RATIFICATION PAGE

Compleate report of Basic Biology practicum with title Heredity that arranged by: Name ID Class Group : Andi Nurhidayah : 1114040171 : ICP A :2

After checked by Assistant and Assistant Coordinator, so this report was accepted.

Makassar, December 8th 2011

Assistant Coordinator

Assistant

Djumarirmanto, S.Pd

Fitriani ID.

CHAPTER I INTRODUCTION

A. Background Heredity is the area of biological study concerned with genetic and with the variations between organism that result from it. A genetic disease is any disease that is caused by an abnormality in an individual's genome. The abnormality can range from minuscule to major, from a discrete mutation in a single base in the DNA of a single gene to a gross chromosome abnormality involving the addition or subtraction of an entire chromosome or set of chromosomes. Some genetic disorders are inherited from the parents, while other genetic diseases are caused by acquired changes or mutations in a preexisting gene or group of genes. Mutations occur either randomly or due to some environmental exposure. Heredity begins with the cell, the smallest basic unit of all life. The information for the heredity is carried within the cell nucleus, which is the control center not only in physical terms but it also because it contains the chromosomes. Within these theread like structures is the genetic information organized in DNA molecules. Whereas heredity is the transmission of genetic characteristics from ancestor to descendant through the genes, genetic is concered with heredity traits passed down from one generation the next. Hereditary diseases, also known as inherited diseases or genetic disorders, are diseases that are passed on from one generation to another through defective genes. These diseases are transmitted in the same family. In some cases, one generation of the family may only be the carrier of the defective gene and the next generation may get affected by the disease. The chromosomes in humans are responsible for passing the traits from the parent to the offspring. There are thousands of genes on the pair of chromosomes, X and Y, and each gene carries a trait. Usually genes carry normal traits but sometimes due to reasons unknown, the

genes get altered resulting in a 'mutant' gene. The offspring inherits a copy of gene from each parent and if either one or both the copies of gene are mutated, then the offspring is at a risk of getting an inherited disease. Most of the time, parents are unaware that they are suffering from a particular disease and have passed on the defective gene to the child unless the child is afflicted. For this experiment, the heredity is conserned with such issues as how traits are passed on and why they appear in a particular generation but not another. B. Purpose The purpose of this experiment is to prove the numeral proportion of genotype and phenotype the Mendels law and the basic genotype of some heredity features in the human. C. Benefit The benefit of this experiment is that the students can proven the numerial proportion of genotype and phenotype from the Mendels law and the basic genotype of some heredity features in the human.

CHAPTER II PREVIEW OF LITERATURE

In the heredity or fertilization, there are princip that have to remember. There are: 1. Gene taht has function in the regulation and the stipulation, we give letter of symbol. 2. Dominant gene is invalid with capital letter (Tim Pengajar, 2011). Genetics is the name given to study of heredity, the process by which characteristics are pased from parents to offspring so taht all organisms, humang being included, resemble their ancestors. The central concept of genetics is controlled by a vast number of factors, called genes, which are discrete physical particles present in all living organisms. The first geneticist were mainly interested in how genes are transmitted from parents to their offspring during reproduction and how different genes act together to control variable traits such as height and eye colors. A change in emphasis occured during tha 1930s when it was recognized that if genes are physical entities then, like other cell components, they must be made of molecules and it should therefore be possible to study them directly by biophysical and biochemical methods. This led to a new branch of genetics, called molecular biology, which had as one of its initial aims the indentification of the chemical nature of the gene. This new approach led to new concepts, and soon biologists ceased to regard individual genes simply as units of inheritance and instead began to look on them as units of biologycal information, with the entire complement of genes in an organism containing the total amount of information needed to construct a living, functioning example of that organism. The aim of geneticsists and molecular biologists over the past 40 years has been to understand the way in which biologycal information is stored in genes and how that information is made availabble to the living cell (Brown, 1992).

