Ricin and Saxitoxin: Two Natural Products That Became Chemical Weapons

Sierra, Miguel Á.; Martínez‐Álvarez, Roberto

doi:10.1021/acs.jchemed.9b00841

Cited by 14 publications

(10 citation statements)

References 50 publications

(49 reference statements)

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“…The academic curriculum is focused on STEM (science, technology, engineering, and math): all studentsirrespective of majorcomplete 12 semesters of STEM core courses, including two semesters of introductory chemistry, with laboratory, that all first-year students must complete. Introductory chemistry at USNA contains an additional emphasis on relevant naval applications, including topics such as water desalination, corrosion prevention, explosives, nuclear reactors, and chemical weapons. − These are also topics of general interest as research on, and education in, chemical security continues to grow. − Common learning objectives and assessments guide the teaching of introductory chemistry, and although registration for the sequence exceeds 1,000 students, sections are limited to 20 students to allow for individualized instruction. Introductory chemistry is a very challenging requirement for the first-year students who, in addition to adjusting to the typical 17 to 18-credit academic load, need to adapt to balancing academics with military and physical training.…”

mentioning

confidence: 99%

With Anchors Aweigh, Synchronous Instruction Preferred by Naval Academy Instructors in Small Undergraduate Chemistry Classes

et al. 2020

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The U.S. Naval Academy matriculates ∼1,100 new undergraduate students each year, all of whom are required to complete two semesters of introductory chemistry, regardless of major selection. Thus, each of the ∼50 sections of introductory chemistry comprises students with a broad range of interests, prior chemistry experience, and analytical skills. A survey of 28 chemistry instructors that taught introductory and upper-level courses remotely in the wake of the COVID-19 pandemic showed that most met with their students during every scheduled class period and delivered new content synchronously, though methods of instruction varied widely within those parameters. Student engagement decreased in the remote environment, but a small number of instructors reported improvements when a web-based classroom response system was implemented. Extra instruction was requested by fewer students, was generally conducted in group sessions, and was more time-consuming for the faculty. Most faculty teaching introductory chemistry used more multiple-choice assessments than they would in a live setting, because of compatibility with online testing platforms, and most faculty reported little evidence of academic dishonesty during online teaching, in spite of negative preconceptions. The dominant faculty perception is that student performance did not decline after the switch to online learning. Collaborative, supportive, and frequent communication among faculty and staff in the chemistry department was instrumental in facilitating the transition to online teaching.

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confidence: 99%

With Anchors Aweigh, Synchronous Instruction Preferred by Naval Academy Instructors in Small Undergraduate Chemistry Classes

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“…It acts as a potent neurotoxin and paralytic shellfish toxin. 68,70 Generally, it is ingested by humans through the consumption of shellfish contaminated by a variety of toxic algal species, such as cyanobacteria and dinoflagellates. When it is accumulated in the body, it leads to paralytic shellfish poisoning (PSP).…”

Section: Toxinsmentioning

confidence: 99%

“…Therefore, these are categorized as both chemical and biological weapons. 67,68 Their production, stockpiling, and use are prohibited under both the CWC and BWC (Biological Weapons Convention). Toxins are highly toxic natural products found in both proteinaceous and chemical forms.…”

Section: Chemical Warfare Agentsmentioning

confidence: 99%

Recent advances in fluorescent and colorimetric chemosensors for the detection of chemical warfare agents: a legacy of the 21st century

et al. 2023

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“…These entries describe chemicals that have been developed, produced, stockpiled, or used as chemical weapons, with little or no use for purposes not prohibited by the CWC. 22 Schedule 1 includes organophosphorus nerve agents (1A01−1A03, 1A13− 1A15) and precursors (1B09−1B12), skin-blistering agents known as vesicants (sulfur and nitrogen mustards, and Lewisites, in 1A04−1A06), two biological toxins 39 (saxitoxin and ricin, 1A07 and 1A08), and two families of carbamates in 1A16. A chemical is suitable for inclusion in Schedule 1 if it poses a high risk to the intent and purpose of the CWC, if it has a molecular structure closely related to other Schedule 1 chemicals which would impart comparable (toxic) properties, or if it can serve as a final stage precursor for a Schedule 1A chemical.…”

Section: ■ the Chemical Weapons Conventionmentioning

confidence: 99%

Nomenclature, Chemical Abstracts Service Numbers, Isomer Enumeration, Ring Strain, and Stereochemistry: What Does Any of This Have to Do with an International Chemical Disarmament and Nonproliferation Treaty?

et al. 2020

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The Chemical Weapons Convention (CWC) is an international disarmament and nonproliferation treaty that mandates a comprehensive ban on chemical weapons. This treaty entered-into-force in 1997 and has a nearly universal membership of world states. The CWC provides definitions for what constitutes a chemical weapon and describes chemicals for which verification measures and regulatory oversight are required. These chemicals, which must be declared to the Organisation for the Prohibition of Chemical Weapons for verification purposes, appear in three Schedules within the CWC. The Schedules list specific chemical substances and families of chemicals defined by molecular structure descriptions that allow a range of specified variable groups. The text of an international treaty provides a basis for laws and regulatory requirements at international and national levels that must be enacted to comply with treaty obligations. These laws and regulations must account for the "chemistry" that is described in the treaty text, which has been negotiated and agreed upon by world governments. In this paper, we look at some of the chemicals described within the CWC and discuss how atoms and molecules, nomenclature, and Chemical Abstracts Service numbers, isomer enumeration, ring strain, and stereochemistry influence the obligations of States to an international treaty. The material draws upon the authors' experiences from an interactive "Science for Diplomats" initiative that has provided a forum for engaging with chemical disarmament decision-makers to aid in their understanding of fundamental concepts in chemistry that have an impact on treaty implementation. We hope this article will spark interest from chemistry students and educators in the provision of science advice for policymakers and provide policymakers with an appreciation of the complexity and importance of understanding the language of chemistry in support of a world free of chemical weapons.

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Ricin and Saxitoxin: Two Natural Products That Became Chemical Weapons

Cited by 14 publications

References 50 publications

With Anchors Aweigh, Synchronous Instruction Preferred by Naval Academy Instructors in Small Undergraduate Chemistry Classes

With Anchors Aweigh, Synchronous Instruction Preferred by Naval Academy Instructors in Small Undergraduate Chemistry Classes

Recent advances in fluorescent and colorimetric chemosensors for the detection of chemical warfare agents: a legacy of the 21st century

Nomenclature, Chemical Abstracts Service Numbers, Isomer Enumeration, Ring Strain, and Stereochemistry: What Does Any of This Have to Do with an International Chemical Disarmament and Nonproliferation Treaty?

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