the candle experiment

Why Does the Water Rise?

A candle and some rising colored water reveal a hidden property of air that’s around you all the time.

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Watch closely and use everything you know about air pressure differences to explain the mystery of the rising water. Look for clues that explain why the water rises into the container. It may not be what you think it is so keep your eyes open as you collect data. The best part is that you’ll likely have to do the experiment several times to confirm how air pressure is involved.

Experiment Videos

Here's What You'll Need

Plate or shallow dish, clear, slender container, 1 cup (237 ml) of room temperature water, food coloring, adult supervision, let's try it.

Add 2-3 drops of food coloring to the water. This will make the movement of the water easier to see later. It’s interesting to watch how the drops of coloring spread through the water before stirring it.

Pour the colored water into the plate. You want about a half-inch (1 cm) deep puddle in the plate. More is OK.

Set the candle straight up in the puddle in the center of the plate. To make sure everything will fit, place the slender container over the candle and into the water. Make sure its base is well above the candle wick and its top edge is submerged under the water. Add water if needed. When you’re happy with the setup, remove the container.

When the candle is stable, the water is calm, and an adult is present, light the candle. The candle flame needs to burn brightly.

There’s no need to rush this Step; there’s a lot to watch anyway. Turn the container over again and lower it over the burning candle. Place the container on the plate in the water and let go but don’t take your eyes off of the water level inside it. You may see bubbles coming from inside the container. At first, the candle stays burning and the water level rises slowly. About the time the candle goes out, the water rises quickly. This is the mystery: why does it rise?

Repeat the procedure several times so that you can write or draw an explanation as to why the water rises. HINT: The difference in air pressure inside and outside the container is important.

How Does It Work

A common misconception is that the consumption of oxygen by the flame in the container is a factor in the water rising. There may be a slight possibility that there would be a tiny rise in the water from the flame using up oxygen but it’s extremely small compared to the actual reason. Simply put, the water would rise imperceptibly at a steady rate as the oxygen were consumed. You likely saw the level rise almost all at once and pretty much after the flame went out.

At first, the flame heats the air inside the container and this hot air expands quickly. Some of the expanding air escapes from under the vase where you might have seen some bubbles. When the flame fades and goes out, the air in the container cools and cooler air contracts or takes up less space. That contraction creates a weak vacuum – or lower pressure – in the container. Where’s the higher pressure? Right! It’s outside the container pressing down on the water in the dish. The outside air pushes water into the container until the pressure is equalized inside and outside the container. The water stops rising when that pressure equalization is reached.

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Candle Experiments and Explorations

Introduction: Candle Experiments and Explorations

Candles are not only found in so many places, but they can grasp at so many things. From states of matter to thermal conductivity to combustion to light, it sometimes seems the whole scientific world can be found in a tiny flame.

Here are some candle experiments and explorations that I like to do with my classrooms for young and old alike!

Step 1: Dissect a Flame

Let's dive right into the middle of it.

Cut a piece of metal mesh, and place it directly over the flame. Press down into the middle of the flame to dissect it. You can see into the dark center of the flame. Although this zone is sometimes called the hottest, but it is actually the coldest . This area is formed by unburnt wax vapor moving up into the area above the wick from capillary action.

You may notice lots of soot pouring out! The incomplete combustion suddenly releases these wax molecules into the air without being contained on all sides by the luminous part of the flame. Linked carbon chains rise and get stuck on the mesh, too.

The hottest part of the flame is the "aura" around the visible part of the flame, or the somewhat invisible shimmer. This is where complete combustion is happening. You can also easily see the yellow area, and if you look closely, the blue area at the base of the flame. This is caused by the incomplete combustion of carbon and the creation of low amounts of carbon monoxide.

So much in one flame!

Step 2: "Burn" a Nail?

What's burning?

Take a nail and put it into the flame. Turn it to collect soot on it. Is it burnt? What is that stuff? This causes a great debate in many classrooms as to whether the nail is burnt or not.

Combustion is a tricky thing to understand, and the chemical change of "burning" is, too. Fundamentally, when you burn it, you can't go back. You can burn toast, but you can't turn it back into bread. Use a paper towel to clean it off, and you'll find the nail was actually just collecting soot which came from incomplete combustion from the candle.

A secondary question with younger groups is what the liquid in the candle is. Many think it's water. An easy way to test this out is either to wait or to dip the nail in, and bring it out as solid wax. The wax just froze!

Step 3: Sawdust Convection

Grab a little bit of sawdust, and drop it into your pool of wax. You have to look closely, but the sawdust flecks will start to rotate along convection currents, coming to the flame, and launching away with heat.

Step 4: Thermal Conductivity

A candle is just the right amount of heat to test the thermal conductivity of different objects. Try out steel, aluminum, and copper to begin to see a large difference. Have students hold metal strips either in their hand or with tweezers for 10 seconds, and have them take the metal out. Which is hotter? Where has the heat spread to?

What could you do to a piece of metal to make it get hotter faster at the end? What about stay cooler longer? If you had to make a handle for a pan, what would you use?

Step 5: Three Little Jars

The combustion triangle needs oxygen, and a good lot of it.

Try placing three different sized glass jars over three candles and predicting which will go out first. A common misconception with this is that the area under the jar is completely out of oxygen when the flame runs out, but the reality is that candle combustion stops happening at about 30% oxygen levels.

A great modification on this is to try different heights of candles in the same area. You will find that the ones higher up go out first. More oxygen is hiding at the bottom, which is part of the reason (among others) that we are warned to stay low in a house fire.

Step 6: Extinguishing Breath

Ever thought you had bad morning breath? Such that light ceases to exist?

Candles go out much faster if oxygen is replaced by another guess. Hold your breath for 15-20 seconds, and then breath slowly into a glass jar. When you place the jar over the candle, it immediately goes out. It's an incredible thing to watch in such a C02 atmosphere.

Step 7: Chemical Extinguisher

Another C02 experiment is to combine baking soda and vinegar to "pour" over your flame. As you tilt the glass, the C02 cascades down and extinguishes the flame immediately. Neatly, C02 is used in one type of fire extinguisher for this reason. This is a great way to show that C02 is heavier than your typical air. Because of this, in a somewhat still room, even minutes after the chemical reaction, you can still extinguish the flame by tilting the jar.

Step 8: Thirsty Candle

This is a classic that you can find everywhere on the internet. The main attraction is absolutely that water gets sucked in to the jar when the flame extinguishes, but can you see what happens before?

