APPROVAL SHEET

Complete report of General Biology Experiment with title Heredity arranged by: Name ID Class/Group : Hikmawati : 1112040178 : ICP of physics / I

After checked and consulted by Assistant and Assistant Coordinator, so it was accepted.

Assistant Coordinator,

Makassar,November Assistant,

2011

(Djumarirmanto, S.Pd)

(Asniati Samad) ID: 091404153 Known by , Lecturer Responsibility,

(Dr. Ir. Muh. Wiharto Caronge, M.Si) ID. 19660930 199203 1 004

CHAPTER I INTRODUCTION

A. Background Have you ever thought why you have straight hair like dad's hair, and curly hair like a mother instead? Or maybe you also observe that most cats that have three color-sex female, why. Such things as above relating to heredity or inheritance from parent to child through genes. This inheritance was to follow a certain pattern. What if the pattern was not followed? Whether it will mislead abnormalities or defects in individual?. You can find out the answer in this lab that talks about immortality. Heredity means the reduction of genetic traits from parent to child. The science which deals with heredity is called genetics. Theory of inheritance or the laws of heredity was first coined by Gregor Johann Mendel (1822-1884), son of a small farmer in North Moravia. Mendel argued that the properties can be passed down from generation to generation through the deciding factor. At the time of the opinion he recognized the truth, he is dead. That's because at the time of publication of books that make his opinion in 1886, the world of science has not been able to show the shape and arrangement of the nature of heredity which Mendel referred to as the deciding factor. Through heredity, variations exhibited by individuals can accumulate and cause a species to evolve. The study of heredity in biology is called genetics, which includes the field of epigenetics. In this experiment we will compare the physical characteristics of a person with a group of friends, or with classmates. Judging from the dimple chin or not, the child leaves the ears that hang or stick, whether the form of the left little finger shoved into it or not, whether or not hair jutted jutting forehead, the hair on the finger or not, the presence of dimples or not, whether the tongue can be rolled lengthwise or can not be rolled up lengthwise, and whether he has the

upper incisors are gaps or no gaps. So, by means this experiment we hope, we know what our friends characteristic, and their genotype. B. Purpose The purpose of this experiment is to prove the comparing of genotype and phenotype from Mendels law and fundamental genotype for several characteristic of human heredity. C. Benefit According to the purpose above the benefit of this experiment is the student of university able to prove the comparing of genotype and phenotype from Mendels law and fundamental genotype for several characteristic of human heredity.

CHAPTER II PREVIEW OF LITERATURE

Genetics is the branch of biology that deals with heredity or variation. Hereditary units that are transmitted from one generation to the next (ie inherited) are called genes. gene is located in long molecules of deoxyribonucleic acid (DNA) present in all cells . DNA together with a matrix of proteins, forming a nucleoprotein and organized into structures called chromosomes that are found in the nucleus or the cell nucleus. A gene contains the code information for protein production. Normally DNA is a stable molecule with the capacity to perform its own application (Fried and Hademenos, 2000). According to Tim Pengajar (2011), in the inheritance of properties or crosses, there are principles that we have to remember are: 1. Genes that play a role in regulating and determining the nature of the given symbols letters 2. Dominant gene that is expressed in capital letters. Recessive gene that is expressed primarily to lower case, for example, genes that determine the nature of the short stem is written with the letter "t". Thus, it can be interpreted that the high-dominant stem loss of credit for short rod, short rod and vice versa recessive to stem height. In humans and vertebrate animals, the union of sperm and ovum, each of which are haploid (n) will form a zygote. Zygotes grow and develop into individuals who are diploid (2n), so that individual properties are represented by two letters. (Tim Pengajar, 2011). Each chromosome contains many genes. End since each chromosome is paired the genes residing on homologous chromosome are also paired. One gene of each pair is inherited from each parent. Normally, each member of a gene pair occupies the same locus or position on the homologous chromosome. Most genes we recognize come in the list two and sometimes three or more alternative alleles. Of course normal individuals never possess more than two alleles of any given genes,

