Question 1 a) Which metals from Table 8.1 are considered VERY ACTIVE (react with water and aqueous hydrochloric acid), MODERATELY ACTIVE (react with aqueous hydrochloric acid but not water) or have LOW ACTIVITY (do not react with either)? VERY ACTIVE: MODERATELY ACTIVE: LOW ACTIVITY: b) For the metals that reacted with water and/or aqueous hydrochloric acid, write out an appropriate redox reaction equation and assign oxidation numbers to ALL elements (HINT: Use Equations 8.10 and 8.11 in your laboratory manual in order to guide you). c) From your equations above, identify the species that are the oxidising agents and reducing agents in each redox reaction. Provide an explanation for your choices. (HINT: Think about the oxidation numbers of each element and how they change).Question 2 a) Why do we not test each metal against a solution containing that metal? What would you observe if you did? b) Using your results complete the following redox equations. If no reaction occurred, then write ‘no reaction’ like in Equation 8.8 of your laboratory manual. Mg(s) + Pb(NO3)2(aq) → Pb(s) + MgSO4(aq) → Equation 8.13 Equation 8.14 c) What is the oxidation number of magnesium on the left and right-hand sides of Equation 8.13? Has magnesium been oxidized or reduced? Explain your answer. d) Explain the outcome of the reaction in Equation 8.14. e) Complete the Metal Activity Series below by considering the numbers you wrote in the final column of Table 8.2 (ignore Metal ‘Pg’ for the moment). > > Metal Pg > > Most Easily Oxidised Least Easily OxidisedQuestion 3 a) Complete the Halide Activity Series below by considering the numbers you wrote in the final column of Table 8.3. (HINT: Refer to page 7 of your Manual for more information). > > Most Easily Reduced Least Easily Reduced b) From the Activity Series above, complete the following sentence: ″The ability to reduce elements in Group 17 _____________ as you go down the group.″ c) Based upon yours answers in Question 3a) and the periodic trend described in Question 3b), write out the full Halogen Activity Series below. Be sure to include Fluorine (F) and Astatine (At) in your answer. > > > > Most Easily Reduced Least Easily Reduced

~~1. List whether you are positive or negative for each characteristic and include whether your phenotype for that characteristic is caused by dominant or recessive alleles. (6 points)a. Blood group type (Is your blood group A, B, AB, or O?)b. Rh factorc. Widow's peakd. Free ear lobese. Tongue rollingf. Hitchhiker's thumbg. Little finger bendh. PTC tasteri. Mid-digit hairj. Facial dimplesk. Frecklesl. Cleft chin~~2. If an individual knows only his own blood group type and but not his parent's blood types, can he tell if his blood type genotype is heterozygous or homozygous? Explain for each possible human blood group. (5 points)~~3. Create and label a Punnett square to determine the possibility of a couple having a color-blind child if the mother has the recessive trait on one X and the father has normal vision. [HINT: Use Xb to indicate an X with the color-blindness trait.] What are each the predicted offspring genotypes, and what is the predicted genotypic ratio? (4 points)~~4. From your Question 3 Punnett square results, what percentage of female offspring will be color-blind? What percentage of male offspring will be color-blind? (2 points)~~5. Explain the difference between a genetic disorder and a chromosomal disorder. (4 points)~~6. Identify the sex and the chromosomal disorder, if applicable, of the following karyotype. (If there is no chromosomal disorder, please state that the karyotype was normal.) (6 points)undefinedundefinedAdobe StockundefinedCC BY 4.0undefined~~7. Does a karyotype tell all of a person's genetic characteristics? Explain. (5 points)~~8. Why is a photograph of cells in metaphase utilized when constructing a karyotype? (4 points)~~9.a. Genetically speaking, why is it important not to mate with a close relative? Explain. (3 points)b. What types of disorders are increased by inbreeding? (2 points)~~10. A friend has told you that Down Syndrome is associated with inbreeding. How would you clearly explain that this is not true (using specifics and details learned from the lab)? (5 points)~~11. What does it mean to be a carrier of a genetic defective characteristic? When might it be important to know if one is a carrier? (5 points)~~12. Using your results from the hemophilia procedure (from Procedures Step 1, part d.), answer the following questions for a population of 32 offspring (n = 32): (4 points)a. What were the possible genotypes of the offspring?b. Out of only the male offspring, what is the probability (percentage) of a male being afflicted with hemophilia out of only the male offspring?c. How many females (what number of females) would be expected to have hemophilia out of the entire population of offspring?d. How many carriers (what number of carriers) are expected to be produced out of the entire population? What sex are the carriers?~~13. A student has a friend who is a Biologist, and the student is confused about her blood type. Her blood type is O, but her father has type A and her mother has type B. She asks her friend if it is possible for her parents to have a child with type O blood. What would be a clear and complete response the friend could give to answer her question? (4 points)~~14. If a person were to have 14 children in a row, all female, what is the probability the next child would be a female? (2 points)~~15. Explain why more males tend to suffer from X-linked disorders than females. (5 points)~~16. Jamie has decided to breed rabbits. Her male rabbit is white, while her female rabbit is black. They produce a litter of black and white spotted rabbits. Assuming that coat color is controlled by only 1 gene, is this codominance or incomplete dominance? Justify your answer. (4 points)~~17. In the sickle cell activity, what happened to the allele frequencies (the percentage of surviving alleles that were HbA and the percentage of surviving alleles that were HbS) over the course of the experiment? Why did this happen? (5 points)~~18. Using the data from the sickle cell activity, will these percentages continue to change as they did in the first few generations? Explain which simulation parameters will control the allele frequency trends in this simulation. (5 points)Application Question~~ 19. How might the information gained from this lab pertaining to Human Genetics be useful to you, or how can you apply this knowledge to your everyday life as a non-scientist? The application will be graded according to the rubric below. (20 points)

Description If you have put money in a savings account, made monthly auto or mortgage payments, or paid down your student loan ahead of time, you have inherently applied TVM. ·          Discuss how you may have used TVM in a recent investment or loan decision and explain some of the TVM details that may have been involved in your transaction. ·          If you have not used TVM in the past financial transactions explain potential TVM applications you would encounter in future business or personal transactions.