Soda Chemistry

and Packaging
Developers:

Grade
Levels:
Discipline:
Goals:

Background:

Carol a Gougas
New Hop-Solebury High School
New Hope, PA

Alfred Breaux
Maria Romagosa
Rohm and Haas Company
Spring House, PA

Grades 9 - 12

Chemistry, Physical Science

1. To relate basic chemical concepts to a common food item, soda.
2. To examine the influence of CO2 on the chemistry of soda.

Polyethylene terephthalate (PET) is a linear polyester used for fibers and

for blow molding soft drink bottles. High density polyethylene is a linear
chainlike molecule of carbon atoms joined by covalent bonds. HDPE is
distinguished from polymers with branches or chains from the polymer
backbone. These branches give greater volume and lower density than
the linear polymers and are called low density polyethylene or LDPE.
This series of labs will look at some of the reasons for selecting PET
rather than HDPE for soda bottles and the role of carbon dioxide in soda
chemistry.

Safety
Concerns:

Introduction:

Teachers should stress that the soda in the lab is not to be consumed by
students. This should be made clear before any of the soda testing is
done. Also safety glasses should be worn when working with the soda in
the lab, especially for parts of the lab generating CO2 when the
equipment will be pressurized.
Begin the labs by generating CO2 by adding baking soda to vinegar or
simply dissolving an ActiBath carbonated bath tablet in water inside a
plastic bag. Students will be able to see that a clear gas is being
generated as the bag begins inflating. Discuss with students the
properties of CO 2 that lead to its use as a food additive. A splint test can
also be performed.

Part 1:
Materials:

Taste Differences (at-home lab prior to class)

2 cans of soda
1. In the evening prior to the lab, students should obtain two cans of
soda of the type to be tested in class the next day. The first should
be opened and poured into a glass. The soda should be poured
back and forth between two glasses about ten times to degas the
soda. Following degassing, students should taste the soda and
record their observations.
2. The sealed can should then be opened, poured into a glass and
immediately tasted. Students should also record these
observations. This becomes the basis for discussion in class of
the first role of CO2 in soda.

Part 2:
Materials:

Teacher's
Notes:

Packaging Differences
1-2L bottle of soda
quart milk containers (source of HDPE)
cap for HDPE container with eye dropper pipet inserted through cap
1-liter soda bottles (source of PET)
cap for PET container with eye dropper pipet inserted through cap
small piece of PET
small piece of HDPE
empty soda cans
rubber or Nalgene tubing
clay
graduated cylinder
water trough or basin
pinch clamp, rubber band, or twist tie
gas collecting bottles or container with top, of known volume
ice water bath
1 M copper (II) chloride solution
universal indicator
1. This procedure introduces students to the reasons for choosing
PET rather than HDPE for soda containers.
2. In large classes or when faced with limited lab time, the class can
be divided into groups and assigned various 15 minute time
intervals.
3. Class data should be recorded on the board and students directed
to graph CO2 volume (y-axis) v. time (x-axis) for both PET and
HDPE samples.
4. Aluminum can crush demonstration:

An alternate way of packaging soda is the use of aluminum cans

with thin plastic liners. A simple oxidation-reduction reaction can
be performed which oxidizes the aluminum and allows the can to
be easily ripped in half.
With a file placed in the opening of an empty aluminum can,
score the plastic liner completely around the can. Fill the can with
1.0 M copper (II) chloride solution (see attached Material Safety
Data Sheet). Allow the solution to remain in the can for about
five minutes. Pour out the solution and rinse the can. Hold the top
and bottom of the can and tear apart. The can will easily rip in
half. This should be done by the teacher.
This can serve as an introduction for discussion about the
usefulness of aluminum in beverage cans. Discuss the role of the
plastic liner based on the ingredients in soda. Also discuss the
characteristics of aluminum that make it a good choice for the
soda industry: It is lightweight, has good thermal conductivity,
and is non-toxic.
5. 900 mL of Canada Dry Ginger Ale produced the following
volumes of CO2 : 1,225 mL at room temperature and 1,810 mL in
hot water bath. 900 mL of Seltzer Water produced 2,300 mL of
CO2 at room temperature. Average weight of CO2 : 16 oz. soda
3.4 grams and 2 liters 14 grams.

