AREL ANATOLIAN HIGH SCHOOL SCIENCE DEPARTMENT 2020-2021 ACADEMIC YEAR DATE : LESSON: TEACHER: Buse EROĞLU STUDENT: CLASS: SCHOOL NO: Investigation of Blood Type TOPIC AND THE PURPOSE OF THE EXPERIMENT: To determine the blood type. Remember 1. What is the antigen? 2. What is the anticore? LABORATORY EQUIPMENTS: Microscope slide anti B anti D serums coverslip lancet alcohol anti A KNOWLADGEMENT: Blood group determination involves testing the individual's blood for the presence or absence of certain antigens found on red blood cells (RBC-erythrocytes). ABO type designation determines A and B markers (surface antigens) from these antigens. Erythrocytes are considered to be group A of those containing A antigens, B of those containing B, AB of those containing both A and B antigens, and O of those without blood. PROCEDURE: 1- Finger is wiped with alcohol and drilled with lancet. 2- The first blood is wiped and then three drops of blood are dropped on the slide separately. 3- First drop to the blood Anti-A serum, second drop to the blood Anti-B serum, third drop to the blood anti-D serum drop to ensure the mixing of the test to shake the slide horizontally for three minutes. 4- Check for sedimentation. (Çökelti) 5- If there is sedimentation in anti-A test serum, blood is group A, if there is sedimentation in anti-B test serum, if there is sedimentation in both test serum, blood is AB group. If there is no precipitation in both test serum, the blood is O group. 6- Blood Rh + if there is sedimentation in the blood that we instilled anti-D test serum. CALCULATION: RESULT OF THE EXPERIMENT: DISCUSSION: SELF ASSESMENT QUESTIONS: what are the purposes of using blood group analysis? References : http://biyologlar.com/kan-grubu-tayini Fill in the chart giving evidence of your ATL skill development. ATL SKILLS EVIDENCE Thinking Skills I improved my thinking skills………………………………………………….. ………………………………………………………………………………………………. ………………………………………………………………………………………………. ………………………………………………………………………………………………. ………………………………………………………………………………………………. ……………………………………………………………………………………………… ………………………………………………………………………………………………. Communication Skills I improved my communication skills……………………………………… ………………………………………………………………………………………………. ………………………………………………………………………………………………. ………………………………………………………………………………………………. ………………………………………………………………………………………………. ……………………………………………………………………………………………… ……………………………………………………………………………………………… Research Skills I improved my research skills…………………………………………………. ………………………………………………………………………………………………. ………………………………………………………………………………………………. ………………………………………………………………………………………………. ………………………………………………………………………………………………. ………………………………………………………………………………………………. ……………………………………………………………………………………………….. Criterion B: Inquiring and designing (Maximum: 8) Level descriptor (MYP5) Achievement level The student does not reach a 0 standard identified by any of the descriptors below. 1–2 The student is able to: i. State a problem or question to be tested by a scientific investigation Task Specific The student does not achieve a standard described by any of the descriptors below or did not submit her/his work. The student is able to discover the general steps for laboratory procedure but not able to find out their similarities and grouping based on dissolving processes. ii. Outline a testable hypothesis iii. Outline the variables iv. Designa method, with limited success. 3–4 The student is able to: i. Outline a problem or question to be tested by a scientific investigation ii. Formulate a testable hypothesis using scientific reasoning iii. Outline how to manipulate the variables, and outline how relevant data will be collected iv. Design a safe method in which he or she selects materials and equipment. The student is able to discover the general steps for laboratory procedure and able to find out their similarities and grouping based on dissolving processes, but cannot define each substances’ polarities using water. 5–6 The student is able to: i. Describe a problem or question to be tested by a scientific investigation ii. Formulate and explain a testable hypothesis using scientific reasoning iii. Describe how to manipulate the variables, and describe how sufficient, relevant data will be collected iv. Design a complete and safe method in which he or she selects appropriate materials and equipment. The student is able to discover the general steps for laboratory procedure and able to find out their similarities and grouping based on dissolving processes, define each substances’ polarities using water, separate the given liquid and liquid mixture with separator funnel but cannot find the ways for calculating volume percentage of this mixture in terms of benzene. 7–8 The student is able to: i. Explain a problem or question to be tested by a scientific investigation ii. Formulate and explain a testable hypothesis using correct scientific reasoning iii. Explain how to manipulate the variables, and explain how sufficient, relevant data will be collected iv. Design a logical, complete and safe method in which he or she selects appropriate materials and equipment. The student is able to discover the general steps for laboratory procedure and able to find out their similarities and grouping based on dissolving processes, define each substances’ polarities using water, separate the given liquid and liquid mixture with separator funnel and able to find the ways for calculating volume percentage of this mixture in terms of benzene. He/she is able to explain his design’s the reasons scientifically. Student Evaluation Teacher Evaluation Criterion C: Processing and evaluating (Maximum: 8) Achievement level Level descriptor (MYP5) Task Specific 0 The student does not reach a standard identified by any of the descriptors below. The student does not achieve a standard described by any of the descriptors below or did not submit her/his work. 1–2 The student is able to: The student is able to interpret the procedure of the experiment and apply the steps one by one but is not able to grouping the bottles based on similar properties processing his knowledge. i. Collect and present data in numerical and/or visual forms ii. Accurately interpret data iii. State the validity of a hypothesis based on the outcome of a scientific investigation iv. State the validity of the method based on the outcome of a scientific investigation v. State improvements or extensions to the method. 3-4 The student is able to: i. Correctly collect and present data in numerical and/or visual forms ii. Accurately interpret data and explain results iii. outline the validity of a hypothesis based on the outcome of a scientific investigation The student is able to interpret the procedure of the experiment and apply the steps one by one and also is able to grouping the bottles based on similar properties processing his knowledge but is not able to use water to classify his groups as polar and nonpolar. iv. Outline the validity of the method based on the outcome of a scientific investigation v. Outline improvements or extensions to the method that would benefit the scientific investigation. 5-6 The student is able to: i. Correctly collect, organize and present data in numerical and/or visual forms ii. Accurately interpret data and explain results using scientific reasoning iii. Discuss the validity of a hypothesis based on the outcome of a scientific investigation iv. Discuss the validity of the method based on the outcome of a scientific investigation The student is able to interpret the procedure of the experiment and apply the steps one by one and also grouping the bottles based on similar properties processing his knowledge and to use water to classify his groups as polar and nonpolar. However the student is not able to calculate the volume percentage of this mixture across the process for separating the given mixture. v. Describe improvements or extensions to the method that would benefit the scientific investigation. 7-8 The student is able to: i. Correctly collect, organize, transform and present data in numerical and/or visual forms ii. Accurately interpret data and explain results using correct scientific reasoning iii. Evaluate the validity of a hypothesis based on the outcome of a scientific investigation iv. Evaluate the validity of the method based on the outcome of a scientific investigation v. Explain improvements or extensions to the method that would benefit the scientific investigation. The student is able to interpret the procedure of the experiment and apply the steps one by one and also grouping the bottles based on similar properties processing his knowledge and to use water to classify his groups as polar and nonpolar. The student is also able to calculate the volume percentage of this mixture across the process for separating the given mixture. Student Evaluation Teacher Evaluation
