Binary Code Activities - Page 22
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Psychology Lab Narcissists, Selfies, and the Dark Triad: A Personality Lab
Narcissists, Selfies, and the Dark Triad: A Personality Lab Students complete the Short Dark Triad (SD3) scale measuring narcissism, Machiavellianism, and psychopathy, and pair their total score with their weekly selfie-posting frequency. After collaborating and calculating a Pearson r, students analyze which of the three Dark Triad traits most likely drives any correlation with selfie behavior and explore how narcissistic social media use might be mutually reinforcing. The lab is highly engag
8th - 12th, Adult Education, Higher Education
Psychology, Statistics
Fun Statistics Personality Quiz: Are You the Mean, Median, or Mode?
Ever wondered how to make statistics concepts like mean, median, and mode stick with your students? This quirky and engaging personality quiz is the perfect solution! It transforms a core math lesson into a fun journey of self-discovery. Instead of just memorizing definitions, this quiz asks students seven relatable, multiple-choice questions based on everyday scenarios—like choosing pizza toppings, picking a movie, or deciding on an outfit. Based on their answers, they'll find out if their per
6th - 9th
Math Test Prep, Other (Math), Statistics
AP Statistics Type 1 vs Type 2 errors vs Statistical Power 2 use with Schoology
This resource includes 25 questions in which students read realistic scenarios — drawn from medical testing, drug trials, criminal justice, environmental regulation, and psychological research — and determine whether the situation described involves a Type I Error (rejecting a true null hypothesis — a false positive), a Type II Error (failing to reject a false null hypothesis — a false negative), or Statistical Power (the probability that a test correctly detects a real effect when one exists).
9th - 12th, Adult Education, Higher Education
Math Test Prep, Statistics
AP Statistics Type 1 vs Type 2 errors vs Statistical Power 3 use with Schoology
This resource includes 25 questions in which students read realistic scenarios — drawn from medical testing, drug trials, criminal justice, environmental regulation, and psychological research — and determine whether the situation described involves a Type I Error (rejecting a true null hypothesis — a false positive), a Type II Error (failing to reject a false null hypothesis — a false negative), or Statistical Power (the probability that a test correctly detects a real effect when one exists).
9th - 12th, Adult Education, Higher Education
Math Test Prep, Statistics
AP Statistics Type 1 vs Type 2 errors vs Statistical Power 1 use with Schoology
This resource includes 25 questions in which students read realistic scenarios — drawn from medical testing, drug trials, criminal justice, environmental regulation, and psychological research — and determine whether the situation described involves a Type I Error (rejecting a true null hypothesis — a false positive), a Type II Error (failing to reject a false null hypothesis — a false negative), or Statistical Power (the probability that a test correctly detects a real effect when one exists).
9th - 12th, Adult Education, Higher Education
Math Test Prep, Statistics
Psychology Lab Living Their Best Life? A Flourishing Scale Comparison
Living Their Best Life? A Flourishing Scale Comparison Students complete Diener's Flourishing Scale, which measures purpose, relationships, engagement, and personal contribution, then pool scores from juniors and seniors to run an independent samples t-test. The lab asks students to consider which components of flourishing might differ most between the two grade levels, or men and women and to critically evaluate assumptions about seniority and life experience. The lab supports positive psycho
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Put Down the Phone and Succeed? Internet Use vs Self-Efficacy
Put Down the Phone and Succeed? Internet Use and Academic Self-Efficacy Students complete the Internet Addiction Assessment (IAA) and the Generalized Self-Efficacy Scale (GSE), then pool data to calculate a Pearson r between problematic internet use and academic self-efficacy. The lab connects variable ratio reinforcement from social media and gaming to the difficulty of controlling internet behavior, and explores whether low academic self-efficacy might cause escape into internet use. Student
8th - 12th, Adult Education, Higher Education
Health, 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 Do You Feel Respected? Maslow's Esteem Needs and Satisfaction
Do You Feel Respected? Maslow's Esteem Needs and Life Satisfaction Students complete the Maslow Need Satisfaction Scale focusing on the Esteem Needs subscale, and the Satisfaction With Life Scale (SWLS), then pool data to compute a Pearson r. The lab tests Maslow's hierarchical theory by examining whether esteem need satisfaction predicts life satisfaction. Students evaluate why esteem needs (respect from others, self-respect) are theorized to be especially important for well-being and critic
8th - 12th, Adult Education, Higher Education
Psychology, Statistics
Psychology Lab Laugh Your Way to Happiness? Humor Styles and Life Satisfaction
Laugh Your Way to Happiness? Humor Styles and Life Satisfaction Students complete the Humor Styles Questionnaire (HSQ) focusing on the Affiliative Humor subscale, and the Satisfaction With Life Scale (SWLS), then pool data to compute a Pearson r. The lab introduces Martin's four humor styles (affiliative, self-enhancing, aggressive, self-defeating) and asks students to predict how each style differently relates to well-being. Students consider whether happy people use more humor or whether hu
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Satisfied With Life: Does Nature or Mindset Matter More?
