RATIFICATION PAGE

Complete report of Basic Biology observations with the title Heredity.

Which made by:
name
: Muhammad Tri Prasetia Nua
ID
: 1512441003
class
: ICP of Physic Education
group
:6
After checked by assistant and assistant coordinator, so this report accepted
Makassar, January 2016
Assistant Coordinator

Assistant

Rusdianto Nurman
ID : 1214041002

Rusdianto Nurman
ID : 1214041002

Known,
Lecture of Responsibility

Drs. H. Abdul Muis, M.Si

ID : 19640913 199011 1 001

CHAPTER I
INTRODUCTION
A. Background
In biology, heredity refers to the transference of biological
characteristics from a parent organism to offspring, and is practically a
homonym for genetics, as genes are now recognized as the carriers of
biological information. In humans, defining which characteristics of a final
person are due to heredity and which are due to environmental influences is
often a site of controversy (the nature versus nurture debate), especially
regarding intelligence and race.
The explanation of heredity most widely in favor during the 1800s 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 will 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 phenomena of inheritance, such as traits
reappearing after skipping a generation.
An alternative to the blending model is a particulate hypothesis of
inheritance: the gene idea. According to this model, parents pass on discrete
heritable units genes that retain their separate identities in offspring. An
organisms collection of genes is more like a deck of cards than a pail of
paint. Like playing cards, genes can be shuffled and passed along, generation
after generation, in undiluted form.
The basic principle of heredity were discovered by Gregor Mendel. In
1865 he presented the result of his hybridization experiment with the garden
pea to the natural history society in Brnn, Czechoslovakia, which published
them the following year. Mendel postulated the existence of particulate

factors (later called genes) in the gametes to account for the behavior of the
traits he studied in crosses.
Chromosome is a factor that bring the characteristic generation that was
given from parental into the next generation. Chromosome can be looked
with microscope. The size of chromosome is different from one species to
other species. Human chromosome has the tall is 6 . The basic of living
organism with the smaller number chromosome with the big size than the
organism that has bigger number. Chromosome which is founded in the cell
hasnt same it size, and basically the plants has the bigger chromosome than
animals.
We know that living things that are on earth is very diverse as humans,
animals, and plants. But living creatures (humans, animals, and plants)
comprises more diverse if the animals eg birds. The bird is very diverse in
accordance with what is passed on to the parent. One example is the
difference beak, there is a long beak and thin, short, there is a long beak and
large, and others. So it is with plants. As with roses, there is a red flower
color, there are white, and even some are the result of artificial marriage.
If the diverse plants and animals, then surely man is also diverse. Such
as skin color, some black, and there are white, black, and there are sweet.
Human behavior is very diverse in accordance with the character inherited
from both parents. But if in daily life there are good parent behavior towards
the environment, but their behavior is different from their parents, this state
due to environmental factors that beat congenital given his parents.
Each trait in living things need to be controlled by heredity are called
genes. The gene is located on the substance of heredity in the chromosome.
As a gene in the chromosome that is in the locus. While the notion of a
chromosome is a thread structure in the cell nucleus that are responsible in
terms of the nature of heredity.
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 experiment are to prove comparative of genotype and
phenotype from Mendels Law and genotype basic of some immortal traits in
human body.
C. Benefit
The benefit of this experiment are we are able to know the basic
characteristics derived by parents to their offspring. Moreover, we can prove
the comparison between genotype and phenotype of Mendels Law.

CHAPTER II
REVIEW OF LITERATURE
Gregor Mendel published the results of genetic research on peas in 1866,
and thus laid the foundation of modern genetics. In his manuscript, Mendel
proposed a number of basic genetics. One of the currently known is the law of
segregation. Mendel1 declared as the first to propose a model in which each
parents are consist of inheriting two copies of the unit (which is now called genes)
for each trait; however, only one of the two gene (an allele) that is transmitted
through the gametes in the offspring. The second principle was strengthened
thanks to Gregor Mendel's research is the law of independent assortment
(Elrod, 2007).
One reason Mendel probably chose to work with peas is that they are
available in many varieties. For example, one variety has purple flowers, while
another variety has white flowers. A heritable feature that varies among
individuals, such as flower color, is called a character. Each variant for a
character, such as purple or white color for flowers, is called a trait
(Campbell, 20011: 263).
In a typical breeding experiment, Mendel cross-pollinated two contrasting,
true-breeding pea varieties for example, purple-flowered plants and whiteflowered plants. This mating, or crossing, of two true-breeding varieties is called
hybridization. The true-breeding parents are referred to as the P generation
(parental generation), and their hybrid offspring are the F1 generation (first filial
generation, the word filial from the Latin word for son). Allowing these F1
hybrids to self-pollinate (or to cross-pollinate with other F1 hybrids) produces an
F2 generation (second filial generation). Mendel usually followed traits for at least
the P, F1, and F2 generations. Had Mendel stopped his experiments with the F1
generation, the basic patterns of inheritance would have escaped him. Mendels
quantitative analysis of the F2 plants from thousands of genetic crosses like these
allowed him to deduce two fundamental principles of heredity, which have come

