RATIFICATION PAGE

Complete report of Basic Biology practicum with title ’’Heredity’’ that

arranged by :

Name : Jeny ayu hardiah ningrum

ID : 1114040162

Group : III (Three)

Class : ICP A

After checked by Assistant and Assistant Coordinator so this report was

accepted

Makassar, December 12th 2011Assistant Coordinator, Assistant,

Djumarirmanto, S.Pd Gunawan Rahmil ID. 091404174

CHAPTER IIPREVIEW OF LITERATURE

If you happened to see a woman with bright purple hair walking down the

street, you Would probably conclude that she hadn't inherited her striking hair color

from either parent. Consciously or not, you have transformed a lifetime of

observations of hair color and other features into a list of possible variations that

occur naturally among people. Eyes of brown, blue, green, or gray; hair of black,

brown, blond, or red-these are just a few examples of heritable variations that we may

observe among individuals in a population. What are the genetic principles that

account for the transmission of such traits from parents to offspring in humans and

other organisms? The explanation of heredity most widely in favor during the l800s

was the 'blending" hypothesis, the idea that genetic material contributed by the two

parents mixes in a manner analogous to the way blue and yellow paints blend to make

green. This hypothesis predicts that over many generations, a freely mating

population we give rise to a uniform population of individuals. However, our

everyday observations and the results of breeding experiments with animals and

plants contradict that prediction. The blending hypothesis also fails to explain other

phenomenaof inheritance, such as traits reappearing after skipping ageneration. An

alternative to the blending model is a "particulate" hypothesis of inheritance: the gene

idea. Segregation of alleles and fertilization as chance events. When a heterozygote

(Rr) forms gametes, whether aparticular gamete ends up with an Ror an r is like the

toss of a coin. We can determine the probability for any genotype among the

offspring of two heterozygotes by multiplying together the individual probabilities of

an egg and sperm having aparticular allele. Dominance relationships, multiple alleles,

and pleiotropy all have to do with the effects of the alleles of a single gene. We now

consider two situations in which two or more genes are involved in determining a

particular phenotype (Campbell, 2008)

At first sight the answer might seem obvious because at cell division the

component molecules and larger structures of the cell tend to be distributed evenly

between the two daughter cells. But this explanation is inadequate because, on the

average, the daughter cells are half the parental size, and must double in size before

they in turn divide. It is this doubling that is the basic problem of heredity. Since cells

are made of molecules, it must normally involve a doubling in the number of each

kind of molecules in the cell. It is possible to conceive of various ways in which this

process might some about, but all involve some from of self-copying by certain

molecules of cells. There might conceivably be only one kind of molecules of cell,

which could form copies of it self, and this might direct the formation, or entry into

the cell, of all other molecules. Or there might be many kinds of molecules which

could form self-copies (Barry, 1964).

Transmission of traits from parents to offspring through genes, the functional

units of heritable material that are found within all living cells. From his studies in the

mid-19th century, Gregor Mendel derived certain basic concepts of heredity, which

eventually became the foundation for the modern science of genetics. Each member

of the parental generation transmits only half its genes to the offspring, and different

offspring of the same parents receive different combinations of genes. Many

characteristics are polygenic (i.e., influenced by more than one gene). Many genes

exist in numerous variations (alleles) throughout a population. The polygenic and

multiple allelic nature of many traits gives a vast potential for variability among

hereditary characteristics. While the genotype determines the broad limits of features

an individual may develop, the actual features that do develop are dependent on

complex interactions between genes and their environment. See also variation, As

discussed at the beginning of the essay on genetics, the subjects of genetics and

heredity are inseparable from each other, but there are so many details that it is

extremely difficult to wrap one's mind around the entire concept. It is advisable, then,

to break up the overall topic into more digestible bits. One way to do this is to study

the biochemical foundations of genetics as a subject in itself, as is done in Genetics,

and then to investigate the impact of genetic characteristics on inheritance in a

separate context, as we do here, Also included in the present essay is a brief history of

genetic study, which reveals something about the way in which these many highly

complex ideas fit together (Anonymous, 2011).

