![]() Safety note: Chemical splash goggles and gloves are necessary. In this station, students will be examining what happens in a chemical change. No new substances were created although the shape or form of some substances occurred. Up to this point, the different stations have involved physical changes. If we were to measure the mass of the candle before burning it and again after burning it, what do you think you would notice? Now, what do you think would happen if we could collect every product (the carbon dioxide, the water vapor, and the soot) as the candle burned and determined the mass of everything combined? Allow the students to consider this aspect and record questions they have on chart paper. ![]() Pose the following question to the students and ask them to discuss their initial ideas. Challenging students to think about where and how physical and chemical changes happen begins to engage their understanding about changes in substances. The chemical change happens where some of the wax vapor burns since it produces carbon soot, water vapor, and carbon dioxide. Burning a candle produces both a physical change: the wax melting and then hardening again and also a chemical change. If necessary, review what happens in a physical change and chemical change. Ask the students to consider what type of changes happen with the burning of a candle and explain why.15–18: When fuel is carried to the part of the candle where burning happens, what is that action called? What are some of the key parts of the candle? What is happening when it is lit? How did the shape help the candle burn? 11–12: Look closely at the diagram of the candle when it is lit. 7–8: How did Michael Faraday describe the candle that he was using in his demonstration? What were the candles made from? ![]() Now that students have been provided some context, read the story Burn: Michael Faraday’s Candle to the students and discuss the following points: This is a retelling of his lecture for students in the form of a picture book. During that time, lectures or presentations were given at the holidays and his lecture encouraged kids to really observe a candle and determine how it burned. Specifically, tell students that Michael Faraday was a scientist who lived in England in the mid1800s. Provide some context for the students about the story that they are going to hear. Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.
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