If you look closely at the edge of your glass, there are tiny bubbles escaping. As the candle burns, it heats up the air and glass in the small environment, and as the gas expands, some of it escapes. As soon as the heat source goes away, in floods the water to fill a new low pressure zone.

Step 9: Pinhole Candle

A neat way to look at the interesting shape of a candle is through a pinhole camera. Cut two sheets of paper, one light and one dark. Make a pin-sized hole in the dark sheet, and hold it near the candle. Put the light sheet behind it, and you should be able to see the flicker of a now upside-down candle flame projected on to the back.

Step 10: Losing Weight

Where does the wax go? You start out with wax, and in the end, your candle appears smaller. Where does it all go? With a scale, you can measure your candle over time, and even graph out how much weight it's losing per minute. Is it an even curve, or does it change?

Step 11: Mini-Boiler

When waiting for dinner, it seems like boiling can take forever, but not at a small scale.

Make an aluminum foil bowl, and hold it over your flame for 10-20 seconds, and you'll see begin to boil. To add to the experiment, you can try the same with salty water (faster), or dyed water (leaves the dye behind). Additionally, with the addition of a little metal roof, you can catch the water that's evaporated and now condensating.

Step 12: Keep Exploring

There is so much to learn in a single flame. From combustion to heat to light, there are far more experiments than are listed here. Try looking around for the candle seesaw, lighting wax vapor, and more!

Have fun, be light, and happy learning.

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Burning Candle Rising Water Experiment

• December 3, 2020
• 5-6 Year Olds , 7-9 Year Olds , Chemistry , Fire Science , Physics , Rainy Day Science

In our previous experiment , we discussed the candle covered with glass. The basic science behind was the oxygen limitation that made the candle go off.

In an extension of that science activity, I am now going to share another experiment with you. It is also to do with candles and glass, but with a twist.

Apart from the oxygen limitation that puts the candle off, there is also low pressure created in the glass that leads to a vacuum.

This will cause some effects and that looks like magic to kids but the science to all adults. So let us do this magic to our kids and also explain them some science.

Things required

• Ceramic or glass plates
• Glass tumbler
• Matchbox with stick

Steps involved

Fill the plate with water.

Place the candle on the plate and lit it. You can see the candle glowing brightly.

It may float or stand on the water in the plate based on the weight of the candle.

The presence of water does not make any difference to the candle at this stage.

After sometime invert the glass tumbler and place it on the glowing candle.

Imagine the glass will close the candle. In a few minutes, you can witness candle blowing off as the closed glass limits oxygen in the space surrounding the candle.

Another thing you will witness is now the water in the plate enters the glass and you will see the level rising constantly.

Science Behind Candle Rising Water

The basic science here is the lack of oxygen puts off the candle in step 2. At the same time lack of oxygen also lowers the atmospheric pressure and creates a vacuum.

This leads to the water entering the glass from the plate. You can see this like the water level rises in the glass.

Detailed science with chemical equations

The water level rises to 1/10th of the glass before the candles go off is importantly you must note.

There is no air bubble formed. The water level will stay for few minutes once the candle goes off completely.

So both the candle dies out and water rises happens concurrently.

Chemical equation

Oxygen + Candle (wax/paraffin) à Water and Carbon dioxide

O 2 + C n H 2n+2 à H 2 O + CO 2

I have an exercise for older kids here. Yes, ask your older kids to balance the chemical equation taking n as 1. Post the answers for learning.

The oxygen is 2 times more than the carbon dioxide released and hence the air volume reduces.

Let me also explain the physics behind this experiment for physics fans!

Physics facts

The burning candle produces heat which heats the air and thus expansion happens. This will cancel the oxygen depletion slowly and the water level remains down.

When oxygen gets saturated in the glass the candle goes off and the air begins to cool and volume decreases.

The reduction in air pressure will create a vacuum and hence water level rises.

Also, water initially is in the gas state when there is heat around and later it condenses and rises in level as water.

The same process or science is applied to how storms and hurricanes are formed.

When the sun heats up the air causing its density become low which is the reason for formation of wind and storms.

The high density air moves into the lower density air pockets. When there is enough wind referred to as ‘hurricanes’ causing the water rise and lifted up out of the ocean.

• This experiment is magic for kids aged 3 to 5.
• You can teach some science to kids 5 – 8 as they will know about oxygen etc.
• 8 -12-year-old kids can benefit from the chemical equations and the detailed science of this experiment.

As I always alert you, please make sure to assist or monitor kids when they do this experiment.

It involves fire and you must be around to avoid any accident. Also, dealing with glass dishes needs support which you must provide.

Depending on the age of your kid you decide whether you must take their help or help them or just be around. However, we advise you to be present irrespective of the kid’s age.

Interested in More Air Pressure Experiments? Explore the list below

DIY Drip Drop Water Bottle

Balloon Powered Car

Make a Balloon Rocket

We have tried answering a few usual questions that might arise in the kid’s mind. My little one always ask questions upon which I fumble many times. So here you go with ready-made answers as well.

Twice the time of oxygen is burnt than the available CO2 that decreases the air pressure and hence water level rises. The air cools soon after flames go off and the molecules slow down making the water vapor condense to moisture.

The heat of the flame will start melting the wax near the wick and the liquid wax is drawn up to the wick due to capillary action. The flames heat will vaporize the wax and break them into molecules of oxygen and carbon.

The candle is put off by placing the lid on the candle that is lit. It is another way to extinguish the candle. The lid is placed on the flame which immediately cuts off the oxygen and thus puts off the candle.

The wick gets close to the glass the wax burns off and heats the glass. This might lead to the explosion of the glass. However, when water is kept on the glass this explosion is prevented.

As long as the pressure is low the water rises and when the pressure level equalizes the water level stops rising.

Place the glass flat on the plate to prevent air bubble forming. In case if it is tilted, then the air bubbles will form due to the difference in the pressure level between the inside and outside surface.

When you observe the tall and short burning candles closed with a glass container, surprisingly the tall candle goes out first because the carbon dioxide released travels upwards and suffocates the tall candle making the cold air sink. The short candle utilizes the oxygen in this cold air and stays on for some more time. When all the oxygen is used up, the short candle also dies.

Yes, place a candle in the bowl containing water and lit it. Slowly it goes down melting the wax which forms a protected wax around the wick. This allows the candle to stay on for good amount of time even though the flame has reached the level lower than the water. And of course, after a while water gets into wick and turns the flame off.

