The Sublimation of Dry Ice

Learning Resource Type

Learning Activity

Subject Area

Science

Grade(s)

9, 10, 11, 12

Overview

In this activity, students will watch a quick video clip from YouTube that will demonstrate how dry ice can quickly freeze fruit, discuss properties of dry ice, and show how it sublimates. After watching the clip, students will then conduct seven different mini-laboratories with dry ice to expand their knowledge of the properties of matter and explore the process of sublimation - a solid transitioning directly to a gas skipping the liquid phase.  

This activity was created as a result of the ALEX Resource Development Summit.

Phase

After/Explain/Elaborate
Science (2015) Grade(s): 09-12 - Chemistry

SC15.CHM.4

Plan and conduct an investigation to classify properties of matter as intensive (e.g., density, viscosity, specific heat, melting point, boiling point) or extensive (e.g., mass, volume, heat) and demonstrate how intensive properties can be used to identify a compound.

UP:SC15.CHM.4

Vocabulary

  • Properties
  • Intensive properties and examples (e.g., density, viscosity, melting point, etc.)
  • Extensive properties and examples (e.g., mass, volume, heat, etc.)
  • Matter
  • Macroscopic level
  • Atomic/ molecular level

Knowledge

Students know:
  • Properties of matter can be classified as intensive or extensive.
  • Some examples of intensive properties of matter are, but are not limited to, density, boiling point, and specific heat.
  • Some examples of extensive properties of matter are, but are not limited to, heat, mass, and volume.
  • Intensive properties can be used to identify a substance.
  • Some properties of matter are visible on the macroscopic level, while others are evident at the atomic/ molecular/ particulate level.

Skills

Students are able to:
  • Plan an investigation that outlines the experimental procedure, including safety considerations, how data will be collected, number of trials, experimental setup, and equipment required.
  • Determine the types, quantity, and accuracy of data needed to produce reliable measurements.
  • Conduct an investigation to collect and record data that can be used to classify properties of matter as intensive or extensive.
  • Classify properties of matter as intensive or extensive.
  • Evaluate investigation design to determine the accuracy and precision of the data collected, as well as limitations of the investigation.
  • Identify a compound based on its intensive properties.

Understanding

Students understand that:
  • Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it.
  • The data generated from an investigation serves as the basis for evidence.
  • Macroscopic patterns are related to the nature of atomic/ molecular level structure.

Scientific and Engineering Practices

Planning and Carrying out Investigations

Crosscutting Concepts

Patterns

Learning Objectives

Students will conduct an investigation that will expand their knowledge of the properties of matter and demonstrate the process of sublimation, a solid changing into a gas.

Students will identify how the intensive properties of dry ice can help identify it as carbon dioxide.

Activity Details

The students will complete the Sublimation of Dry Ice Laboratory to explore and understand transitions between different states of matter, in this case, a solid phase-changing directly into a gas. The students will follow a step-by-step procedure for seven mini laboratories to explore the concept of sublimation.  As a class, the students will watch a video from Science Friday called “How to Make Fizzy Fruit”.  This video will introduce the students to dry ice and be used to discuss dry ice and its properties.  The students will then use dry ice, warm water, liquid soap, food coloring, spoons, rubbing (isopropyl) alcohol, balloons, lab gloves, flowers and leaves to explore the concept of sublimation of dry ice. The students will follow the procedure, answer extension questions on each activity, apply their knowledge to another compound, and complete a conclusion paragraph of the laboratory to demonstrate their understanding. It is attached below.

The Sublimation of Dry Ice Student Procedure

This document provides procedures for teachers to follow to set up and implement the lab activities:

The Sublimation of Dry Ice Teacher Procedure

Assessment Strategies

The teacher is provided various prompts throughout the laboratory to ask the class or individual students to check student understanding of the properties of matter and the process of sublimation. These questions/prompts are given in the teacher procedure (in italics). These questions will help to formatively assess the students throughout the laboratory. The students will complete the extension questions, application questions, and conclusion, and the teacher can summatively assess student understanding using their answer document.

Variation Tips

The teacher can use this activity as a teacher-led activity or it can be given as a student-driven activity. The students can complete the laboratory in its entirety or only specific activities. The teacher could also delete the "What's Happening" section of the procedure, design an extension activity rubric, and have students complete research to tell what is happening in the laboratory.

Background / Preparation

The students will need to have a prior understanding of the states of matter and the processes of phase changes, melting, freezing, evaporation, condensation, and sublimation. The teacher will need to gather dry ice, beakers, newspaper, ice cubes, graduated cylinders, warm water, liquid soap, food coloring, spoons, rubbing (isopropyl) alcohol, balloons, lab gloves, flowers, and leaves in order for the students to complete the investigations. The student procedure will need to be copied for each student or laboratory group.  

How to Make Fizzy Fruit
https://www.youtube.com/watch?v=8oTSINZNOS0

Approved Date

Owner (Author)

rshelton
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