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 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 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 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 Spacing Out and Stressed Out: Dissociation and Manifest Anxiety
Activity Description Students complete the Dissociative Experiences Scale (DES) and the Taylor Manifest Anxiety Scale (TMAS), then pool paired scores from 9 classmates to calculate a Pearson r. The lab examines whether people who more frequently feel detached from reality also experience more trait anxiety. Students explain the psychological mechanism — dissociation often co-occurs with anxiety as a protective response to overwhelming stress, and chronic anxiety can precipitate dissociative st
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Logic vs. Gut: Do Men and Women Think Differently?
Logic vs. Gut: Do Men and Women Think Differently? Students complete the Rational-Experiential Inventory (REI) focusing on the Rational Thinking subscale, and pool scores from male and female classmates to run an independent samples t-test. The lab engages students with dual-process theory of cognition — rational (analytical, deliberate) vs. experiential (intuitive, feeling-based) thinking — and examines whether gender differences appear in thinking style. Research context indicating men tend
8th - 12th, Adult Education, Higher Education
Psychology, Statistics
Psychology Lab Game Over? Exploring Impulsivity and Excessive Gaming
Game Over? Exploring Impulsivity and Excessive Gaming Students complete the Excessive Gaming Screening Tool (EGST) and the Barratt Impulsiveness Scale (BIS), then pool data to calculate a Pearson r. The lab connects variable ratio reinforcement to gaming mechanics and examines whether impulsive tendencies predict problematic gaming. Students explore the WHO's 2018 addition of gaming disorder to the ICD-11 and are challenged to distinguish between enthusiastic gaming and clinically significant
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Inside the Dark Triad: Does the Full Score Predict Psychopathy?
Activity Description Students complete the Short Dark Triad (SD3) scale summing all three subscales (narcissism, Machiavellianism, psychopathy) and the Hare Psychopathy Checklist (PCL-22), then pool paired scores from 9 classmates to calculate a Pearson r. The lab examines whether the full Dark Triad composite score predicts standalone psychopathy scores — a test of internal construct consistency. Students explain why psychopathy is embedded in the Dark Triad, distinguish between scale overlap
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Is the Enneagram Real? Testing Type 6 Traits vs Stress Score
Is the Enneagram Real? Testing Type 6 Traits Against Stress Scores Students complete the Open Enneagram of Personality Scales (OEPS) and extract their Type 6 (Loyalist/Questioner) score, then pair it with a Perceived Stress Scale score to calculate a Pearson r. The lab uses the Enneagram as a vehicle for discussing scientific validity in personality systems. Students are challenged to evaluate the Enneagram's scientific standing against validated models and to consider what criteria psychologi
8th - 12th, Adult Education, Higher Education
Psychology, Statistics
Psychology Lab Affiliative Humor — Does It Buffer Loneliness or Signal Social In
Students complete the Humor Styles Questionnaire (HSQ) Affiliative Humor subscale as their X variable, the Three-Item Loneliness Scale (TILS) as their Y variable, and the Tromsø Social Intelligence Scale (TSIS) as their Z variable. After collecting scores from nine classmates, students run two Pearson r correlations — Affiliative Humor vs. Loneliness and Affiliative Humor vs. Social Intelligence — expecting a negative relationship with loneliness and a positive relationship with social intellige
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Nerd Culture in High School: Juniors vs. Seniors t-Test Lab
Students complete the Nerdy Personality Attributes Scale (NPAS) at openpsychometrics.org, a validated measure of nerdiness traits such as intellectual curiosity, enthusiasm for niche interests, and preference for academic engagement over social activities. Students record their total scores and pool data with classmates organized by grade level. Junior and senior scores are entered into an independent samples t-test to evaluate whether nerdiness differences between grade levels are statistically
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Analytical Thinking Style — Predicts Nerdiness or Cognitive Enjoy
Students complete the Open Extended Jungian Type Scales (OEJTS) Thinking subscale as their X variable, the Nerdy Personality Attributes Scale (NPAS) as their Y variable, and the Need for Cognition Scale (NCS-6) as their Z variable. After collecting scores from nine classmates, students run two Pearson r correlations — Jung Thinking Style vs. Nerdiness and Jung Thinking Style vs. Need for Cognition — expecting positive relationships with both. Students compare which correlation is stronger, expla
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
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