Modifications you can try with this experiment

 Here are the few variations to further explore the scientific concepts in this experiment.

• Change the amount of water taken in the plate and observe how does it affects the water level rise.
• Discuss on what happened to the water when the candle is lit.
• How does temperature changes happen when we use different types of colored water?
• You can use colored water made of food coloring, milo, liquid dyes, powdered dye etc.
• Experiment on hot water versus cold water and observe the temperature and air pressure changes.
•  Also try the experiment using two candles versus one candle or more candles etc.
• Use different liquids instead of water and check what are the changes and results.
• Try with different candle weight and height
• Change the glass to narrow and broad
• Make colored water and also increase/lower the water level in the plate
• Try not to lit a candle before and light it only after placing the glass. Yes, you need to lift it a bit and light it. Preheating is avoided to observe for any changes in the results.

Share the results with us that will let all our readers know what happens with all these modifications. In the meantime, I will also try different twists with my kids and post my experience.

Candle chemistry

Experiment with the chemistry of candles and make a flame jump through the air.

Make  a blown out candle relight as if by magic.

ExpeRiment  to find out how long a candle will burn in different amounts of air.

Learn  about the chemistry of how a candle burns.

About this activity

Lisa and Josh make a candle relight as if by magic. They investigate how long it takes for a covered candle to go out, and find out why a candle can keep burning for a longer time in a larger jar than in a small one.

In this fun, free science experiment to do at home with young children, Lisa shows Josh how to relight a candle without touching the wick. When a candle is blown out, the wick stays hot, and wax continues to be drawn up through it before evaporating. This wax gas above the candle can be relit, meaning that a flame will appear to jump from Lisa’s lighter to the candle wick.

Josh times how long it takes for candles to go out when covered by different sized jars. A candle flame is the result of a chemical reaction between wax gas and oxygen in the air. When you trap the candle in a jar, it only has a limited amount of oxygen. Josh finds out that in larger jars, there’s more oxygen so the candle can keep burning for longer, but that the flame will eventually go out.

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Why does the water rise?

It's a very popular experiment ( eg ), from elementary school : put a burning candle on a dish filled with water, cover the candle with an inverted glass: after a little while, the candle flame goes out and the water level inside the glass rises.

The standard explanation (as I recall it) was that combustion "burns" oxygen, and the consummed volume accounts for the extra water that goes inside the glass. Is this correct? I remember feeling (years later) uncomfortable with the explanation, because "to burn" is certainly not "to dissapear": I thought that oxygen combustion produces (mainly) $CO_2$ and hence one oxygen molecule would produce another $CO_2$ molecule, and the volume would remain basically the same. Perhaps $CO_2$ dissolves into the water? I would doubt that.

To add to my confusion, others state that the main cause is not the oxygen combustion but the changes of air temperature, that decreases when the flame goes out and makes the air inside the glass contract... which would rather invalidate the experiment as it was (and is) traditionally taught to students.

What is the right explanation?

(image from here )

Update : As from webpage linked in accepted answer, there are several effects here, but it's fair to say that the "traditional" explanation (consumption of oxygen) is wrong. Oxygen (plus paraffin) turn into $CO_2$ (plus water) (a representative reaction: $C_{25}H_{52}+38O_2 \to 25CO_2+26H_2O$ ). This would account for a small reduction in volume ( $25/38 \approx 2/3$ ), even assuming that this is the complete chemical picture (it's not) and that water condenses ( $CO_2$ dissolves in water poorly and very slowly). The main cause here is thermal expansion-contraction of air.

• home-experiment
• physical-chemistry

• $\begingroup$ Is there a stackexchange for chemistry? Maybe they could provide better help. $\endgroup$ –  Lemon Commented Jan 4, 2012 at 1:58
• $\begingroup$ @jak Not yet. $\endgroup$ –  Manishearth Commented Mar 15, 2012 at 7:21
• $\begingroup$ @Manishearth Yes there is - chemistry.stackexchange.com It is in beta, though. $\endgroup$ –  Dave Coffman Commented Jul 28, 2014 at 22:06
• $\begingroup$ @DaveCoffman look at the date on that comment. I moderate Chem.SE, I know about it :P $\endgroup$ –  Manishearth Commented Jul 28, 2014 at 22:28
• $\begingroup$ Geez - Sorry about that. $\endgroup$ –  Dave Coffman Commented Aug 2, 2014 at 18:19

3 Answers 3

I found two web pages that explain the phenomenon quite well, and even looks into the misconceptions people have.

The candle flame heats the air in the vase, and this hot air expands. Some of the expanding air escapes out from under the vase — you might see some bubbles. When the flame goes out, the air in the vase cools down and the cooler air contracts. The cooling air inside of the vase creates a vacuum. This imperfect vacuum is created due to the low pressure inside the vase and the high pressure outside of the vase. We know what you're thinking, the vacuum is sucking the water into the vase right? You have the right idea, but scientists try to avoid using the term "suck" when describing a vacuum. Instead, they explain it as gases exerting pressure from an area of high pressure to an area of low pressure. A common misconception regarding this experiment is that the consumption of the oxygen inside of the bottle is also a factor in the water rising. Truth is, there is a possibility that there would be a small rise in the water from the flame burning up oxygen, but it is extremely minor compared to the expansion and contraction of the gases within the bottle. Simply put, the water would rise at a steady rate if the oxygen being consumed were the main contributing factor (rather than experiencing the rapid rise when the flame is extinguished). (1)

The page from Harvard goes into more detail on the argument versus the error for the incorrect statement.

