RATIFICATION PAGE Complete report of Basic Biology with the title Etenity, created by :Name: Bertha TandiReg. Number: 1414442010Group: VClass: ICP B of Biology Educationafter its checked and consulted by Assistant and Assistant Coordinator, it has fulfilled requirement.

Makassar, Januari 2015

Assistant Coordinator, Assistant,

Djumarirmanto, S.Pd Andi Andriana ID: 1114040154

Known by,Lecturer of Responsibility

Drs. H. Hamka L,MsID: 19621231 198702 1 005

CHAPTER IINTRODUCTIONA. BackgroundWhen we think of how we can have forms like this, we will be confused if we do not learn about heredity. Concerns regarding the nature of heredity passed from parents to their children. From here we will find out why the face shape, height or phenotype that we get. It's all in the genes inherited our parents each of us.Someone who has the physical characteristics may not be exactly the same as the master, it can not directly stamp that he is not a child of his parents because it's just the nature of any phenotype. We can know the intricacies of nature the genotype encoded by genes present in the body.This experiment will give us an understanding of the possibilities or the approximate nature of genotype someone to look at the nature of the dominant or recessive trait possessed by everyone. This invites us to know about the properties inherited from our parents because of their similarity with our nature.Phenotype and genotype trait is a trait shared by all humans. Phenotypic trait is a trait that we see on the outside, while the genotype that is the nature of that which is not visible from the outside. We will know how different these two properties. Of course, after we do about heredity experiments parent to offspring and the offspring will be lowered again to the next.Immortal human nature can be studied through the immortal nature of the self and others in order to obtain a comparison between phenotype is dominant and recessive phenotypes that by because it is done practicum immortality.So, in this practicum with the title is Heredity we will trying to evidence the Mendels Law about the heredity in around of us. And it will evidence the number of ratio genotype and phenotype from Mendels Law and the genotypebasic of some genetic origins from human.B. Purpose The purpose of this practicum, to evidence the number of ratio genotype and phenotype from Mendels law from genotype basic of some characteristic genetic origins from human. C. BenefitBased on this practicum the benefit of this practicum the student will know about the number of ratio genotype and phenotype from Mendels law from genotype basic of some characteristic genetic origins from human.

