The emulsion polymerization of high-alcohol acrylates with extreme hydrophobicity while achieving high monomer conversion has been posed significant challenges. In this study, the emulsion copolymerization of super-hydrophobic stearyl acrylate (SA) with an 18-carbon alkyl group has been successfully conducted by a novel "ferrying" strategy. Specifically, an emulsifier with a 23-carbon alkyl group (hydrophobic) and a 20-oxethyl group (hydrophilic) simultaneously was designed to facilitate the efficient transfer of SA through hydrophobic interaction from monomer drops to micelles, leading to a remarkable improvement in monomer conversion. The self-migration of the 18-carbon alkyl groups grafted onto the copolymer chains, which moved from the inner matrix to the coating surface, resulted in the creation of the waterborne coating with low surface tension during the film formation process. Moreover, it was confirmed that the self-crystallization of the 18-carbon alkyl groups caused the coating to exhibit a self-matting effect with low glossiness. Using an industrial formula, the effects of different types and dosages of emulsifiers, as well as the dosage of SA, on the total monomer conversion, SA conversion, and coating properties were extensively investigated. This work not only broadens the monomer range for emulsion polymerization to highly hydrophobic species, but also provides a variety of industrial waterborne products with low surface tension and low glossiness derived from high-alcohol acrylates, contributing to the development of environmentally friendly chemical industries. 

Emulsion polymerization of super-hydrophobic acrylate enabled by a novel “ferrying” strategy for developing waterborne coatings with reduced surface tension and glossiness

Polymeric surfactants are a special class of the polymers that have amphiphilic characteristics of surfactants. In selective solvents, polymeric surfactants exhibit interesting association processes and develop self-assembled structures. Their capacity to create micellar aggregates with stimuli-responsive behavior in aqueous solutions, enables the creation of smart materials for many applications. The only restrictions to the creation of polymeric surfactants with complicated structures using current synthetic methods are the researchers' interests and creativity. The chemical structure of the polymer and its aqueous solution characteristics (viscosity and surface tension) should be demonstrated as having a distinct and commonly accepted connection. Unavailability of systematic and updated review on these important molecules demands a comprehensive compilation and consistent discussion on key physical aspects, characterization, synthetic techniques and their useful applications like enhanced recovery of oil, antimicrobial potential, water treatment, pharmaceutical etc. This article is protected by copyright. All rights reserved 

Polymeric Surfactants: Recent Advancement in Their Synthesis, Properties, and Industrial Applications

Novel synthesized amide-incorporating copolymeric surfactants based on natural wastes as petro-dispersing agents: Design, synthesis, and characterizations

Chemistry laboratory experiments are invaluable to students’ acquisition of necessary synthetic, analytical, and instrumental skills during their undergraduate studies. However, the COVID-19 pandemic rendered face-to-face (f2f), in-person teaching laboratory experiences impossible from late 2019–2020 and forced educators to rapidly develop new solutions to deliver chemistry laboratory education remotely. Unfortunately, achieving learning and teaching objectives to the same caliber of in-person experiments is very difficult through distance learning. To overcome these hurdles, educators have generated many virtual and remote learning options for not only foundational chemistry courses but also laboratory experiments. Although the pandemic challenged high-level chemistry education, it has also created an opportunity for both students and educators to be more cognizant of virtual learning opportunities and their potential benefits within chemistry curriculum. Irrespective of COVID-19, virtual learning techniques, especially virtual lab experiments, can complement f2f laboratories and offer a cost-efficient, safe, and environmentally sustainable alternative to their in-person counterparts. Implementation of virtual and distance learning techniques—including kitchen chemistry and at-home laboratories, prerecorded videos, live-stream video conferencing, digital lab environment, virtual and augmented reality, and others—can provide a wide-ranging venue to teach chemistry laboratories effectively and encourage diversity and inclusivity in the field. Despite their relevance to real-world applications and potential to expand upon fundamental chemical principles, polymer lab experiments are underrepresented in the virtual platform. Polymer chemistry education can help prepare students for industrial and academic positions. The impacts of polymers in our daily life can also promote students’ interests in science and scientific research. Hence, the translation of polymer lab experiments into virtual settings improves the accessibility of polymer chemistry education. Herein, we assess polymer experiments in the emergence of virtual learning environments and provide suggestions for further incorporation of effective polymer teaching and learning techniques into virtual settings.

Reassessing Undergraduate Polymer Chemistry Laboratory Experiments for Virtual Learning Environments

As an outcome of multidiscipline integration, the polymeric surfactant is of growing importance in modern industry and scientific research. However, the instructional introduction on polymeric surfactants is still insufficient in universities nowadays. In order to effectively guide undergraduates to study polymeric surfactant, a new polymeric surfactant, poly(acrylic acid-co-octadecyl acrylate), was designed and synthesized by copolymerization between acrylic acid and octadecyl acrylate. Moreover, its surface activity and rheological performance were also analyzed by contact angle meter, laser scanning confocal microscope, polarizing microscope, and rotary rheometer. Generally, as a combination of the hands-on exercise with theoretical lecture, this laboratory experiment enabled students to understand the key concepts and chemical nature of polymeric surfactants in depth. In addition, the ability to incorporate multidiscipline concepts into the practical issues students must solve was also cultivated by this exercise.

Designing, Synthesizing, and Analyzing a Comb-like Polymeric Surfactant, Poly(acrylic acid-co-octadecyl acrylate), in a Multidisciplinary Laboratory Experiment

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Designing, Synthesizing, and Analyzing a Comb-like Polymeric Surfactant, Poly(acrylic acid-co-octadecyl acrylate), in a Multidisciplinary Laboratory Experiment