Report Of Biology About Heredity

Report Of Biology About Heredity

CHAPTER I

INTRODUCTION

A.    Background

Heredity is the passing of traits to offspring (from its parent or ancestors). This is the process by which an offspring cell or organism acquires or becomes predisposed to the characteristics of its parent cell or organism. Through heredity, variations exhibited by individuals can accumulate and cause a species to evolve. The study of heredity in biology is called genetics, which includes the field of epigenetics.

The ancients had a variety of ideas about heredity: Theophrastus proposed that male flowers caused female flowers to ripen; Hippocrates speculated that "seeds" were produced by various body parts and transmitted to offspring at the time of conception, and Aristotle thought that male and female semen mixed at conception. Aeschylus, in 458 BC, proposed the male as the parent, with the female as a "nurse for the young life sown within her".

Various hereditary mechanisms were envisaged without being properly tested or quantified. These included blending inheritance and the inheritance of acquired traits. Nevertheless, people were able to develop domestic breeds of animals as well as crops through artificial selection. The inheritance of acquired traits also formed a part of early Lamarckian ideas on evolution.

In the 9th century AD, the Afro-Arab writer Al-Jahiz considered the effects of the environment on the likelihood of an animal to survive, and first described the struggle for existence. His ideas on the struggle for existence in the Book of Animals have been summarized as follows: "Animals engage in a struggle for existence; for resources, to avoid being eaten and to breed. Environmental factors influence organisms to develop new characteristics to ensure survival, thus transforming into new species. Animals that survive to breed can pass on their successful characteristics to offspring." From this view we.ve experiment about the

B.     Purpose

After doing this experiment we could prove the ratio number of genotype and phenotype from Law of Mendel and based on characteristic of human heredity

C.    Benefit

The benefit of this experiment are made the student understood and know about characteristic of human heredity and could know about the Law of Mendel

CHAPTER II
PREVIEW OF LITERATURE

The mechanism of heredity from the parental to the first individual generation were stated first by George Mendel (1826-1844). He has observed the characteristic of pure heredity in the pisum sativum plat. By fertilized the pure strain from a different phenotype. Mendel state that each of heredity features were handle by a factors that will be separated in the gamet creaturing that each gamet just contain a factor to the specific heredity. The Mendel research was by observing the different features of heredity so his stated that when the gamet the greaturing process, the alel will be segregated freely,that this law named as the “free segregation law” (Tim Pengajar,2010).

These observasion, together we studies of  X- ray diffraction patterns by M.H.F. Wilkins, let James Watson and Francis Crick to propose a structure for DNA which is shown fig. DNA is made of two intertwined strands, and that the sequence of the other, the complementary  strands, as a consequence of pairing through hydrogen bonding  between te purin and pyrimidine based. The suspect intermediate is RNA. The second major polinucleide of living matter, RNA exist in all cells. RNA differs from DNA in its base composition and its pentose, the 5 carbon sugar ( Bonner,1961).

The phenomenon of heredity is an obvious fact of live, but before Mendel announced  the result of his experiment is not satisfactory explanation of it had been given. A popular theory was that both a father and mother contributed to their off spring some kind of fluid which contained an assence of their characteristic. Mendels theory of heredity will be explained first, and the experiments from which he derived it will be describe later. The theory is really ade up of two parts: a theory of  precisely how one plant differ from the next in its inherited character, and a theory of how this character originates in each plant. The first part suggest that the general character that plea plant inherits can be subdivided into a large but limited number of characteristic. The second part 0f Mendels theory explain how the particular for in which each unit character will appear ia determined. He suggested, in effect although not in so many words, that every egg and pollen cell of the pea plant carries one determinant for each unit character ( Barry,1964).

A lethal gene may have its effect any time from the formation of the gamete until birth or shortly afterward. In a strain of horse, a sex linked recessive lethal has been  reported that kills approximately one- half of the male of the spring of carrier females, so there are approximately twice as many females as males at birth. its possible that such a genetic defect may also be present in other species of farm animals. Frecuenly a cow or mare is mated, apparently conceives, because she does not sigh of estrus at a latter date. Possibility conception takes place, but the zygote or embryo dies because of lethal gene effect: it “s resorbed, and  the female resumes the normal estrous circle. There ia a good evidence that lethal genes may cause losses in swine during pregnancy, because in breeding increases embryonic death losses whereas cross breading decrsases them (Lasley,1963).

These traits are highly complex, and involve the interaction of many genes. However several traits are determined by only one gene, and if you have the gene then you have the trait. You have two genes for every trait. You get one from your mother and one from your father. Certain genes are dominant. And you only need one of the pair to give its trait. If you do not have a dominant gene, then you are recessive gene for that trait. Dominant genes are represented as capital letters and recessive genes as lower case letters. Circle with genes you posses for each of the following traits (Anonin,2010).

