RATIFICATION PAGE

Complete report of Basic Biology with the title Etenity, created by :

Name
: Bertha Tandi
Reg. Number
: 1414442010
Group
:V
Class
: ICP B of Biology Education
after its checked and consulted by Assistant and Assistant Coordinator, it has
fulfilled requirement.

Makassar, Januari
Assistant Coordinator,

Djumarirmanto, S.Pd

2015

Assistant,

Andi Andriana
ID: 1114040154
Known by,
Lecturer of Responsibility

Drs. H. Hamka L,Ms

ID: 19621231 198702 1 005

CHAPTER I
INTRODUCTION
A. Background
When 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 genotype
basic 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. Benefit
Based 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 II
PREVIEW OF LITERATURE
Genetics 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 truebreeding 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 truebreeding. 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 offspring
of 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 III
OBSERVATION METHOD
A. Place and Date
Day / date
: Monday/ January 05th 2015
Time
: 16.00 Wita - 18.00 Wita
Place
: Biology Laboratory third floor at west FMIPA UNM
B. Tools and Materials
1. Loupe
2. Phenotype list
C. Work Procedure
1. Checked the phenotype from every characteristic that is the phenotype list into
our self. If there are some 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 IV
RESULT AND DISCUSSION
A. Result of Practice
Table 1: The eternity observation according to personal data
No

The characteristic of eternity

Possible genotype

a.
b.
c.
d.

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

dd
ee
FF
bb

e.
f.
g.
h.
i.

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)

ww
MM
pp
LL
Gg

Table 2: The eternity observation according to group data

Name of
group
Bertha

D D E e
-

B b

W
-

w M

G g

Tandi
Andi
Basliah
Nurul
Annisa
amount

2 1

Table 3 : The eternity observation according to Class data

Grou

f B

b W w

M m P

p L

l G

I
II
III

D
0
0
1

d
4
4
2

E
3
4
3

e
1
0
0

F
0
2
2

f
4
2
1

b
2
4
1

M m P
0 4 0
0 4 0
3 0 1

p
4
4
2

l
1
1
1

G
0
0
1

g
4
4
2

IV

0 2

1 0

2 2

1 0

V
VI

0
0

2
3
1

1 1
2 5
1 1

3
4
1

0
1
1

2 1
3 1
1 1

0 2

2 0
4 0
1
1
0

3
5
2

2 0
0 1
1
3
0

0
2

2
2
1

1
3

Sum

3
5
2

B. Data Analyze
1. Data of Group
a. Dimple of chin
Dominant =

B
2
0
2

W
0
1
1

dominant gene
member

0
x 100%
3
=0%
recessive gene
Recessive =
member
3
=
x 100%
3
= 100 %

w
4
3
2
4
3
3
4
1
9

x 100%

x 100%

L
3
3
2

8 2

b. Draping ear
Dominant =

dominant gene
member

x 100%

2
x 100%
3
= 66,66 %
recessive gene x 100%
Recessive =
member
1
=
x 100%
3
= 33,33 %
c. Left Thumb
dominant gene x 100%
Dominant =
member
2
=
x 100%
3
= 66,66 %
recessive gene x 100%
Recessive =
member
1
=
x 100%
3
= 33,33 %
d. Little finger phalange
dominant gene x 100%
Dominant =
member
1
=
x 100%
3
= 33,33 %
recessive gene x 100%
Recessive =
member
2
=
x 100%
3
= 66,66 %
e. Hair in forehead
dominant gene x 100%
Dominant =
member
0
=
x 100%
3
=0%
=

Recessive =

g.

h.

i.

member

x 100%

3
x 100%
3
= 100%
Hair in the finger
dominant gene x 100%
Dominant =
member
3
=
x 100%
3
= 100%
recessive gene x 100%
Recessive =
member
0
=
x 100%
3
= 0%
Dimple of cheek
dominant gene x 100%
Dominant =
member
1
=
x 100%
3
= 33,33%
recessive gene x 100%
Recessive =
member
2
=
x 100%
3
= 66,66 %
Rolling tongue
dominant gene x 100%
Dominant =
member
1
=
x 100%
3
= 33,33 %
recessive gene x 100%
Recessive =
member
2
=
x 100%
3
= 66,66%
Space between incisor
=

f.

recessive gene

Dominant =

dominant gene

0
3
= 0%
=

Recessive =

member

x 100%

x 100%

recessive gene
member

x 100%

3
x 100%
3
= 100%
=

Average of data group

Dominant

0 +66,66 +66,66 +33,33 +0 + 100 +33,33 + 33,33 +100

9
433,31
9
= 48,2%
=

Recessive

100 +33,33 +33,33 +66,66 +100 +0 + 66,66 +66,66 +100

9

466,64
9
= 51,8%
2. Data of Class
total dominant gen
x 100 %
Dominant
=
total members group
=

total resesif gen

x 100
total members group
a. Dimple of cheek
dominant gene x 100%
Dominant =
students
1
=
x 100%
22
= 4,55 %

Recessive

Recessive =

recessive gene
students

x 100%

21
x 100%
22
= 95,45 %
=
b. Auricle
Dominant =

dominant gene
students

x 100%

16
x 100%
22
= 72,72 %
recessive gene x 100%
Recessive =
students
6
=
x 100%
22
= 27,27 %
c. Left thumb
dominant gene x 100%
Dominant =
students
12
=
x 100%
22
= 54,55 %
recessive gene x 100%
Recessive =
students
10
=
x 100%
22
= 45,46 %
d. Segment of little finger
dominant gene x 100%
Dominant =
students
12
=
x 100%
22
= 54,55 %
recessive gene x 100%
Recessive =
students
10
=
x 100%
22
= 45,46 %
e. Hair in forehead
=

Dominant =

dominant gene
students

3
x 100%
22
= 31,64 %
recessive gene
Recessive =
students
19
=
x 100%
22
= 86,36 %
f. Hair in the finger
dominant gene
Dominant =
students
8
=
x 100%
22
= 36,36 %
recessive gene
Recessive =
students
14
=
x 100%
22
= 63,64 %
g. Dimple of cheek
dominant gene
Dominant =
students
4
=
x 100%
22
= 18,18 %
recessive gene
Recessive =
students
18
=
x 100%
22
= 81,82 %
h. Rolling tongue
dominant gene
Dominant =
students
12
=
x 100%
22
= 54,55 %
recessive gene
Recessive =
students

x 100%

x 100%

x 100%

x 100%

x 100%

x 100%

x 100%

x 100%

10
x 100%
22
= 45,46 %
i. Space between incisor
dominant gene x 100%
Dominant =
students
1
=
x 100%
22
= 4,54 %
recessive gene x 100%
Recessive =
students
22
=
x 100%
22
= 95,45 %
=

Average of data class

Dominant

4,55 +72,72 + 54,55 +54,55 +13,64 +36,36 +18,18 +54,55 +4,55

9
=

318,2
9

= 35,23%
Recessive

95,45 +27,27 +45,46 +45,46 +86,36 + 63,64 + 81,82 +45,46 +95,45

9
=

586,37
9

= 65,11%
C. Disscusion
From 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 V
CONCLUSION AND SUGGESTION
A. Conclusion
Based 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. Suggestion
In conducting this experiment capture data accurately and correctly, must
comply with the physical characteristics do exist in themselves, and also the selfgroup friends, and classmates, in order to correct the data obtained.

BIBLIOGRAPHY

Campbell N. A. 2009. Biology 8th Edition. Jakarta : Erlangga.

Orians, Heller. 2011. The Science of Biology 7Th Edition. New York : Porves Sadava
David. 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