Procedure Part
A:

1. Obtain a sample of PET and HDPE.

2. Place the samples in a beaker of water and record your
observations.

Procedure Part
B:

1. Determine a volume of 900-mL in the samples of PET and HDPE

by filling a graduated cylinder with 900-mL of water and
transferring the water into the sample of PET. Mark volume line
with indelible marker. Repeat procedure with sample of HDPE.
2. Determine volume of CO2 initially in a 900-mL sample of soda.
Fill PET bottle with sample. Seal bottle with cap that has been
drilled and fitted with a glass dropper pipet attached to
approximately 80-cm of Nalgene tubing. If the hole drilled in the
cap is properly sized, the lip on the eye dropper pipet inside the
cap will ensure that the pipet is not expelled while under
pressure. Leather gloves should be worn by the teacher, while
drilling hole in the caps. Clamp tubing with pinch clamp.
3. To insure a tight seal, mold clay around cap assembly.
4. Invert gas collecting bottle filled with water into a filled water
trough or basin. Place Nalgene tubing from soda sample into
opening of gas collecting bottle. Remove pinch clamp and allow

5.
6.

7.

8.

9.

Procedure Part
C:

Part 3:
Materials:

Procedure:

Part 4:

CO2 from soda to be collected. Swirl soda to remove as much

CO2 as possible. The minimum amount of CO2 will be lost when
the cap with tubing is added, if the soda is cooled before opening.
When collection is complete, seal gas collecting bottle and
remove from trough.
Quickly add several drops of universal indicator to the bottle.
Replace the cap. Shake the contents and record your
observations.
Measure volume of water remaining in the bottle. Determine
volume of CO2 by subtracting water volume from volume of gas
collecting bottle. This procedure should be repeated every time a
new type of soda is tested.
You are now ready to determine the differences between using
PET and HDPE. Fill the first container bottle with sample of soda
to be tested. Seal bottle according to previous directions. Repeat
procedure with second container. Allow both containers to sit for
a time interval assigned by your teacher. At the end of the time
determine volume of CO2 remaining in both bottles using
procedure #4.
Repeat sample test as directed by your teacher.

1. Place a 900-mL sample of soda in the PET container. Seal the

bottle using the same method as Procedure B.
2. Place the bottle assembly in an ice water bath for one hour.
3. At the end of the hour, collect the CO2 using the same method as
before. Record the volume of CO2 generated.

Weight Differences
1-L samples of regular, diet and club soda
balance
1. Obtain a 1-L bottle of soda. Weigh the soda (Coke Classic-1,094.9 grams and Diet Coke-- 1,055.5 grams) before removing
the cap and record the weight.
2. Loosen the cap and remove the CO2 present by gently swirling,
being careful not to spill any liquid. Repeat as needed to remove
CO2 . Re-weigh bottle.
3. Calculate percentage of CO2 present. Repeat for different sodas.

pH Differences

Materials:

1 can of soda
beaker
pH meter

Procedure:

1. Using a pH meter, test the acidity of a freshly opened bottle of

soda. Record results.
2. Swirl the sample to degas the soda and again test with the pH
meter. Record results.

Teacher's
Note:

We observed a pH change of 0.3 higher with Club Soda and 0.3 lower
with Canada Dry Ginger Ale. No change was observed with pH test
paper.

Part 5:
Teacher's
Notes:

Diet vs. Regular Soda

1. These procedures demonstrate two techniques for determining
the differences between diet and regular soda. The first test is a
commercially available test strip for glucose (approximate cost
$7 for a package of 50 strips).
2. Test #2 takes advantage of the difference in density between diet
and regular soda. An introductory demonstration is to simply
place both cans in a large beaker of water. The diet soda will
float; the regular soda sinks. Our data revealed the following for
12 packs of 12 oz. Coke Classic and Diet Coke: Coke Classic
high weight was 391.3 grams, low weight was 384.0 grams,
average weight was 388.5 grams, and Relative Standard
Deviation of 0.52%. Diet Coke: high weight was 374.7 grams,
low weight was 367.7 grams, average weight was 373.5 grams,
and Relative Standard Deviation of 0.59%.
3. Precision of experimental results can be discussed from the class
weight data. Depending on the level of sophistication you wish to
employ, the data generated in this lab will allow students to
determine the mean weight, the median weight and also the
standard deviation of the samples. The standard deviation is
determined as follows:
a. Calculate the average of the series of measurements.
b. Determine the deviation of each measurement from the
average.
c. Square the deviations and add up their squares.
d. Divide the sum of the squares of the deviations by (n-1), where

n is the total number of measurements.