to be called the law of segregation and the law of independent assortment

(Campbell, 2011: 264)
Mendel developed a model to explain the 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 (Campbell, 2011: 265).
First, alternative versions of genes account for variations in inherited
characters. The gene for flower color in pea plants, for example, exists in two
versions, one for purple flowers and the other for white flowers. These alternative
versions of a gene are called alleles. Today, we can relate this concept to
chromosomes and DNA. Each gene is a sequence of nucleotides at a specific
place, or locus, along a particular chromosome. The DNA at that locus, however,
can vary slightly in its nucleotide sequence and hence in its information content.
The purple-flower allele and the white-flower allele are two DNA sequence
variations possible at the flowercolor locus on one of a pea plants chromosomes
(Campbell, 2011: 265).
Second, for each character, an organism inherits two copies of a gene, one
from each parent. (These are also called alleles of that gene.) Remarkably, Mendel
made this deduction without knowing about the role, or even the existence, of
chromosomes. Each somatic cell in a diploid organism has two sets of
chromosomes, one set inherited from each parent. Thus, a genetic locus is actually
represented twice in a diploid cell, once on each homolog of a specific pair of
chromosomes. The two alleles at a particular locus may be identical, as in the
true-breeding plants of Mendels P generation. Or the alleles may differ, as in the
F1 hybrids (Campbell, 2011: 265).
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. Accordingly, Mendels F1 plants
had purple flowers because the allele for that trait is dominant and the allele for
white flowers is recessive (Campbell, 2011: 265).

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. Thus, an egg or a sperm
gets only one of the two alleles that are present in the somatic cells of the
organism making the gamete. In terms of chromosomes, this segregation
corresponds to the distribution of the two members of a pair of homologous
chromosomes to different gametes in meiosis. Note that if an organism has
identical alleles for a particular character that is, the organism is true-breeding for
that character then that allele is present in all gametes. But if different alleles are
present, as in the F1 hybrids, then 50% of the gametes receive the dominant allele
and 50% receive the recessive allele (Campbell, 2011: 265).
Mendels laws of segregation and independent assortment reflect the same
rules of probability that apply to tossing coins, rolling dice, and drawing cards
from a deck. The probability scale ranges from 0 to 1. An event that is certain to
occur has a probability of 1, while an event that is certain not to occur has a
probability of 0. With a coin that has heads on both sides, the probability of
tossing heads is 1, and the probability of tossing tails is 0. With a normal coin, the
chance of tossing heads is 12, and the chance of tossing tails is 12. The
probability of drawing the ace of spades from a 52-card deck is 152. The
probabilities of all possible outcomes for an event must add up to 1. With a deck
of cards, the chance of picking a card other than the ace of spades is 5152.
Tossing a coin illustrates an important lesson about probability. For every toss, the
probability of heads is 12. The outcome of any particular toss is unaffected by
what has happened on previous trials. We refer to phenomena such as coin tosses
as independent events. Each toss of a coin, whether done sequentially with one
coin or simultaneously with many, is independent of every other toss. And like
two separate coin tosses, the alleles of one gene segregate into gametes
independently of another genes alleles (the law of independent assortment). Two
basic rules of probability can help us predict the outcome of the fusion of such
gametes in simple monohybrid crosses and more complicated crosses
(Campbell, 2011: 269).

