Boyle’s law is commonly addressed in chemistry and physical science textbooks, but rarely in a manner consistent with what we know best promotes learning (Bransford, Brown & Cocking, 2000). We present the standard syringe activity as an exploratory inquiry experience followed by a more formal development of the relationship. The activity starts and concludes by having students examine how the volume of a crushed pop bottle changes in a vacuum. Through iterative concrete experiences and guided discussions, students construct Boyle’s law to account for the class data. This article address National Science Education Standards A, B, E, G, and Iowa Teaching Standards 1, 2, 3, and 5.
Iowa Science Teachers Journal
© Copyright 2011 by the Iowa Academy of Science
Woestman, Meagan and Kent, Adam
"Learning Under Pressure: Teaching Boyle’s Law through Inquiry,"
Iowa Science Teachers Journal: Vol. 38:
2, Article 5.
Available at: https://scholarworks.uni.edu/istj/vol38/iss2/5