Mendel`s great contribution to the study of heredity was his discovery of the

orderly processes governing the recombination of genes where so many before him

had failed. Notable among his predecessors were kolreuter and gatner. Both men

observed that the first generation (F1 or first filial) hybrids were usually intermediate

with respect to the parents and that the second (F2) generation was more variable than

the (F1). Darwin the great synthesizer, gathered together a great deal of information

about hybridization from breeding experiments of all kinds, both plant and animal.

However this approach, so fruitful with respect to evolution and natural selection, did

not lead him to significant generalizations concerning heredity, Ha e also conducted

his own breeding experiments with pigeons and with plants, but mad no notable

advances (Merrell, 1975).

We hold these truths to be self-evident: that all men are created equal, “all

men are equal before the law, and all are equal in dignity as human beings: that os

what the writers of the declaration of independence meant. It is, hpwever one of the

profound lessons of genetics that only identical twins are born equal biologically.

Unless you are an identical twin (and only about 0.4 percent of births yield identical

twins), you are not equal to anyone else on earth in the sense of being biologically the

same. No judgement is involved here as to who is better and who is worse, or as to

whether “better” and “worse” have valid meanings in this connection. New ertheless,

the fact remains that the mechanisms of heredity make it virtually impossible that any

two nontwins ever have inherited just the same genes, centuries of human striving-

political, ,oral and physical-have gone into establishing the truth of the political

equality embodied in the declaration of independence (Simpson,1965).

CHAPTER IIIPRACTICUM METHOD

A. Time and Place

Day / Date : Monday/October 31th 2011

Time : 10.50 A.M until 12.30 P.M

Place : Biology laboratory 3rd floor at FMIPA UNM

B. Tools and material

1. Phenotype list

2. Pen

3. Paper

C. Work produce

1. Checked fenotipe of each herdity list in our body and wrote down the

obbservation result in table.

2. If you have dominant phenotype, gave checklist (√) to dominant coloum.

3. Wrote the heredity data of other group members and classmate, and calculated

the percentage.