Students complete the Satisfaction With Life Scale SWLS (X), the Connectedness to Nature Scale (Y), and the Positive Mindset Index PMI (Z), then collect all three scores from 9 classmates and run two correlations: Life Satisfaction vs. Nature Connectedness and Life Satisfaction vs. Positive Mindset. The lab tests whether life satisfaction is more strongly tied to an environmental/ecological orientation or to an internal cognitive outlook. Students evaluate a fictional claim that nature connected
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Psychopath or Misunderstood? Psychopathy Traits and Impulsivity
Psychopath or Misunderstood? Psychopathy Traits and Impulsivity Students complete the Hare Psychopathy Checklist (PCL-22) and the Barratt Impulsiveness Scale (BIS), then pool data to calculate a Pearson r. The lab carefully notes that the PCL-22 is a clinical tool and that most students will score very low. Discussion distinguishes between Hare's two psychopathy factors (interpersonal-affective vs. antisocial lifestyle) and asks which predicts impulsivity more strongly. Students correct the c
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Same Thing or Different? Locus of Control vs. Self-Efficacy
Same Thing or Different? Locus of Control vs. Self-Efficacy Students complete a Locus of Control scale (Internal score) and the Generalized Self-Efficacy Scale (GSE), then pool data to calculate a Pearson r. The lab addresses a common conceptual confusion — whether locus of control and self-efficacy are the same construct — and invites students to evaluate whether their correlation supports or refutes this claim. Students predict which variable is a stronger predictor of academic success and
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Choleric and Aggressive? Testing Ancient Temperament
Choleric and Aggressive? Testing Ancient Temperament with Modern Data Students complete the Four Temperaments Test and record their Choleric score, then pair it with a Buss-Perry Aggression score to calculate a Pearson r. The lab uses the 2,000-year-old temperament system as a foil for teaching scientific validity — students evaluate whether an ancient typology maps onto modern empirical measures. Discussion connects the Choleric type to Big Five personality traits and challenges students to
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Gratitude: Does It Build a Better Life or Just Feel Good Today?
Students complete the Gratitude Questionnaire GQ-6 (X), the Flourishing Scale (Y), and the SPANE Positive Feelings subscale (Z), then collect all three scores from 9 classmates and run two correlations: Gratitude vs. Flourishing and Gratitude vs. Positive Feelings. The lab distinguishes between gratitude's relationship to stable, meaningful living (flourishing) versus its relationship to moment-to-moment emotional experience (positive feelings). Students predict and then test which pathway is st
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Freud Was Onto Something? Oral Fixation and Impulsivity
Freud Was Onto Something? Oral Fixation and Impulsivity Tested Students complete a Freudian Personality Test's Oral stage subscale and the Barratt Impulsiveness Scale (BIS), then pool data to calculate a Pearson r between oral personality traits and impulsivity. The lab uses Freud's psychosexual stage theory as a context for discussing the difference between a trait being measurably real and a theoretical explanation for its cause being scientifically valid. Students are challenged to evaluat
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Feeling the Feels: Gender Differences in Negative Affect
Feeling the Feels: Gender Differences in Negative Affect Students complete the Positive and Negative Affect Schedule (PANAS), focusing on the Negative Affect subscale, and pool scores from male and female classmates to run an independent samples t-test. The lab explores biological and sociocultural explanations for gender differences in emotional experience and examines whether reporting differences (due to social norms around emotional expression) rather than actual emotional differences mig
8th - 12th, Adult Education, Higher Education
Psychology, Statistics
Psychology Lab Stage Fright and Gender: Do Men or Women Have More Social Anxiety
Stage Fright and Gender: Do Men or Women Have More Social Anxiety? Students complete the Social Phobia Inventory (SPIN) and pool scores from male and female classmates to run an independent samples t-test. The lab notes that the SPIN assesses the past week, and that social anxiety is common without necessarily indicating disorder. Students explore social pressures and gender-specific expectations that might produce differences in social anxiety levels and are reminded that research on gender a
8th - 12th, Adult Education, Higher Education
Psychology, Statistics
Psychology Lab Grit: Does Passion and Perseverance Predict Life Satisfaction?