Mendel chose the garden pea as his experimental organism because it is an annual plant with welldefined characteristics, and it can be grownand crossed easily. Moreover, garden peas have perfect flowers, flowers taht contain both female and male (pollen-producing) parts, and they are ordinarily self-fertilized. That is, the value (female gamete) is fertilized by pollen (male gamete) from the same plant (in fact, usually from the same flower). Pollen fron another plant can be experimentally introduced to the stigma of a flower, but cross-pollination is rate without human intervention. Mendel was fortunate in choosing a diploid plant because diploid organisms contain only two sets of chromosomes. If he had chosen a polyploid organism, an organism with more than two sets of chromosomes, he would not have obtained simple, understandable results. Through many generation of natural selffertilization, garden peas had developed into pure lines. A singel alteration in a raits was therefore demonstrated by a visible difference between varieties. Furthemore, in the seven pairs of contrasting traits Mendel chose to study, the two parental forms exhibited well defined, contrasting alternative morphologies or visible effects on the plants. Vines were either tall or dwarf; unripe pods were green or yellow and inflated or constricted between the seeds; flowers were either distributed along the stem (axial) or bunched at the top (terminal); nutritive parts of ripe seeds were green or yellow; the outher surface of the seed was smooth or deeply wrinkled; and the seed coats were either white or gray. Flower color was positively correlated with this last trait. Seeds with white flowers, and those with gray seed coats come from plants that had violet flowers. Much Mendels success in his first experiments may be attributed to his good judgment in making crosses, as far as possible, between parents that differed in only one trait at a time when analyzing the grogeny of a cross. Crossed we made with great care the peas were in blossom. To prevent self-fertilization in test flowers, anothers were removed from those chosen to be seed parents before their pollen-receiving parts were fully mature. Pollen from the designated pollen parents was transferred at the appropriate time to the stigma of the seed parent flower (Gaidner, 1984).

Mandels factors are interpreted as the genes found on the chromosomes in the nucleus of cell. There are at least two forms of a gene, and these are called alleles. In Mandels experiment, the allele in pea plants for tallness was dominant over the allele for dwarfness, which is recessive. A pure-breeding tall pie plant is homozygous for the tall allele, and a pure-breeding dwarf pea plant is homozygous for the dwarf allele. The F1 progeny are heterozygous tall, with one allele for tall and one for dwarf. In the homozygous tall individual, we say that the secessive gene is not expressed. Coventionally, alleles are representeted by the same letter to show that they are varients of a single gene. The dominant allele is given the capital letter. Mendel might have expressed his interpretations as a law : each characteristic of an organism is determined by a pair of factors of which only one can be present in each gamete (Clegg,1994). A single gene disorder is the result of a single mutated gene. There are estimated to be over 4000 human diseases caused by single gene defects. Single gene disorders can be passed on to subsequent generations in several ways. Genomic imprinting and uniparental disomy, however, may affect inheritance patterns. The divisions between recessive and dominant types are not "hard and fast" although the divisions between autosomal and X-linked types are (since the latter types are distinguished purely based on the chromosomal location of the gene). For example, achondroplasia is typically considered a dominant disorder, but children with two genes for achondroplasia have a severe skeletal disorder that achondroplasics could be viewed as carriers of. Sickle-cell anemia is also considered a recessive condition, but heterozygous carriers have increased resistance to malaria in early childhood, which could be described as a related dominant condition. When a couple where one partner or both are sufferers or carriers of a single gene disorder and wish to have a child they can do so through IVF which means they can then have PGD (preimplantation genetic diagnosis) to check whether the fertilised egg has had the genetic disorder passed on. Genetic disorders may also be complex, multifactorial, or polygenic, meaning that they are likely associated with the effects of multiple genes

in combination with lifestyle and environmental factors. Multifactorial disorders include heart disease and diabetes. Although complex disorders often cluster in families, they do not have a clear-cut pattern of inheritance. This makes it difficult to determine a persons risk of inheriting or passing on these disorders. Complex disorders are also difficult to study and treat because the specific factors that cause most of these disorders have not yet been identified. On a pedigree, polygenic diseases do tend to run in families, but the inheritance does not fit simple patterns as with Mendelian diseases. But this does not mean that the genes cannot eventually be located and studied. There is also a strong environmental component to many of them (Anonymous, 2011).