e. Take the square root of result d.
Standard deviation gives the range of spread from the average
value within which 68% of all repeated measurements are
expected to fall.
Materials:

12 cans of diet soda

12 cans of regular soda
unknown samples of soda
Clinistix test strips

Procedure Part
A:

1. Obtain a sample of an unknown soda from your teacher.

2. Using a Clinistix test strip, dip the end of the strip in the sample
and remove immediately.
3. Tap edge of strip against side of beaker to remove any excess.
4. After about 10 seconds, determine the color of the strip. A deep
purple color indicates the presence of sugar in the soda. A bright
pink color indicates a negative reading.

Procedure Part
B:

1. Obtain a numbered can of diet soda and a can of regular soda.

2. Weigh each can and record the weights on a table on the board.
3. One group of students will need to determine the weight of an
aluminum can. Open the can of soda, drain the soda, rinse the can
and allow to dry. Weigh the can and record the results. This can
can be treated as a "standard can" or an additional activity would
be to get weights on 12 cans and determine the average, high, low
and Relative Standard Deviation.
4. Assume a 12-oz. volume to determine density.

Additional
Activity:

The difference in density between diet and regular soda can also be
shown by using samples of Crystal Pepsi and Diet Pepsi. Pour a can of
Crystal Pepsi into a 250 or 500 mL graduated cylinder. Pour the sample
of Diet Pepsi carefully down the sides of the cylinder. The Diet Pepsi
will remain on top of the clear Pepsi.

Student Data Sheet

Part 1

Taste of soda initially

Taste of soda without CO 2
What effect on the taste of soda does CO 2 have?
What ingredients would you vary to produce a sweeter soda?
Part 2A
Results of float test:
On the basis of the float test, which plastic is better suited for soda
packaging? Why?
On the basis of the table of densities, which plastic is best suited for soda
packaging?
What should you take into account when deciding how to package soda?
Part 2B
PET HDPE
Initial CO2 volume
CO2 volume
after 15 min.
after 30 min
after 45 min
after 1 day
after 4 days

Which material retains more CO2 during the test times?

On the basis of your data, which material is better suited for soda
packaging?

Why are milk and bottled water packaged differently than soda?
What changes were observed with the universal indicator? What does
this show?
Part 2C
Volume of CO2 obtained from ice bath
What is the relationship between temperature and the solubility of gases?
What does this test indicate is the best way to store soda?
Part 3
Regular Diet Club
Weight of soda initially
Weight of soda after swirling
Amount of CO2 present
% of CO2 present
What differences in carbonation did you notice among the sodas tested?
Part 4
pH initially
pH after swirling
What effect does carbonation have on the pH of soda?
Part 5A
Regular Diet
Color of Clinistix
Part 5B

Sample #

Weight in Grams
Regular Diet

1
2
3
4
5
6
7
8
9
10
11
12
Average Weight
Weight of Aluminum Can
Weight of Soda
Volume of soda
Density of soda
Additional
Activities:

1. If a titration unit is available, Canada Dry Ginger Ale (Citric acid

-- monoprotic) and Coke Classic (phosphoric acid -- polyprotic)
could be titrated to demonstrate the single breakpoint for the
Ginger Ale and the three breakpoints for the Coke Classic. This
would be a good lead-in to a discussion of monoprotic versus
polyprotic acids and why the hydrogens are lost at three points
for the polyprotic acid. If the titration unit is not available in your
school, ask a local business to do the titrations for you and supply
the data.
2. If a spectrometer is available, the sodas could be observed using
the spectrometer (clear sodas should be used for this activity

since the caramel coloring will block light transmission). The

wavelength could be changed by adding sodium chloride to the
soda.
3. Soda can be left in PET bottles or cans in a warm, sunny area to
observe the loss of the CO2 from closed containers. This loss
should be observable in one to two weeks and is a good
indication why the sodas stored outside as a display at a gas
station in the summer may be "flat" when you drink them.