Scaling laws in the introductory lab: a student-centered approach through Rayleigh–Bénard convection

Abstract This paper presents an inquiry-based investigation of Rayleigh–Bénard convection that introduces introductory-level students to the fundamental concept of scaling laws. Using a simple suspension of mica powder in silicone oil, students observe hexagonal convection cells and investigate how their formation scales with system parameters. Guided by the question ‘How does the pattern depend on the depth of the oil?’, students construct a physical model, derive scaling predictions, and test them experimentally, experiencing the full inquiry process. We implemented this activity as a four-week project-based investigation with 20 first-year high school students (aged 15–16) in a high school physics course. Data from one representative student group are presented. Their measurements confirm the predicted scaling laws, specifically Δ T C ∝ d − 3 and λ ∝ d . To assess student learning, we administered a pre/post-test and collected written reflections. The average test score improved from 32% to 74%. Written reflections revealed that most students spontaneously commented on the modelling process and identified convection patterns in everyday and natural phenomena. This work offers a replicable model for introducing sophisticated concepts early in the curriculum, helping students use scaling as a tool for understanding the physical world.