Combustion Simulation — Description & Class Activity
What the Simulation Does
It is a single full-screen interactive simulation of methane combustion. One flame, one canvas — the entire experience is driven by a single Oxygen Supply slider that continuously transforms the simulation between complete and incomplete combustion in real time.
At high oxygen (above 55%) the flame burns tall and blue-cyan. Labelled molecule bubbles rise — CO₂ and H₂O in a 1:2 molar ratio, matching the balanced equation. The badge reads Maximum energy released and the equation shows CH₄ + 2O₂ → CO₂ + 2H₂O. O₂ molecules stream upward from below the burner, showing abundant supply.
As oxygen drops below 55% the transition begins. The flame colour shifts cyan → teal → orange. CO and soot particles appear alongside the water vapour. The equation badge updates live, the mode chip switches from Complete to Incomplete, and a ⚠ CO is toxic warning appears. Soot deposits build visibly on the burner collar.
At very low oxygen the flame shrinks and darkens to deep orange-red. A smoke haze appears above the tip. Soot particles dominate, CO bubbles outnumber CO₂, and the burner collar is coated black. The equations shown are 2CH₄ + 3O₂ → 2CO + 4H₂O and CH₄ + O₂ → C + 2H₂O, both correctly balanced.
The Fuel Flow slider controls flame height and particle spawn rate independently of the combustion type — students can observe that more fuel with limited oxygen worsens incomplete combustion.
The Accessibility panel offers six SEND presets: Dyslexia, Irlen, ADHD Focus, Low Sensory, Low Vision, and Colour Blind — each one-tap and reversible.
Suggested Class Activity
“What’s Coming Out of That Flame?” AQA GCSE Chemistry C1 — Fuels and Earth’s Resources Year 10 / 11 · 25–35 minutes · pairs or small groups
Learning Objectives
- State the products of complete and incomplete combustion of a hydrocarbon fuel
- Write and balance symbol equations for both reactions
- Explain why incomplete combustion is hazardous and releases less energy
- Relate oxygen supply to the type of combustion occurring
Starter — Predict Before You Look (5 min)
Give each pair a card with these two scenarios before they open the simulation:
A gas hob in a well-ventilated kitchen. A gas boiler in a sealed basement room.
For each: predict the colour of the flame, what comes out of it, and whether it is safe.
Students write their predictions. Do not reveal answers yet.
Part 1 — Explore (10 min)
Students open the simulation and work through these questions on a worksheet:
- Set oxygen to 100%. Write down every product you can see rising from the flame. Write the word equation.
- Note the flame colour at 100%. Note the energy label. What does this tell you?
- Slowly drag oxygen down to 30%. At what percentage does the flame colour start to change? What new products appear?
- At 20% oxygen, describe the flame in three words. What does the ⚠ warning mean?
- Set oxygen back to 100% and increase fuel flow to maximum. Does the type of combustion change? What does this tell you about what controls combustion type?
Part 2 — Record and Balance (8 min)
Students copy and complete this table from the simulation:
| Complete Combustion | Incomplete Combustion | |
|---|---|---|
| Oxygen supply | Excess | Limited |
| Flame colour | ||
| Products | ||
| Balanced equation | ||
| Energy released | More / Less | More / Less |
| Hazard | None |
Then attempt to balance the symbol equations from memory before checking against the simulation badge.
Part 3 — Exam Challenge Questions (5 min)
“A gas boiler produces a yellow flame. Explain why this is dangerous and give two reasons why it releases less energy than a blue flame from the same boiler.”
“Carbon monoxide has no colour or smell. Explain why this makes it particularly dangerous in homes with gas appliances.”
“A student says: ‘Using more gas fuel will give you more energy.’ Evaluate this statement.”
Part 4 — Class Discussion with Simulation Projected (5–7 min)
Teacher sets oxygen to 35% and hits Pause. Asks the class:
- Which products can you name from what you see?
- Which equation fits this frozen moment?
- What would happen to the soot on the burner over time in a real boiler?
Students then revisit their starter card predictions and mark their own predictions right or wrong. Brief hands-up to identify the most common misconception.
Differentiation
| Need | Adaptation |
|---|---|
| Dyslexia | Open accessibility → tap Dyslexia preset (wider spacing, larger text) |
| Visual stress / Irlen | Tap Irlen preset → choose a personal colour overlay |
| ADHD / easily distracted | Tap ADHD Focus (fewer particles, no background grid) or Low Sensory (animation paused) |
| Colour vision deficiency | Tap Colour Blind preset (blue/yellow palette, no red-green distinction needed) |
| Low vision | Tap Low Vision (high contrast + 140% text) |
| EAL / processing difficulties | Use Pause during discussion; equation badge stays visible; word equation on worksheet before symbol |
| Higher ability | Ask students to derive the molar ratios from the simulation counters and check against the balanced equations. Then write a third equation for the partial oxidation to CO₂ and CO simultaneously |
| Lower ability | Provide a partially completed word equation frame and focus on flame colour and naming products only |