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

Question 1: Prior to beginning work on this discussion forum, review Chapter 5 in the course textbook. Imagine that you are a resident of Arzaville, a community whose characteristics are described below. You have come together with your neighbors for a special meeting to devise a plan for managing its water resources more sustainably by 2050. Water resource issues the community faces include ensuring a safe and sustainable drinking water supply for all, handling its wastewater in a manner that has a minimal environmental impact, and managing its stormwater runoff in a way that minimizes the risks of erosion and flooding. Fortunately, you have all attended the meeting with the knowledge that you have gained from your readings in this course. Now it is time to put your thinking cap on and get to work! Your ideas should each consist of one of the following elements, depending upon what you think is Arzaville’s area of greatest need: Sustainable drinking water access measures (e.g., developing a program for rural residents to begin collecting and treating their rainwater for drinking use). Sustainable wastewater management measures (e.g., collecting greywater from area residences for use irrigating a local golf course). Stormwater management measures (e.g., requiring that permeable pavement be used for all future development projects in the community). This week’s discussion will take place in an online app called Tricider. There, you will be able to post your ideas for plan components and also share pros and cons of different proposals during the week. Finally, you will be able to vote on the three components that you think the plan should include. For directions on how to use the Tricider app, please review the Tricider Help Guide  download. In Tricider. You will be expected to do the following: Post at least two separate and entirely original ideas. Do not duplicate ideas already posted by your peers. Include your full name for each one. Post at least six different pros and six different cons for your classmates’ proposed ideas (12 in all). Vote on what you feel are the top three ideas in the list. Do not vote before Friday, so that you can vote from the full collection of student ideas. You must complete the three tasks above to receive full credit for this discussion. Please note: You are welcome to post questions and comments to this board for your instructor; however, this discussion board does not have any posting requirements of its own, and no additional credit will be given for posts made here. In this discussion area, the instructor will post the following: The Arzaville description you will be using for this activity The link you will be using to access Tricider for this activity. Tricider Link:   http://www.tricider.com/brainstorming/36bMrwt1Ugl Question 2: Prior to beginning work on this discussion forum, read Chapters 5 and 6 in your course textbook. Now that you have cast your votes for the Arzaville Water Management Plan, it is time to explain your choices to the class. Please make a post of at least 150 words in which you Identify (briefly) the plan elements on which you voted. Explain why you selected each one.

LABORATORY EXERCISE QUESTIONS ~~1.Why do you use a bacterial culture plate when working with viruses? (6 points)~~2.How do you count phages? Describe the general process and the end result. (6 points)~~3.Explain what is meant by plaque forming unit. (6 points)~~4.If there were no plaques on your plate, offer an explanation. (6 points)~~5.In this procedure, why is it important to use a hard agar with a soft agar overlay to demonstrate plaque formation? (6 points)