Ateneo - UPO

Module A (1CFU): The module explores the dual nature of chemistry through the study of the properties of chemical substances and materials, highlighting the relationship between molecular structure, physicochemical properties, technological applications, and safety aspects. Following an introduction to the phenomenon of chemophobia, the module examines the concept of chemical hazard, the classification of chemicals under the CLP Regulation and the Globally Harmonized System (GHS), and the main properties governing the behaviour of industrially relevant substances. Through selected case studies involving widely used chemicals and major industrial chemical accidents, the course discusses the dual nature of chemical substances and introduces the concept of dual use, with reference to the principal international frameworks governing the control of chemical substances.

Module B (1CFU) : The module examines the structure-activity relationship (SAR) of secondary metabolites and toxins of animal and plant origin, analyzing their toxicity profiles and therapeutic potential. The course will explore organic synthesis strategies and structural chemical modifications (semisynthesis, bioisosterics, and functionalization) necessary to reduce the toxicity of these molecules and optimize their pharmacokinetic and pharmacodynamic properties, as lead compounds for the development of new drugs.

Module C (1CFU): The module introduces the main ethical and epistemological issues concerning responsibility in scientific research, with particular attention to the relationship between science, values, and society. Drawing on a number of emblematic cases—including the Manhattan Project and the figure of J. Robert Oppenheimer, biomedical and vaccine research, chemical and environmental sciences, and applications of artificial intelligence—the module critically examines the notion of science as a completely neutral or “value-free” enterprise. It will argue that science is never a purely neutral activity, but is inevitably shaped by values, choices, priorities, and responsibilities. The module will therefore explore how these values and responsibilities can be made explicit, subjected to critical debate, and reconciled with both the reliability of scientific knowledge and the goals of sustainability.

Module A: Teaching materials (lecture slides) will be made available through the DIR online learning platform. For further reading: Chemical Weapons Convention: https://www.opcw.org/chemical-weapons-convention/download-convention OPCW, Chemistry in Conflict – Workbook (3rd Edition): https://www.opcw.org/sites/default/files/documents/2018/11/Chemistry%20in%20Conflict%20workbook_3rd%20Edition_November%202018_2.pdf
Module B: Lecture slides will be provided, along with articles focusing on the total synthesis or semisynthesis of the molecules covered. Recommended software: Students are encouraged to use open-source chemical drawing software for independent practice with structures.
Module C: Maria Cristina Amoretti, Una scienza libera? Il ruolo dei valori nella ricerca scientifica, Torino, Rosenberg&Sellier, 2025 (Only the Introduction and Chapter 1) Further materials (slides and handouts) will be provided by the lecturer at the end of the 4 lessons.

Module A: The Module A (1CFU) aims to provide a scientific perspective on the dual nature of chemistry, highlighting how the intrinsic properties of chemical substances and materials can be exploited both for highly beneficial technological and industrial applications and, under certain circumstances, may also represent potential sources of risk. The module A addresses the topic of chemophobia by introducing students to a critical scientific evaluation of the physicochemical properties of chemical substances, their reactivity, and their modes of use. It also examines the chemical principles underlying the main threats arising from the misuse of widely used industrial chemicals and materials.

Module B: The Module B (1 CFU) aims to provide a scientific overview of the dual nature of chemistry, highlighting how the intrinsic properties of naturally occurring substances—initially discovered as poisons—can be utilized and transformed into compounds of pharmacological interest. The module introduces students to a critical evaluation of the chemical and physical properties, reactivity, and methods of use of naturally occurring substances, providing them with a comprehensive overview of the role of these substances as active ingredients in the development of safe and effective therapeutic agents.

Module C: By the end of the Module C (1CFU), students will be able to:understand the debate surrounding the ideal of value-free science and the role of values in scientific research;distinguish between epistemic and non-epistemic values, recognising their presence at different stages of the scientific process; critically analyse historical and contemporary cases in which science is confronted with ethical, social, political and environmental responsibilities; recognise the ethical significance of scientific choices in fields such as medicine, vaccine research and artificial intelligence.

Module A: A sound knowledge of the fundamental principles of General and Inorganic Chemistry is required, with particular reference to atomic structure, chemical bonding, periodic properties of the elements, chemical nomenclature, stoichiometry, chemical equilibria, the reactivity of the main classes of inorganic compounds, and the physicochemical properties of chemical substances. These prerequisite knowledge and skills are acquired through successful completion of the course Fundamentals of General and Inorganic Chemistry and Laboratory.
Module B: Students should have mastered the topics covered in the Organic Chemistry courses
Module C: No specific prerequisites

