This document contains a summary of a basic biology practicum report on heredity. The summary includes: 1) The practicum was conducted on October 31st 2011 from 10:50 AM to 12:30 PM in the biology laboratory on the 3rd floor of FMIPA UNM. 2) The practicum involved checking phenotypes of heredity traits in the body and recording observations in a table. Dominant phenotypes were marked with a check. Data was also collected from other group members and classmates. 3) Analysis found the ratio of dominant to recessive traits in the group was 41.66% to 58.33% and in the class was 42.85% to 57.49

1. RATIFICATION PAGE
Complete report of Basic Biology practicum with title ’’Heredity’’ that
arranged by :
Name
: Jeny ayu hardiah ningrum
ID
: 1114040162
Group
: III (Three)
Class
: ICP A
After checked by Assistant and Assistant Coordinator so this report was
accepted
Assistant Coordinator,
Djumarirmanto, S.Pd
Makassar, December 12th 2011
Assistant,
Gunawan Rahmil
ID. 091404174

2. CHAPTER II
PREVIEW OF LITERATURE
If you happened to see a woman with bright purple hair walking down the
street, you Would probably conclude that she hadn't inherited her striking hair color
from either parent. Consciously or not, you have transformed a lifetime of
observations of hair color and other features into a list of possible variations that
occur naturally among people. Eyes of brown, blue, green, or gray; hair of black,
brown, blond, or red-these are just a few examples of heritable variations that we may
observe among individuals in a population. What are the genetic principles that
account for the transmission of such traits from parents to offspring in humans and
other organisms? The explanation of heredity most widely in favor during the l800s
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 we 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
phenomenaof inheritance, such as traits reappearing after skipping ageneration. An
alternative to the blending model is a "particulate" hypothesis of inheritance: the gene
idea. Segregation of alleles and fertilization as chance events. When a heterozygote
(Rr) forms gametes, whether aparticular gamete ends up with an Ror an r is like the
toss of a coin. We can determine the probability for any genotype among the
offspring of two heterozygotes by multiplying together the individual probabilities of
an egg and sperm having aparticular allele. Dominance relationships, multiple alleles,
and pleiotropy all have to do with the effects of the alleles of a single gene. We now
consider two situations in which two or more genes are involved in determining a
particular phenotype (Campbell, 2008)

3. At first sight the answer might seem obvious because at cell division the
component molecules and larger structures of the cell tend to be distributed evenly
between the two daughter cells. But this explanation is inadequate because, on the
average, the daughter cells are half the parental size, and must double in size before
they in turn divide. It is this doubling that is the basic problem of heredity. Since cells
are made of molecules, it must normally involve a doubling in the number of each
kind of molecules in the cell. It is possible to conceive of various ways in which this
process might some about, but all involve some from of self-copying by certain
molecules of cells. There might conceivably be only one kind of molecules of cell,
which could form copies of it self, and this might direct the formation, or entry into
the cell, of all other molecules. Or there might be many kinds of molecules which
could form self-copies (Barry, 1964).
Transmission of traits from parents to offspring through genes, the functional
units of heritable material that are found within all living cells. From his studies in the
mid-19th century, Gregor Mendel derived certain basic concepts of heredity, which
eventually became the foundation for the modern science of genetics. Each member
of the parental generation transmits only half its genes to the offspring, and different
offspring of the same parents receive different combinations of genes. Many
characteristics are polygenic (i.e., influenced by more than one gene). Many genes
exist in numerous variations (alleles) throughout a population. The polygenic and
multiple allelic nature of many traits gives a vast potential for variability among
hereditary characteristics. While the genotype determines the broad limits of features
an individual may develop, the actual features that do develop are dependent on
complex interactions between genes and their environment. See also variation, As
discussed at the beginning of the essay on genetics, the subjects of genetics and
heredity are inseparable from each other, but there are so many details that it is
extremely difficult to wrap one's mind around the entire concept. It is advisable, then,
to break up the overall topic into more digestible bits. One way to do this is to study
the biochemical foundations of genetics as a subject in itself, as is done in Genetics,

