Percent Increase and Decrease Quiz
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Programs & methods
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
Target Toss Regression Lab: Linear/Exponential/Power Models (AP Stats/Precalc)
Aim - Toss - Model: Target Toss Lab for Linear, Exponential & Power (AP Precalculus, Algebra 2, AP Statistics)Bring regression to life in AP Statistics and Precalculus with this target toss lab! Students collect real data, then compare linear, exponential, and power models using log transformations, residuals, and r². It's a hands-on, data-rich investigation. In this safe “candy toss” lab, students collect data at increasing distances, compute success rates as proportions, and use log transfo
9th - 12th
Algebra 2, PreCalculus, 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 Cope Better, Worry Less: Resilient Coping and Anxiety Symptoms
Students complete the Brief Resilient Coping Scale (BRCS) and the Zung Self-Rating Anxiety Scale, then pool paired scores from 9 classmates to calculate a Pearson r. The lab examines whether people who actively use resilient coping strategies — finding meaning in difficulties, seeking creative solutions, and persisting through adversity — tend to experience fewer anxiety symptoms. Students explain the psychological mechanism by which effective active coping reduces threat appraisal and builds a
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Tough Minded and Aggressive? Eysenck's P Dimension and Aggression
Activity Description Students complete the Buss-Perry Aggression Questionnaire (BPAQ) and the Eysenck Psychoticism subscale, then pool paired scores from 9 classmates to calculate a Pearson r. The lab examines whether more aggressive people tend to score higher on Eysenck's Psychoticism dimension — which measures tough-mindedness, non-conformity, and low empathy rather than clinical psychosis. Students explain the biological personality mechanism linking high-P scorers (low socialization, high
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Feel Good, Be Well: Positive Affect and Mental Health
Activity Description Students complete the PANAS Positive Affect subscale and the Mental Health Continuum Short Form (MHC-SF), then pool paired scores from 9 classmates to calculate a Pearson r. The lab examines whether experiencing more positive emotions is associated with better overall mental health across emotional, psychological, and social well-being dimensions. Students explain the broaden-and-build mechanism linking positive affect to mental health, and evaluate a fictional claim that
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Bounce Back or Break Down? Resilience and Anxiety Measured
Bounce Back or Break Down? Resilience and Anxiety Measured Students complete the Brief Resilience Scale (BRS) and the GAD-7 Anxiety scale, then pool data to calculate a Pearson r. The lab examines how the ability to bounce back from adversity relates to anxiety symptoms, and asks students to think about how resilient cognitive processing differs from less resilient processing. Discussion explores whether high anxiety makes it harder to build resilience, creating a downward cycle, and challenge
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Grit: Does Passion and Perseverance Predict Life Satisfaction?
Grit: Does Passion and Perseverance Predict Life Satisfaction? Students complete Duckworth's Short Grit Scale (GRIT-S) and the Satisfaction With Life Scale (SWLS), then pool data to calculate a Pearson r. The lab explores whether passion and perseverance for long-term goals predicts life satisfaction, and examines the two grit subscales (consistency of interest vs. perseverance of effort) to ask which matters more. Students are challenged to consider whether high life satisfaction might itself
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Lab Caffeine and Decision-Making: A Correlational Study
Caffeinated Decisions: Investigating the Neural Economics of Risk and Reward This laboratory exercise explores the relationship between caffeine consumption and ventromedial prefrontal cortex (VPC) function through a correlational study. Students begin by calculating their daily caffeine intake using an online calculator, then assess their VPC function by completing the Iowa Gambling Task, a decision-making assessment that relies on the ventromedial prefrontal cortex. After obtaining their own
9th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Introversion vs. Extraversion: Do Juniors or Seniors Score Higher
Students complete the Introversion/Extraversion Test at similarminds.com and record their Introversion score, which reflects preference for solitary activities, internal processing, and lower social stimulation. Students contribute their scores to a class dataset organized by grade level. Junior and senior Introversion scores are then entered into an independent samples t-test at socscistatistics.com to evaluate whether differences between grade levels are statistically significant. Students com
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Who Feels More? Testing Empathy Differences Collection
Who Feels More? Testing Empathy Differences Students complete the Empathy Quotient (EQ) scale and pool scores from male and female classmates, dog people and cat people, pets and no pets, and juniors and seniors to perform an independent samples t-test. Students determine if the differences between groups are statistically significant. 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
8th - 12th, Adult Education, Higher Education
Psychology, Statistics
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