Percent Increase and Decrease Quiz
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Psychology Lab Weber's Law and Hearing: How Much Louder to Notice a Difference?
Students apply Weber's Law (ΔI = k × I, where k = 0.1 for hearing) to calculate the just noticeable difference (JND) in loudness for ten stimulus intensities ranging from 20 to 110 dB. After completing the data table, students plot intensity on the x-axis and JND on the y-axis, identify the linear relationship, and explain in everyday language how the JND grows proportionally with intensity. A real-world application problem asks students to calculate the minimum loudness increase a concert-goer
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Weber's Law and Smell: How Much Stronger Before You Notice?
Students apply Weber's Law (ΔI = k × I, where k = 0.05 for smell) to calculate JNDs for ten odor concentrations ranging from 20 to 500 AU (arbitrary units). After completing the data table and plotting the graph, students describe the linear intensity-JND relationship and explain how the olfactory system's sensitivity relates proportionally to baseline concentration. A real-world problem asks students to calculate the minimum odor increase a fragrance evaluator named Parfumia would detect at 120
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Weber's Law and Taste: How Much Saltier Before You Notice?
Students apply Weber's Law (ΔI = k × I, where k = 0.20 for saltiness) to calculate JNDs for ten salt concentrations ranging from 1 to 40 g/L. The relatively high k value for taste (compared to vision and kinesthesis) gives students data that demonstrates taste's lower sensitivity to proportional changes. After graphing, students describe the linear relationship and explain what the larger k value implies about gustatory discrimination. A real-world problem asks students to calculate the minimum
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Weber's Law and Temperature: How Hot Before You Feel the Diff.
Students apply Weber's Law (ΔI = k × I, where k = 0.07 for temperature) to calculate JNDs for ten temperatures ranging from 10 to 55°C. The lab introduces students to thermal sensation as a measurable, Weber's Law-governed sensory modality. After graphing and identifying the linear relationship, students explain how the JND for temperature grows with baseline temperature. A real-world problem asks students to calculate the minimum temperature increase a hot tub enthusiast named Chilldaddy would
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Weber's Law and Touch: How Much Pressure Before You Feel More?
Students apply Weber's Law (ΔI = k × I, where k = 0.14 for touch/pressure) to calculate JNDs for ten pressure intensities ranging from 50 to 1500 g. The wide range of values — from light touch to heavy pressure — gives students data that clearly illustrates the proportional scaling of JND across a broad sensory range. After graphing, students describe the linear relationship. A real-world problem asks students to calculate the minimum pressure increase a massage therapist named Squishy would nee
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Weber's Law and Vision: How Much Brighter Before Your Eye Notices
Students apply Weber's Law (ΔI = k × I, where k = 0.02 for brightness) to calculate JNDs for ten light intensities ranging from 100 to 3000 candelas (cd). The very low k value for vision — the lowest in the collection alongside kinesthesis — demonstrates that the visual system is among the most sensitive to proportional changes, requiring only a 2% change for detection. After graphing, students note the linear relationship and discuss the implications of the small k value. A real-world problem a
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Weber's Law and Kinesthesis: How Much Heavier Before You Feel It?
Students apply Weber's Law (ΔI = k × I, where k = 0.02 for kinesthesis) to calculate JNDs for ten lifted weights ranging from 100 to 5000 g. Sharing the same k value as vision (0.02), this lab allows for cross-modal comparison of sensitivity and demonstrates that the kinesthetic system — despite sensing a very different type of stimulus — matches visual sensitivity in proportional discrimination. After graphing, students describe the linear relationship. A real-world problem asks students to cal
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Investigative Career Interests: Do Juniors or Seniors Score Highe
Students complete the IIP RIASEC Markers Holland Code assessment at openpsychometrics.org and record only their Investigative (I) score, which reflects interest in science, research, and analytical thinking. Students pool Investigative scores with classmates, separating results by grade level. Junior and senior scores are entered into an independent samples t-test to evaluate whether career interest differences are statistically significant. Students analyze group averages, interpret statistical
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Juniors vs. Seniors: Who Is More Hypersensitive?