Argument : Oxygen is replaced by Carbon dioxide. So, there is the same amount of gas added than taken away. Therefore, heat alone most be responsible for the water level change. Source of the Error : A simplified and wrong chemical equation is used, which does not take into account the quantitative changes. The chemical equation has to be balanced correctly. It is not true that each oxygen molecule is replaced by one carbon dioxide molecule during the burning process; two oxygen molecules result in one carbon dioxide molecule and two water molecules (which condense). Remember oxygen is present in the air as a diatomic molecule. [A reader clarifies the water condensation in an email to me as follows: If the experiment were done with the sealing fluid able to support a temperature greater than 212 F and the whole system held above this temperature then the water product of combustion would remain gaseous and the pressure within the vessel would increase as a result of three gaseous molecules for every two prior to combustion and the sealing fluid would be pushed out.] Argument : Carbon dioxide is absorbed by the water. Thats why the oxygen depletion has an effect. Source of the Error : This idea is triggered from the fact that water can be carbonized or that the oceans absorb much of the carbon dioxide in the air. But carbon dioxide is not absorbed so fast by water. The air would have to go through the water and pressure would need to be applied so that the carbon dioxide is absorbed during the short time span of the experiment. Argument : The experiment can be explained by physics alone. During the heating stage, air escapes. Afterwards, the air volume decreases and pulls the water up. Source of the Error : the argument could work, if indeed the heating of the air would produce enough pressure that some air could leave. In that case, some air would be lost through the water. But one can observe that the water level stays up even if everything has gone back to normal temperature (say 10 minutes). No bubbles can be seen. Argument : It can not be that the oxygen depletion is responsible for the water raising, because the water does not rise immediately. The water rises only after the candle dims. If gas would be going away, this would lead to a steady rise of the water level, not the rapid rise at the end, when the candle goes out. Source of the Error : It is not "only" the oxygen depletion which matters. There are two effects which matter: the chemical process of the burning as well as a physical process from the temperature change. These effects cancel each other initially. Since these effect hide each other partially, they are more difficult to detect. (2)

It clearly has more to do with the temperature differences than any conversion of gases. Especially considering that a volume of oxygen and carbon dioxide will be nearly identical to human eye observation.

• 4 $\begingroup$ I'd trust Harvard (second footnote I am guessing). $\endgroup$ –  Skava Commented Jan 4, 2012 at 3:11
• 2 $\begingroup$ Yes "Skava", now go to bed! $\endgroup$ –  Larian LeQuella Commented Jan 4, 2012 at 3:12
• 3 $\begingroup$ This answer is useful in pointing the best explanation I've seen (the second link), but the text is plainly copied other pages (should be formatted as quotes) and does not make clear the general summary/conclusion. $\endgroup$ –  leonbloy Commented Jan 4, 2012 at 13:49
• $\begingroup$ I'd question one thing from that answer, though: Nowhere is a vacuum created. There's always air in the glass, and it always fills the whole space not occupied by water. When the air cools down, it doesn't contract by itself, only its pressure goes down (intuitively: Since the molecules get slower, they hammer less onto the water surface). As result the water is pressed more in by the air outside than out by the air inside, and thus flows inside. This rising water compresses the air inside, which causes air density and thus pressure inside to rise again until equilibrium is reached. $\endgroup$ –  celtschk Commented Jan 18, 2012 at 5:47
• 1 $\begingroup$ The second quotation seems to contradict the first one: first says "you might see some bubbles", the second one: "No bubbles can be seen". $\endgroup$ –  Ruslan Commented Jul 4, 2018 at 9:25

I have not actually tried this experiment, but I will make at least a few observations:

Hypothesis 1: The burning of oxygen is responsible for the reduced air pressure.

Prediction - if the burning of oxygen is the sole cause of the change in pressure, we should expect to see the water in the glass rise at a more or less constant rate from the moment the environment is sealed until the burning stops. After the candle extinguishes, there should be no more change in water level.

Hypothesis 2: The reduction in temperature after the candle extinguishes is responsible for the reduced air pressure.

Prediction - if the temperature change is the sole cause of the change in pressure, we should expect to see no change in water level while the candle is burning (in the limit that the glass was lowered very slowly). After the burning stops, the water should rise at a rate related to the temperature drop and eventually stop as the experimental setup comes to room temperature.

In order to test which explaination is correct, you should be able to merely perform the experiment and match the observation with the prediction. Of course, in real life it may be a combination of these two factors or perhaps include other reasons not listed here.

Additional measures such as putting an oxygen indicator in the glass (say a fresh slice of apple) or a thermometer would provide further insight.

• 1 $\begingroup$ As oxygen is burned - how many moles of CO2 do you get for each mole of O2 used? $\endgroup$ –  Martin Beckett Commented Jan 3, 2012 at 23:15
• 1 $\begingroup$ @MartinBeckett: Not to mention it's mostly carbon monoxide because it's imperfect burning. $\endgroup$ –  Mike Dunlavey Commented Jan 4, 2012 at 3:15
• 1 $\begingroup$ @MartinBeckett: The pertinent equation seems to be something like $C_{25} H_{52} + 38 O_2 => 25 C O_2 + 26 H_2 O$. So for 1 mole of oxygen we have 0.65 moles of $C O_2$ - a moderate reduction, and this assuming water condenses. $\endgroup$ –  leonbloy Commented Jan 4, 2012 at 14:40
• 1 $\begingroup$ @leonbloy - although with a smoky candle you do get a lot of CO. Plus since O2 is only 20% of air it would at most be a (1-0.65)*0.21 = 7% change in volume even with full combustion $\endgroup$ –  Martin Beckett Commented Jan 4, 2012 at 16:26
• $\begingroup$ @MartinBeckett: you are right, of course. See the Harvard link in the other answer for the complete picture. $\endgroup$ –  leonbloy Commented Jan 4, 2012 at 16:36

I will make this into an answer because the idea behind this question is used in an ancient medical metho d which was still used by practical nurses and even prescribed by old fashioned doctors when I was a child more than half a century ago in Greece. It is now used in alternative medicine practices

The air inside the cup is heated and the rim is then applied to the skin, forming an airtight seal. As the air inside the cup cools, it contracts, forming a partial vacuum and enabling the cup to suck the skin, pulling in soft tissue, and drawing blood to that area.

I think it was the invention of antibiotics which diminished rapidly its use, which was mainly for bronchitis pneumonia and similar afflictions, at least in Greece.

As far as the question goes, no liquids to confuse the issue of its being a strongly temperature dependent effect.

• $\begingroup$ Indeed, the practice is known as "cupping" and is often offered at spas and other health resorts. $\endgroup$ –  AdamRedwine Commented Jan 4, 2012 at 13:15
• $\begingroup$ +1 In spanish: "ventosa". I've seen it applied by my grandmother many years ago. $\endgroup$ –  leonbloy Commented Jan 4, 2012 at 13:37

Not the answer you're looking for? Browse other questions tagged water home-experiment physical-chemistry or ask your own question .

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Rising Water Experiment

Light a fire under middle school science and heat it up! Place a burning candle in the water and watch what happens to the water. Explore how heat affects air pressure for an awesome middle school science experiment. This candle and rising water experiment is a great way to get the kiddos thinking about what is happening. We love  simple science experiment s; this one is super fun and easy!

Candle in Water

This candle experiment is a great way to excite your kiddos about science! Who doesn’t love watching a candle? Remember, adult supervision is required, though! We love  simple science experiment s; this one is super fun and easy!

