Some groups only recorded the mass of their sodium bicarbonate, without considering the mass of their test tube and glass stir rod. Controlling the Amount of Products in a Chemical Reaction. This method mixes the baking soda and vinegar well. Set up a Bunsen burner to evaporate all of the water from each test tube. Pour the vinegar in a small cup and add 1 drop of detergent. Using a plastic pipet, add 10% hydrochloric acid (HCl) solution slowly to test tube 1.
The lab will culminate with a competition amongst students to see whose rocket will travel the longest distance. Once all of the solid has dissolved, continue to add HCl but now do it dropwise (agitating the test tube after each drop). Questions that challenge the premise(s) of an argument, the interpretation of a data set, or the suitability of a design. When trying to explain how their percent yield was over 100%, several groups initially struggled to realize they had just simply stopped the reaction too soon. It could be that this is due to an error you made... or maybe the stupid sodium bicarbonate didn't get the memo that, according to the teacher (or the text or Wikipedia or whatever), it was supposed to decompose to sodium carbonate, so it just went ahead and decomposed all the way to sodium oxide. Hold the graduated cylinder over a waste container. Using less baking soda, for instance, produces less carbon dioxide gas because there are fewer atoms from the baking soda to produce the carbon dioxide. This made for good conversation regarding experimental error. They will also be able to explain why simply adding more and more of one reactant will eventually not produce additional products. If you ask the students to predict what will happen to the pressure most will (correctly) assume that the change in pressure will double since they have twice as much reactant. 30 grams of citric acid.
Make sure each test tube is clean and dry before you put it away. At the same time, their lack of knowledge prevents them from confidently knowing the correct reaction prior to investigation. With respect to materials, I gave them the following list of equipment and the chemical they were going to consume. Some groups simply did not heat their sample for a long enough time. Students saw that the same type and number of atoms were in the reactants as were in the products. Chemical Change, Exothermic & Endothermic, Acid Base Reactions, Chemical Change | Elementary School. As a demonstration, combine vinegar and baking soda to show students the chemical reaction described in the equation. Point out that the type and number of atoms in the reactants and in the products are exactly the same. Add the date to the record with the Date tool. For example, they may ask: What is the need or desire that underlies the problem? Point out the products in the chemical reaction. How many of each type of atom are there in the compound sodium bicarbonate? We had just finished our reactions unit, so they were all familiar with the generalized pattern that a decomposition reaction follows.
And finally, an editable unit study guide and editable unit test a. In addition, since they started with so much reactant, they never really considered the decrease in probability of successfully using up all their reactant. Use a model to predict the relationships between systems or between components of a system. Maybe you spilled some as you put it in the crucible. When a drop of HCl produces no additional CO2 bubbles, the reaction is complete and no more HCl should be added. Guide students as you answer the following questions together: - Is every type of atom on the left side of the equation also on the right side of the equation? Follow the simple instructions below: The days of terrifying complicated legal and tax documents are over. Tell students that an Alka-Seltzer tablet contains aspirin, sodium bicarbonate, and citric acid. The Explain It with Atoms & Molecules and Take It Further sections of the activity sheet will either be completed as a class, in groups, or individually, depending on your instructions. Enjoy smart fillable fields and interactivity. Editor's Note: Readers may be interested in reading a Pick about Argument-Driven Inquiry in Chemistry posted Chad Bridle. Baking soda is used to prepare cakes in order to insure that cakes "rise" as they bake. Don't worry if you haven't covered molarity yet - let the students know that for 1000 mL of solution, there are 10. 5) Student-driven experimental design.
They can do the same with 0. I was truly amazed by how many groups did not take the time to think about how they were going to collect their mass data. Two gases actually form during most baking processes. As novices, they have no idea how to confidently predict the products of such a reaction. Get the free baking soda stoichiometry lab answer key form. 3) Application of qualitative evidence. White foam will rise up in the graduated cylinder and overflow as the tablet becomes smaller and smaller. Divide this detergent solution equally into one small cup for each group. Since we were nearing the end of our stoichiometry unit, this was a perfect application. Evaluate the claims, evidence, and reasoning behind currently accepted explanations or solutions to determine the merits of arguments. To explain this, they need to dig deeper into the data and convert masses of reactants into moles. The appearance of condensation in the dry test tube is a sign that there is still some water left in your sample test tube. In this experiment from our Essential Chemistry Laboratory Investigations Manual, students perform multiple trials, keeping the amount of baking soda (sodium bicarbonate, NaHCO3) constant while increasing the amount of citric acid (C6H8O7).
Have each group experiment with different amounts of vinegar and baking soda in order to get the foam to rise to the top of the graduated cylinder without overflowing. Repeat steps 7 and 8 with test tubes 2 and 3. Next, it's time to repeat the experiment, but this time we'll use 0. Review the concept that mass is conserved in a chemical reaction. Even if we did need to do the investigation ourselves to determine the right equation, our experience in the lab and overall scientific literacy allows us to easily come up with a plan and identify exactly what we should be looking for. Everything you need for a successful Stoichiometry Unit! How many of each type of atom is on the product side of the equation? Three complete lessons: each lesson includes student notes, detailed teacher notes, check for understanding exit tickets, and homework. As a teacher, my favorite scenario was when different groups would have different conclusions and, consequently, different chemical reactions proposed.
Be sure you and the students wear properly fitting goggles. Chemical Change, Pressure, Reaction Rate, Acid Base Reactions, Chemical Change, Conservation of Matter | Elementary School, Middle School. This might work for a while, as long as there is extra vinegar, but eventually there would be no atoms left of vinegar to react with the extra baking soda, so no more carbon dioxide would be produced. Continue adding HCl slowly until all of the solid has dissolved. While I had previously shown them how to safely perform the reaction, I gave them no guidance on what data to collect or even how to collect it. Consumable: Solid NaHCO3. Students will also be able to explain, on the molecular level, why changing the amount of one or more reactants changes the amount of products. Use mathematical representations of phenomena to support claims. Students will analyze the chemical equation for the reaction between vinegar (acetic acid solution) and baking soda (sodium bicarbonate). There are various choices for receiving the doc.
Add more vinegar and more baking soda. Based on the graphs, the third trial is closest to an ideal ratio of reactants. The following tips, combined with the editor will help you through the complete procedure. Report the result of your experiment as it actually happened.
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