Module A: The module is delivered through in person lectures, supported by multimedia presentations. Teaching activities include the presentation of the fundamental theoretical concepts, as well as the analysis and discussion of case studies involving industrially relevant chemicals and major industrial chemical accidents, with the aim of illustrating the relationship between the physicochemical properties of chemical substances, their applications, and safety aspects. Examples drawn from the scientific literature, technical documentation, and relevant regulatory frameworks will also be discussed to provide further insight into the topics covered and to encourage active student participation.
Module B: Lectures with multimedia support. Students will be provided with the slides used during the lectures via the D.I.R. platform. The concepts covered in the course will be discussed collaboratively in class to foster students’ critical thinking and independent judgment. Communication skills will be developed through the use of terminology appropriate to the subject matter. Learning skills will be promoted through materials provided by the teacher and case study literature.
Module C: The module adopts a seminar-style teaching methodology, based on lectures, guided discussion of case studies and group analysis of short texts. Each session combines a theoretical component, devoted to introducing key concepts, and a practical component, focusing on historical and contemporary examples. Particular attention will be paid to the active involvement of students, through guiding questions, brief classroom discussions and opportunities to debate controversial cases. The aim is to foster not only the acquisition of knowledge, but also the development of argumentative skills and critical judgement.

Students with physical disabilities, Learning Disabilities or Special Education Needs can request specific services and tools via reference office consulting the University webpage: https://www.uniupo.it/en/services/services-students-physical-or-learning-disabilities. Students with disabilities, learning disabilities or special education needs, once they have contacted the University Staff, can refer to the tutor in charge of the course to define the examination modalities, concerning academic aspects.

Student assessment consists of a written examination lasting 1 hour and 30 minutes, structured into the three modules that make up the course (Module A, Module B, and Module C).
For each module, the examination includes:
• 7 multiple-choice questions, each worth 1 point, for a maximum of 7 points;
• 1 open-ended question, worth up to 3 points.
The maximum score for each module is therefore 10 points.
To successfully complete the course, a minimum score of 6/10 must be achieved in each of the three modules.
The final course grade will be determined by the sum of the scores obtained in the three modules, with a maximum total score of 30 points, corresponding to the final mark of 30/30.
If one or more modules are not passed, the scores obtained in the modules with a mark of 6/10 or higher will be retained. During subsequent examination sessions, students will be required to retake only the module(s) that were not passed until a passing grade has been achieved in all three modules.

Module A: The module examines the dual nature of chemistry through the study of the properties of chemical substances and materials, highlighting how the same physicochemical characteristics can enable highly valuable scientific, technological, and industrial applications while, under specific conditions, also representing potential sources of risk. Following a brief introduction to the phenomenon of chemophobia, the module explores the concept of chemical hazard, distinguishing it from risk and examining the principal properties that characterize industrially relevant substances, including reactivity, stability, flammability, explosivity, corrosivity, oxidizing capacity, and behaviour under different operating conditions. The principles of chemical hazard classification and risk communication will be introduced through the Globally Harmonized System of Classification and Labelling of Chemicals (GHS) and the European CLP Regulation, providing students with the tools to understand the relationship between the intrinsic properties of chemical substances, hazard classification, and their safe use. The module then focuses on the dual nature of chemical substances, illustrating how the same compound may find application in a wide range of industrial and technological processes owing to its intrinsic chemical properties. Through selected case studies, particular attention will be devoted to industrially relevant chemicals, including ammonia, chlorine, ammonium nitrate, hydrogen peroxide, nitric acid, and hydrofluoric acid. For each compound, synthesis, physicochemical properties, industrial applications, handling procedures, and safety aspects will be discussed. The concept of the dual use of chemical substances will subsequently be introduced, illustrating how chemicals and precursors developed for legitimate industrial purposes may also be employed in contexts different from those for which they were originally intended. The course will present the main international frameworks governing the control of sensitive chemicals, with particular emphasis on the Chemical Weapons Convention (CWC) and the role of the Organisation for the Prohibition of Chemical Weapons (OPCW) in monitoring dual-use chemicals. The final part of the module is devoted to the analysis of major industrial chemical accidents that have significantly contributed to the development of modern process safety and international chemical safety regulations. Through the study of the chemical transformations involved in the Oppau, Flixborough, Seveso, Bhopal, and Beirut accidents, students will examine the underlying reaction mechanisms, the operating conditions that led to these events, and their impact on the evolution of process safety engineering and chemical plant management. The module concludes by emphasizing that a thorough understanding of the properties of chemical substances, their reactivity, and the conditions under which they are produced, handled, and used provides the scientific basis for understanding the dual nature of chemistry and for designing safer and more sustainable chemical processes, materials, and technologies.

Module B: Definition of poison and drug. Definition of a pharmacophore. The evolution of natural toxins into therapeutic agents through structure-activity relationships (SAR). The program introduces the concepts of pharmacophores and modern industrial extraction techniques, and then maps the main naturally occurring scaffolds (flavonoids, coumarins, alkaloids, terpenoids, steroids, and glycosides) from a chemical and biological perspective. The monographic portion of the course is structured around the analysis of five case studies—taxanes, atropine, digoxin, coumarins, and captopril.

