Binary Code Activities - Page 21
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AP Bio Graphing & Statistics - Standard Deviation, SEM, and Error Bars Practice
✨Take the stress out of teaching AP Bio statistics! Whether you’re a brand-new AP Biology teacher or a veteran looking for a no-prep way to review, this AP Biology – Calculating Standard Deviation & Standard Error of the Mean Practice Pack gives you everything you need to help students master these challenging skills. You’ll get: ✅ Student-friendly video lesson that clearly explains standard deviation, standard error, and error bars — perfect for direct instruction, review, or flipped classro
9th - 12th
Biology, General Science, Statistics
CCSS
HSS-ID.A.2
, HSS-ID.A.4
Also included in: AP Biology Statistics Bundle | SD, SEM, Error Bars & Graphing Practice
AP Statistics Residual vs Outlier vs Influential Point use with Schoology
25 scenario-based multiple choice questions that challenge students to distinguish among residuals (the vertical distance between an observed data point and the regression line), outliers (data points that fall far from the overall pattern in the y-direction), and influential points (data points whose removal would substantially change the regression line slope, intercept, or correlation). Each scenario requires students to identify the correct concept or apply it to a regression context. Ideal
9th - 12th, Adult Education, Higher Education
Math Test Prep, Statistics
AP Statistics Margin of Error vs Standard Error vs SD use with Schoology
25 scenario-based multiple choice questions that challenge students to distinguish among standard deviation (a measure of spread in a dataset or population), standard error (the standard deviation of a sampling distribution — how much a sample statistic varies from sample to sample), and margin of error (the half-width of a confidence interval, equal to the critical value times the standard error). Each scenario requires students to identify which measure is appropriate. Ideal for AP Statistics
9th - 12th, Adult Education, Higher Education
Math Test Prep, Statistics
Psychology Lab Born First, Born Best? Testing the Birth Order-Conscientiousness
Born First, Born Best? Testing the Birth Order-Conscientiousness Myth Students complete the Firstborn Personality Scale and the Big Five Conscientiousness subscale, then pool data to calculate a Pearson r correlation. The lab directly tests the popular psychology claim that firstborn children are more responsible and conscientious by comparing scale scores to actual birth order. The lab emphasizes critical thinking about psychological folklore versus research findings. I have a ton more
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
TED Talk: What is “Normal” and what is “Different”?- Yana Buhrer Tavanier
Challenge your students to rethink what “normal” really means with this thought-provoking TED-Ed companion resource. Ideal for high school and college classrooms, this resource explores the complex relationship between statistical norms, cultural expectations, and human diversity. Students will critically examine how the concept of “normal” is constructed, how it has been used historically and in modern systems, and why rethinking it can lead to greater equity and understanding. This resource in
9th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
AP Statistics Lurking vs Confounding vs Explanatory Variable use with Schoology
25 scenario-based multiple choice questions that challenge students to distinguish among explanatory variables (the variable a researcher manipulates or uses to predict an outcome), confounding variables (variables related to both the explanatory variable and the response variable that distort the apparent relationship), and lurking variables (unmeasured variables that influence the relationship between the explanatory and response variables). Each scenario requires students to identify which ty
9th - 12th, Adult Education, Higher Education
Math Test Prep, Statistics
AP Statistics Confidence Interval vs P-Value vs Significance use with Schoology
25 scenario-based multiple choice questions that challenge students to distinguish among three key statistical inference concepts: the confidence interval (a range of plausible values for a population parameter), the p-value (the probability of observing data at least as extreme as the sample if H₀ is true), and the significance level (the threshold alpha below which the p-value leads to rejection of H₀). Each scenario requires students to interpret or apply one of these concepts correctly. Idea
9th - 12th, Adult Education, Higher Education
Math Test Prep, Statistics
Careers in Statistics Bulletin Board - Math Careers Classroom Decor
Bring real-world connections into your statistics classroom with this engaging Careers in Statistics Display Set! Perfect for high school Statistics or AP® Statistics, this resource includes 21 career posters, a salary disclaimer poster, and bold title letters that spell “Careers in Statistics.”Each career poster features the job title, description, and how the career uses statistics or probability, helping students see the value of statistics beyond the classroom. Careers highlighted inc
9th - 12th, Higher Education
Applied Math, Statistics
Psychology Lab Social Anxiety: Does It Show Up as Shyness or Loneliness First?
Students complete the Liebowitz Social Anxiety Scale LSAS (X), the McCroskey Shyness Scale MCSS (Y), and the Three-Item Loneliness Scale TILS (Z), then collect all three scores from 9 classmates and run two correlations: Social Anxiety vs. Shyness and Social Anxiety vs. Loneliness. The lab distinguishes the proximal behavioral correlate of social anxiety (shyness — social discomfort) from its downstream social consequence (loneliness — felt disconnection) and asks which is more strongly correlat
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
AP Statistics Census vs Sample vs Parameter use with Schoology
25 scenario-based multiple choice questions that challenge students to distinguish among a census (collecting data from every member of a population), a sample (collecting data from a subset of the population), and a parameter (a numerical summary describing a characteristic of a population). Each scenario requires students to identify which concept applies. This set complements the Parameter vs. Statistic vs. Population vs. Sample set by focusing specifically on the data collection method (cens
9th - 12th, Adult Education, Higher Education
Math Test Prep, Statistics
Array We Go! Introducing Multiplication, Factors, Primes, & Composites
This is an engaging and visual way to introduce multiplication and the concepts of factors, multiples, primes, composites and MORE! Students build arrays for the numbers 1–25 and look for patterns and characteristics that help them learn to recognize multiples. Directed questions also help them to learn to identify primes and composites. Square numbers, factor rich numbers, and perfect numbers are included for more advanced students.
