BURNING CANDLE LAB NAME____________________

SC.A.1.3.1.8.1 – determines the physical properties of matter that can be observed without altering the
substance (for example: mass, volume, boiling point, density)
SC.A.1.3.5.8.1 – knows how to use clues (for example: change in color or form) to determine whether a
change is chemical or physical

BACKGROUND:
Physical properties of matter include (but are not limited to) color, shape, hardness, mass,
volume, weight, density, odor, size, texture. Also, matter can exist as a solid, liquid, or
gas. A physical change occurs when the physical properties of a substance are altered.
However, the substance remains the same kind of matter.

Chemical properties describe how a substance changes into a new substance.

Flammability, the ability to burn, is a chemical property. When a substance undergoes a
chemical change, or a chemical reaction, it turns into a new and different substance. A
chemical change can be identified by (but not limited to) smoke, light production,
presence of heat and color change.

PRECAUTION:

1. THOSE WITH LONG HAIR MUST TIE THEIR HAIR BACK.

2. CHECK FOR LOOSE SLEEVES AND JEWELRY.

MATERIALS:
Candle (paraffin wax C20H42) 250mL Beaker
Candleholder Match
Goggles Metric ruler
Balance (Triple Beam or Electronic) Stopwatch

PROCEDURE:
1. Observe the unlit candle. Record physical properties on the DATA CHART.
2. Measure the length of the candle and record on your DATA CHART. (Note: If
you measure to the end of the wick, you will need to measure to the end of the
wick in your final length measurement.)
3. DO NOT PLACE THE CANDLE DIRECTLY ON THE BALANCE. Do the
following:
• Mass the glass candleholder. Record in the DATA CHART.
• Remove the candleholder from the balance.
• Place the candle in the holder; place both on the balance and mass.
Record in the DATA CHART.
• Subtract the mass of the candleholder from the mass of the candleholder
and candle. Record this in your DATA CHART – mass of the candle.

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 PUT YOUR GOGGLES ON
4. Decide which person is going to watch the time and which person will list the
observations.
5. Under your teacher’s supervision, carefully light the candle. Place the burnt
match in the beaker. Allow the candle to burn for 5 minutes. During this 5
minutes note the time and list any physical and/or chemical properties that you
observe on your DATA CHART. (For example, 1.2 minutes after lit, the flame
turns blue.)
6. At the end of the 5 minutes, blow out the flame.

YOU MAY NOW REMOVE YOUR GOGGLES

7. DO NOT PLACE THE CANDLE DIRECTLY ON THE BALANCE. Do the
following:
• Place the candle and holder on the balance and mass both items. Record
in the DATA CHART.
• Subtract the mass of the candleholder from the mass of the candleholder
and candle (after burning). Record this in your DATA CHART – mass of
the candle.
8. Measure the length of the candle and record on your DATA CHART. (Note: If
you measured to the end of the wick, you need to measure to the end of the wick
this time.)
9. Teacher will give you instructions for cleaning up.
10. After you have returned materials and cleaned up your area, answer the
OBSERVATIONS and ANALYSIS AND CONCLUSIONS questions.

DATA CHART:

UNLIT CANDLE

PHYSICAL PROPERTIES CHEMICAL PROPERTIES

Length of candle _________cm C20H42

Color of candle

Texture of candle

(Mass of candleholder )

(Mass of candleholder and candle )

Mass of candle

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 LIT CANDLE

TIME PHYSICAL CHEMICAL

PROPERTIES PROPERTIES

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 AFTER BURNING

(Mass of candleholder and candle )

Mass of candle

Length of candle

Texture of candle

Color of candle

Other observations:____________________________________________

___________________________________________________

___________________________________________________

OBSERVATIONS:
1. What physical properties of the unlit candle did you observe? ______

______

______

2. What senses (hearing, smelling, touching) did you use when you made these
observations? ______________________________________________________

3. What physical changes did you observe after you lit the candle?
_____________________________________________________________________

_____________________________________________________________________

4. What did you have to do to observe a chemical property of the candle?

_____________________________________________________________________

5. What evidence of chemical change did you observe?

_____________________________________________________________________

_____________________________________________________________________

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 ANALYSIS AND CONCLUSIONS :
1. What do you think is the basic difference between a physical and
chemical property?

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

2. Can a physical property be observed without changing the substance?

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

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 NAME___________________________PERIOD___________DATE____________

PHYSICAL AND CHEMICAL CHANGES

KWL Chart
SC.A.1.3.1.8.1 – determines the physical properties of matter that can be observed without altering the
substance (for example: mass, volume, boiling point, density)
SC.A.1.3.5.8.1 – knows how to use clues (for example: change in color or form) to determine whether a
change is chemical or physical.

K W L
What do you KNOW? What do you WANT What did you LEARN?
to know?
1. What are the four phases of matter?

2. List 5 physical properties of matter.

3. List 2 chemical properties of matter.

4. What is the difference between a physical and a chemical change?

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 NAME_TEACHER’S COPY_________PERIOD___________DATE____________

PHYSICAL AND CHEMICAL CHANGES

KWL Chart
SC.A.1.3.1.8.1 – determines the physical properties of matter that can be observed without altering the
substance (for example: mass, volume, boiling point, density)
SC.A.1.3.5.8.1 – knows how to use clues (for example: change in color or form) to determine whether a
change is chemical or physical

K W L
What do you KNOW? What do you WANT What did you LEARN?
to know?
1. What are the four phases of matter?

Solid, liquid, gas and

plasma

2. List 5 physical properties of matter.

Mass, weight, volume,

density, color, shape, size,
odor, texture

3. List 2 chemical properties of matter.

Flammability (the ability

to burn), smoke, light
production, presence of
heat, color change

4. What is the difference between a physical and a chemical change?

A physical change occurs

when the physical
properties of a substance
are altered, but the
substance remains the
same.

A chemical change occurs

when a substance changes
into a new and different
substance.

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LABORATORY RUBRIC (Burning Candle)

NAME _______________________________________ DATE ___________________

SC.A.1.3.1.8.1 – determines the physical properties of matter that can be observed without altering the
substance (For example: mass, volume, boiling point, density)
SC.A.1.3.5.8.1 – knows how to use clues (For example: change in color or form) to determine whether a
change is chemical or physical.
SC.H.3.3.1.8.2 – uses appropriate procedures for safety in the classroom, home and community

Category 4 3 2 1
Identifies 4 Identifies 3 Identifies 2 Identifies 1
PHYSICAL
physical physical physical physical
PROPERTIES properties. properties. properties. property.

Identifies 4 Identifies 3 Identifies 2 Identifies 1

CHEMICAL
chemical chemical chemical chemical
PROPERTIES properties. properties. properties. property.

Lab equipment used Lab equipment used Lab equipment used Struggles with
USE OF LAB effectively with little effectively with some effectively, but with directions for
EQUIPMENT or no direction from extra direction from guidance from using lab
teacher. teacher. teacher. equipment.
One or more
All safety rules in the
LAB SAFETY lab are followed.
safety rules are
not followed.
Proper pieces of Two or more
One piece of Two pieces of
LAB EQUIPMENT equipment used for pieces of
equipment not used equipment not used
IDENTIFICATION all sections of all properly. properly.
equipment not
parts of the lab. used properly.
The student
The student shows minimal
The student The student
completes some of understanding of
completes all tasks completes most
the important tasks the tasks and is
and important tasks and
GOAL 3: #8 works/communicates works/communicates
and unable to work/
works/communicates communicate
effectively with other effectively with other
effectively with other effectively with
class members. class members.
class members. other class
members.

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