![]() ![]() Option 4: NaHCO 3 (s) à NaH (s) + CO (g) + O 2 (g) Option 2: 2NaHCO 3 à Na 2CO 3 (s) + CO 2 (g) + H 2O (g) Option 1: NaHCO 3 (s) à NaOH (s) + CO 2 (g) ![]() The students are provided with four different balanced chemical equations that could explain how the atoms are rearranged during this decomposition. Though I had used a version of the decomposition of sodium bicarbonate lab in our stoichiometry unit for years, with consistent results, what the ADI book provided was a surprisingly different and more creative approach. Which Balanced Chemical Equation Best Represents the Thermal Decomposition of Sodium Bicarbonate? 1 To achieve this, I opened my Argument-Driven Inquiry in Chemistry (ADI) book and happened to find a wonderful example. Many of the stoichiometry labs I had done in the past followed more of a traditional structure involving something like, “ here is the reaction…predict how much…do the reaction…compare to prediction…determine % yield.” While merit for such a lab can be argued for, I really wanted to immerse my students in an actual investigation that more accurately reflected the scientific skills I try to advocate for- experimental design, data collection, analysis, creating an argument from evidence, engaging in argument, etc. During our stoichiometry unit, I wanted my students to take part in an engaging investigation. ![]()
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