Question

Std lab help please!!!

Answer 1

@InYourHead

Answer 2

@InYourHead

Answer 3

Do you have a graph for this data?

Answer 4

@InYourHead

Answer 5

Huh. I've never tagged myself before. Obviously it must be fun, since you felt the need to do it twice in a row.

Answer 6

@InYourHead

Answer 7

?

Answer 8

1. Did you notice anything unusual about your test tube? If so,
what?_____________________________________________________________
2. Did any mating fail to show a positive for an STD? _______ Do you think they should
have shown as positives? ________
Explain._________________________________________________________________
____________________________________________________________
3. How could you discern who began the infection in the
classroom?_________________________________________________________
4. How many people in your class were infected by the third mating?______; by the fifth
mating? ______
5. What percent of your class was infected by the fifth mating?_________
6. How does the number of times a person mated affect a person’s chance of becoming
infected?
________________________________________________________________________
____________________________________________________________
7. In general, how did your class results compare/contrast with results from other classes?
________________________________________________________________________
____________________________________________________________
8. Why is more than one set of class data used in the reporting of this experiment?

Answer 9

@InYourHead

Answer 10

i dont know how to label the y axis.....help me

Answer 11

It looks like you've labeled them just fine.

Answer 12

Earlier, I asked you to tell whether or not infection spread across all the classes, QUICKLY, or SLOWLY.

Take a look at the graph you made, labeled....
"Average Percent Infected in All Periods vs. Mating Number"

(It's the graph with only one red line.)

You see that curve?
The curve is similar to an EXPONENTIAL INCREASE curve.
(You remember what "exponential increase" is?)

We know that EXPONENTIAL INCREASES tend to happen QUICKLY.

Answer 13

yeah yeah

Answer 14

wait i dont have to label the y axis????

Answer 15

You already have.

Answer 16

no like the numbers.....like

Answer 17

Oh okay.

Well....how did you plot the line on the graph,
if you didn't already have all the numbers??

Answer 18

well i kind copied my friends but she didnt have the numbers labeled....so i wanna know how to graph this.....

Answer 19

i have the data table above if u scroll up..

Answer 20

I would ask your friend the same exact question I just asked you.

Answer 21

well i think she copied it from someone else....

Answer 22

Oh my god you people.

Answer 23

lol (:

Answer 24

hey im sending you the discussion please revise and correct it and see what i need to add more k??

Answer 25

It has to be one page an so i finished the discussion and the conclusion..

Answer 26

Anyway,

let's look at the graph I already mentioned:
the one with just one RED line.