4. and then to investigate the impact of genetic characteristics on inheritance in a
separate context, as we do here, Also included in the present essay is a brief history of
genetic study, which reveals something about the way in which these many highly
complex ideas fit together (Anonymous, 2011).
Mendel`s great contribution to the study of heredity was his discovery of the
orderly processes governing the recombination of genes where so many before him
had failed. Notable among his predecessors were kolreuter and gatner. Both men
observed that the first generation (F1 or first filial) hybrids were usually intermediate
with respect to the parents and that the second (F2) generation was more variable than
the (F1). Darwin the great synthesizer, gathered together a great deal of information
about hybridization from breeding experiments of all kinds, both plant and animal.
However this approach, so fruitful with respect to evolution and natural selection, did
not lead him to significant generalizations concerning heredity, Ha e also conducted
his own breeding experiments with pigeons and with plants, but mad no notable
advances (Merrell, 1975).
We hold these truths to be self-evident: that all men are created equal, “all
men are equal before the law, and all are equal in dignity as human beings: that os
what the writers of the declaration of independence meant. It is, hpwever one of the
profound lessons of genetics that only identical twins are born equal biologically.
Unless you are an identical twin (and only about 0.4 percent of births yield identical
twins), you are not equal to anyone else on earth in the sense of being biologically the
same. No judgement is involved here as to who is better and who is worse, or as to
whether “better” and “worse” have valid meanings in this connection. New ertheless,
the fact remains that the mechanisms of heredity make it virtually impossible that any
two nontwins ever have inherited just the same genes, centuries of human strivingpolitical, ,oral and physical-have gone into establishing the truth of the political
equality embodied in the declaration of independence (Simpson,1965).

5. CHAPTER III
PRACTICUM METHOD
A. Time and Place
Day / Date
: Monday/October 31th 2011
Time
: 10.50 A.M until 12.30 P.M
Place
: Biology laboratory 3rd floor at FMIPA UNM
B. Tools and material
1. Phenotype list
2. Pen
3. Paper
C. Work produce
1. Checked fenotipe of each herdity list in our body and wrote down the
obbservation result in table.
2. If you have dominant phenotype, gave checklist (√) to dominant coloum.
3. Wrote the heredity data of other group members and classmate, and calculated
the percentage.

6. CHAPTER IV
OBSERVATION RESULT
A. Observation result
1. Personal data
Number
Phenotype
My phenotype
1
Mortar chin
d
2
Tip of auricle of ear hang
E
3
People who take mother finger (left) on right
e
mother finger when crossing his hand
4
People who has little fingers that askew inside two
b
sweet fingers
5
Forehead stick out
w
6
Hair in finger growth both finger space
M
7
Dimple chin
p
8
People who can rol his tongue
l
9
People who has shine teeth that has space
G

7. 2. Data of group
Member
Group`s
name
A
B
C
D d E e F
Jeny ayu
-
√
√
-
Sri
oktopiani
-
√
√
Hardiyanti
M
-
√
A.Andriana
-
Count
0
D
E
F
G
H
f
B b
-
√
-
√
-
√
√
-
-
√
-
-
√
-
√
√
-
√
-
-
√
-
√
-
√
-
-
√
√
-
√
√
-
-
√
-
√
-
√
√
4
4
0
1
3
1
3
1
3
4
I
W w M m P p L
l
G g
-
√
√
-
√
√
-
-
√
√
-
√
-
-
√
-
-
√
-
√
-
√
0
1
3
2
2 1
3
3. Data of class
Group`s
name
A
B
C
D
E
D
d
E
e
F
f
B
b
I
-
4
-
4
2
2
2
II
-
5
2
3
4
1
III
-
4
4
-
1
IV
3
1
4
-
V
1
3
3
1
Count
4
W
F
G
H
I
w
M
m P
p
L
l
G g
2
4
4
-
-
4
4
-
2
2
1
4
5
5
-
2
3
3
2 -
5
3
1
3
1
3
4
-
1
3
2
2 1
3
1
3
1
3
1
3
4
-
1
3
2
2 2
2
3
1
-
4
1
3
4
-
1
3
2
2 1
3
17 13 8 11 10
5
16
3
18 21
0
5
16 13 8 6
15

8. B. Data analysis
1. Data of groups
a) Dimple chin
1)
2)
b) Tip of earlobe unattached
1)
2)
c) Take left thumb on top of right thumb
1)
2)
d) Little fingers that askew inside to ring fingers
1)
2)
e) Forehead hair stick out
1)
2)
f) Hair in finger
1)
2)
g) Cheek dimple
1)
2)

