One aspect of Argument Driven Inquiry that has not been discussed here is the peer editing piece. I have succesfully tried it out with my own students.

Observe both an exothermic and an endothermic reaction/process as I use a modified propane torch in the video demonstration. 

In an effort to implement the science and engineering practices of the NGSS, I have tried to introduce argumentation as a practice into my chemistry courses. I share some growing pains and what I have learned through the process in this blog post.

The solution to Chemical Mystery #13: Bye Bye Blue! is presented. This experiment is useful to demonstrate to students when discussing acid-base indicators, neutralization reactions, or the acidity of carbon dioxide when it dissolves in water.

A simple, but tricky experiment is displayed. Can you figure out how the trick was done?

Several teachers I know have had circumstances present themselves in which they may not always be able to provide lab experiences in a traditional lab setting. They still want to provide students with rigorous problem solving situations that require students to use the scientific method. Could rigorous take home labs possibly be the answer?