CHAPTER III

EXPERIMENT’S METHOD

A.    Place and Date

The experiment was done at:

Day and Date  : Wednesday , December 29^th 2010

Time                : 09.45 – 11.45am

Place                : Laboratory of Biology, Mathematic and Science Faculty,   Makassar State University at 3^th east floor part.

B.     Tools and Materials

1.      Loupe

2.      List of Phenotypes

3.      Heredity button

C.    Work Procedure

1.      Looked into the phenotype of each heredity characteristic that there is of list phenotype in our self. If couldn’t deal please get help to friend in your group . Then, note the result to table form

2.      If they have phenotype was dominant, so give the sign (-) for the second gene.

3.      Note and observed the characteristic of friends for the other group and calculate its presentation

4.      The last, we gather all of data of genetic button and calculate the homozygote and heterozygote percentage.

 

LIST OF PHENOTYPE FOR THE HUMAN HEREDITY THAT IT CONTROL BY 1 GENE WITH 2 ALLEL AND EACH ONE CREATED A CLEAR PHENOTYPE

1.      Dimple of chin was dominant (D) and not was recessive (dd)

2.      Tip of the auricle of ear as be free was dominant (E) and not was recessive (ee)

3.      Thumb of left hand at up of right hand was dominant (F) and not was recessive (ff)

4.      The knuckle bone of the little finger that most tip goes askew on it was dominant (B) and not was recessive (bb)

5.      Hair at forehead stick out was dominant (W) and not was recessive (ww)

6.      Hair at the finger (on second joints) was dominant (M) and not was recessive (mm)

7.      Paddy of checked is dominant (P) and not was recessive (pp)

8.      Can rolled his/her tongue be along was dominant (L) and not was recessive (ll)

9.      People that have above beam tooth that interpose (G) and not was recessive (gg)

CHAPTER IV

OBSERVATION RESULT

A.    Observation Result

1.      Personal data

No	The characteristic of heredity	Geotipe
1	Dimple of chin was dominant (D) and not was recessive (dd)	dd
2	Tip of the auricle of ear as be free was dominant (E) and not was recessive (ee)	ee
3	Thumb of left hand at up of right hand was dominant (F) and not was recessive (ff)	F
4	The knuckle bone of the little finger that most tip goes askew on it was dominant (B) and not was recessive (bb)	bb
5	Hair at forehead stick out was dominant (W) and not was recessive (ww)	ww
6	Hair at the finger (on second joints) was dominant (M) and not was recessive (mm)	M
7	Paddy of checked is dominant (P) and not was recessive (pp)	pp
8	Can rolled his/her tongue be along was dominant (L) and not was recessive (ll)	ll
9	People that have above beam tooth that interpose (G) and not was recessive (gg)	gg

2.      Group and class data

Characteristic / group	D	d	E	E	F	f	B	b	W	w	M	m	P	p	L	l	G	g
I	1	4	1	4	2	3	5	0	0	5	5	0	1	4	2	3	1	4
II	1	4	1	4	4	1	5	0	1	4	5	0	3	2	2	3	0	5
III	1	3	4	0	2	2	1	3	3	1	4	0	1	3	3	1	0	4
IV	1	3	3	1	0	4	3	1	2	2	2	2	1	3	3	1	0	4
V	0	4	3	1	2	2	3	1	2	2	4	0	3	1	3	1	1	3
VI	0	4	3	1	3	1	3	1	2	2	4	0	0	4	3	1	0	4
Sum	4	22	15	11	13	13	20	6	10	16	24	2	9	17	16	10	2	24

3.      Table of Genetic Button

Nu.	Dominant (HH) Red	Recessive (hh) Black	Genotype
1.	Female	Male	Hh
2.	Male	Female	Hh
3.	Male	Female	Hh
4.	Female	Male	Hh
5.	Female	Male	Hh
6.	Male	Female	Hh
7.	Male-female	-	HH
8.	Male - female	-	HH
9.	-	Male - female	hh
10.	-	Male-Female	hh