In the 20th century, geneticists extended Mendelian principles not only to

diverse organisms, but also to patterns of inheritance more complex than those
described by Mendel. For the work that led to his two laws of inheritance, Mendel
chose pea plant characters that turn out to have a relatively simple genetic basis:
Each character is determined by one gene, for which there are only two alleles,
one completely dominant and the other completely recessive. (There is one
exception: Mendels podshape character is actually determined by two genes.) Not
all heritable characters are determined so simply, and the relationship between
genotype and phenotype is rarely so straightforward. Mendel himself realized that
he could not explain the more complicated patterns he observed in crosses
involving other pea characters or other plant species. This does not diminish the
utility of Mendelian genetics (also called Mendelism), however, because the basic
principles of segregation and independent assortment apply even to more complex
patterns of inheritance. In this section, we will extend Mendelian genetics to
hereditary patterns that were not reported by Mendel (Campbell, 2011: 271).
In 1900, however, his work was "re-discovered" by three European
scientists, Hugo de Vries, Carl Correns, and Erich von Tschermak. The exact
nature of the "re-discovery" has been somewhat debated: De Vries published first
on the subject, mentioning Mendel in a footnote, while Correns pointed out
Mendel's priority after having read De Vries's paper and realizing that he himself
did not have priority. De Vries may not have acknowledged truthfully how much
of his knowledge of the laws came from his own work, or came only after reading
Mendel's paper. Later scholars have accused Von Tschermak of not truly
understanding the results at all (David, 1975).

CHAPTER III
OBSERVATION METHOD
A. Time and Place
Day/date

: Monday/January 4th 2016

Time

: 01.10 pm 03.10 pm

Place

: Laboratory of Biology, Mathematics and Science Faculty, State

University of Makassar.

B. Tools and Materials

1. Tools
a. Phenotype list
2. Materials
a Collegian itself ( Probandus )
List immortal phenotype of human nature which are controlled by one
gene with two alleles, and each allele produces a clear phenotype.
1 Dimples chin is a dominant trait (D).
2 The tip of the ear is hanging freely dominant trait (E).
3 The man put the left thumb over the thumb on the time interweave the
4

fingers, is a dominant trait (F).

People have very tip of the little finger knuckle diagonally inward

5
6

(toward the ring finger) is a dominant trait (B).

Hair forehead protrudes a dominant trait (W).
The hair on the fingers; growth of hair on both sides of the fingers is a

dominant trait (M).

7 Dimple is a dominant trait (P).
8 People who can roll his tongue extends a dominant trait (L).
9 People who have upper incisors slotted a dominant trait (G).
C. Work Procedures
1. Checked the phenotype from every immortal traits which is on the
phenotype list above to yourself. If it difficult, asked for help on a kind
friend in your group. Written down the results in the form of a table.
2. If you have dominant phenotype so given a mark (-) for the second gene.
3. Written down the data from your friends in group and counted its
percentage

CHAPTER IV
OBSERVATION RESULT
A. Result
1. Table of Individual Data (Personal Data)
No
a
b
c
d

The characteristic of eternity

There is a dimple chin (D) none (d)
Hanging earlobes (E) patched (e)
Left thumb on top (F) under (f)
Internode of little finger slant inside

Possible genotype
dd
ee
FF
BB

(B) not slant (b)

Hair at forehead protrude (W) not

ww

f
g
h
i

protrude (w)
Hair at fingers (M) none (m)
Dimple (P) none (p)
Tongue can be rolled lengthwise (L)
not rolled (l)
Incisors gaps (G) incisors no gaps (g)

MM
PP
LL
gg

2. Table of Group

Data Analysis of Group

a Dimple Chin (DD/dd)

Percentage of Dominant=

Dominant
0
100 = 100 =0
Group
5

Percentage of Recessive=

Recessive
5
100 = 100 =100
Group
5

Tip of earlobe unattached (EE/ee)

Percentage of Dominant=

Dominant
0
100 = 100 =0
Group
5

Percentage of Recessive=

Recessive
5
100 = 100 =100
Group
5

Left thumb on top of right thumb (FF/ff)

Dominant
3
Percentage of Dominant=
100 = 100 =60
1
Group
5
Percentage of Recessive=

Little fingers that slant inside to ring fingers (BB/bb)

Dominant
2
Percentage of Dominant=
100 = 100 =40
1
Group
5
2

Recessive
2
100 = 100 =40
Group
5

Percentage of Recessive=

Forehead hair stick out (WW/ww)

Recessive
3
100 = 100 =60
Group
5

Percentage of Dominant=

Dominant
1
100 = 100 =20
Group
5

Percentage of Recessive=

Recessive
4
100 = 100 =80
Group
5

Hair in finger (MM/mm)

1

Percentage of Dominant=
2

Dominant
5
100 = 100 =100
Group
5

Percentage of Recessive=

Cheek dimple (PP/pp)

Recessive
0
100 = 100 =0
Group
5

Percentage of Dominant=

Dominant
1
100 = 100 =20
Group
5

Percentage of Recessive=

Recessive
4
100 = 100 =80
Group
5

Can roll tongue (LL/ll)