because they have only two of each kind of chromosome. An individual is said to be homozygous for a particular trait if determining gene pair consist of identical genes. Its the genes of a pair is different alleles, the individual is said to be heterozygous for that trait (Stanley, 1984). Often one allele of a one masks the expression of another allele of the gene. This is the phenomenon of dominance. The gene that is expressed is said to be dominant to the other recessive allele. If one gene result in the production of enough enzyme to make sufficient product it matters little whether the allele on the other chromosome codes for this functional enzyme or for a useless protein (Stanley, 1984). The genes for certain traits are passed down in families from parents to children. This has been known for thousands of years--even in Biblical times--and has allowed farmers to breed better crops and animals. For example, parents with black hair will likely give birth to children with black hair, just as parents with long noses will have kids with long noses. Once in awhile, though, this doesnt work and parents with black hair will give birth to a blond. This discrepancy can be explained by the principle of segregation, first noted by Austrian monk Gregor Mendel over 100 years ago. The principle has three parts: The genes for certain traits are passed down in families from parents to children. This has been known for thousands of years--even in Biblical times--and has allowed farmers to breed better crops and animals. For example, parents with black hair will likely give birth to children with black hair, just as parents with long noses will have kids with long noses. Once in awhile, though, this doesnt work and parents with black hair will give birth to a blond. This discrepancy can be explained by the principle of segregation, first noted by Austrian monk Gregor Mendel over 100 years ago. The principle has three parts: Hereditary traits are determined by specific genes, Individuals carry two genes for each trait, one from the mothers egg and one from the fathers sperm, andWhen an individual reproduces, the two genes split up (segregate) and end up in separate gametes (Anonymousa, 2011).

According to Anonymousa (2011), The principle of segregation applies to all organisms, including humans : 1. Hereditary traits are determined by specific genes. Within the DNA molecule, genes exist that specify a certain, single characteristic; there is a gene for height, a gene for weight, and a gene for eye color, etc. Variations of the gene relating to the same trait are called alleles. 2. Individuals carry two genes for each trait, one from the mothers egg and one from the fathers sperm. One of these two genes is dominant over the other. The dominant allele will mask the other, called the recessive allele. For example, if the father gives a tall allele of the height gene, and the mother gives a short allele, the offspring will be tall. This is because tall is dominant and short is recessive. The British mathematician/biologist R.C. Punnett devised a method of picturing this concept on a graph called a Punnett Square. Punnett Squares graph the fathers genotype (the genetic information concerned with a specific trait: for example, two alleles for tall, or two for short, or one for each) crossed with the mothers. Punnett Squares show the probability of having children who have a certain trait (Anonymousa, 2011). When only one trait is a Punnett Square is graphed, it is called a monohybrid cross. But when two or more traits are graphed, its called a dihybrid cross. This illustrates the law of Independent Assortment, meaning that one trait doesnt affect another. In other words, having red hair has nothing to do with also having bad eyesight. The genes are independent of each other. Sometimes two genes will be co-dominant that is, neither masks the other. In this case, both genes will show. An example is skin color: the child of dark-skinned and fair-skinned parents will be a mixture of the two. Breeding red geraniums with white geraniums gives you pink flowers. When an individual reproduces, the two genes split up (segregate) and end up in different gametes. This is explained by the process called meiosis. Meiosis is like mitosis (normal cell division), but instead produces sex cells (gametes: sperm and egg). Sex cells have only 23 chromosomes

