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A highly reactive soybean oil-based superhydrophobic polyurethane film with longlasting antifouling and abrasion resistance

A highly reactive soybean oil-based superhydrophobic polyurethane film with longlasting antifouling and abrasion resistance
Preparation process of the composite coating films
Summary
This Learning Object explores the development of a soybean oil-based superhydrophobic polyurethane film that demonstrates long-lasting antifouling and abrasion resistance. The study highlights the synthesis of bio-based polyols derived from epoxidized soybean oil and their subsequent integration into polyurethane coatings enhanced with superhydrophobically modified silica nanoparticles and OH–PDMS–OH. The resulting film maintains its superhydrophobicity (water contact angle >150°) and antifouling performance even after extended exposure to acidic/alkaline environments, outdoor conditions, and mechanical abrasion.

For students in Green Chemistry and Materials Science, this research provides a case study in sustainable polymer design, showing how renewable vegetable oils can substitute for petroleum-derived polyols while delivering robust material performance. It emphasizes both sustainability (biobased raw materials, reduced reliance on fluorinated compounds) and functionality (durability, resistance to fouling and degradation), making it a key example of applying green chemistry principles to industrially relevant materials. This article is important for university-level Green Chemistry education because it illustrates how renewable feedstocks (soybean oil) can be transformed into high-performance materials traditionally made from petroleum sources. It also demonstrates strategies to avoid environmentally persistent fluorinated reagents by using silica nanoparticles and PDMS modifiers. Students can learn how life-cycle considerations—feedstock selection, end-of-life fate, and environmental safety—are integrated into materials innovation. This case study reinforces the 12 Principles of Green Chemistry, particularly renewable feedstocks, design for degradation, and safer materials development.

Citation of Original Work: Nanoscale Adv., 2024,6, 5663-5670. https://doi.org/10.1039/D4NA00674G
Keyword Tags
Soy Chemistry
Renewable Feedstocks
Bio-Based Materials
Material Property
Films
Link to external
Link to published article
Learning Goals/Student Objectives
By the end of this Learning Object, students will be able to:

1. Knowledge & Understanding
---Explain how renewable feedstocks (e.g., soybean oil) can be used to synthesize polymers as sustainable alternatives to petroleum-based materials.

---Describe the chemical processes (epoxidation, thiol-ene click reaction, polycondensation) used in the preparation of bio-based polyurethanes.

--Summarize the role of surface modification (silica nanoparticles, PDMS) in achieving superhydrophobicity and antifouling properties.

--Identify which principles of Green Chemistry are illustrated in this study (e.g., use of renewable feedstocks, design for reduced toxicity, energy efficiency, designing safer materials).

2. Skills & Practices
--Analyze and interpret experimental data (FTIR, NMR, SEM, contact angle, abrasion tests) to evaluate material properties.

--Evaluate the environmental trade-offs between petroleum-based and bio-based polymers.

--Construct explanations and develop arguments from evidence about the viability of bio-based coatings in real-world industrial applications.

3. Attitudes & Applications
--Recognize the importance of designing materials that balance performance with sustainability.

--Apply systems thinking to connect chemical design choices with larger environmental and societal impacts (life-cycle analysis).

--Reflect on how Green Chemistry innovations can influence future careers in chemistry, engineering, and environmental sciences.
Object Type
Journal articles
Audience
Upper/Advanced Undergraduate
Common pedagogies covered
Blended learning
Green Chemistry Principles
Designing Safer Chemicals
Design for Energy Efficiency
Use of Renewable Feedstocks
Design for Degradation
U.N. Sustainable Development Goals (SDGs)
Good Health and Well-Being
Affordable and Clean Energy
Industry, Innovation and Infrastructure
Responsible Consumption and Production
Climate Action
Life Below Water
Life on Land
Safety Precautions, Hazards, and Risk Assessment
When teaching or replicating the synthesis and testing of bio-based polyurethanes, it is important to highlight laboratory safety. Although the research is rooted in sustainable chemistry, many reagents (e.g., epoxidized soybean oil, isocyanates, solvents, catalysts) still carry hazards typical of organic synthesis. Students should be trained to assess chemical risks, consult Safety Data Sheets (SDS), and practice proper waste disposal. Ventilation, personal protective equipment (PPE), and spill-prevention measures are essential. Equally important is teaching students to recognize that “green” or “bio-based” does not automatically mean “non-hazardous.” Critical thinking about relative risk and lifecycle impact is a core Green Chemistry learning outcome.

Precautions and Hazards
1. Chemical hazards
--Isocyanates and catalysts (e.g., dibutyltin dilaurate) are toxic and can cause respiratory sensitization.
--Organic solvents (acetone, dichloromethane, ethyl acetate) are flammable and volatile; they require fume hood use.
--Epoxidized soybean oil and reactive monomers (e.g., mono-ethyl itaconic acid) can cause skin/eye irritation.

2. Physical hazards
--Heating reactions to elevated temperatures introduces burn and fire risks.
--UV irradiation (used for thiol–ene click reactions) requires eye and skin protection to prevent injury.

3. Waste management risks
--Solvent and polymerization byproducts must be collected and disposed of as hazardous chemical waste.
--Residual nanoparticles (silica) can be inhalation hazards if handled in dry powder form.

4. Risk Assessment and Mitigation
--Always wear appropriate PPE: safety glasses, lab coat, chemical-resistant gloves.
--Conduct all reactions involving volatile solvents and isocyanates in a fume hood.
--Use UV shielding and face protection during photochemical steps.
--Employ secondary containment (trays) when handling liquids to prevent spills.
--Label and segregate waste streams (solvent, solid residues, nanoparticle waste) to ensure compliant disposal.
--Practice substitution and minimization where possible: use smaller reaction scales for instructional labs, or simulate data analysis with published results when practical risks are high.
--Emphasize that “bio-based” does not equate to “benign,” reinforcing the importance of risk–benefit analysis in Green Chemistry design.
NGSS Standards, if applicable
Disciplinary Core Ideas (DCIs)
PS1.A: Structure and Properties of Matter
Students analyze how soybean oil–derived polyols and nanoparticles change material properties (hydrophobicity, tensile strength, durability).

PS1.B: Chemical Reactions
Students examine free radical polymerization, thiol-ene click reactions, and polycondensation mechanisms.

ESS3.C: Human Impacts on Earth Systems
Replacing petroleum-based materials with renewable oils demonstrates sustainable chemistry and its role in reducing environmental harm.

ETS1.B: Developing Possible Solutions
Students evaluate how green chemistry designs can meet industrial needs (durable coatings) while reducing environmental costs.

Science and Engineering Practices (SEPs)
Constructing Explanations and Designing Solutions – Explain how bio-based coatings achieve durability without harmful fluorinated compounds.

Analyzing and Interpreting Data – Evaluate FTIR, NMR, SEM, and contact angle data presented in the paper.

Engaging in Argument from Evidence – Debate whether soybean oil-based polyurethanes are viable large-scale alternatives to petroleum-based coatings.

Crosscutting Concepts (CCCs)
Cause and Effect – How molecular structure (bio-based polyols vs. petroleum polyols) leads to changes in material performance.

Energy and Matter – Tracking renewable feedstocks through chemical transformations into advanced materials.

Stability and Change – Evaluating how coatings maintain hydrophobicity under abrasion, UV exposure, and chemical attack.

Systems and System Models – Considering life-cycle analysis of materials, from renewable resources to end-of-life degradation

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Submitted by

Kris Weigal
Published on
Moderation state
Published
Collection
Soy Chemistry Literature