1

Percentage of Dominant=

Dominant
5
100 = 100 =100
Group
5

Percentage of Recessive=

Recessive
0
100 = 100 =0
Group
5

Incisor has gaps (GG/gg)

1

Percentage of Dominant=

Dominant
0
100 = 100 =0
Group
5

Percentage of Recessive=

Recessive
5
100 = 100 =100
Group
5

The value of frequency dominant and recessive from group four

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

Frequency of Recessive=

3. Table of Class

0+ 0+60+ 40+20+100+20+100+ 0
9

340
=37.78
9

Amount of recessive data ( )

Amount of fenotipe

100+100+ 40+60+ 80+0+80+ 0+100

9

560
=62.22
9

Data Analyze of class

a. Dimple Chin (DD/dd)
1)

Percentage of Dominant=

Dominant
2
100 = 100 =11,11
Class
18

2)

Percentage of Recessive=

Recessive
16
100 = 100 =88,89
Class
18

b. Tip of earlobe unattached (EE/ee)

1)

Percentage of Dominant=

Dominant
7
100 = 100 =38.89
Class
18

2)

Percentage of Recessive=

Recessive
11
100 = 100 =61,11
Class
18

c. Left thumb on top of right thumb (FF/ff)

1)

Percentage of Dominant=

Dominant
8
100 = 100 =44,44
Class
18

2)

Percentage of Recessive=

Recessive
10
100 = 100 =55,56
Class
18

d. Little fingers that slant inside to ring fingers (BB/bb)

Dominant
12
Percentage of Dominant=
100 = 100 =66,67
1)
Class
18
2)

Recessive
6
100 = 100 =33,33
Class
18

Percentage of Recessive=

e. Forehead hair stick out (WW/ww)

1)

Percentage of Dominant=

Dominant
4
100 = 100 =22,22
Class
18

2)

Percentage of Recessive=

Recessive
14
100 = 100 =77,78
Class
18

f. Hair in finger (MM/mm)

1)

Percentage of Dominant=

Dominant
16
100 = 100 =88,89
Class
18

2)

Percentage of Recessive=

Recessive
2
100 = 100 =11,11
Class
18

g. Cheek dimple (PP/pp)

1)

Percentage of Dominant=

Dominant
8
100 = 100 =44,44
Class
18

2)

Percentage of Recessive=

Recessive
10
100 = 100 =55,56
Class
18

h. Can roll tongue (LL/ll)

1)

Percentage of Dominant=

Dominant
10
100 = 100 =55,56
Class
18

2)

Percentage of Recessive=

Recessive
8
100 = 100 =44,44
Class
18

i. Incisor has space (GG/gg)

1)

Percentage of Dominant=

Dominant
5
100 = 100 =27,78
Class
18

2)

Percentage of Recessive=

Recessive
13
100 = 100 =72,22
Class
18

The value of frequency dominant and recessive from class

a)

b)

Frequency of Dominant=

Frequency of Recessive=

Amount of dominant data ( )

Amount of fenotipe

11,11+38,89+ 44,44+66,67+22,22+88,89+ 44,44+55,56+ 27,78

9

400
=44.44
9

Amount of recessive data ( )

Amount of fenotipe

88,89+ 61,11+55,56+33,33+77,78+11,11+55,56+ 44,44+72,22

9

500
=55.56
9

B. Discussion
1. Dimples chin
from individual data or personal data can be seen that the apprentice does
not has a chin dimple which means that genes are derived from parents
apprentice is recessive. from data of group did not reveal any chin
dimple, from these data we can get the percentage ratio between
Apprentices who have dominant trait with the recessive trait 0% : 100%,
which means the all Apprentice in group have recessive trait against
phenotypic chin dimple. From data of class, obtained only 2 persons who
have dominant traits with percentage ratio between dominant and
recessive trait are 11,11% : 88,89%
2. Earlobe hanging
From individual data or personal data can be seen that the apprentice
does not has earlobe hanging which means that genes are derived from
parents apprentice is recessive. from data of group did not reveal any
earlobe hanging, from these data we can get the percentage ratio between
Apprentices who have dominant trait with the recessive trait 0% : 100%,
which means the all Apprentice in group have recessive trait against
phenotypic earlobe hanging. From data of class,

percentage ratio

between dominant and recessive trait are 38,89% : 61,11%

3. The left thumb on top

From individual data or personal data can be seen that the apprentice
does has left thumb on top which means that genes are derived from
parents apprentice is dominant. from data of group, we can get the
percentage ratio between Apprentices who have dominant trait with the
recessive trait are 60% : 40%, which means that some Apprentices in
group have recessive trait and some other have dominant trait. From data
of class,

