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
Blank Science Experiment Journal Template | Digital Or Print | Grades 6 7 8 Labs
Are you looking to create hands-on investigations with your middle school students? Help students think like a scientist using a lab report template. Included are an editable Google Slides and a print version. We will take you step by step in designing unique experiments on the topic of your choice. Great For6th, 7th, 8th grade, and even high schoolFlexible Learning in the ClassroomTeachers creating experiments from their curriculumHomeschool Science LessonsScience Fair ProjectsSummer Science
6th - 9th
Basic Principles, General Science, Graphing
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 The Best Medicine? Affiliative Humor and Loneliness
Activity Description Students complete the Humor Styles Questionnaire (HSQ) Affiliative Humor subscale and the UCLA Loneliness Scale (UPLAS), then pool paired scores from 9 classmates to calculate a Pearson r. The lab examines whether using humor to connect with others predicts feeling less lonely. Students explain the social bonding mechanism linking affiliative humor to reduced loneliness, and evaluate a fictional claim that funny people are always lonelier because they use jokes to hide the
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Dark Moods and Dark Mirrors: Depression and Body Esteem
Activity Description Students complete the PHQ-9 Depression scale and the Body Esteem Scale (BES), then pool paired scores from 9 classmates to calculate a Pearson r. The lab explores whether experiencing more depressive symptoms is associated with feeling worse about one's body. Students explain the bidirectional psychological mechanism — depression can distort body perception, and poor body esteem can maintain and deepen depression — and evaluate a fictional claim that depression and body es
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Narcissists, Selfies, and the Dark Triad: A Personality Lab
Narcissists, Selfies, and the Dark Triad: A Personality Lab Students complete the Short Dark Triad (SD3) scale measuring narcissism, Machiavellianism, and psychopathy, and pair their total score with their weekly selfie-posting frequency. After collaborating and calculating a Pearson r, students analyze which of the three Dark Triad traits most likely drives any correlation with selfie behavior and explore how narcissistic social media use might be mutually reinforcing. The lab is highly engag
8th - 12th, Adult Education, Higher Education
Psychology, Statistics
Psychology Lab Bouba Kiki Bird Fish lab Cognition Language
According to Dr. Ramachandran, commenting on synesthesia and the bouba-kiki effect, the effect extends to human names for objects. According to research he cites in Tell Tale Brain, people can pick out words for birds and fish with reliability above chance in other languages. We will explore whether or not this is observed in our population. Survey 24 non-psych friends. For each of the words have them indicate whether each word is either a bird or a fish. This is cool because my students almost
9th - 12th, Adult Education, Higher Education
Psychology, Statistics
Psychology Lab Embrace the Nerd: Does Nerdiness Predict Vocabulary?
Activity Description Students complete the Nerdy Personality Attributes Scale (NPAS) and an online Vocabulary IQ Test (VIQT), then pool paired scores from 9 classmates to calculate a Pearson r. The lab examines whether people with nerdier personality attributes tend to have a larger vocabulary. Students explain the mechanism — including intellectual curiosity, extensive reading habits, and intrinsic motivation for knowledge accumulation — linking nerdiness to verbal knowledge. They also evalua
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Self Esteem Collection
Do Athletes, musicians, artists, classes readers,… Have Better Self-Esteem? Students complete the Rosenberg Self-Esteem Scale and self-identify as athletes, musicians, artists, readers, or by class, then pool data to run an independent samples t-test. The lab examines whether participation in competitive sports is associated with higher self-esteem and critically addresses the correlation vs. causation problem — whether activities. I have a ton more Psychology stuff in my store, check it o
8th - 12th, Adult Education, Higher Education
Psychology, Statistics
Psychology Lab Dissociation — More Tied to Anxiety or Perceived Stress?
Students complete the Dissociative Experiences Scale (DES-II) as their X variable, the Taylor Manifest Anxiety Scale (TMAS) as their Y variable, and the Perceived Stress Scale (PSS) as their Z variable. After collecting scores from nine classmates, students run two Pearson r correlations — Dissociative Experiences vs. Manifest Anxiety and Dissociative Experiences vs. Perceived Stress — expecting positive relationships with both. Students compare which correlation is stronger, explain the psychol
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
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