(called a haploid, meaning one set), instead of 46 (called a diploid, meaning two sets) so that when fertilization occurs, a new cell with 46 chromosomes will form. For example, when a sperm with 23 chromosomes unites with an egg with 23 chromosomes, the cell they form will have 46. In meiosis, the cell divides normally (as in mitosis) after copying its chromosomes. The chromosomes also undergo crossing-over. When the chromosomes pair up, sometimes they will switch genetic data. This ensures that the genes from both parents will be present. Immediately after dividing, it divides again, this time without copying the chromosomes. This creates four sex cells, where only one existed before, each with only 23 chromosomes (Anonymousa, 2011). According to Anonymousb(2011), leaders laid the basic principles of genetics was a monk Gregor Johan Mendell and plant investigators Austrian nationality. In 1866 Mendell reported the results of investigations over the years on peas / pea (Pisum sativum). To study the properties of peas decreased Mendell uses the following reasons: - Has a pair of flashy nature - Can perform self-pollinating - Soon produce offspring or short lived - Able to produce many offspring, and - Easily crossed The first Mendell law also known as the Law of Segregation states: 'the formation of gametes which is the second gene pairs will be separated into two daughter cells'. This law applies to monohybrid crosses (single crosses with different properties). Examples of applied Law Mendell I was with dominance monohybrid crosses. Crosses with dominance is a cross of a different nature in which one trait is more powerful than other trait. Robust nature of so-called dominant trait and is covered, while the weak / closed is called a recessive trait (Anonymousb, 2011).

CHAPTER III OBSERVATION METHOD

A. Time and Place 1. Day/Date 2. Time 3. Place : Thursday / 8th December 2011 : at 1:20 pm - 3:00 pm : Biology Laboratory at 3rd floor, Biology Department of Makassar State University B. Tool and Material 1. Tool a) Phenotype list 2. Material a) Probandus C. Work Procedure 1. Looked into the phenotype of each heredity characteristic that there is of list phenotype in our self. If couldnt deal please got help to friend in your group. Then, recorded the result to table form 2. If they have phenotype was dominant, so gave the sign (-) for the second gene. 3. Recorded and observed the characteristic of friends for the other group and calculated its presentation.

CHAPTER IV RESULT AND DISCUSSION

A. Observation Result 1. Privacy/self data a. b. c. d. e. f. g. h. i. 2. Dimple of chin Free ear lobes Left thumb on the upper Pinkie manipulate into Widows peak Hairs at the finger Dimple of cheek Furl length tongue Gap on the upper incisor : dd : EE : FF : bb : ww : mm : pp : LL : gg

Group Data
A B R + + + + + D + + + + + + + R D + + + + + + C R D D R + + D E R + + + + + + + + + + + D F R + D G R + + + D + + + + + H R D I R + + + + +

NAME D HIKMAWATI A. ADHA LESTARI A NURHIDAYAH RAHMAT SABIRIN MUH. IHSANUL A

3. Class Data
GROUP NAME I II A D 0 0 R 5 4 D 3 2 B R 2 2 D 4 1 C R 1 3 D 1 3 D R 4 1 D 0 0 E R 5 4 D 4 4 F R D 1 0 1 0 G R 4 4 D 2 4 H R 3 0 D 0 0 I R 5 4

III IV V VI VII SUM

0 0 0 0 0 0

4 5 5 3 5 3 1

0 2 2 1 4 14

4 3 3 2 1 1 7

3 1 1 3 3 16

1 4 4 0 2 15

4 3 5 1 3 20

0 2 0 2 2 1 1

2 0 4 0 2 8

2 5 1 3 3 2 3

4 5 5 3 5

0 0 0 0 0

0 1 1 0 0 3

4 4 4 3 5 2 8

3 4 4 1 3 21

1 1 1 2 2 1 0

2 0 1 1 1 5

2 5 4 2 4 26

30 1

B. Data Analysis 1. Group Data Equalization % Dominant = % Recessive = a) Dimple of chin % Dominant (D) = % Recessive (d) b) Free ear lobes % Dominant (E) = % Recessive (e) x 100 % = 60 % = x 100 % = 40 % = x 100 % = 0 % x 100 % = 100 % x 100 % x 100 %

c) Left thumb on the upper % Dominant (F) = % Recessive (f) = x 100 % = 80 % x 100 % = 20 %

d) Pinkie manipulate into % Dominant (B) = % Recessive (b) e) Widows peak % Dominant (W) = x 100 % = 0 % x 100 % = 20 % = x 100 % = 80 %