percentage ratio between dominant and recessive trait are

44,44% : 55,56%
4. Segment little finger slant inside to ring finger
from individual data or personal data can be seen that the apprentice has
a segment little finger which means that genes are derived from parents
apprentice is dominant. from data of group, we can get the percentage
ratio between Apprentices who have dominant trait with the recessive
trait 40% : 60%. From data of class, percentage ratio between dominant
and recessive trait are 66,67% : 33,33% It shows that most of the genes
are derived from parents Apprentice are dominant.
5. protrudes forehead hair
from individual data or personal data can be seen that the apprentice does
not has protrude forehead hair which means that genes are derived from
parents apprentice is recessive. from data of group, we can get the
percentage ratio between Apprentices who have dominant trait with the
recessive trait 20% : 80%. From data of class, percentage ratio between
dominant and recessive trait are 22,22% : 77,78% It shows that most of
the genes are derived from parents Apprentice are recessive.
6. Hair on finger
from individual data or personal data can be seen that the apprentice has
hair on finger which means that genes are derived from parents
apprentice is dominant. from data of group, we can get the percentage
ratio between Apprentices who have dominant trait with the recessive
trait 100% : 0%. From data of class, percentage ratio between dominant
and recessive trait are 88,89% : 11,11% It shows that most of the genes
are derived from parents Apprentice are dominant.
7. Dimple

from individual data or personal data can be seen that the apprentice has
dimple which means that genes are derived from parents apprentice is
dominant. from data of group, we can get the percentage ratio between
Apprentices who have dominant trait with the recessive trait 20% : 80%.
From data of class, percentage ratio between dominant and recessive trait
are 44,44% : 55,56% It shows that most of the genes are derived from
parents Apprentice are recessive.
8. The tongue can be rolled lengthwise
from individual data or personal data can be seen that the apprentice can
rolled tongue which means that genes are derived from parents
apprentice is dominant. from data of group, we can get the percentage
ratio between Apprentices who have dominant trait with the recessive
trait 100% : 0%. From data of class, percentage ratio between dominant
and recessive trait are 55,56% : 44,44% It shows that most of the genes
are derived from parents Apprentice are dominant.
9. Gap Incisor
from individual data or personal data can be seen that the apprentice does
not has gap incisor which means that genes are derived from parents
apprentice is recessive. from data of group, we can get the percentage
ratio between Apprentices who have dominant trait with the recessive
trait 0% : 100%. From data of class, percentage ratio between dominant
and recessive trait are 27,78% : 72,22% It shows that most of the genes
are derived from parents Apprentice are recessive.

CHAPTER V
CLOSING
A. Conclusion
Based on the observations that have been done, conclude that Every
organism characteristic same with their parental characteristic. It is because
the gene that was given by the parent will be given to 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. students have proved that the law of Mendel's theory is true, and
there are dominant genes that determine the phenotypic properties of a person
and there is also the nature of recessive genes that are covered if joining
dominant genes.
B. Suggestion
Based on the result of this observation and conclusion, the suggestion as
follows:
1 Suggestion for Laboratory
I hope for next practicum about the heredity. The quality of the tool
2

that we use in the influence heredity must be improve.

Suggestion for Assistant
The Assistant who was guide for this practice is good. So, I hope
for the next practicum the assistant can guide excellently and the

university student will know about heredity correctly.

Suggestion for Apprentice
I hope for my friend in the next practicum, we can work together
again more than in this practicum and working seriously to get a good
result to get a good result.

BIBLIOGRAPHY
Campbell, Neil A. 2011. Biology 9th edition. California: Pearson Education, Inc.
David. 1975. An Introduction of Genetics. USA: W. B. Saunders Company.
Elrod, Susan. 2007. Genetika Edisi IV. Jakarta: Erlangga.
Tim Penyusun. 2015. Penuntun Praktikum Biologi Dasar. Makassar: Universitas
Negeri Makassar.

ATTACHMENT
Questions:
How much the value of dominant and recessive gene frequency in your class?
Answer:
the value of dominant and recessive gene frequency in our class are:
1

Frequency of Dominant=

Frequency of Recessive=

Amount of dominant data ( )

Amount of fenotipe

11,11+38,89+ 44,44+66,67+22,22+88,89+ 44,44+55,56+ 27,78

9

400
=44.44
9

Amount of recessive data ( )

Amount of fenotipe

88,89+ 61,11+55,56+33,33+77,78+11,11+55,56+ 44,44+72,22

9

500
=55.56
9