Module C: The Module is structured into four two-hour sessions.
Lesson 1 — “Science, Power, and Responsibility: The Oppenheimer Case” The first lesson introduces the topic of scientific responsibility through the Manhattan Project and the development of the atomic bomb. The Oppenheimer case provides an opportunity to examine the relationship between basic research, technological applications, political power, and the scientist’s moral responsibility. The lesson focuses on the following question: is the scientist responsible only for the production of knowledge, or also for the social and political uses of that knowledge?
Lesson 2 — “Can Science Be Value-Free?” The second lesson introduces the philosophical debate surrounding the ideal of value-free science. Drawing on Maria Cristina Amoretti’s work, the lesson will discuss the meaning of “value-free science,” the distinction between epistemic and non-epistemic values, and the question of whether completely neutral science is genuinely possible or desirable. Examples will be examined concerning the selection of research topics, the formulation of hypotheses, the choice of methods, and the interpretation of data.
Lesson 3 — “Values, Risk, and Decision-Making: Medicine, Vaccines, and the Environment” The third lesson examines the role of values in scientific and technical decision-making processes. Case studies from medicine, vaccine research, and environmental risk assessment will be considered. Particular attention will be paid to the ways in which ethical, social, and economic values influence the definition of acceptable risk, the assessment of available evidence, and the public communication of science. These issues will be linked to sustainability and to responsibility towards the environment and future generations.
Lesson 4 — “Science, Sustainability, and Artificial Intelligence” The final lesson connects the theme of scientific responsibility with the contemporary challenges posed by artificial intelligence, the automation of research, data management, and emerging technologies. Artificial intelligence will be presented both as a scientific and technological opportunity and as an “ethical wager”: a tool that requires transparency, oversight, fairness, accountability, and awareness of its social and environmental impacts. The lesson concludes by returning to the initial question: not so much how to make science free from values, but how to make it more transparent, responsible, and oriented towards the common good.

Module A: Knowledge and Understanding: Upon completion of the course, the knowledge required to: describe the phenomenon of chemophobia from a scientific perspective; understand the relationship between the structure, properties, and applications of chemical substances; identify the principal physicochemical properties that determine the intrinsic hazards of chemical substances; understand the principles of chemical hazard classification and risk communication.
Applying Knowledge and Understanding: Upon completion of the course, the ability to: correlate the physicochemical properties of chemical substances with their industrial and technological applications; distinguish between the intrinsic hazard of a chemical substance and the risk associated with its use; analyse case studies involving industrially relevant chemicals by interpreting their properties, applications, handling procedures, and safety aspects.
Making Judgements: The ability to critically evaluate the role of chemical substances on the basis of their intrinsic properties will be developed, distinguishing between physicochemical characteristics, conditions of use, and potential risks, with particular reference to the major case studies discussed during the course.
Communication Skills: The ability to use appropriate scientific terminology to describe the properties, reactivity, applications, and safety aspects of chemical substances, as well as to discuss the principal topics covered in the course, will be acquired.
Learning Skills: The competencies required to independently deepen knowledge of the properties, classification, safety aspects, and major industrial applications of chemical substances will be developed through the consultation of scientific literature and relevant technical documentation.

Module B: By the end of the module, students will be able to: Knowledge and understanding: Identify the main classes of secondary metabolites (alkaloids, glycosides, terpenes, coumarins) with toxic activity; understand the importance of functional groups in determining chemical reactivity and interaction with biological receptors.
Ability to apply knowledge: Predict the chemical modifications (e.g., esterifications, alkylations, functional group conversions) required
Independence of judgment: Evaluate the chemical stability and reactivity of a toxic molecule
Communication skills: Describe the mechanisms of molecular interaction with organic chemistry rigor (hydrogen bonds, hydrophobic interactions, reversible/irreversible covalent bonds).

Module C: Students will acquire a basic understanding of the relationship between science, values, and responsibility, with particular reference to the ideal of value-free science, the distinction between epistemic and non-epistemic values, and the role of values in scientific practice. Students will be able to apply the concepts acquired to the analysis of concrete cases, identifying the ethical and social implications of scientific and technological decisions in the fields of physics, medicine, environmental chemistry, sustainability, and artificial intelligence. They will also develop the ability to critically assess the idea of scientific neutrality and to discuss the role of scientific responsibility in contexts characterised by uncertainty, risk, value pluralism, and significant social impacts. Furthermore, they will be able to present the main ethical issues concerning scientific research in a clear and well-reasoned manner, using appropriate terminology and relating theoretical concepts to concrete examples. Finally, but no less importantly, students will develop conceptual tools that will enable them to continue reflecting independently on the relationships between science, technology, the environment, and society, with particular attention to sustainability and the professional responsibility of scientists.