CHAPTER III OBSERVATION METHOD

A. Time and Place 1. Day/Date 2. Time 3. Place : Monday/December 5th 2011 : 10.50 a.m until 12.30 p.m : Laboratory of Biology on 3rd floor east of FMIPA UNM

B. Tools and Materials Fenotype List: 1. The dominant paddy of chin (D). 2. Top of ear is dominant (E). 3. The people take left thumb hand in above of right thumb hand in braid of finger is dominant (F). 4. The segment of the little finger on the tip angle into the ring finger is dominant (B). 5. Hair in the forehead outside (W). 6. Hair in finger, hair growing in second phalax from finger (M). 7. Paddy of checked (P). 8. The people can furl have tongue to lengthen is dominant (L). 9. The people have above beam tooth that interpose is dominant (G). C. Work Procedure 1. Checked the fenotype of each heredity characteristic in the fenotype list, write the result on the table. 2. If you have a dominant fenotype signed by ( - ) to the second gene. 3. Wrote and colllected the data in our group and in our class then count the percentage.

CHAPTER IV RESULT AND DISCUSSION

A. Result of Experiment 1. Table Analysis a. Data of my self No. a. b. c. Characteristic of the fenotype There is a paddy of chin (D) nothing (d) There is a top of ear (E) noting (e) There is the people take left thumb hand in above or right thumb hand in braid of finger (F) in below (f). d. There is a phalax of litle finger on the tip angel in the ring finger (B) not on the tip angel (b). e. Hair in the forehead outside (W) not outside (w). f. Hair in finger, hair growing in second phalax from finger (M). Nothing (m). g. There is a paddy of checked (P). Nothing (p). h. The tongue can furl to lengthen (L). If can not (l). i. The above beam tooth have interpose (G). If dont have (g). w b Genotype d e f

b. Date of my group (2nd group) No. 1. Characteristic of the fenotype The paddy of chin Genotype Total

D d

0/5 5/5 3/5 4/5 4/5 1/5 1/5 4/5 0/5 5/5 5/5 0/5 2/5 3/5 3/5 2/5 0/5 5/5

2.

The top of ear

E e

3.

The thumb of hand

F f

4.

The phalax of litle finger

B b

5.

The hair in the forehead

W w

6.

The hair in finger

M m

7.

The paddy of checked

P p

8.

The tongue can furl to lengthen

L l G g

9.

The above beam tooth have interpose

c. Date of my class (ICP A 2011) Group I Characteristic of the fenotype The paddy of chin Genotype Total

D d

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

II

The top of ear

E e

III

The thumb of hand

F f

IV

The phalax of litle finger

B b

The hair in the forehead

W w

VI

The hair in finger

M m

VII

The paddy of checked

P p

VIII

The tongue can furl to lengthen

L l G g

IX

The above beam tooth have interpose

2. Count Analysis a. Date of my group The formula is = 1) The paddy of chin a) Gene of dominant (D) b) Gene of recessive (d) 2) The top of ear a) Gene of dominant (E) b) Gene of recessive (e) 3) The thumb of hand a) Gene of dominant (F) b) Gene of recessive (f) 4) The phalax of litle finger a) Gene of dominant (B) b) Gene of recessive (b) 5) The hair in the forehead a) Gene of dominant (W) b) Gene of recessive (w) 6) The hair in finger a) Gene of dominant (M) b) Gene of recessive (n) 7) The paddy of checked a) Gene of dominant (P) b) Gene of recessive (p) = 2/5 x 100 % = 40 % = 3/5 x 100 % = 60 % = 5/5 x 100 % = 100 % = 0/5 x 100 % = 0 % = 0/5 x 100 % = 0 % = 5/5 x 100 % = 100 % = 1/5 x 100 % = 20 % = 4/5 x 100 % = 80 % = 4/5 x 100 % = 80 % = 1/5 x 100 % = 20 % = 2/5 x 100 % = 40 % = 3/5 x 100 % = 60 % = 0/5 x 100 % = 0% = 5/5 x 100 % = 100 % x 100 %