CHAPTER IIPREVIEW OF LITERATUREGenetics is the scientific study of heredity and hereditary variation. In this unit, you will learn about genetics at multiple levels, from organisms to cells to molecules. On the practical side, you will see how genetics continues to revolutionize medicineand agriculture, and you will be asked to consider somesocial and ethical questions raised by our ability to manipulate DNA, the genetic material. At the end of the unit, you will be able to stand back and consider the whole genome, an organism's entire complement of DNA. The rapid accumulation of the genome sequences of many species, including our own, has taught us a great deal about evolution on the molecular levelin other words, evolution of the genome itself. In fact, genetic methods and discoveries are catalyzing progress in all areas of biology, from cell biology to physiology, developmental biology, behavior, and even ecology. We begin our study of genetics in this chapter by examining how chromosomes pass from parents to offspring in sexually reproducing organisms. The processes of meiosis (a special type of cell division) and fertilization (the fusion of sperm and egg) maintain a species' chromosome count during the sexual life cycle. We will describe the cellular mechanics of meiosis and how this process differs from mitosis (Campbell, 2009 : 248)In heredity or a cross, there is the principle that we should remember, is that genes play a role in determining the nature of the setting and given the symbol letters. And genes that are predominantly expressed by a capital letter. Recessive gene that is expressed in small letters, for example, genes that determine the nature of the short stem is written with the letter "t". Thus, it can be interpreted that the dominant high stem to stem short, and vice versa short stem to stem high recessive. In humans and vertebrate animals, the union of sperm and ovum that each is haploid (n) will form a zygote. Zygote grows and develops into a diploid individuals (2n), so that the individual who has the trait is expressed by two letters (Teacher Team, 2014: 40).Mendel developed a model to explain the 3:1 inheritance pattern that he consistently observed among the F2 offspring in his pea experiments. We describe four related concepts making up this model, the fourth of which is the law of segregation. First, alternative versions of genes account for variations ininherited characters Second, for each character, an organism inherits two copies (that is, two alleles) of a gene, one from each parent. Third, if the two alleles at a locus differ, then one, the dominant allele, determines the organisms appearance; the other, the recessive allele, has no noticeable effect on the organisms appearance The fourth and final part of Mendels model, the law of segregation, states that the two alleles for a heritable character segregate (separate from each other) during gamete formation and end up in different gametes (Campbell, 2011 : 270).A gene that determines the nature of an individual is called the genotype (not visible to the eye). Genotyping of an individual is given the symbol with double letters, because it is generally diploid individuals, for example, MM, Mm, and mm. Genotype has a pair of genes. The nature of an individual whose genotypes consisting of the same genes from each type of gene is called homozygous, for example RR, rr, TT, AABB, AABB and so on. Occurs when an individual is homozygous dominant genotypes RR, AA, TT, whereas homozygous recessive individual genotypes when rr, aa, tt, and so on. Two individuals who have properties similar phenotype may have properties different genotypes for example two individual plants that have the same phenotype as seeded round, have the possibility gnotip is BB or Bb. Gene B gene B is dominant so that the beat or cover b gene is recessive. Therefore plants with BB or Bb have seeded round phenotype (Teacher Team, 2014: 40).Mendel began by examining different varieties of peas in a search for heritable characters and traits suitable for study: A character is an observable feature, such as flower color. A trait is a particular form of a character, such as white flowers. A heritable character trait is one that is passed from parent to offspring. Mendel looked for characters that had well-defined, contrasting alternative traits, such as purple flowers versus white flowers. Furthermore, these traits had to be true-breeding, meaning that the observed trait was the only form present for many generations. In other words, peas with white flowers, when crossed with one another, would have to give rise only to progeny with white flowers for many generations; tall plants bred to tall plants would have to produce only tall progeny. Mendel isolated each of his true-breeding strains by repeated inbreeding (done by crossing of sibling plants that were seemingly identical or by allowing individuals to selfpollinate) and selection. In most of his work, Mendel concentrated on the seven pairs of contrasting traits shown in Table 10.1. Before performing any experimental cross, he made sure that each potential parent was from a true-breeding strain essential point in his analysis of his experimental results. Mendel then collected pollen from one parental strain and placed it onto the stigma (female organ) of flowers of the other strain whose anthers were removed. The plants providing and receiving the pollen were the parental generation, designated P. In due course, seeds formed and were planted. The seeds and the resulting new plants constituted the first filial generation, or F1. Mendel and his assistants examined each F1 plant to see which traits it bore and then recorded the number of F1 plants expressing each trait. In some experiments the F1 plants were allowed to self-pollinate and produce a second filial generation (Heller, 2011: 189).Gregor Mendel formulated a theory of inheritance based on experiments with garden peas, proposing that parents pass on to their offspring discrete genes that retain their identity through generations. This theory includes two laws. The law of segregation states that genes have alternative forms, or alleles. In a diploid organism, the two alleles of a gene segregate (separate) during meiosis and gamete formation; each sperm or egg carries only one allele of each pair. This law explains the 3:1 ratio of F2 phenotypes observed when monohybrids self-pollinate. Each organism inherits one allele for each gene from each parent. In heterozygotes, the two alleles are different; expression of the dominant allele masks the phenotypic effect of the recessive allele. Homozygotes have identical alleles of a given gene and are true-breeding. The law of independent assortment states that the pair of alleles for a given gene segregates into gametes independently of the pair of alleles for any other gene. In a cross between dihybrids (individuals heterozygous for two genes), the offspring have four phenotypes in a 9:3:3:1 ratio (Campbell, 2011: 286)The Testcross Suppose we have a mystery pea plant that has purple flowers. We cannot tell from its flower color if this plant is homozygous (PP) or heterozygous (Pp) because both genotypes result in the same purple phenotype. To determine the genotype, we can cross this plant with a white-flowered plant (pp), which will make only gametes with the recessive allele (p). The allele in the gamete contributed by the mystery plant will therefore determine the appearance of the offspring The offspringof a Pp * pp cross will be expected to have a 1:1 phenotypic ratio. Breeding an organism of unknown genotype with a recessive homozygote is called a testcross because it can reveal the genotype of that organism. The testcross was devised by Mendel and continues to be an important tool used by geneticists (Campbell, 201 : 272). In epistasis (from the Greek for standing upon), the phenotypic expression of a gene at one locus alters that of a gene at a second locus. An example will help clarify this concept. In Labrador retrievers (commonly called Labs), black coat color is dominant to brown. Lets designate B and b as the two alleles for this character. For a Lab to have brown fur, its genotype must be bb; these dogs are called chocolate Labs. But there is more to the story. A second gene determines whether or not pigment will be deposited in the hair.The dominant allele, symbolized by E, results in the deposition of either black or brown pigment, depending on the genotype at the first locus. But if the Lab is homozygous recessive for the second locus (ee), then the coat is yellow, regardless of the genotype at the black/brown locus (so-called golden Labs). Other types of epistatic interactions producedifferent ratios, but all are modified versions of 9:3:3:1 (Campbell, 2011: 279).Gregor mendel was born on the 1822 in Czechoslovakia. He came from farmer family and came to the Augustinian monastery (Soemarto, 1988).CHAPTER IIIOBSERVATION METHODA. Place and DateDay / date:Monday/ January 05th 2015Time:16.00 Wita - 18.00 WitaPlace:Biology Laboratory third floor at west FMIPA UNMB. Tools and Materials1. Loupe2. Phenotype listC. Work Procedure1. Checked the phenotype from every characteristic that is the phenotype list into our self. If there are somhenotype list into our self. if the ing about science in the Wina Universityatural history society in Brunn, cekosle problem, asked friend to helped in the group. Written down the result into the table.2. If there are phenotype that dominant given the sing (-) for the second gene.3. Written down data from friend group and counted the percentage.