This science experiment asks a few questions:

• How is the candle flame affected by placing a jar over the candle?
• What happens to the air pressure inside the jar when the candle goes out?

💡 Make sure to check out all our chemistry experiments and physics experiments !

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Candle in a Jar Experiment

You need to change one variable if you want to extend this science experiment or use the  scientific method  for a science fair project .

EXTEND THE LEARNING: You could repeat the experiment with candles or jars of different sizes and observe the changes.

💡Learn more about the scientific method for kids here .

• Middle School Science
• Elementary Grades Science
• Tea light candle
• Bowl of water
• Food coloring (optional)

Instructions:

STEP 1: Put about a half inch of water into a bowl or tray. Add food coloring to your water if you like.

STEP 2: Set a tea candle in the water and light it.

ADULT IS SUPERVISION REQUIRED!

STEP 3: Cover the candle with a glass, setting it in the bowl of water.

Now watch what happens! Do you notice what happens to the level of water under the jar?

Why Does the Water Rise?

Did you notice what happened to the candle and the water level? What’s happening?

The burning candle raises the air temperature under the jar, and it expands. The candle flame uses up all of the oxygen in the glass, and the candle goes out.

The air cools because the candle has gone out. This creates a vacuum that sucks up the water from the outside of the glass.

It then raises the candle up on the water that enters the inside of the glass.

What happens when you remove the jar or glass? Did you hear a pop or popping sound? You most likely listened to this because the air pressure created a vacuum seal, and by lifting the jar, you broke the seal, resulting in the pop!

More Fun Science Experiments

Why not also try one of these easy science experiments below?

Printable Science Projects For Kids

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Playing With Rain

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Balloon and Candle Experiment

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Are you ready for another fun and super easy balloon experiment!? This balloon experiment uses a cool trick with water to make it flame-resistant! Let’s go ahead and get started with this Balloon and Candle Experiment .

Check out more fun and simple Science Experiments With Matches here!

This science experiment is one of my kid’s favorites, and I am sure your kids will love it too! It makes learning about the heat capacity of water fun for everyone!

Table of Contents

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Supplies Needed:

• A lighter or matches
• Safety glasses
• Adult supervision

How to make a fireproof balloon

• Inflate a balloon with air
• Light a candle and put it on a plate
• Get the balloon as close to the flame as you can until it pops
• Fill another balloon with a little water and the rest of the way with air
• Lower the water and air-filled balloon toward the flame and see what happens
• Take the balloon off the flame and notice the burnt spot, but it did not pop!

Step 1: Blow up a balloon with air

The easiest way to do air up a balloon is to use your mouth, but if you prefer to use an air compressor with the right nozzle that works too!

Once your balloon is aired up to a decent size go ahead and tie it off to keep the air inside. You want your balloon to be large enough that there is some air pressure inside, but not so large the latex is stretched so much that it pops.

Step 2: Ignite your candle

If you don’t have a candle on hand for this experiment, there are a few other methods you can use. I recommend checking out this similar experiment How to Fireproof a Balloon where I used a lighter instead of a candle.

If you do have a candle ready for this experiment, go ahead and use a lighter or matches to get a flame burning on that candle! Adult supervision is highly recommended for this step and through the rest of the experiment too!

Step 3: Grab your balloon and make it pop!

Before your balloon explodes in your face, please do not forget to throw on some safety glasses or safety goggles. Then go ahead and raise your balloon up directly over and above the burning candle.

Slowly lower your air-filled balloon closer to the flame of the candle. This is the nerve-racking part and true test of your bravery to see how close you can get your balloon to the flame before it pops.

In most cases, this first balloon that does not have water inside of it should pop a few inches before it even touches the flame! The heat radiating off the flame is enough to weaken the latex balloon and make it pop!

Step 4: Fill a second balloon with water and try again

Now that we have discovered that a balloon filled with air will easily pop when placed near a heat source, what will happen if we all a little water inside a balloon?

Grab the second balloon and add some water inside of it. The easiest way to do this is to slip the mouth of the balloon over a bathroom or kitchen sink faucet and slowly fill it up to about the size of a baseball.

After you get enough water in your balloon, slide it off the faucet while pinching the neck of the balloon to avoid getting sprayed with water like I did. Then fill the balloon the rest of the way with air so that it is about the same size as the first balloon that popped.

Step 5: Place your air and water-filled balloon over the flame

Here comes round 2 of the fun and thrilling part of this balloon and candle experiment. Before lowering your new balloon onto the flame, make sure that the candle is still burning. Sometimes the wind from the first balloon popping will blow the candle out and you will need to re-light it.

Then grab your balloon that now has a little water in the bottom and a lot of air inside and slowly lower it towards the burning candle.

You should be able to hold the bottom of your balloon directly over the flame and even let the flame touch the balloon without it popping this time!

Depending on how much water is in your balloon, (typically within 30 seconds to 1 minute) when the water heats up enough, then the balloon will eventually pop.

Step 6: Remove the balloon from the flame and look at the bottom

You might be amazed and grateful that even though your balloon appears to be burned by a flame, it did not explode and spray water all over you! In fact, if you look closely at the bottom of the balloon where the flame contacted the latex there will be a black spot.

That black spot is actually not the balloon getting burnt, but it is carbon deposits that were left behind on the balloon as the flame burned oxygen and released carbon dioxide.

You can actually grab a wet towel or rag and gently wipe the black carbon soot off the balloon and it looks as good as new!

Why does a balloon filled with water not pop?

The magical science behind this balloon and candle experiment really is in the water! Water has a much higher heat capacity than air, meaning that it takes a lot more energy to heat up water than it does to heat up the air.

The water is able to absorb a lot of the heat from the flame and pull it away from the latex, which prevents the latex of the balloon from melting and allowing the balloon to pop.

Eventually, the water will get hot enough that it cannot keep the latex cool enough and the balloon will pop, but it will take much longer to pop than the balloon that had only air and no water.

More Fun and Easy Science Experiments For Kids:

• Light Refraction in Water
• Tornado in a Bottle Experiment
• How to Make an Egg Float

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Science in School

A twist on the candle mystery teach article.

Author(s): Steven Ka Kit Yu

Three candles of different heights are lit in a closed space. Surprisingly, the longest candle goes out first. Can you solve the mystery?