9. h) Can roll his tongue
1)
2)
i) Incisor has space
1)
2)
The value of frequency dominant and recessive for the 3rd group.
a) Frequency of Dominant=
=
b) Frequency of Recessive=
=
2. Data of class
a) Dimple chin
1)
2)
b) Tip of earlobe unattached
1)
2)
c) Take left thumb on top of right thumb
1)
2)
d) Little fingers that askew inside to ring fingers
1)
=

10. 2)
e) Forehead hair stick out
1)
2)
f) Hair in finger
1)
2)
g) Cheek dimple
1)
2)
h) Can roll his tongue
1)
2)
i) Incisor has space
1)
2)
The value of frequency dominant and recessive for the 3rd group.
a) Frequency of Dominant=
=
=
b) Frequency of Recessive=
=

11. =
C. Discussion
In the first analysis, which is analyze the group’s data, we found that the
student who has dominant traits is 0%, means that no one in group that have
chin dimple, so the recessive is 100%.. Second, the student who his tip of
earlobe is unattached is 100% dominant . Next for take left thumb on top of
right thumb when crossing hand as dominant trait, we found that no one have
dominant trait. So the percentage for dominant is 0% and resesif is 100%. The
student who dominant has little fingers that askew inside to ring fingers is
25%% and 75% others is recessive. Next for Forehead’s heair stick out as
dominant trait, we found that 25% have dominant trait and 75% other is
recessive. Then the students who has dominant trais if they have hair in their
fingers. In groups 100% is dominant. Next traits is cheek dimple. In group
there is 25% members that have cheek dimple. So they are dominant, and 75%
others is recessive. In this group, from 4 there are 2 person that can roll his
tongue. So 50% is dominant and 50% is recessive. Last traits that we observed
is there is space between incisors 25% and 75% recessive.
In the second analysis, which is analyze the class’s data, we found that the
student who has dominant traits is 19,04% and recessive is 80,95%. Second,
the student who his tip of earlobe is unattached is 61,90% and 38,09% other is
recessive. Next for take left thumb on top of right thumb when crossing hand
as dominant trait, we found that student that have dominant trais is 52,38%
and resesif is 47,61%. The student who dominant has little fingers that askew
inside to ring fingers is 23,80% and 76,19% others is recessive. Next for
Forehead’s heair stick out as dominant trait, we found that 14, 28% have
dominant trait and 85,71% other is recessive. Then the students who has
dominant trais if they have hair in their fingers. In groups 100% is dominant.
Next traits is cheek dimple. In group there is 23,80% members that have

12. cheek dimple. So they are dominant, and 76.19% others is recessive. From 21
student in class, there are 61,90% person that can roll his tongue. So they are
dominant and 38,09% are recessive. Last traits that we observed is there is
space between incisors. There are 28,57% have dominant trait and 71,42%
have recessive trait.

13. CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Comparison number between phenotype from Mandel’s law and
genotype basic from heredity of human beings, and after comparison we have
ratio dominant in data of group is 41,66% and 58,33% is recessive, and ratio
dominant in data of class is 42,85% and recessive is 57,49%, so after done
practicum, we can conclusion no body`s same in the world.
B. Suggestion
1. Suggestion for laboratory
I hope for next practicum the laboratory has place which good but the
students difficult getting chair that reasonably and floor also available one
breaks down so hard to clear.
2. Suggestion for Assistant
I hope assistant can give information and directive about practicum,
may be can give time to make the result observation.
3. Suggestion for the all friends
I hope all friend can hear and can see if assistant and coordinator
assistant give information, so we can do practicum.

14. BIBLIOGRAPHY
Anonymous. 2011. Heredity. http://www.answers.com/topic/heredity Accessed at
December 8th 2011
Barry, J. M. 1964. Molecular Biology. America: United States of America
Champbell, Neil A, 2008. Biology. San Francisco: Pearson Benjamin Cummings
Merrell, David J. 1975. An Introduction to Genetics. New York: Ww. Norton and
Company, inc.
Simpson, George Gaylord. 1965. Life An Introduction to biology. New York:
Harcourt
Tim Pengajar, 2011. Penuntun praktikum biologi dasar. Makassar:UNM