Phase Diagram of Carbon Dioxide

Background
When ice cream trucks drive through towns on hot summer days, how do you think they keep their products from melting? Refrigeration units are too expensive, so they pack their ice cream products in dry ice. But why do we use dry ice instead of ice? Ice taken from a freezer will melt at room temperature to a li uid and eventually !ecomes a gas when heated. In contrast, dry ice keeps the ice cream cold, and instead of melting, it su!limes "converts directly from solid to vapor#, which also prevents the ice cream containers from getting soggy. $he changing of state for ice and dry ice descri!ed a!ove, however, only occurs at a pressure of % atm. But what happens to the ice and dry ice at other temperatures and pressures? &nother way to show the phase changes of ice and car!on dioxide at a pressure of % atm can !e illustrated as follows' Ice is sta!le !elow ()*, water is sta!le !etween ()* and %(()*, and water vapor is sta!le a!ove %(()*'

+ry ice remains as a solid !elow ,-.)* and changes to fog "gas# a!ove ,-.)*'

+ry ice can also occur in all three phases "solid, li uid and gas#, !ut it is rarely seen as a li uid. In this experiment, you will see dry ice in all three phases. $he uni ue phase diagrams for car!on dioxide and water are shown in figure %. & phase diagram shows the temperatures and pressures at which the various phases "i.e., solid, li uid and vapor# of a su!stance can exist. Both phase diagrams for water and car!on dioxide have the same general Y-shape, /ust shifted relative to one another. $his shift occurs !ecause the li uid phase in the dry ice can only occur at higher temperatures and pressures, whereas, in ice the li uid phase occurs at lower temperatures and pressures.
0igure %' 1hase +iagrams of Water and *ar!on +ioxide

2triple point3

2triple point3

$he solid lines on the phase diagram shows the phase changes for a su!stance at various temperatures and pressures, such as melting, !oiling, freezing, su!limating, etc. We usually use the terms melting point and boiling point, rather than melting line or !oiling line, when we are only referring to one specific temperature and pressure. In this experiment, you will o!serve car!on dioxide at all three phases and o!serve its 2triple point3. $he triple point of a su!stance refers to the specific temperature and pressure at which all three phases can exist together at e uili!rium. $he triple point is uni ue for each su!stance. $he uni ue triple point for *45 and 654 also explains the differences in the phase diagrams. $he triple point for' car!on dioxide is ,7-)* at 7.5 atm, and water is (.(%)* at (.((8 atm "0igure %#.

Purpose
In the demonstrations and experiment, you will !e a!le to' o +istinguish su!stances, using their phase diagrams. o 9nderstand the terms' triple point, su!limation, phase diagram, and standard temperature and pressure. o 9se changes in temperature and pressure to determine a su!stances phase and coordinates on the phase diagram. o 4!serve su!stances undergoing phase changes at different temperature and pressures. o Identify the uni ue properties of dry ice and normal ice. o +istinguish su!stances from their uni ue 2triple points3.

Curriculum Outcomes
$his experiment addresses parts of each of these curriculum outcomes' C30S-1-01 +escri!e the properties of gases, li uids, solids and plasma. C30S-1-02 9se the :inetic ;olecular $heory to explain properties of gases. C30S-1-03 <xplain the properties of li uids and solids using the :inetic ;olecular $heory. C30S-1-04 <xplain the process of melting, solidification, su!limation and deposition in terms of the :inetic ;olecular $heory. C30S-1-05 9se the :inetic ;olecular $heory to explain the process of evaporation and condensation.

Materials
+emos
>arge plastic pop !ottle 7(( ml !eaker +ry ice =cooper and funnel 0ood colouring =hallow plate or tray

=tudent <xperiment
+ry ice >arge clear plastic cup =cooper and?or gloves "thermal# 0lexi!le plastic disposa!le transfer pipette =cissors 1liers or clamps

Balloon and twist tie

Safety
o Wear goggles and la! coats. o *ontact with dry ice can cause !urns. $herefore, it is recommended that' the teacher crushes the dry ice into a powder form for students. gloves and a scooper are used to transport the dry ice powder into the pipettes. the !ul!s of the pipettes are well immersed in the water. o 0or disposal, allow unused dry ice to su!lime under the fume hood.

Lab Hints for Teacher

o +ry ice can !e purchased from an ice house, packing house, grocery stores and?or hospitals. o $o prepare powdered dry ice, wrap a strong towel around it and smash it repeatedly on a hard surface. o =tore the dry ice in a styrofoam cooler with a towel wrapped around it to slow the evaporation rate. o 1urchase the dry ice the morning of the la! or the day !efore.