In a classic demonstration of the candle mystery, three lit candles of different heights are covered with a gas jar (see figure 1) and the tallest candle goes out first. This happens because carbon dioxide produced from burning has a higher temperature, so it rises and accumulates at the top of the jar. Then the carbon dioxide gas cools down, falls, and extinguishes the tallest candle first. This article builds on the classic demonstration of the candle mystery and advances it in three ways. Firstly, the 5E instructional model [ 1 ] is used to develop learning activities that require students to construct, revise, and apply scientific explanations in unpredictable contexts. Secondly, these activities aim to help students test their hypotheses by using and coordinating multiple pieces of evidence. Thirdly, these activities include experiments and discussion tasks to challenge students to predict and explain results. By adding variables to the candle mystery, you can engage students and promote critical thinking and scientific understanding.

The experiments can be conducted as demonstrations or as hands-on practical work for small groups of students. They are quick and easy. The activities can be used with students aged 11 to 16.

Safety notes

• Follow all fire safety regulations and have fire extinguishing materials on hand.
• Wear safety goggles throughout the experiments. If students are performing any steps themselves, they should do the same and be warned to take care around open flames.
• The gas jar can become very hot during and immediately after candles are extinguished. Students should be warned not to touch it with bare hands and care should be taken (e.g., wear heat-resistant gloves when lifting the hot gas jar and/or lift the gas jar when it has cooled to room temperature).
• Make sure all candles are extinguished after each experiment.
• Ensure sufficient ventilation, for example, by opening windows.

Activity 1: Engaging and exploring student ideas for the candle mystery

This activity aims to set up a scenario to engage students in inquiry. When three candles of different heights are lit and covered with a gas jar, students are prompted to predict and explain which candle they think will go out first. Allow 40 minutes for the prediction discussion, experiments, and collaboration.

• Large gas jar (large enough to cover three candles)
• Three candles of different heights
• Heat-proof mat
• Hot-air gun, 240 V, 2000 W (optional: used to heat the blade to cut candles to different heights)

Worksheet 1

Preparation

Before the lesson, the setup should be prepared by the teacher or teaching assistant.

• Cut three candles to different lengths with a hot blade preheated by a hot-air gun (see figure 2).

• Align the three candles on a heat-proof mat, close enough that they can be covered with the gas jar.
• Cover the three candles with the gas jar (without lighting them, figure 3).

Practical tips :

• To ensure fair testing and expected results, ensure that the wicks are identical in length, and that the heights of the candles differ significantly.
• Perform a test run before the lesson to check that the setup works and to get a sense of how long it takes for the first candle to go out.
• Show the setup to students and encourage them to think about what would happen if we lit the candles (and replaced the gas jar). Ask them which candle they expect to go out first.
• Have them write down their own ideas first (and record them in worksheet 1) and then optionally have them discuss this in groups and then with the class. Ask them which candle they expect to go out first.
• Remove the jar, light the candles, and watch what happens. Depending on the setup (e.g., candle length, jar size), the candles should go out within a few minutes. Students often find the result (the tallest candle goes out first) mind-blowing.

• Optional: have students repeat the experiment (or watch a recording) and record the times required for each candle to go out. Combine the results and draw a graph.
• Discuss the results and encourage students to reflect on their initial predictions. Were students surprised by the results? Did the results match their predictions? Does it make them think differently about their explanation?
• A more in-depth discussion about why the tallest candle goes out first follows in Activity 2. If Activity 2 is not being used, part 1 (Why does the tallest candle go out first?) of Activity 2 can be carried out here.

Watch a demonstration of Activity 1.

You can adopt the think–pair–share approach to engage with student thinking in step 1. In this approach, students are asked to predict and explain individually which candle would go out first. They then share their predictions and explanations in groups of three or four, followed by a whole-class discussion. You can capture students’ initial ideas and reasoning and stimulate students’ thinking using the following questions:

• Why do you think the tallest or shortest candle goes out first, or why do you think the candles go out at similar times?
• After listening to your classmates’ ideas, would you change your prediction?
• How would you convince others that your prediction is correct?

Activity 2: Explaining the candle mystery

Instead of explaining to students that hot carbon dioxide rises to the top of the jar and extinguishes the tallest candle first, a discussion to help them think it through themselves will lead to better understanding. It is important to allocate time and support for students to reflect thoughtfully. They can test the explanation by monitoring changes in carbon dioxide concentration [ 2 ] and the temperature inside the gas jar. The activity takes about 40 minutes.

• Three plastic bottle caps
• Adhesive putty like Blu Tack or some adhesive tape
• Bicarbonate indicator solution (10 ml)
• Three temperature sensors (e.g., PASPORT chemistry sensor)

Evidence cards

Worksheet 2

• Timer (optional)

Part 1: Why does the tallest candle go out first?

• Ask students why they think the tallest candle goes out first. If they mention CO 2 , you can prompt them to think about how to test their hypotheses.
• Why did the candles go out before they burned down?
• How does the air in the jar change as the candle burns?
• What chemical process creates flames? What are the outputs of combustion?
• What happens to gases when they’re heated?

You can also link this to the real-life situation of escaping from fires by asking questions like:

• What are the essential actions to be followed in case of a fire inside a building?
• Why do we stay low to crawl through smoke-filled rooms or corridors?
• You can use the evidence cards (figure 4) to help guide the discussion.
• Once they have some ideas involving CO 2 build-up and temperature differences, ask how they would test their hypotheses. Encourage them to think about what variables would need to be kept the same to ensure a fair test.
• The experiments in parts 2 and 3 can be used to investigate some of these variables, or you can come up with your own.

Part 2: Monitor the carbon dioxide concentration

Safety note

A safe distance between the flame and Blu Tack/tape should be maintained to avoid melting of the Blu Tack/tape.

• Set up the experiment as for Activity 1. You can use the same candles but ensure the wicks are the same lengths.
• Fill three plastic bottle caps with bicarbonate indicator and use Blu Tack or tape to stick them at different levels inside the gas jar (figure 5).
• Repeat the procedure detailed in Activity 1, and observe colour changes to the bicarbonate indicators at the end of the experiment (figure 6).

Practical tip

To ensure fair testing, the amounts of bicarbonate indicator added to the bottle caps need to be the same.

Watch a demonstration of Activity 2a.

Part 3: Monitor the change of temperature

• Calibrate the temperature sensors if necessary.
• Set up the experiment as for Activity 1. You can use the same candles but ensure the wicks are the same lengths and the glass jar is replaced to ensure the experiment starts at room temperature.
• Connect three temperature sensors and use Blu Tack or tape to stick the sensors at different levels inside the gas jar (figure 7).
• Repeat the procedure detailed in Activity 1, and collect data for temperature changes at different levels inside the gas jar (figure 8).

