Percent Increase and Decrease Quiz
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Math Lab "Dangers of Wexting While Walking"fractions, decimals, percents"
I am very pleased and excited to share my math lab on Texting While Walking. * Teachers will surely find that the lab is useful in reinforcing lessons on fractions, ratios, percents, and decimals, while at the same time, students learn safety in texting habits. *. As the lesson begins, students are presented with statistical information regarding the increase of accidental deaths and injuries from texting while walking over recent years. *. Students acquire a statistical impress
6th - 10th, Adult Education, Higher Education
Decimals, Fractions
Also included in: Bundle: Algebra Math Labs
Inverse Relationship Between Distance and Light Intensity Lab | Interactive NGSS
Easy Lab. Investigating the Inverse Relationship Between Distance and Light Intensity Lab + Crossword PuzzleAligned with NGSS Standards: HS-PS4-1, Science and Engineering Practices Explore the inverse relationship between distance and light intensity in this interactive physics lab! Using a lux meter app on smartphones, students will observe how light intensity decreases as the distance from a flashlight increases. This experiment provides a clear demonstration of inverse relationships in physic
7th - 12th, Higher Education
Applied Math, Physics, Science
Calculus - How Can One Graph Help Describe Another Graph?
This activity incorporates the graphing calculator to help students understand how the behavior of one graph can describe the behavior of another function. Three related equations are entered in y1, y2, and y3 in the graphing calculator. • The original function is entered in y1. • An expression that represents the derivative of y1 is entered in y2. • An expression that represents the derivative of y2 is entered in y3. After graphing y1, y2, and y3 in the same window, a series of questi
10th - 12th, Higher Education
Calculus, Math
Calculus-Making Observations about the Function and Its Derivatives from Graphs
This discovery activity is made up of 5 part plus a closing question. Part I: Students graph a function and its derivative. From the two graphs students observe that when the graph of the derivative of y1 is positive the graph of y1 is increasing and that when the graph of the derivative of y1 is negative the graph of decreasing. Part II: In part I students studied a function with a minimum. In this part students will repeat the same observations but with a function that has a maximum. Part II
10th - 12th, Higher Education
Calculus, Math
Pre-Calculus - Maximizing the Volume of a Cone
This hands-on activity engages the students in constructing a cone from a circle,collecting data on the height and radius of the cone, creating a scatterplot, fitting a curve to the data and then estimating the maximum volume of the cone. Many students are surprised that the scatterplot indicates that the volume first slowly increases and then after a maximum volume occurs the volume quickly decreases. By working with a physical model helps students observe how the height, radius, and volume
11th - 12th, Higher Education
Calculus, Math
Math Lab: Investigating Second-hand Smoke Using Inequality Symbols
This lab is great to use as reinforcement to newly learned lessons, or it can be used as a semester review! Honestly, this is one of my favorites! * Working with a partner, students use balloons to measure the volume of a single breath of air and apply their calculations to determine (mathematically) how much second-hand smoke they breathe when exposed! * In the process of making their discovery, students use the circumference formula in a variety of forms in order to find a radius, and ultimat
7th - 11th, Adult Education, Higher Education
Algebra, Math, Numbers
CCSS
HSF-BF.A.2
Also included in: Bundle: Algebra Math Labs
Chemistry: Molecular Geometry & Lewis Dot Structures Quiz
Suitable as a formal assessment, and in-class group activity, or as homework, this quiz examines your student's ability to sketch Lewis Structures and then to designate the correct molecular geometry to that structure. This assessment has two forms. More advanced students are required to have the molecular geometry table memorized before taking the assessment. The alternate form of this assessment gives the table to the students. In either situation, this assessment contains all of the challen
7th - 12th, Adult Education, Higher Education
Chemistry, Geometry, Physical Science
NGSS
HS-PS1-1
, HS-PS1-2
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
FREEBIE: Back to Square 1-4-5 (Scientific Knowledge and a Double Square Puzzle)
Start the Science class with one (1) square. It's simple, because one square is unambiguous. But then challenge students to take four (4) polygons and arrange them together to make a square shape. A-ha! That's trickier. Like Science, there can be many hypothesis on how they fit together, but the best solution solves the puzzle. If it doesn't work, it's back to square one. This lab activity gets students/student teams to think about the nature of science, and also, to show the importance of being
6th - 12th, Higher Education
Basic Principles, Other (Math)
NGSS
MS-ETS1-2
, 3-5-ETS1-3
, 3-5-ETS1-1
+2
Also included in: StayGiant Second Day of School Success
Physics Quiz: Acceleration vs. Equilibrium (Editable)
FeatureDetailTotal Slides:~12 Slides Key Activities:1 (Interactive class quiz with answers) Topic: Physics, Forces, Newton's Laws Key Concepts: Net Force, Equilibrium, Acceleration, Free Body Diagrams, Vectors Target Grade Level: Grades 8-11 This is a straightforward, editable "bell-ringer" or check-for-understanding activity. It presents students with various free-body diagrams and asks them to determine if the object is accelerating or in equilibrium based on the net force. Important Informati
7th - 12th, Adult Education, Higher Education
Basic Operations, Math Test Prep, Physics
Penny for your Thoughts? (Percent composition lab)
This lab teaches percent composition by determining the amount of Zinc and Copper in pennies before and after the change in penny composition in 1982. This is a simple, fun, and cool way to see real world applications of percent composition.
