Percent Increase and Decrease Quiz
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Blank Science Experiment Journal Template | Digital & Print | Grades 3 4 5 Labs
Are you looking to design hands-on experiments with your upper elementary students? Help students learn the scientific method by creating investigations on the topic of their choice. This blank lab report template includes a student-editable Google Slides document and a printable version. We will guide you step by step to help students think like scientists. Great For3rd, 4th, and 5th gradeFlexible Learning in the ClassroomTeachers creating experiments from their curriculumHomeschool Science
3rd - 6th
Basic Principles, General Science, Graphing
NGSS
3-5-ETS1-3
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 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 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 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 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 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
Fraction ⇆ Decimal ⇆ Percent Conversions | Math Lab + Answer Key
Looking for a no-prep, pencil-only activity that helps students solidify their understanding of fractions, decimals, and percents—and actually enjoy it? This engaging Math Lab is packed with 6 creative, puzzle-based tasks that explore conversions through matching, visuals, real-world scenarios, logic puzzles, and reasoning challenges. Perfect for review, practice, sub plans, or centers! What’s Included:✅ Visual & numeric matching task ✅ Fraction–Decimal–Percent conversion puzzle ✅ True/False ma
6th - 8th
Fractions, Other (Math)
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 Do Extraverts Run the Internet? Personality and Social Media Use
Do Extraverts Run the Internet? Personality and Social Media Use Students rate their daily social media use on a 1–10 scale and complete a Big Five Extraversion subscale, then pool data to calculate a Pearson r. The lab investigates whether extraverts use social media more than introverts, and prompts students to reason about why the relationship might exist, be absent, or even reverse. Students consider whether social media use could shape personality over time, and evaluate a fictional claim
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Juniors vs. Seniors: Who Is Calmer Right Now? A State Mood Lab
Students complete the Visual Analogue Mood Scales (VAMS) and record only their Calm score (0–100), capturing how calm they feel at this moment, then collect scores from junior and senior classmates to run an independent samples t-test. Unlike most scales in this collection that measure stable traits or recent-week experiences, this lab captures an immediate present-moment emotional state. Students consider which grade level is likely to be calmer right now — in the context of the school environm
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Juniors vs. Seniors: Who Worries More About Appearance?
Students complete the Appearance Anxiety Inventory (AAI) measuring preoccupation with and distress about physical appearance, then collect scores from junior and senior classmates to run an independent samples t-test. The lab examines whether concern about how one looks differs between grade levels in the high school context. Juniors may face heightened social comparison and appearance pressure during a highly evaluative developmental period, while seniors may have developed greater self-accepta
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab All In: Does Impulsivity Predict Problematic Gambling Tendencies?
All In: Does Impulsivity Predict Problematic Gambling Tendencies? Students complete the NODS-CLiP Gambling Screen and the Barratt Impulsiveness Scale (BIS), then pool data to calculate a Pearson r. The lab addresses a potential floor effect (many students scoring 0 on gambling) as a teachable methodological moment. Discussion connects impulsivity to the psychology of risk-taking and addictive behavior, and challenges students to evaluate whether impulsivity is the only psychological explanatio
8th - 12th, Adult Education, Higher Education
Psychology, Statistics
Psychology Lab Never Good Enough: Does Perfectionism Predict Math Anxiety?
Activity Description Students complete the Short Almost Perfect Scale (SAPS) Discrepancy subscale measuring the gap between standards and perceived performance, and the Abbreviated Math Anxiety Scale (AMAS), then pool paired scores from 9 classmates to calculate a Pearson r. The lab explores whether setting impossibly high standards predicts more fear and anxiety around mathematics. Students explain the mechanism by which discrepancy-based perfectionism (never feeling good enough) fuels math a
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Juniors vs. Seniors: Who Sleeps Worse? A Sleep Quality Lab
Students complete the Groningen Sleep Quality Scale (GSQS), where higher scores indicate poorer sleep, then collect scores from junior and senior classmates to run an independent samples t-test. The lab examines whether sleep disruption differs significantly between the two grade levels. Students consider factors such as academic workload, social pressures, college application deadlines for juniors, and late-night social activities or senioritis for seniors, and evaluate a fictional claim that s
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
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