8) The tongue can furl to lengthen a) Gene of dominant (L) b) Gene of recessive (l) = 3/5 x 100 % = 60 % = 2/5 x 100 % = 40 %

9) The above beam tooth have interpose a) Gene of dominant (G) b) Gene of recessive (g)

= 0/5 x 100 % = 0 % = 5/5 x 100 % = 100 %

The analysis collective in our group 1) Gene dominant total = = = x 100 % x 100 % x 100 %

= 6800 % 2) Gene recessive total = = = x 100 %

x 100 % x100%

=11200 % b. Date of my class (ICP A 2011) The formula is = 1) The paddy of chin a) Gene of dominant (D) b) Gene of recessive (d) 2) The top of ear a) Gene of dominant (E) b) Gene of recessive (e) 3) The thumb of hand a) Gene of dominant (F) b) Gene of recessive (f) 4) The phalax of litle finger a) Gene of dominant (B) b) Gene of recessive (b) = 5/21 x 100 % = 23,80 % = 16/21 x 100 % = 76,19 % = 11/21 x 100 % = 52,38 % = 10/21 x 100 % = 49,61 % = 13/21 x 100 % = 61,90 % = 8/21 x 100 % = 38,09 % = 4/21 x 100 % = 19,04 % = 17/21 x 100 % = 80,95 % x 100 %

5) The hair in the forehead a) Gene of dominant (W) b) Gene of recessive (w) 6) The hair in finger a) Gene of dominant (M) b) Gene of recessive (n) 7) The paddy of checked a) Gene of dominant (P) b) Gene of recessive (p) = 5/21 x 100 % = 23,80 % = 16/21 x 100 % = 76,19 % = 21/21 x 100 % = 21 % = 0/21 x 100 % = 0 % = 3/21 x 100 % = 14,28 % = 18/21 x 100 % = 85,71 %

8) The tongue can furl to lengthen a) Gene of dominant (L) b) Gene of recessive (l) = 13/21 x 100 % = 61,90 % = 8/21 x 100 % = 38,09 %

9) The above beam tooth have interpose a) Gene of dominant (G) b) Gene of recessive (g)

= 6/21 x 100 % = 28,57 % = 15/21 x 100 % = 71,42 %

The analysis collective in our class 1) Gene dominant total = = = x 100 % x 100 % x 100 %

= 1412,71 % 2) Gene recessive total = = x 100 % =

x 100 % x100%

= 2458,33 %

B. Discussion a. The paddy of chin From date we get 0 % dominant genes and 100 % recessive genes in my group with the total dominants genes is 6800% and the total recessive genes is 11200% and form date my class we get 19,04 % dominant genes and 80,95 % recessive genes with the total dominants genes is 1412,71 % and the total recessive genes is 2458,33 %. So, from the paddy of chin in my group have more recessive genes then dominant genes. And also in my class have more dominant genes then recessive genes about the the paddy of chin. So, from in my class we just have litle people have a paddy of chin. b. The top of ear From the date in my group we get 40% dominant genes and 60% recessive genes. So, its mean in my group have more adhere of ear then top of ear, becouse from the percentage of the dominant genes more than the recessive genes. And in my class we have 61,90 % dominant genes and 38,09 % recessive genes. So, its mean in my class have more top of ear then the adhere of ear. c. The thumb of hand From the date of my group, we have 80 % dominant genes and 20% recessive genes. So, in my group just one from five people that cant take right thumb hand in below. Because the percentage about the dominant genes more than the recessive genes. In my class, we have 52,38 % dominant genes and 49,61 % recessive genes. So, in my class almost matched between dominant genes and recessive genes. d. The phalax of litle finger Recessive gene more than dominant gene in my group. That is 80 % recessive genes and 20 % dominant genes. So, in my group just one from five people has a phalax of litle finger on the tip angel in the ring finger. In my