CHAPTER IVOBSERVATION RESULT

A. Observation result

1. Personal data

2. Data of group

Number Phenotype My phenotype

1 Mortar chin d

2 Tip of auricle of ear hang E

3 People who take mother finger (left) on right

mother finger when crossing his hand

e

4 People who has little fingers that askew inside two

sweet fingers

b

5 Forehead stick out w

6 Hair in finger growth both finger space M

7 Dimple chin p

8 People who can rol his tongue l

9 People who has shine teeth that has space G

Member Group`s

name

A B C D E F G H I

D d E e F f B b W w M m P p L l G g

Jeny ayu - √ √ - - √ - √ - √ √ - - √ - √ √ -

Sri oktopiani

- √ √ - - √ - √ √ - √ - - √ √ - - √

Hardiyanti M

- √ √ - √ - √ - - √ √ - √ - √ - - √

A.Andriana - √ √ - - √ - √ - √ √ - - √ - √ - √

Count 0 4 4 0 1 3 1 3 1 3 4 0 1 3 2 2 1 3

3. Data of class

Group`s

name

A B C D E F G H I

D d E e F f B b W w M m P p L l G g

I - 4 - 4 2 2 2 2 4 4 - - 4 4 - 2 2

II - 5 2 3 4 1 1 4 5 5 - 2 3 3 2 - 5

III - 4 4 - 1 3 1 3 1 3 4 - 1 3 2 2 1 3

IV 3 1 4 - 1 3 1 3 1 3 4 - 1 3 2 2 2 2

V 1 3 3 1 3 1 - 4 1 3 4 - 1 3 2 2 1 3

Count 4 17 13 8 11 10 5 16 3 18 21 0 5 16 13 8 6 15

B. Data analysis1. Data of groups

a) Dimple chin

1) %Dominant=∑ dominantgroup

x100 %=04

x100 %=0 %

2) %Recessive=∑ Recessivegroup

x100 %=44

x100 %=100 %

b) Tip of earlobe unattached

1) %Dominant=∑ dominantgroup

x100 %=44

x100 %=100 %

2) %Recessive=∑ Recessivegroup

x100 %=04

x100 %=0%

c) Take left thumb on top of right thumb

1) %Dominant=∑ dominantgroup

x100 %=14

x100 %=25 %

2) %Recessive=∑ Recessivegroup

x100 %=34

x100 %=75 %

d) Little fingers that askew inside to ring fingers

1) %Dominant=∑ dominantgroup

x100 %=14

x100 %=25 %

2) %Recessive=∑ Recessivegroup

x100 %=34

x100 %=75 %

e) Forehead hair stick out

1) %Dominant=∑ dominantgroup

x100 %=14

x100 %=25 %

2) %Recessive=∑ Recessivegroup

x100 %=34

x100 %=75 %

f) Hair in finger

1) %Dominant=∑ dominantgroup

x100 %=44

x100 %=100 %

2) %Recessive=∑ Recessivegroup

x100 %=04

x100 %=0%

g) Cheek dimple

1) %Dominant=∑ dominantgroup

x100 %=14

x100 %=25 %

2) %Recessive=∑ Recessivegroup

x100 %=34

x100 %=75 %

h) Can roll his tongue

1) %Dominant=∑ dominantgroup

x100 %=24

x100 %=50 %

2) %Recessive=∑ Recessivegroup

x100 %=24

x100 %=50 %

i) Incisor has space

1) %Dominant=∑ dominantgroup

x100 %=14

x100 %=25 %

2) %Recessive=∑ Recessivegroup

x100 %=34

x100 %=75 %

The value of frequency dominant and recessive for the 3rd group.

a) Frequency of Dominant= Amount of dominant data( percent)

Amount of genotipe

= 0 %+100%+25 %+25 %+25 %+100%+25 %+50 %+25 %

9 =

375 %9

=41,66 %

b) Frequency of Recessive= Amount of recessive data( percent)

Amount of genotipe

=

100 %+0%+75 %+75 %+75 %+0%+75 %+50 %+75 %9

=525%9

=58,33 %

2. Data of class

a) Dimple chin

1) %Dominant=∑ dominantclass

x100 %= 421

x100 %=19,04 %

2) %Recessive=∑ Recessiveclass

x100 %=1721

x 100 %=80,95 %

b) Tip of earlobe unattached

1) %Dominant=∑ dominantclass

x100 %=1321

x100 %=61,90 %

2) %Recessive=∑ Recessiveclass

x100 %= 821

x100 %=38,09 %

c) Take left thumb on top of right thumb

1) %Dominant=∑ dominantclass

x100 %=1121

x100 %=52,38 %

2) %Recessive=∑ Recessiveclass

x100 %=1021

x100 %=47,61 %

d) Little fingers that askew inside to ring fingers

1) %Dominant=∑ dominantclass

x100 %= 521

x100 %=23,80 %

2) %Recessive=∑ Recessiveclass

x100 %=1621

x 100 %=76,19 %

e) Forehead hair stick out

1) %Dominant=∑ dominantclass

x100 %= 321

x100 %=14,28 %

2) %Recessive=∑ Recessiveclass

x100 %=1821

x100 %=85,71 %

f) Hair in finger

1) %Dominant=∑ dominantclass

x100 %=2121

x100 %=100 %

2) %Recessive=∑ Recessiveclass

x100 %= 021

x100 %=0%

g) Cheek dimple

1) %Dominant=∑ dominantclass

x100 %= 521

x100 %=23,80 %

2) %Recessive=∑ Recessiveclass

x100 %=1621

x 100 %=76,19 %

h) Can roll his tongue

1) %Dominant=∑ dominantclass

x100 %=1321

x100 %=61,90 %

2) %Recessive=∑ Recessiveclass

x100 %=1821

x100 %=38,09 %

i) Incisor has space

1) %Dominant=∑ dominantclass

x100 %= 621

x100 %=28,57 %

2) %Recessive=∑ Recessiveclass

x100 %=1521

x100 %=71,42%

The value of frequency dominant and recessive for the 3rd group.