"Average Percent Infected In All Periods vs. Mating Number"

~~~~~~~~~~

I would plot the Y axis with numbers that range from 0% to 60%.

This is because the lowest percent is 3%
and the highest is 56%

In order to make the numbers line up with the points and line that you have already made,
you MAY need to re-do the entire graph.

Answer 27

Discussion/Conclusion:
This STD lab showed whether or not I would get infected after mating with five random people. After the fifth mating, the results showed that I had not been infected. I had a 60% chance of getting STDs after the mating. My hypothesis was wrong because I had predicted that about 50% of the class would get STDs. Out of all the four periods, the amount of students infected was quite similar. The most infected out of all four periods was period two. Period two had about 57 students who were infected. The lab showed the average percent and the total amount of students who were infected. In my graphs, the infections seemed to spread very quickly. In the graphs it shows the percentage of students that were infected in period two vs. mating number. My second graphs show the average percent infected in all periods vs. mating number. The last two graphs show the percent of infection in each period and change in infection number for each period. Each of the graphs is increasing very quickly. Sexually transmitted diseases (STDs) can be transmitted from person to person through sexual contact of body fluids such as the blood, semen, bodily secretions, saliva, etc. Another question that I would have had for this lab is how an STD is passed on from person to person. My hypothesis for this is that “If I make sexual contact with a person who has had many other sexual contacts, then I would be likely to get STDs.”

Answer 28

The answer to my question is that If each person makes sexual contact with five random people in all of the classes, then about 60% will get STDs after the 5th mating. My hypothesis was not correct because I had predicted that about half of 50% of the students will be infected.

Answer 29

no no i dont want to redo the graph!!!! cant i do something cuz my friends graph was correct!!

Answer 30

can u please check my discussion first i need to print it out...

Answer 31

and submit it to my teacher before a certain time..

Answer 32

I'm looking at the single red-line graph....
and I actually do think you'll have to re-do it.

We're supposed to plot the line, ONLY after we have labeled the numbers.

I have no idea how your friend's friend decided to label it.

The CURVE of the line is correct.
But the way that the points line up with the axis....I don't see how it makes sense.

Answer 33

Look at the bottom graph on this page:
http://assets.openstudy.com/updates/attachments/5125810de4b04f674e7c3151-ammarah-1361493149142-anoth.jpg

At mating #0, the percent infected was 3%.
At mating #1, the percent infected was 5%
At mating #2, the percent infected was 11%

Do you see how it the jump makes no sense?

Answer 34

i know but cant we come up with the numbers.......like what i mean is that create the percentages....the teacher said we can go by 10 or 15 u know what i mean??

Answer 35

Your conclusion sounds alright.

You wanna include the part about how this experiment applies to real life.

Does this experiment show how quickly STDs could transfer, in real life?

Answer 36

Yeah I know.

So, if we're following your teacher's advice,
then every sqaure, along the Y axis, might be 5%.

5, 10, 15, 20, 25, 30 ....

you get it?

Answer 37

But that's not how the line has been drawn, on the graph.

Answer 38

I dont know what to write about real life......and The experiment does show how quickly STDs could transfer in real life because about 60% of the students got it...

Answer 39

Yeah you could say that.

You could also say that the curve showing the increase in infection resembled an exponential curve.

Because once again,
we know that exponential curves rise quickly.

Answer 40

ok now how about the real life part?

Answer 41

do u know what i can put?!!

Answer 42

That is the real life part.

You can point out that the experiment suggested that STDs can spread rapidly, in real life,
because the experiment showed that the number of infected people increase almost exponentially.

Answer 43

Ok now im submitting my esay .....CHECK FOR GRAMMER AND IF EVERYTHING SOUND RIGHT!!!

Answer 44

Discussion/Conclusion:
This STD lab showed whether or not I would get infected after mating with five random people. After the fifth mating, the results showed that I had not been infected. I had a 60% chance of getting STDs after the mating. My hypothesis was wrong because I had predicted that about 50% of the class would get STDs. Out of all the four periods, the amount of students infected was quite similar. The most infected out of all four periods was period two. Period two had about 57 students who were infected. The lab showed the average percent and the total amount of students who were infected. In my graphs, the infections seemed to spread very quickly. In the graphs it shows the percentage of students that were infected in period two vs. mating number. My second graphs show the average percent infected in all periods vs. mating number. The last two graphs show the percent of infection in each period and change in infection number for each period. Each of the graphs is increasing very quickly. Sexually transmitted diseases (STDs) can be transmitted from person to person through sexual contact of body fluids such as the blood, semen, bodily secretions, saliva, etc. Another question that I would have had for this lab is how an STD is passed on from person to person. My hypothesis for this is that “If I make sexual contact with a person who has had many other sexual contacts, then I would be likely to get STDs.” This experiment suggested that STDs can spread rapidly in real life because the experiment showed that the number of infected people increase almost exponentially.
The answer to my question is that if each person makes sexual contact with five random people in all of the classes, then about 60% will get STDs after the 5th mating. My hypothesis was not correct because I had predicted that about half of 50% of the students will be infected.

Answer 45

okok forget that remember the data that i asked u before.....u can help me with that now..