% Recessive (w) = f) Hairs at the finger % Dominant (M) = % Recessive (m) = g) Dimple of cheek % Dominant (P) = % Recessive (p) =

x 100 % = 100 %

x 100 % = 80 % x 100 % = 20 %

x 100 % = 20 % x 100 % = 80 %

h) Furl length tongue % Dominant (L) = % Recessive (l) = x 100 % = 40 % x 100 % = 60 %

i) Gap on the upper incisor % Dominant (G) = % Recessive (g) = 2. Class Data Equalization % Dominant = % Recessive = a) Dimple of chin % Dominant (D) = % Recessive (d) = b) Free ear lobes % Dominant (E) = % Recessive (e) = x 100 % = 45.2 % x 100 % = 54.8 % x 100 % = 0 % x 100 % = 100 % x 100 % x 100 % x 100 % = 0 % x 100 % = 100 %

c) Left thumb on the upper

% Dominant (F) = % Recessive (f) =

x 100 % = 51.6 % x 100 % = 48.4 %

d) Pinkie manipulate into % Dominant (B) = % Recessive (b) = e) Widows peak % Dominant (W) = % Recessive (w) = f) Hair at the finger % Dominant (M) = % Recessive (m) = g) Dimple of cheek % Dominant (P) = % Recessive (p) = h) Furl length tongue % Dominant (L) = % Recessive (l) = x 100 % = 67.7% x 100 % = 32.3% x 100 % = 10% x 100 % = 90 % x 100 % = 96.7 % x 100 % = 3.3 % x 100 % = 25.8 % x 100 % = 74.2 % x 100 % = 64.5 % x 100 % = 35.5 %

i) Gap on the upper incisor % Dominant (G) = % Recessive (g) = x 100 % = 16.1 % x 100 % = 83.9 %

C. Discussion 1. Privacy/self data From the observation we get that, I didnt have or recessive dimple of chin, pinkie manipulate into, widows peak, hairs at the finger, dimple of cheek, and Gap on the upper incisor. But I dominant in free ear lobes left thumb on the upper, and furl length tongue. All of that characteristic are the characteristic queath by my parents. 2. At group data analyze Based on the observation above, we have gotten: a) Dominant percentage of chin dimple is 0%, meanwhile recessive percentage of chin mortar is 100%. Its mean that there are have not dimple of chin in this group. The phenotype is 0 : 5. It is relatively because the participant has a difference parents. b) Dominant percentage of free ear lobes is 60%, meanwhile recessive percentage of ear hanging is 40%. Its mean the ear hanging in this group is smaller than adhere ear. The phenotype is 3 : 2. It is relatively because the participant has a difference parents. c) Dominant percentage of left thumb on he upper is 80 %, meanwhile recessive percentage of the upper left hand thumb is 20 %. Its mean that upper left hand thumb in this group is more than upper right hand thumb. The phenotype is 4 : 1. It is relatively because the participant has a difference parents too. d) Dominant percentage of pinkie manipulate into is 20 %, meanwhile recessive percentage of pinkie manipulate into is 80%. Its mean that phalanx of little finger that manipulate into in this group is smaller than phalanx of little finger that manipulate out. The phenotype is 1 : 4. It is relatively because the participant has a difference parents. e) Dominant percentage of widows peak is 0%, meanwhile recessive percentage of sordid forehead hair is 100%. Its mean that most of our

