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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 Investigative Career Interests — More Tied to Vocabulary or Ratio
Students complete the RIASEC Investigative Interests subscale as their X variable, the Vocabulary IQ Test (VIQT) as their Y variable, and the Rational-Experiential Inventory (REI) Rational Thinking subscale as their Z variable. After collecting scores from nine classmates, students run two Pearson r correlations — Investigative Interests vs. Vocabulary and Investigative Interests vs. Rational Thinking — expecting positive relationships with both. Students compare which correlation is stronger, e
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Does Vocabulary Predict Curiosity or Intellect? A 3-Scale
Students complete three validated scales: the Vocabulary IQ Test (VIQT) as their X variable, the RIASEC Investigative Interests scale 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 — Vocabulary vs. Investigative Interests and Vocabulary vs. Need for Cognition — using socscistatistics.com. Students compare the strength and direction of both correlations, explain the psychologi
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
AP Statistics Final Project | Simulations with AI | Editable | No Prep
AP STATISTICS MEETS AI: ENGAGING POST-EXAM PROBABILITY PROJECT Transform your post-AP exam time into a powerful learning experience! This comprehensive 35+ page resource combines probability simulation with cutting-edge AI tools, giving your students valuable skills that extend beyond the classroom. WHY TEACHERS LOVE THIS RESOURCE: Zero prep required – Complete teacher guide, answer keys, and student materials ready for immediate useAuthentic technology integration – Students learn to use G
11th - 12th, Higher Education
Computer Science - Technology, Statistics
CCSS, NGSS
HSS-ID.A.1
, HSS-ID.B.5
, HSS-IC.A.2
+15
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
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