The results should show that the carbon dioxide levels and temperature rise more towards the top of the jar. Discuss with students whether these results support their explanations. Are there any alternative explanations that are consistent with the results?

Activity 3: Elaborating and evaluating student learning about the candle mystery

To assess students’ deep understanding and ability to apply their explanations, you can introduce variations of the candle experiment in different contexts. Challenge your students to consider what they think might happen if we place the candles in separate jars. [ 3 ] Additionally, ask them to explore the results if we introduce an electric fan into the setup. This can be combined with another think–pair–share activity to promote discussion and evaluate their understanding of the concepts. Allow 40 minutes for the experiments and discussion.

• Portable fan

Worksheet 3

• Activity 3 explanation

Part 1: Burning candles in individual beakers

• Ask the students what they think would happen if the candles were lit in individual jars. This can be done using the think–pair–share approach.
• Secure three candles of different heights to the bench (this also works with two candles).
• Light the candles and cover each with a separate beaker (figure 9).
• Record the time required for each candle to go out.
• Repeat the experiment to get more reliable data.

To ensure fair testing, the volume inside the beaker must remain the same throughout the experiment. If a candle needs to be cut, the cut pieces should be placed inside the beaker.

Watch a demonstration of Activity 3a.

Part 2: Burning candles near a small fan

• Ask the students what they think would happen if a fan were placed in the jar. Place a portable fan near the three candles used in Activities 1 and 2, and turn the fan on.
• Repeat the procedure detailed in Activity 1, and record the time that the candle goes out.
• Repeat the experiment with the fan turned off.
• Compare the time taken for the candle to go out when the fan is on and off.

Practical tips

• To ensure fair testing, the volume inside the beaker must remain the same throughout the experiment. The electric fan should be placed inside the beaker, whether it is turned on or off.
• To repeat the experiment, you may fan the gas jar to restore it to room temperature and avoid the build-up of CO 2 , or you can use a new gas jar.

Watch a demonstration of Activity 3b.

The candles go out at similar times in the experimental setups with separate beakers or with an additional electric fan. The results contrast the experimental results in Activities 1 and 2. To ensure reliability of the results, students are encouraged to repeat their experiments, which can be performed within 5 minutes. Encourage students to provide explanations for their observations. Students are asked to construct explanations of how and why things happen in the setup using their explanations developed in Activity 2. You may give groups the model answer ( Activity 3 explanation ) at the end to compare it to their descriptions.

The activities based on simple twists to the classic candle experiment can serve to improve students’ abilities to develop, revise, and apply scientific explanations, as well as to explore scientific skills such as control of variables, hypothesis testing, and coordinating multiple pieces of evidence. As an extension activity, you could encourage students to handle quantitative data in an in-depth discussion and demonstrate their learning through report writing and group presentation. The process of predicting and explaining different unfamiliar contexts can help create valuable teachable moments that motivate students to learn.

[1] Bybee RW (2015) The BSCS 5E Instructional Model: Creating Teachable Moments . National Science Teachers Association Press. ISBN-10: 194131600X

[2] Cheng MW (2006) Learning from students’ performance in chemistry-related questions. In Yung BHW (ed.) Learning from TIMSS: Implications for Teaching and Learning Science at the Junior Secondary Level pp 51–74. Education and Manpower Bureau.

[3] Details for how to investigate candle burning: https://edu.rsc.org/resources/candle-burning-investigation-planning-an-experiment/619.article

• Watch demonstration videos of the experiments in Activities 1 ( candle mystery ), 2 ( CO 2 concentration ), and 3 ( individual beakers and electric fan ).
• Learn how to make convection currents visible using mist: Lim ZH, Shu A, Ng YH (2023) A misty way to see convection currents . Science in School 64 .
• Explore the nature of science by investigating a mystery box without peeking inside: Kranjc Horvat A et al. (2022) The mystery box challenge: explore the nature of science . Science in School 59 .
• Try some experiments with gases to illustrate stoichiometric reactions and combustion: Paternotte I, Wilock P (2022) Playing with fire: stoichiometric reactions and gas combustion . Science in School 59 .
• Learn about data visualization by sketching graphs from ‘story’ videos of everyday events: Reuterswärd E (2022) Graphing stories . Science in School 58 .
• Read about the environmental costs of fireworks: Le Guillou I (2021) The dark side of fireworks . Science in School 55 .

Steven Ka Kit Yu has been working in the education sector in teaching, research, and administrative roles. He was a secondary science teacher and a part-time lecturer in the Faculty of Education, the University of Hong Kong.

Supporting materials

Activity 3 Explanation

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Burning Candle Experiment With Water: Watch The Smokey Glass “Suck” Water In!

Cover a burning candle with glass and the surrounding water goes up inside the glass.

This burning candle experiment with water is pretty neat and one that will amaze many kids.

If you like quick experiments that you can do without buying a science kit for kids , this one is a good one to start with.

Before we move on, just a little reminder. This educational activity uses fire, so adult supervision is recommended.

With that out of the way, vamos a empezar! (Let’s start!)

oxygen, air pressure, candle experiments, water experiments

Doing This Experiment In The Gally Kids Headquarters!

As usual, we started this activity with colored water.

This is optional. But you get to see the water better when it’s a different color.

We chose  red.

Then we followed the instructions which are all straightforward.

The first try wasn’t exactly a success as there was very little water that went  into the glass.

We gave it another try and this time, it was a lot better. It was what we wanted and expected.

Then of course, we couldn’t stop there. We wanted to see if more water would get in if we put in another source of heat. So we put the lighted match in with the candle.

There didn’t seem to be much of a difference in the water level.

The smokey effect is pretty cool.

So we were happy with it.

Burning Candle Experiment With Water Materials

You will need:

• water (colored ones are the best)

Burning Candle Experiment With Water Procedure

• First, pour water into the plate.
• Next, put the candle in the middle of the plate.
• Then, light up the candle. Wait 30-seconds to 1 minute to make sure the candle is properly burning.
• When it’s ready, cover the candle with the glass.
• The candle will continue burning for a few seconds. But then when the candle turns off, this happens.
• The water rises inside the glass!

Why Does The Water Rise In The Candle Experiment?

The water rises in this candle because of air pressure.

But that’s not all there is to it.