Grit: Does Passion and Perseverance Predict Life Satisfaction? Students complete Duckworth's Short Grit Scale (GRIT-S) and the Satisfaction With Life Scale (SWLS), then pool data to calculate a Pearson r. The lab explores whether passion and perseverance for long-term goals predicts life satisfaction, and examines the two grit subscales (consistency of interest vs. perseverance of effort) to ask which matters more. Students are challenged to consider whether high life satisfaction might itself
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Grit: Is It About Believing You Can or Valuing Hard Work?
Students complete the Short Grit Scale GRIT-S (X), the Generalized Self-Efficacy Scale GSE (Y), and the Protestant Work Ethic scale PWE (Z), then collect all three scores from 9 classmates and run two correlations: Grit vs. Self-Efficacy and Grit vs. Work Ethic. The lab examines whether grit — perseverance and passion for long-term goals — is more strongly linked to confidence in one's capabilities (self-efficacy) or to the valuation of hard work as a moral and personal virtue (work ethic). Stud
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab What Fuels Stress More: Dwelling on It or Never Being Enough?
Students complete the Perceived Stress Scale PSS (X), the Rumination Response Scale RRS (Y), and the SAPS Perfectionism Discrepancy subscale (Z), then collect all three scores from 9 classmates and run two correlations: Perceived Stress vs. Rumination and Perceived Stress vs. Perfectionism. The lab investigates whether stress is more strongly amplified by repetitive negative thinking or by the gap between impossibly high standards and actual performance. Students evaluate a fictional claim that
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Stuck on Repeat: Does Rumination Predict Depression Scores? Stud
Stuck on Repeat: Does Rumination Predict Depression Scores? Students complete the Rumination Response Scale (RRS) and the PHQ-9 Depression scale, then pool data to calculate a Pearson r. The lab directly tests Nolen-Hoeksema's response styles theory, which proposes that ruminative thinking amplifies and prolongs depression. Students distinguish between healthy reflective thinking and clinical rumination, and evaluate a claim that all problem-focused thinking is harmful. An important note draws
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Coping Well: Is It Grit or Self-Belief That Matters More?
Students complete the Brief Resilient Coping Scale BRCS (X), the Short Grit Scale GRIT-S (Y), and the Generalized Self-Efficacy Scale GSE (Z), then collect all three scores from 9 classmates and run two correlations: Resilient Coping vs. Grit and Resilient Coping vs. Self-Efficacy. The lab asks whether active coping is more strongly predicted by perseverance and passion for goals or by belief in one's ability to succeed. Students evaluate a fictional claim that grit and self-efficacy correlate i
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Who's in Control? Gender or Class Differences Locus of Control
Who's in Control? Testing Gender or Class Differences in Locus of Control Students complete Rotter's Internal-External Locus of Control Scale and pool scores from male and female classmates or juniors and seniors to perform an independent samples t-test. The lab explores whether gender is associated with differences in perceived control over one's outcomes, and prompts students to consider social and cultural factors that might produce any observed differences. Students evaluate a fictional c
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
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