CHAPTER IVRESULT AND DISCUSSIONA. Result of PracticeTable 1: The eternity observation according to personal dataNo.The characteristic of eternityPossible genotype

a.b.c.d.

e.f.g.h.i.There is a chin dimple (D) and not (d)Kinds of ear hanging (E) attached (e)Left thumb on top (F) under (f)The knuckle bone of the little finger that most tip goes askew on it (B) and not (b)Hair at forehead protrudes (W) and not (w)Hair at the finger (M) and not (m)Dimples (P) and not (p)The tongue can be rolled lengthwise (L) and not (l)Incisors gaps (G) incisors no gaps (g)ddeeFFbb

wwMMppLLGg

Table 2: The eternity observation according to group dataName of groupABCDEFGHI

DDEeFfBbWwMmPpLlGg

Bertha Tandi---------

Andi Basliah---------

Nurul Annisa---------

amount-3212112-33-1212-3

Table 3 : The eternity observation according to Class dataGroupABCDEFGHI

DDddEEeeFFffBBbbWWwwMMmmPPppLLllGGgg

I0 43104220404043104

II044022041304043104

III123021211230122112

IV0321302104303122103

V032121120330021203

VI052332501441231405

Sum 1211661210121031912104181210121

B. Data Analyze1. Data of Groupa. Dimple of chin Dominant= x 100%= x 100%= 0 %Recessive= x 100%= x 100%= 100 %b. Draping earDominant= x 100%= x 100%= 66,66 %Recessive= x 100%= x 100%= 33,33 %c. Left ThumbDominant= x 100%= x 100%= 66,66 %Recessive= x 100%= x 100%= 33,33 %d. Little finger phalangeDominant= x 100%= x 100%= 33,33 %Recessive= x 100%= x 100%= 66,66 %e. Hair in foreheadDominant= x 100%= x 100%= 0 %Recessive= x 100%= x 100%= 100%f. Hair in the fingerDominant= x 100%= x 100%= 100%Recessive= x 100%= x 100%= 0%g. Dimple of cheekDominant= x 100%= x 100%= 33,33%Recessive= x 100%= x 100%= 66,66 %h. Rolling tongueDominant= x 100%= x 100%= 33,33 %Recessive= x 100%= x 100%= 66,66%i. Space between incisorDominant= x 100%= x 100%= 0%Recessive= x 100%= x 100%= 100%

