfair if I will not recognize the efforts and contributions of all CEDHA supportive staff that made this process a success; accountant, secretary, drivers and printers Finally, I very much appreciate the contributions of the tutors and content experts representing PTIs, hospitals, and other health training institutions. Their participation in meetings and workshops, and their input in the development of this training manual/facilitators guide have been invaluable. These participants are listed with our gratitude below: Ms. Elizabeth Shekalaghe Registrar, Pharmacy Council of Tanzania Health,MoHCDGEC Dr. Catherine Jincen Acting Principal, CEDHA Dr. Sungwa N. Kabissi Project Manager – MAP, CSSC Ms. Diana H. Gamuya CEDHA Ms. Grace Mallange PC Ms. Emily Mwakibolwa Pharmacy Council Ms. Tumaini H. Lyombe MUHAS Ms. Dilisi J. Makawia KSP Director of Human Resources Development Ministry of Health, Community Development, Gender, Elderly and Children Introduction Module Overview This module content is a guide for tutors of Pharmaceutical schools for training of students. The session contents are based on sub-enabling outcomes and their related tasks of the curriculum for Technician Course in Pharmaceutical Sciences. The module sub-enabling outcomes and their related tasks are as indicated in the in the Technician Certificate in Pharmaceutical Sciences