Students complete the Hypersensitive Narcissism Scale (HSNS) measuring covert narcissism — characterized by hypersensitivity to criticism, self-absorption, and fragile self-esteem — then collect scores from junior and senior classmates to run an independent samples t-test. The lab is one of the more conceptually sophisticated in the collection, asking students to consider whether hypersensitive narcissism might change across high school years. Juniors navigating high-stakes performance pressure
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Autism Spectrum Traits in Juniors vs. Seniors: A t-Test Lab
Students complete the Autism Spectrum Quotient (AQ), a widely used self-report measure of autism-spectrum-associated traits such as social skill differences, attention switching, and attention to detail. Students record their scores and contribute to a class dataset organized by grade level. Junior and senior scores are entered into an independent samples t-test to determine whether differences in autism spectrum trait expression are statistically significant across grade levels. Students interp
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Tired and Grumpy: Does Sleep Quality Predict Negative Affect?
Tired and Grumpy: Does Sleep Quality Predict Negative Affect? Students complete the Groningen Sleep Quality Scale (GSQS) and the PANAS Negative Affect subscale, then pool data to calculate a Pearson r. The lab connects sleep neuroscience — specifically amygdala reactivity to sleep deprivation — to emotional experience, providing a biological mechanism for the predicted correlation. Students analyze the bidirectional cycle in which poor sleep increases negative emotion and negative emotion disr
8th - 12th, Adult Education, Higher Education
Psychology, Statistics
Psychology Lab Juniors vs. Seniors: Do Femininity Traits Change? A BSRI Lab
Students complete the Bem Sex Role Inventory (BSRI) and record only their Femininity subscale score, then collect scores from junior and senior classmates to run an independent samples t-test. The Femininity subscale measures self-reported traits historically associated with femininity — warmth, nurturance, sensitivity, and compassion — regardless of the students gender. The lab examines whether these interpersonally oriented traits change meaningfully between junior and senior year, and invites
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Want Friends, Fear People: Unmet Belonging Needs and Social Anx.
Students complete the Belonging/Love subscale of a Maslow-based needs assessment and the Liebowitz Social Anxiety Scale (LSAS), then pool paired scores from 9 classmates to calculate a Pearson r. The lab examines a clinically important paradox: people who most want social connection may simultaneously be most afraid of it. Students explain the psychological mechanism — unmet belonging needs can intensify the stakes of social evaluation, increasing fear of rejection and feeding social anxiety — a
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Is It Anxiety or Just About Health? Comparing Two Constructs
Is It Anxiety or Just About Health? Comparing Two Anxiety Constructs Students complete the Short Health Anxiety Inventory (HAI-18) and the GAD-7 General Anxiety scale, then pool data to calculate a Pearson r. The lab examines whether health anxiety is a specific form of general anxiety or a distinct clinical construct, and explores how heightened attention to bodily sensations differs from generalized worry. Discussion connects the lab to post-pandemic increases in health anxiety and challenge
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Juniors vs. Seniors: Who Feels More Connected to Nature?
