Candle capers

Learning Intentions:

– observe candles and their seperate parts

– investigate how candles need air (oxygen) to keep burning


What were your intital thoughts about the burnt chocolate?

Is the chocolate melted? What makes you say that?

How do you know the chocolate has been burnt?

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What has happened to this candle? Why do you think that?

Why is there only only a stub left? Where has the wax gone?

What do we need to light the intact candle?

What do you need for the candle to burn?

Where does the wax go when the candle is burning?

What happens when then a candle is burning?

Introduce the seperate wick, the wax, a candle and a jar and ask students their predictions and supporting reasons about:

– What will happen if I light this wick?

– What will happen if I light this wax?

– What will happen if I put a jar over the lighted candle?

What things affect the time the candle stays alight?

In cooperative teams you are cgoing to conduct an investigation into the amount of air on the time the candle stays aligh.

Change: the size of the jar

Measure/Observe: how long the candle stays alight

Keep the same:  the size of the candle, the wax of the candle, the air around

How could we measure the amount of air the jar contains?

It is important for the jars to be dry.

How are we going to measure how much air is contained in each jar?

Allow tim to complete the investigation.Students to complete a graph to predict how long the condle will burn under a 400ml jar.

Why does the candle go out under the jar?

Where might the the wax might have gone?


One thought on “Candle capers

  1. Hi Miss Convery,
    I really enjoyed candle capers. It was interesting seeing that our results were all different and the candles blew out quickly. For Pegasus will we be having one more session from last term for handwriting? Are we going to look at the results next week?

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