What happens is that when you cover the candle with the glass, the air inside it expanded because of the heat. But then when the candle burned off, the air inside it got colder. Cold air contracts so this left a space inside the glass. This also allowed the air inside the glass to have less pressure.

But, the air outside has more pressure. So it pushes the water in until the pressure inside and outside are the same.

Pretty cool and fun activity that educates as well!

Video: Water Rises Up Inside The Glass

Here’s the video of the burning candle experiment with water which we posted on our Gally Kids channel in Youtube . Don’t forget to visit us there! And if you want to get notified every time we post a new video, make sure you subscribe!

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Candle burning experiment.

Fire is a chemical reaction that creates light and heat from oxygen and fuel. A lit candle needs to draw oxygen from the air in order to continue burning. If you limit the amount of air available, the candle's flame eventually goes out once it uses up all the oxygen. Here's a science experiment that gives your child a chance to see this concept in action, with a little math and writing practice thrown in.

What You Need:

• Tea candles
• 4 glass jars in different sizes (make sure they're large enough to fit over the tea candle)
• Permanent marker
• Pen or pencil

What You Do:

• Begin by explaining to your child that fire needs oxygen from the air in order to burn. Ask your child what they think will happen if you limit a candle's oxygen supply.
• Light the candle and place one of your jars over it. Watch and wait until it goes out. Was this what your child expected to happen? What does your child think will happen if you place a larger jar over the candle? How about a smaller jar?
• Put the jars in a row from smallest to largest, and help your child write the numbers 1, 2, 3, and 4 on the sides in permanent marker.
• Ask them to estimate how long it will take for the candle to go out as you place each jar over it. Make a table like the one below to record their estimates.

• Light the tea candle, and place the first jar over it. As you do so, have your child start the stopwatch. How long does it take for the candle to go out? Record the actual time next to the estimate.
• Repeat step four with the three remaining jars.
• Compare your child's estimate to the actual length of time each candle burned. Did they predict that the candle would burn longer under larger jars? If not, point the pattern out and explain that the more air inside the jar, the longer the candle is likely to burn.

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Add to collection, create new collection, new collection, new collection>, sign up to start collecting.

Bookmark this to easily find it later. Then send your curated collection to your children, or put together your own custom lesson plan.

Science Experiment for kids – Underwater candle

• Post author: Lup Wai - Parent Whisperer
• Post published:
• Post category: Science
• Post comments: 0 Comments

Ooh, have you heard of the underwater candle Science Experiment? Maybe yes, maybe not. It is a really simple and fun experiment to do at home with your kid.

You may be wondering how this Science experiment will work with the candle being under water. Sounds mysterious? Well, we are doing it slightly different from that. In fact, all you need is to put water around the candle. Not necessarily requiring the candle to be submerged in the water.  Ok, why not we head straight to the experiment and you shall see how fun this can be.

What you need: – a saucer – some water – an empty glass or cup – a candle – a lighter

So, what is happening here? When the flame is burning, the hot air expands quickly. As you cover the candle, some of the expanding air escapes from under the glass/cup. When the flame slowly fades and goes out, the air in the glass/cup cools down and the air contracts, therefore taking up less space. This contraction – low pressure – creates a very weak vacuum in the container. While the pressure outside the glass is high, it pushes the water into the glass/cup until the pressure is equalized both inside and outside.

Now you know what is happening? Isn’t that fun and interesting? Go ahead and try out with different types of candles and/or different sizes of the glasses/cups and observe what happens. Have fun!

Do you have interesting and fun Science experiment to share with us? Do comment below!

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Is the viral candle moisturiser a skin hazard?

Are reels of the viral candle moisturiser constantly appearing on your feed, tempting you to give it a try before you give in, find out what experts have to say about this intriguing product..

Listen to Story

• Body moisturiser candles have become the next big thing in the beauty industry
• These can give a relaxing experience
• However, a product like this does have some disadvantages

Even if you know nothing about skincare, a quick scroll through social media will expose you to countless skin issues and their trendy solutions. Every day, a new beauty product seems to go viral. From chemical peels to homemade sunscreen , beauty enthusiasts love experimenting with all things skincare.

View this post on Instagram A post shared by Ayesha Sanghi (@globalbeautyfinds)

Can it work?

"A hot, liquid moisturiser like a body candle moisturiser can be effectively used since it would spread more smoothly and evenly," Sherin Bhan, dermatologist, cosmetologist, and co-founder of Studio 1915 Luxury Aesthetic Clinic, Faridabad, tells India Today .

The expert adds that the melting effect of such a product ensures that the lotion spreads easily and sinks deeper into the skin. This leads to better hydration and a more luxurious feel.

Moreover, the warming effect relaxes and provides comfort, making application fun.

Meanwhile, Lalita Arya, vice-president of DermaPuritys Aesthetic Clinic, Delhi, states that a debate on the efficacy of this type of moisturising therapy compared to conventional creams or gels could arise.

"The heating process may affect some ingredients' stability and effectiveness, so they become less efficient. Also, not all can employ this method, especially individuals with delicate skin or those who prefer applying less warm products," she adds.

On the other hand, Dr Sri Sahithi Konidena, dermatologist and founder of Prime Derm Skin and Hair Clinic, Hyderabad, says that she doesn't think people would practise this on a daily basis, and according to her, it's a passing fad.

On the other hand, Lalita Arya says that she would approach body moisturiser candles with caution, as when chemical heating occurs, active ingredients can alter their stability.

Before you experiment...

• While trying such a product, always check the temperature of the melted moisturiser before applying it to the skin to avoid burns.
• Using such a product can be tricky, so be careful to avoid any spilling incidents.
• You must also do a patch test on a small area of your body to check for allergies.
• Do not forget to read the ingredients of the product carefully and follow the given instructions properly.

And, before picking a moisturiser

• Consider your skin type and specific needs. For instance, if you have dry patches on your face, go for richer creams or oil-based products that promise intense hydration. Alternatively, if you have oily or combination skin , use lighter, non-comedogenic options instead.
• Look for products that have ingredients specifically designed to address your major concerns, such as hyaluronic acid if you want moisture increase or salicylic acid for acne-prone skin .
• Also, keep the climate in mind to understand your skin's moisturising needs. If it's too sunny outside, you can opt for moisturisers with SPF.
• Testing samples or reading reviews can help find a product that matches your skin type and preferences effectively.
• Always pick a face and body moisturiser that lasts longer and has little or no fragrance along with no harmful ingredients.
• It is also a wise option to take an expert's help if you are unable to identify your skin's needs.