Students complete the Connectedness to Nature Scale (CNS), which measures the degree to which a person feels part of the natural world, then collect scores from junior and senior classmates to run an independent samples t-test. The lab explores whether environmental identity and nature connectedness — shown in research to buffer stress and support well-being — differs between the two grade levels. Students consider whether time spent outdoors, exposure to nature during adolescence, or the increa
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Weber's Law and Touch: 498 Versions
This is a version of the Weber's law lab where we have 498 versions of the lab, everyone can have different data. The best weapon against plagiarism, uniqueness! I have a ton more Psychology stuff in my store, check it out! You have managed to find the source of the best Psychology and AP Psychology activities on TPT, go check out my store for other awesome resources, I currently have hundreds of different items! https://www.teacherspayteachers.com/Store/Brian-Garber Want more la
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Accommodation and Agreeableness: Juniors vs. Seniors t-Test Lab
vStudents complete the Global 5 personality assessment at similarminds.com and record only their Accommodation score, which reflects cooperativeness, agreeableness, and a tendency to get along well with others. Students contribute their scores to a class dataset organized by grade level, then enter junior and senior Accommodation scores into an independent samples t-test at socscistatistics.com to evaluate whether grade-level differences are statistically significant. Students compare group aver
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Feel It to Navigate It: Empathy and Social Intelligence
Students complete the Empathy Quotient (EQ) and the Tromsø Social Intelligence Scale (TSIS), then pool paired scores from 9 classmates to compute a Pearson r. The lab investigates whether understanding others' emotions predicts broader social skill. Students explain the psychological mechanism connecting emotional perspective-taking to social intelligence, and evaluate a fictional claim that the two are unrelated because social skill can exist without emotional concern. The lab reinforces the id
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
AP Statistics--Select the correct inference procedure: Easter Egg Hunt Activity
✨✨✨❗️❗️❗️ The product is updated! There was a tiny mistake on the flow chart, the number 1 and 2 were flipped. Struggling to help students choose the correct inference procedure? You’re not alone — this is one of the most challenging topics in AP Statistics! This Inference Egg Hunt Activity transforms review into an interactive, movement-based experience that helps students build confidence while having fun. Students will move around the room, analyze real AP-style scenarios, and determine the
10th - 12th, Adult Education, Higher Education
Statistics
CCSS
HSS-IC.A.1
, HSS-IC.B.4
Psychology Lab Juniors vs. Seniors: Who Feels More Stressed? A PSS Lab
Students complete the Perceived Stress Scale (PSS) and collect scores from junior and senior classmates to run an independent samples t-test comparing the two grade levels. The lab examines whether perceived stress — the degree to which situations in one's life feel uncontrollable and overwhelming — differs significantly between juniors and seniors. Students speculate on developmental and school-related factors driving stress differences (college application pressure for juniors vs. senioritis a
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Attachment Avoidance in Juniors vs. Seniors: A t-Test Lab
Students complete the Attachment Style Test at similarminds.com and record only their Avoidant score, which reflects discomfort with emotional closeness and a preference for self-reliance over intimacy. Students pool Avoidant scores with classmates organized by grade level, then enter junior and senior scores into an independent samples t-test at socscistatistics.com to evaluate whether attachment avoidance differs significantly between grade levels. Students compare group averages, interpret st
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Juniors vs. Seniors: Who Feels More Securely Attached? A SAAM Lab
Students complete the Secure subscale of the State Adult Attachment Measure (SAAM), capturing how loved and supported they feel in their relationships right now, then collect scores from junior and senior classmates to run an independent samples t-test. The lab examines whether current felt attachment security — not a stable trait but a present-moment state — differs between grade levels. Seniors may feel more securely attached due to longer-established relationships, or may feel less secure as
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Psychopathy Traits in Juniors vs. Seniors: A t-Test Lab
Students complete the PCL-22, a self-report measure of psychopathic personality traits including callousness, impulsivity, and interpersonal manipulation. Students record their total scores and contribute them to a class dataset divided by grade level. Junior and senior scores are entered into an independent samples t-test at socscistatistics.com to evaluate whether psychopathy-related trait differences between the two groups are statistically significant. Students analyze group averages, interp
8th - 12th, Adult Education, Higher Education
Psychology, Statistics
Psychology Lab Loving to Think: Does It Go With Logic or Nerd Identity More?
Students complete the Need for Cognition Scale NCS-6 (X), the REI Rational Thinking subscale (Y), and the Nerdy Personality Attributes Scale NPAS (Z), then collect all three scores from 9 classmates and run two correlations: Need for Cognition vs. Rational Thinking and Need for Cognition vs. Nerdiness. The lab distinguishes between need for cognition's link to an active thinking style (rational, analytical) versus its link to a broader identity and interest cluster (nerdiness). Students evaluate
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
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