Answer 46

sorry, which data?

Answer 47

1. Did you notice anything unusual about your test tube? If so,
what?_____________________________________________________________
2. Did any mating fail to show a positive for an STD? _______ Do you think they should
have shown as positives? ________
Explain._________________________________________________________________
____________________________________________________________
3. How could you discern who began the infection in the
classroom?_________________________________________________________
4. How many people in your class were infected by the third mating?______; by the fifth
mating? ______
5. What percent of your class was infected by the fifth mating?_________
6. How does the number of times a person mated affect a person’s chance of becoming
infected?
________________________________________________________________________
____________________________________________________________
7. In general, how did your class results compare/contrast with results from other classes?
________________________________________________________________________
____________________________________________________________
8. Why is more than one set of class data used in the reporting of this experiment?

Answer 48

all the data scrolll upp

Answer 49

Okay.

Well, using your data, you can answer most of these questions already.

We can talk about other questions like #3 and #6.
I've mentioned this before. You remember?

For instance,
we can determine who began the infection,
by finding the people who were already infected, at mating #0.
They were infected, even before they started sharing their test tubes. You see?

Answer 50

yeah i know that i need help with numbers 7 and 8

Answer 51

Which period were you? 2?

Answer 52

yess

Answer 53

for number 1 i put No2. no and yes but i dont know what to explain
3. the people who were already infected at mate #0.
4. 11 and 1
5. 60%
7.?
8.?

Answer 54

Well, I'm looking at your data,
and I can tell that compared with most other periods,
your period had about the same number of infected people, at each mating.

The only exception was period 4.
They had 86% infected, in the end.
They were filthy.

Answer 55

wait which question r u talking about?

Answer 56

#7.

Answer 57

thats the answer??

Answer 58

So, all in all, there wasn't much of a difference between period 2, and periods 1 and 3

Answer 59

That's my observation.
You can write the answer in your own words.

Answer 60

#8 asks us why more than one set of class data was used.

It's simple:
the more sets of data we use,
the more accurate of an interpretation we can get.

Answer 61

Are the rest above correct?

Answer 62

And how would u explain number two if i put yes for the second blank

Answer 63

Shouldn't your first blank, in #2, say "no"?

If you're only looking at your own period, that is.

Answer 64

ohhhhhhhhhh

Answer 65

Hold on.

Answer 66

It asks us if any mating failed to show a positive, for an STD.

I wonder,
are you supposed to look at the CLASS data?
Or your own INDIVIDUAL data?

Because here's the thing:
It makes sense that some people should be STD NEGATIVE (have no STDs)
at mating #0.

Because it would make sense for some people to not be infected,
before the mating begins.

You see?

Answer 67

i dont know what do u think??

Answer 68

ohh i know its for only my class

Answer 69

Well, I know that for your class, there was always someone who was infected.

Answer 70

NO NO its talking about my test tube not the class.....see if u take a look at question 1 omg its

Answer 71

so now am i correct??

Answer 72

Can you please give me the data for your own test tubes?

Answer 73

Actually, tell me,

from matings #0 through 5,
which of your test tubes were not infected?

Answer 74

none of them were infected..

Answer 75

Are you serious?

At the end of your experiment, NONE of your test tubes had been infected?

Answer 76

Well if that's true,
then you just happened to be very very lucky.

Answer 77

yeah...so whats the answer??

Answer 78

There is no answer. This is a question of opinion.

Here's a question,
did you share your test tube with the same people, every mating session?

Answer 79

At the end of your experiment,
I see that 51% of the people in your class were infected.

That's just about a 50/50 chance.

So maybe you weren't SO lucky, after all.

Answer 80

so its no

Answer 81

First blank: yes. Obviously because NONE of your test tubes were infected.

Second blank: You COULD say "no." And explain that there was nearly a 50% chance that you weren't going to be infected.

Answer 82

It looks like you've covered what you need, in your Discussion.

If I were you, I'd mention that the experiment shows how quickly STDs could spread, in real life, because of the exponential growth or infection percentages shown by the graph.
(The one with the red line, remember?)

Good luck with your lab report.

Answer 83

Keyword: Exponential

Answer 84

isnt the first blank no?

Answer 85

ok is the rest of my answers correct????????1

Answer 86

It means you have the infection.

Answer 87

The first blank, in #2 would be YES.

ALL of your test tubes failed to show a positive for an STD.
Because NONE of them had an STD.
None of them were infected.

Like abb0t says,
to be POSITIVE for STD means that you DO have the STD.

Answer 88

#4 is wrong.

Look at your data chart, here:
http://assets.openstudy.com/updates/attachments/5125810de4b04f674e7c3151-ammarah-1361412565243-datatable.jpg

Look sat Period 2. Your period.

#4 asks us...
How many people were infected by the third mating?
How many people were infected by the fifth mating?

It doesn't look to me like 11 and 1.

Answer 89

Okay.....#5 is wrong too.

Look at that data chart again.

By the fifth mating,
what percentage of your 2nd period class was infected?

It's written right there.
And it's not 60%

Answer 90

......come to think of it, where did you even get 60%?

Answer 91

i dont knowww...i dont get it..

Answer 92

Okay.
Look at #4.

How many people in your class were infected by the THIRD mating?
The number is written right there on your data chart: 4

How many people in your class were infected by the FIFTH mating?
Again, the number is written there: 21

4 and 21

Can you find that on your data chart?