a) Frequency of Dominant= Amount of dominant data( percent)

Amount of genotipe

=

19,04 %+61,90 %+52,38 %+23,80 %+14,28 %+100 %+23,80 %+61,90 %+28,57 %9

= 385,67 %

9=42,85 %

b) Frequency of Recessive= Amount of recessive data( percent)

Amount of genotipe

=

80,95 %+38,09 %+47,61%+76,19 %+85,71 %+0 %+76,19 %+38,09 %+71,42 %9

= 514,25 %

9=57,14 %

C. Discussion

In the first analysis, which is analyze the group’s data, we found that the

student who has dominant traits is 0%, means that no one in group that have

chin dimple, so the recessive is 100%.. Second, the student who his tip of

earlobe is unattached is 100% dominant . Next for take left thumb on top of

right thumb when crossing hand as dominant trait, we found that no one have

dominant trait. So the percentage for dominant is 0% and resesif is 100%. The

student who dominant has little fingers that askew inside to ring fingers is

25%% and 75% others is recessive. Next for Forehead’s heair stick out as

dominant trait, we found that 25% have dominant trait and 75% other is

recessive. Then the students who has dominant trais if they have hair in their

fingers. In groups 100% is dominant. Next traits is cheek dimple. In group

there is 25% members that have cheek dimple. So they are dominant, and 75%

others is recessive. In this group, from 4 there are 2 person that can roll his

tongue. So 50% is dominant and 50% is recessive. Last traits that we observed

is there is space between incisors 25% and 75% recessive.

In the second analysis, which is analyze the class’s data, we found that the

student who has dominant traits is 19,04% and recessive is 80,95%. Second,

the student who his tip of earlobe is unattached is 61,90% and 38,09% other is

recessive. Next for take left thumb on top of right thumb when crossing hand

as dominant trait, we found that student that have dominant trais is 52,38%

and resesif is 47,61%. The student who dominant has little fingers that askew

inside to ring fingers is 23,80% and 76,19% others is recessive. Next for

Forehead’s heair stick out as dominant trait, we found that 14, 28% have

dominant trait and 85,71% other is recessive. Then the students who has

dominant trais if they have hair in their fingers. In groups 100% is dominant.

Next traits is cheek dimple. In group there is 23,80% members that have

cheek dimple. So they are dominant, and 76.19% others is recessive. From 21

student in class, there are 61,90% person that can roll his tongue. So they are

dominant and 38,09% are recessive. Last traits that we observed is there is

space between incisors. There are 28,57% have dominant trait and 71,42%

have recessive trait.

CHAPTER VCONCLUSION AND SUGGESTION

A. Conclusion

Comparison number between phenotype from Mandel’s law and

genotype basic from heredity of human beings, and after comparison we have

ratio dominant in data of group is 41,66% and 58,33% is recessive, and ratio

dominant in data of class is 42,85% and recessive is 57,49%, so after done

practicum, we can conclusion no body`s same in the world.

B. Suggestion

1. Suggestion for laboratory

I hope for next practicum the laboratory has place which good but the

students difficult getting chair that reasonably and floor also available one

breaks down so hard to clear.

2. Suggestion for Assistant

I hope assistant can give information and directive about practicum,

may be can give time to make the result observation.

3. Suggestion for the all friends

I hope all friend can hear and can see if assistant and coordinator

assistant give information, so we can do practicum.

BIBLIOGRAPHY

Anonymous. 2011. Heredity. http://www.answers.com/topic/heredity Accessed at December 8th 2011

Barry, J. M. 1964. Molecular Biology. America: United States of America

Champbell, Neil A, 2008. Biology. San Francisco: Pearson Benjamin Cummings

Merrell, David J. 1975. An Introduction to Genetics. New York: Ww. Norton and

Company, inc.

Simpson, George Gaylord. 1965. Life An Introduction to biology. New York:

Harcourt

Tim Pengajar, 2011. Penuntun praktikum biologi dasar. Makassar:UNM