group doesnt have the widows peak. The phenotype is 0 : 5. Still remember It is relatively because the participant has a difference parents. f) Dominant percentage of hair at finger is 80%, meanwhile recessive percentage of hair at finger is 20%. %. Its mean that hair at the finger in this group is smaller than no hair at the finger. The phenotype is 4 : 1. It is relatively because the participant has a difference parents. g) Dominant percentage of cheek dimple is 20%, meanwhile recessive percentage of cheek mortar is 80%. Its mean that cheek mortar in this group is smaller than cheek less mortar. The phenotype is 1 : 4. It is relatively because the participant has a difference parents. h) Dominant percentage of furl length tongue is 40%, meanwhile recessive percentage of furl length tongue is 60%. Its mean that furl length tongue in this group is more than unfurl length tongue. The phenotype is 2 : 3. It is relatively because the participant has a difference parents. i) Dominant percentage of gap incisor is 0%, meanwhile recessive percentage of gap incisor is 100%. Its mean that all member of this group have gap incisor in this group. The phenotype is 0 : 5. It is relatively because the participant has a difference parents. 3. At class data analyze According to observation that we have done, we got that: a) Dominant percentage of chin dimple is 0%, meanwhile recessive percentage of chin mortar is 100 %. Its mean that all people in this class doesnt have he dimple of chin. The phenotype is 0 : 31. It is relatively depend of their parents. b) Dominant percentage of free ear lobes is 45.2 %, meanwhile recessive percentage of ear hanging is 54.8 %. Its mean the ear hanging in this class is smaller than adhere ear. The phenotype is 14 : 17. It is relatively because the participant has a difference parents.

c) Dominant percentage of the upper left thumb is 51.6 %, meanwhile recessive percentage of the upper left hand thumb is 48.4 %. Its mean that upper left hand thumb in this group is more than upper right hand thumb. The phenotype is 16 : 15. It is relatively because the participant has a difference parents. d) Dominant percentage of pinkie manipulate into is 64.5 %, meanwhile recessive percentage of pinkie manipulate out is 35.5%. Its mean that pinkie of left finger that manipulate into in this class is smaller than pinkie of left finger that manipulate out. The phenotype is 20 : 11. It is relatively because the participant has a difference parents. e) Dominant percentage of widows peak is 25.8 %, meanwhile recessive percentage of widows peak is 74.2 %. Its mean that widows peak is smaller than less of widows peak. The phenotype is 8 : 23. It is relatively because the participant has a difference parents. f) Dominant percentage of hair at finger is 96.7 %, meanwhile recessive percentage of hair at finger is 3.3 %. Its mean that hair at finger in this class average is have hair at the finger. The phenotype is 30 : 1. It is relatively because the participant has a difference parents. g) Dominant percentage of cheek dimple is 10%, meanwhile recessive percentage of cheek mortar is 90 %. Its mean that cheek mortar in this class is smaller than cheek less mortar .The phenotype is 3 : 28. It is relatively because the participant has a difference parents. h) Dominant percentage of furl length tongue is 67.7 %, meanwhile recessive percentage of furl length tongue is 32.3 %. Its mean that furl length tongue in this class is more than unfurl length tongue. The phenotype is 21 : 10. It is relatively because the participant has a difference parents. i) Dominant percentage of gap incisor is 16.1 %, meanwhile recessive percentage of gap incisor is 83.9 %. Its mean that gap incisor in this

group is smaller than gapless incisor. The phenotype is 5 : 26. It is relatively because the participant has a difference parents.

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion According the purpose and the experiment that we have done we can conclude that every character appears in living organisms is controlled by hereditary factors called genes. Every organism has different phenotypes according to their nature-derived immortal by its parents. B. Suggestion 1) To the laboratory, there are so many equipments that is unorganized and also begin dirty, like the box of human structure. So, all the better to redecorate the laboratory, especially about the position of equipments. 2) To the assistant, assistant as a facilitator in this experiment, better to look at our activities in the laboratory and surely to facilitate us. 3) To the apprentices, be a good apprentice, dont make any noise, and optimally this experiment by the beautiful in cooperation.

BIBLIOGRAPHY
Anonymousa. 2011. http://library.thinkquest.org/28599/heredity.htm. Accessed on
Wednesday 14th 2011 at 08:00 pm

Anonymousb. 2011. http://biologimediacentre.com/genetika-hukum-mendel/. Accessed on Wednesday 14th 2011 at 08:20 pm Fried and Hademenos. 2000. Teori dan Soal-soal Biologi Edisi Kedua. Jakarta : Erlangga Stanley, Melissa, dkk. 1984. Living an Introduction To Biology. California : Addison-wesley Tim Pengajar. 2011. Penuntun Praktikum Biology Dasar. Makassar : FMIPA UNM