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Designing 3 experiments from Vinegar and an Antacid

Designing 3 experiments from Vinegar and an Antacid
Contributors
Annette Sebuyira
Retired K-12 Educator | Beyond Benign, Inc.
Learning Objets
Summary
In this activity, students explore how much Carbon Dioxide is produced from varying combinations of reactants. Students use stoichiometric calculations to determine the theoretical anticipated amount of CO2. Students record observations and measurements of mass of reactants before and after the reaction. Students use the recorded measurements to calculate the amount of Carbon Dioxide produced.In an extension students perform calculations to determine the limiting reactant, Excess reactant and stoichiometric ratio of the reactants.
Keyword Tags
Limiting Reagents
Law of Conservation of Mass
File (PDF, PPT, image, etc)
designing-3-experiments-from-antacid-and-vinegar.docx
Digital Object Identifier (DOI)
https://doi.org/10.59877/JLEA3204
Learning Goals/Student Objectives
Objectives
By the end of this activity, students should be able to:
Design an experiment that investigates Limiting Reactants
Use an SDS to collect information about a given substance.
Write a complete and correct claim, evidence, and reasoning statement.
Determine/explain the causality of an investigation
Determine the percent of CO2 in your tabletAntacid
A measurement of masses before and after the complete reaction will be used to determine the amount of CO2 produced.
Use the mass of CO2 produced to calculate the amount of NaHCO3 in an Alka Seltzer tablet.
Interpret the law of conservation of mass.
Extension
A plot of mass % NaHCO3 vs. vinegar volume will be used to experimentally determine the total amount of NaHCO3 in an Alka-Seltzer tablet.

Object Type
Laboratory experiment
Audience
High School (Secondary School)
Introductory Undergraduate
Common pedagogies covered
Collaborative/cooperative learning
Hands-on learning
Green Chemistry Principles
Less Hazardous Chemical Syntheses
Designing Safer Chemicals
Safer Chemistry for Accident Prevention
U.N. Sustainable Development Goals (SDGs)
Quality Education
Gender Equality
Responsible Consumption and Production
Safety Precautions, Hazards, and Risk Assessment
This High school lab is designed to minimize exposure and risk and remove the hazards. Goggles and aprons are recommended in case of splashing during the activity.
Teacher Recommendations or Piloting Data (if available)
Teacher notes

There are various ways to facilitate this activity, depending on the desired degree of student collaboration and support. The background and pre-lab questions allow students to develop initial ideas about the data they will explore and to connect their prior experiences to this new activity. Have students read the entire introduction, consider pre-lab questions 1-4, and discuss their answers with another student.

Sample guiding questions (that should be environmentally/sustainable themed)

What gas is responsible for the decrease in the pH of Ocean water?

How does the change in temperature of Ocean water affect the solubility of this gas?

How are the molecules arranged differently in gasses, liquids, and solids?

CCC//Phenomenon
Communities of particles: Most matter exists as groupings of atoms and molecules. The attractive forces that hold the particles together and the motions of the particles determine the state of matter, solid, liquid, or gas.

Waste.
All solutions can be diluted with water and disposed of down the sink after the experiment.
NGSS Standards, if applicable
This activity will help prepare your students to meet the performance expectations in the following standards
HS-PS1-2 - Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
HS-PS1-3. Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.
HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
HS-PS1-6. Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.

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Submitted by

Annette Sebuyira
Reviewed by
Jerald Villarmino
Published on
Moderation state
Published
Time required (if applicable)
45-60 minutes
Other notes/information
These activities may be performed individually, in pairs, or in groups of three.
A larger number of members per group causes an imbalance in the division of labor.