7th - 12th, Adult Education, Higher Education
Applied Math, Chemistry, Science
NGSS
HS-PS1-7
, HS-PS1-2
Probability and the Law of Averages 1
Essential question: What is the probability of flipping one coin and getting a head? We will be graphing the results of our experiment in terms of the percent of heads over the number of coin flips. To do this experiment correctly, you will flip a coin a total of 600 times, after each set of 40 you will add up the TOTAL number of heads and record it below (as a fraction). While my main focus is psychology I do have a ton of math and statistics stuff… You have managed to find the source of the
7th - 12th, Adult Education, Higher Education
Applied Math, Math, Other (Math)
Probability and the Law of Averages 4
Essential question: What is the probability of flipping four coins and getting four heads? We will be graphing the results of our experiment in terms of the percent of 4 heads over the number of coin flips. To do this experiment correctly, you will flip a coin a total of 600 times, after each set of 40 you will add up the TOTAL number of 4 heads and record it below (as a fraction). While my main focus is psychology I do have a ton of math and statistics stuff… You have managed to find the sour
7th - 12th, Adult Education, Higher Education
Applied Math, Math, Other (Math)
Probability and the law of Averages 7
Probability and the law of averages 7 Essential question: What is the probability of flipping 7 coins and getting 7 heads? We will be graphing the results of our experiment in terms of the percent of 7 heads over the number of coin flips. To do this experiment correctly, you will flip a 7 coins a total of 600 times, after each set of 40 you will add up the TOTAL number of 7 heads and record it below (as a fraction). While my main focus is psychology I do have a ton of math and statistics stuff…
7th - 12th, Adult Education, Higher Education
Applied Math, Math, Other (Math)
Probability and the Law of Averages 8
Probability and the law of averages 8... ok, honestly this is probably a bit of overkill but once you have the template it is easy to make more... Essential question: What is the probability of flipping 8 coins and getting 8 heads? We will be graphing the results of our experiment in terms of the percent of 8 heads over the number of coin flips. To do this experiment correctly, you will flip a 8 coins a total of 600 times, after each set of 40 you will add up the TOTAL number of 8 heads and reco
7th - 12th, Adult Education, Higher Education
Applied Math, Math, Other (Math)
Probability and the Law of Averages 5
Probability and the law of averages 5 Essential question: What is the probability of flipping five coins and getting 5 heads? We will be graphing the results of our experiment in terms of the percent of 5 heads over the number of coin flips. To do this experiment correctly, you will flip 5 coins a total of 600 times, after each set of 40 you will add up the TOTAL number of 5 heads and record it below (as a fraction). While my main focus is psychology I do have a ton of math and statistics stuff…
7th - 12th, Adult Education, Higher Education
Applied Math, Math, Other (Math)
Probability and the Law of Averages 3
Probability and the law of averages 3 Essential question: What is the probability of flipping two coins and getting two heads? We will be graphing the results of our experiment in terms of the percent of 3 heads over the number of coin flips. To do this experiment correctly, you will flip a coin a total of 600 times, after each set of 40 you will add up the TOTAL number of 3 heads and record it below (as a fraction). While my main focus is psychology I do have a ton of math and statistics stuff…
7th - 12th, Adult Education, Higher Education
Applied Math, Math, Other (Math)
Probability and the Law of Averages 2
Probability and the law of averages 2 Essential question: What is the probability of flipping two coins and getting two heads? We will be graphing the results of our experiment in terms of the percent of 2 heads over the number of coin flips. To do this experiment correctly, you will flip a coin a total of 600 times, after each set of 40 you will add up the TOTAL number of 2 heads and record it below (as a fraction). Then graphing the results. While my main focus is psychology I do have a ton of
7th - 12th, Adult Education, Higher Education
Applied Math, Math, Other (Math)
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