Extensions allow you to take the lesson to a multi-day in dept
3rd - 6th
Arithmetic, Basic Operations, Statistics
CCSS
3.MD.B.3
, 3.OA.A.1
, 3.OA.A.2
+7
Psychology Lab Reaching Your Potential: Self-Actualization Predicts Flourishing
Reaching Your Potential: Does Self-Actualization Predict Flourishing? Students complete a Maslow Personality Test's Self-Actualization subscale and Diener's Flourishing Scale, then pool data to compute a Pearson r. The lab directly compares a classical humanistic construct (self-actualization based on clinical observation) with a modern psychometrically developed measure (flourishing), asking students to evaluate which is more scientifically reliable. Students also examine Maslow's claim that
8th - 12th, Adult Education, Higher Education
Psychology, Statistics
Psychology Lab Think Harder, Believe Less? Need for Cognition & Conspiracy
Think Harder, Believe Less? Need for Cognition and Conspiracy Beliefs Students complete the Need for Cognition Scale (NCS-6) and the Generic Conspiracist Beliefs Scale (GCBS), then pool data to calculate a Pearson r. The lab explores research showing that analytic thinking is associated with lower conspiracy belief and invites students to examine how critical thinking may serve as a buffer against conspiratorial reasoning. Discussion distinguishes healthy skepticism from conspiracist thinking
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Feel It to Navigate It: Empathy and Social Intelligence
Students complete the Empathy Quotient (EQ) and the Tromsø Social Intelligence Scale (TSIS), then pool paired scores from 9 classmates to compute a Pearson r. The lab investigates whether understanding others' emotions predicts broader social skill. Students explain the psychological mechanism connecting emotional perspective-taking to social intelligence, and evaluate a fictional claim that the two are unrelated because social skill can exist without emotional concern. The lab reinforces the id
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Reframe It and Chill: Does Cognitive Reappraisal Predict Stress?
Reframe It and Chill: Does Cognitive Reappraisal Predict Stress? Students complete the Emotion Regulation Questionnaire (ERQ) focusing on the Cognitive Reappraisal subscale, and the Perceived Stress Scale (PSS). After pooling data and calculating a Pearson r, students examine whether people who more frequently reframe stressful situations experience lower stress overall. The lab connects cognitive-behavioral concepts to quantitative data and invites students to consider whether the relationshi
8th - 12th, Adult Education, Higher Education
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
Math Enrichment Choice Board Sixth Grade for Ratios Statistics Number System
This resource includes math enrichment choice boards, rubrics, and instructions for every single 6th grade math Common Core State Standard for ratios, proportional relationships, expressions and equations, statistics and probability, geometry, and the number system. These are great for early finishers and students who need enrichment in math. Included in this pack are the math enrichment boards I use for my sixth grade learners who have mastered any of our math concepts and are now ready for a
6th
Algebra, Math, Statistics
CCSS
6.G.A.1
, 6.G.A.2
, 6.G.A.3
+29
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 Grit vs. the Couch: Does Perseverance Predict Less Proc.
Students complete the Short Grit Scale (GRIT-S) and the General Procrastination Scale, then pool paired scores from 9 classmates to compute a Pearson r. The lab asks whether perseverance for long-term goals predicts less avoidance of tasks. Students interpret their correlation, explain the motivational mechanism connecting grit to procrastination, and critically evaluate a fictional claim that the two are positively correlated — directly contradicting what psychological theory would predict. Thi
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Retail Therapy? Shopping Addiction and Self-Esteem Correlation
Retail Therapy? Shopping Addiction and Self-Esteem Correlation Students complete the Bergen Shopping Addiction Scale (BSAS) and the Rosenberg Self-Esteem Scale, then pool data to calculate a Pearson r. The lab explores the theory that compulsive buying temporarily boosts mood and self-esteem but creates guilt and financial stress, reinforcing a cycle analyzable through operant conditioning principles. Students examine how advertising deliberately exploits the link between self-esteem and buyin
8th - 12th, Adult Education, Higher Education
Psychology, Statistics
Psychology Lab Do You Know How Happy You Are? Self-Report vs. SWLS Validity
Do You Know How Happy You Are? Self-Report vs. SWLS Validity Lab Students rate their own happiness on a simple 1–10 scale and then complete the validated Satisfaction With Life Scale (SWLS), pairing both measures to calculate a Pearson r. The lab directly tests whether people's intuitive self-assessments of happiness match a validated psychometric instrument. Students consider what factors might cause someone to over- or underestimate their own happiness and explore the implications of the cor
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Body Language and Personality: Does Extraversion Predict Warmth?
Body Language and Personality: Does Extraversion Predict Warmth? Students complete the Nonverbal Immediacy Scale Self-Report (NIS) and an Introversion/Extraversion test, then pool data to calculate a Pearson r. The lab explores whether extraverts naturally use more warm, approach-oriented nonverbal communication (eye contact, smiling, open posture) and discusses the implications of NIS scores for teaching effectiveness and relationship satisfaction. Students research the definition of nonverb
8th - 12th, Adult Education, Higher Education
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 Extraverts Are Happier — But Why? Personality and Positive Affect
Extraverts Are Happier — But Why? Personality and Positive Affect Students complete an Introversion/Extraversion test and the PANAS Positive Affect subscale, then pool data to calculate a Pearson r. The lab explores the well-established extraversion-happiness link in personality psychology and invites students to consider two competing explanations: extraverts have more positive experiences, or extraverts are temperamentally more reactive to positive stimuli. Discussion questions push students
8th - 12th, Adult Education, Higher Education
Psychology, Statistics
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