Average of data groupDominant

= = 48,2%Recessive

= = 51,8%2. Data of ClassDominant =

Recessive = a. Dimple of cheekDominant= x 100%= x 100%= 4,55 %Recessive= x 100%= x 100%= 95,45 %b. AuricleDominant= x 100%= x 100%= 72,72 %Recessive= x 100%= x 100%= 27,27 %c. Left thumbDominant= x 100%= x 100%= 54,55 %Recessive= x 100%= x 100%= 45,46 %d. Segment of little fingerDominant= x 100%= x 100%= 54,55 %Recessive= x 100%= x 100%= 45,46 %e. Hair in foreheadDominant= x 100%= x 100%= 31,64 %Recessive= x 100%= x 100%= 86,36 %f. Hair in the fingerDominant= x 100%= x 100%= 36,36 %Recessive= x 100%= x 100%= 63,64 %g. Dimple of cheekDominant= x 100%= x 100%= 18,18 %Recessive= x 100%= x 100%= 81,82 %h. Rolling tongueDominant= x 100%= x 100%= 54,55 %Recessive= x 100%= x 100%= 45,46 %i. Space between incisorDominant= x 100%= x 100%= 4,54 %Recessive= x 100%= x 100%= 95,45 %Average of data classDominant == = 35,23%Recessive

= = 65,11%C. DisscusionFrom the data we get from eternity this experiment, the results we get at the data group phenotypes for chin dimples, dominant 0%, because all members of the group 100% recessive because all members do not have chin dimples. Draping ear, a dominant 66,66% dominant and because only one member of the recessive 33,33%. Left thumb 66,66% dominant, 33,33% because only one member of the recessive. Little finger phalage, 33,33% dominant, recessive 66,66%. Hair in a dominant forehand 0% dominant, because all members of the group 100% recessive because all members do not have hair forehead. Hair in 100% finger dominant since all members of the group have hair in the finger, 0% recessive. Dimple of check 33,33% dominant because only one member of the dominant, 66,66% recessive. Tongue rolling a dominant 33,33%, 66,66% recessive. Space between incisors 0% dominant because all members do not have space incisor, recessive 100%. And average of the data group ie 48,2% dominant and 51,8% recessive.For a class of data, the results we get on the phenotype class data to dimple of the cheek, 4,44% dominant, recessive 95,45%. Draping ear, a dominant 72,73%, 27,27% and recessive. Left thumb dominant 55.55%, 45.46% recessive. Little finger phalage, a dominant 54,55%, 45,46% recessive. Hair in a dominant forehand 13,64%, 86,36% recessive. Hair in the dominant finger 36,36%, 63,64% recessive. Dimple check of 18,18%, and 81,82% recessive. Tongue rolling a dominant 54,55%, 45,46% recessive. Space between incisor 4,55% dominant, recessive 95,45%. Average of the data class ie 35,23% dominant and 65,11% recessive. From the results we obtained show the majority of people are recessive. Recessive trait more than dominant. Inheritance is a characteristic or characteristics of living things are passed down from generation to generation or derived from parent to child. Each person has certain characteristics that are specific about the same from generation to generation, even these traits existed since time immemorial. Said to be dominant gene if the gene along with other genes (gene partner), will cover the role / nature of the partner gene. In cross gene, dominant capital letters. Said recessive genes when paired with another dominant gene it will close its (non-existent) but if he and the other recessive genes (allele) character will appear. In a genetic recessive gene lowercase.

CHAPTER VCONCLUSION AND SUGGESTIONA. ConclusionBased on the practicum about heredity, the practicum draw the conclusion as follows :Every organism characteristic same with their parental characteristic. It because the gene that was give by the parent will be given into their next generation. The heredity characteristic that had by each people are different each other. This is happened because gene that controls the heredity in a human is also different.B. SuggestionIn conducting this experiment capture data accurately and correctly, must comply with the physical characteristics do exist in themselves, and also the self-group friends, and classmates, in order to correct the data obtained.

BIBLIOGRAPHYCampbell N. A. 2009. Biology 8th Edition. Jakarta : Erlangga.Orians, Heller. 2011. The Science of Biology 7Th Edition. New York : Porves SadavaDavid. 1975. An Introduction of Genetics. USA : w.b saunders company.Soemarto, Adi. 1988. Genetika Edisi ketiga Jilid 1. Erlangga : Jakarta.Tim Pengajar Biologi. 2014. Penuntun Praktikum Biologi Dasar. Makassar : Laboratorium FMIPA UNM.Reece, Jane B. 2011. Campbell biology Tenth edition. Amerika Serikat : MasteringBiology and BioFlix