Procedure
Part 1: Teacher-led Demonstrations Demo !" #hy is it called $dry ice%& %. 1lace an ice cu!e and a few pellets of dry ice side !y side on a shallow plate. 5. &sk the students to predict what will happen to each. $he students will realize that the ice will eventually melt to form water. $he ice is changing from a solid to a li uid, which is called melting. In contrast, the dry ice will change directly from a solid to a gas, which is called sublimation. $he dry ice will completely su!limate long !efore the ice has melted. Demo '" Dry (ce in coloured )ater %. 0ill a 7(( ml !eaker @ full of water. 5. &dd several drops of food colouring. A. &sk the students what they think will happen when you add some of this white powder. B. &dd a scoop of dry ice to the water. 7. &sk the students to explain what they have o!served. ;any students may think that the dry ice is evaporating, rather than su!limating. =u!limation may !e a new concept to them.

$he dry ice changes directly from a solid to a gas as it a!sor!s the heat from the surrounding water. $his process is known as sublimation. & white cloud "fog# is formed that is made up of several tiny !u!!les. <ach !u!!le is filled with very cold car!on dioxide and a small amount of water vapor, which condenses inside the !u!!le to form the white cloud "fog#. $he fog descends rapidly down the side of the glass !ecause it much colder than the surrounding air "as opposed to hot water vapour produced !y !oiling water which rises#. $he fog produced is white and does not take on the colour of the water !ecause the !u!!les are made of car!on dioxide "from the dry ice# and 2evaporated3 water.

Part '" Student *+periment

Dry (ce as a solid, li-uid and gas at a higher temperature and pressure %. 0ill a large plastic cup C full of water. 5. *ut off the tip of a plastic transfer pipette "figure D#. A. 9se the stem of the transfer pipette to scoop up enough dry ice to fill the !ul! half way "figure W#. B. 9se pliers or a clamp to grasp the stem of the !ul! until it is completely sealed "figure E#. 7. Immediately lower the pipette into the plastic cup, ensuring the !ul! is well immersed in the water. 8. 4!serve the contents of the !ul! from the side of the cup F look for signs of melting and !oiling. -. When the solid has melted !ut !efore the !ul! swells and ruptures, release the pliers gradually. Gote and record all the changes that occur in the space provided !elow.

Data Table
4!servations Before su!merging dry ice in water and closing pipette +uring su!merging dry ice in water and closing pipette &fter releasing the pipette

Conclusion
Part 1: Teacher-led Demonstrations %. 9sing a drawing or words, descri!e how the arrangement of the molecules are different in the solid and gas phase of the dry ice? 5. 9sing a drawing or words, descri!e how the arrangement of the molecules are different in the solid, li uid and gas phase of the ice? A. <xplain three ways that dry ice is different than normal ice. B. <xplain why the li uid phase is not o!served in the dry ice as it su!limates, whereas all three phases are o!served in the ice? 7. Based on your visual o!servations, what is su!limation and descri!e how it is different from melting? 8. What would have caused the dry ice to su!limate, rather than simply melt?

Part '" Student *+periment

%. Why did we need to use pliers to secure the opening of the stem of the pipette? 5. >ist two reasons for su!merging the pipette in a cup of water.

A. 6ow might the results have changed if we had not secured the opening of the pipette?

B. Why is it rare to see li uid car!on dioxide at room temperature? "Refer to the phase diagram# 7. +escri!e all the phase changes occurring during the experiment. <xplain, with words or drawings, how the arrangement of the molecules changes.

8. &t the triple point ",7- )* at 7.5 atm# for the dry ice, descri!e the appearance and arrangement of the molecules.

-. &t temperature and pressure of 7 )* and % atm "0igure %#, are normal ice and dry ice at the same phase? <xplain your reasoning.

.. +raw and la!el a phase diagram for water and dry ice and explain why they are different? Gote' Refer to the differences in the arrangement of the molecules.

% atmHHHHHHHHHHHHHHHHHHHHHHHHH..

$emperature

$emperature

I. Which of the following terms do you think are more appropriate for explaining when su!stances melt and !oil? <xplain your reasoning "Refer to the phase diagram# a# ;elting point or melting line. !# Boiling point or !oiling line. %(. <xplain why emergency rafts a!oard cruise ships are e uipped with canisters of li uid car!on dioxide.