class have five from twenty one has a phalax of litle finger on the tip angel in the ring finger. It caused the percentage of recessive genes more than the dominant genes, there is 23,80% dominant genes and 76,19 % recessive genes. e. The hair in the forehead In my group, there are not one people have hair in the forehead. Because the percentage of dominant genes and recessive genes is 0% and 100%. And in my class just three from twenty people have have hair in the forehead. Because from the percentage of dominant genes and recessive genes is 14,28 % and 85,71 %. f. The hair in finger In my group, all of there are five peoples have hair in finger. Its mean no one people have recessive gene. Its percentage is 100% dominant genes and 0% recessive gene. And also in my class, all of from twenty one peoples have hair in finger with percentage of dominant genes and recessive genes is 21 % and 0 %. g. The paddy of checked In my group, dominant gene and recessive gene is 40% and 60%. Its mean recessive gene more than dominant gene or from five peoples just two peole have paddy of checked and other peoples dont have. And in my class just five peoples from twenty one peoples have paddy of checked with percentage 23,80 % dominant gene and 76,19 %. h. The tongue can furl to lengthen In my group, just two peoples can not furl to lengthen their tongue. Because dominant gene more than the recessive gene, there are 60% and 40%. And in my class have thirteen from twenty one peoples can furl to lengthen their tongueand eight from twenty one peoples can not furl to lengthen their tongue. Its mean the dominant gene more than the recessive gene in my class with percentage 61,90 % and 38,09 %.

i. The above beam tooth have interpose In my group, no one from five peoples have interpose of above beam tooth. No one peoples have dominant gene in my group. Its percentage is 0% dominant gene and 100% recessive genes. And in my class, just six from twenty people have interpose of their above beam tooth. Its percentage are 28,57 % dominant gene and 71,42 % recessive gene. The theory of heredity are about the law of mendel. The first law is segregation. Segregation states that when any individual produces gametes, the copies of a gane seperate, so that each gamete receives only one copy. A gamet will receive one alieles or the other. The second law is independent assortment law. That is also know intheratance law. That states alleles of different genes assort independently of one another during gamete formations. Dominant is character taht often immers in individual characteristic and borned by the recessive individual character.

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion After we did our experiment about heredity, so we got experiment result. From it, we can conclude of genotype and fenotype from the mendelian law and the basic genotype of some heredity characteristic of the human. From the date analysis in my group, the total percentage of dominant gene is 6800 % and the total percentage of recessive is 11200 %, its mean recessive more than the dominant. And also in my class, the total percentage of recessive gene more than the dominant gene, with the percentage 1412,71 % dominant gene and 2458,33 % recessive gene. B. Suggestion 1. To apprentice Before beginning the practicum, the apprentice must know the subject of practicum and must carefull when used the component of practicum that dangerous. 2. To laboratory We hope the biology laboratory state university of Makassar pay attention to the biology laboratory. 3. To Assistant Assistant have to give more attention to apprentices for fluently obsevation so that the apprentice do not use more time in experiment.

BIBLIOGRAPHY
Anonymous. 2011. Genetic disorder. http://en.wikipedia.org/wiki/genetic disorder. Accessed at December 8th 2011. Brown, T. A. 1992. Genetics a molecular approach second edition. London : Chapman & Hall. Clegg, C. J. 1999. Biology Principles and Aplications. London : John Murray (Publisher) Ltd. Gaidner, E. J. 1994. Principles of Genetics eight edition. Canada: John Wiley & Sons, Inc. Tim Pengajar, 2011. Penuntun Praktikum Biology Dasar. Makassar: Jurusan Biologi FMIPA UNM.