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
Water Bottle Flipping Investigation
Water bottle flipping- ratio, percent, measurement, data collection and graphing! The kids love bottle flipping and this product will let you bring bottle flipping into your classroom in an educational way!
Students will make predictions about the ideal water level in their water bottle that will result int he most successful flips. They will then record data about their bottle and conduct a variety of trials using different water levels to test their success with flipping their bottle at d
5th - 7th
Graphing, Measurement, Statistics
Error Olympics
Students will actively estimate and calculate values (ex. the temperature of water) to determine percent error. This is a great active lesson since kids will be moving from station to station to complete their data collection, ideally in small groups.
Aside from simply learning to calculate percent error, students will also learn the value of accurate data collection.
Paper "Olympic Medals" are also included to award the students at the end whose estimates were closest to their actual val
7th - 10th
Basic Principles, Physical Science, 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 Schizophrenia and Conspiracist Beliefs Scores Correlation Statistics
In this lab we are finding out if men’s or women’s schizophrenia and conspiracist belief scores are more highly correlated. Students do the schizophrenia quizzes and conspiracist beliefs quiz, collaborate and share data then use a website to conduct the data analysis. It is inspired by this collection… https://www.teacherspayteachers.com/Product/Psychology-Lab-Trolley-Problem-Psychopathy-Scores-Correlation-Statistics-9499523 and the other correlation stuff I have set up…(I have a bunch, th
9th - 12th, Adult Education
Math, Psychology, Statistics
Chi-Square with Dice
A short yet effective lab on Chi-Square! Students can struggle at first with Chi-Square. This lab is a perfect way to introduce and/or reinforce Chi-Square while also getting students to enjoy Chi-Square. You will need to have dice available. (Amazon!) The lab calls for 6 dice per group, but you can increase the number of dice to 12 or 18 if you wish to increase sample size. (Expected values will be different though if you decide to increase the number of dice.) An editable version is available
9th - 12th
Biology, Science, 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
Interactive Biathlon Math Lab: Heart Rate, Accuracy & Strategy
Make data come alive with a Biathlon Math lab that connects heart rate, precision, and competitive strategy. If you've been searching for a hands-on way to teach scatter plots, percent accuracy, and real-world problem solving, this lab has everything you need to get students moving, measuring, and thinking critically. ✅ You know the struggle: abstract graphing lessons that never connect to students' lives. Now imagine them sprinting (safely), immediately attempting a precision task, recording
6th - 12th
Math Test Prep, Physical Education, Statistics
Theoretical & Experimental Probability Hands-On Math Worksheets 6th 7th 8th
Here's a ready-to-go two-page math probability worksheet for your 6th, 7th, or 8th grade probability or percentage unit! Students perform a simple, hands-on probability experiment and record both the theoretical probability and the experimental probability of events in fractions and percents. By converting fractions to percentages, students learn an easy way to compare different probabilities. How to Use:All you need are paper bags for each group filled with red, yellow, blue and green it
6th - 8th
Applied Math, Fractions, Statistics
CCSS
7.SP.C.5
, 7.SP.C.6
, 7.SP.C.7a
+2
Candy Probability: Discovery of EXPERIMENTAL vs. THEORETICAL Probability
Middle Schoolers LOVE probability!
This is a GREAT lesson around Halloween when the kids are already hyped up on sugar and want to 'talk' to their classmates.
This activity allows the students to DISCOVER the differences between EXPERIMENTAL and THEORETICAL probability and connect it to everyday experiences. The probability lesson lends itself to fractions, decimals, percents, data collection, rational & irrational numbers, statistical graphs (box and whiskers, frequency tables...), measures
5th - 9th
Fractions, Math, 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
Standard Error and Standard Deviation in AP Biology
Statistics is one of those components in AP Biology that is brand new to students. Without a proper introductory lesson to standard error and standard deviation, students can struggle with this all year. Fortunately, this lesson truly walks your students through the process of defining standard deviation and error, applying the concept of error bars with statistical analysis, and graphing data with error bars to make their own statistical analysis. A PowerPoint is included as well to guide the l
9th - 12th, Higher Education
Biology, Science, Statistics
M and M Quadrat Sampling Lab for Population Density
If the weather does not permit you to go outside to do real quadrat sampling why not do this one instead? M and Ms take the place of trees. I think you could also modify this activity for a math class in terms of studying probability. It would create a real-life application for probability.
7th - 12th
Biology, Environment, Statistics
NGSS
HS-LS2-1
, HS-LS2-6
, HS-LS2-2
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