B.     Analysis of Data

I.        Analysis of Group Data

1.      Paddy of Chin

a)      Dominant

b)      Recessive

2.      Tip of the auricle of ears as be free

a)      Dominant

b)      Recessive

3.      Thumb of left hand at up of right hand

a)      Dominant

b)      Recessive

4.      The knuckle bone of the little finger that most tip goes askew on it

a.       Dominant

b.      Recessive

5.      Hair at forehead stick out

a.       Dominant

b.      Recessive

6.      Hair at the finger (on second joints)

a.       Dominant

b.      Recessive

7.      Paddy of check

a.       Dominant

b.      Recessive

8.      Can rolled his/her tongue be along

a.       Dominant

b.      Recessive

9.      People that have above beam tooth

a.       Dominant

b.      Recessive

    II.        Analysis of class Data

10.  Paddy of Chin

c)      Dominant

d)     Recessive

11.  Tip of the auricle of ears as be free

c)      Dominant

d)     Recessive

12.  Thumb of left hand at up of right hand

c)      Dominant

d)     Recessive

13.  The knuckle bone of the little finger that most tip goes askew on it

c.       Dominant

d.      Recessive

14.  Hair at forehead stick out

c.       Dominant

d.      Recessive

15.  Hair at the finger (on second joints)

c.       Dominant

d.      Recessive

16.  Dimple

c.       Dominant

d.      Recessive

17.  Can rolled his/her tongue be along

c.       Dominant

d.      Recessive

18.  People that have incisor of on and be gap

c.       Dominant

d.      Recessive

C.    Discussion

1.      Analysis of Personal data

Based on the experiment that we do, For the Dimple of chin, I’ve recessive. For the Tip of the auricle of ear as be free I’ve recessive gene, for Thumb of left hand at up of right hand, I’ve recessive gene. For the  knuckle bone of the little finger that most tip goes askew on it I’ve dominant gene. For the Hair at forehead stick out I’ve recessive gene. Hair at the finger (on second joints) I’ve dominant. For the Dimple in the check I’ve recessive. For the ability to rolled the tongue be along I’ve recessive gene. For the People that have incisor of on and be gap I’ve recessive gene.

2.      Analysis of Group

Based on the experiment and analysis of result of characteristic of individual in the class, the ratio about the dimple of chin was dominant gene there 20 % and for the recessive gene are 80 %, it means that the students in group there are four that have recessive gene. The ratio of  Tip of the auricle of ears as be free dominant was 20 % and recessive was 80 %, it means that the student in my group there are 1 student have dominant gene and 4 students was recessive gene. The ratio of Thumb of left hand at up of right hand, for dominant 40 % and for the recessive gene was 60 %. It means that there are 2 student have dominant gene and the other was recessive gene. The ratio of The knuckle bone of the little finger that most tip goes askew on it, dominant gene was 100 % and for recessive gene was 0 %., it means that all student in my group is al dominant. The ratio of Hair at forehead stick out, for the dominant gene was 0 % and for recessive gene was 100 %. It means that allmember in my group have recessive gene. The ratio of hair at the finger (on second joints), for the dominant was 100 % and for the recessive gene was 0 %. It means that all member of my group have recessive. The ratio of  dimple, for the dominant was 20 % and for the recessive was 80 %. It means that there are 1 student which dominant gene and 4 students was recessive gene. The ratio of  Can rolled his/her tongue be along, for dominant was 40 % and for the recessive gene was 60 %, it means that there are 2 students which have dominant and 3 student have dominant and the other was recessive gene. The ratio of People that have incisor of on and be gap, for dominant gene was 20 % and for the recessive gene was 80 %. It means that all of the member of group 1 have dominant gene.

3.      Analysis of Class

Based on the experiment and analysis of result of characteristic of individual in the class, the ratio about the dimple of chin was dominant gene there 15,38 % and for the recessive gene are 84,62 %, it means that the students in ICP Physics class there are 4 that have dominant gene, and 22 that have recessive gene. The ratio of  Tip of the auricle of ears as be free dominant was 57,69 % and recessive was 42,31 %, it means that the student in ICP Physics there are 15 student have dominant gene and 11 students were recessive gene. The ratio of Thumb of left hand at up of right hand, for dominant 50 % and for the recessive gene was 50 %. It means that there are 13 student have dominant gene and the other was recessive gene. The ratio of The knuckle bone of the little finger that most tip goes askew on it, dominant gene was 76,92 % and for recessive gene was  28,03%., it means that there are 20 students of ICP’s class which have dominant and the other was recessive gene. The ratio of hair at forehead stick out, for the dominant gene was 38,46 % and for recessive gene was 61,54 %. It means that there are 10 student that dominant gene and 16 students of the was recessive gene. The ratio of hair at the finger (on second joints), for the dominant was 92,30 % and for the recessive gene was 7.70 %. It means that there are 24 students which dominant and 2 students was recessive gene. The ratio of Dimple, for the dominant was 34,61% and for the recessive was 65,39 %. It means that there are 9 students which dominant gene and 17 students was recessive gene. The ratio of  Can rolled his/her tongue be along, for dominant was 61,54 % and for the recessive gene was 38,46 %, it means that there are 16 students which have dominant and 10 student have recessive gene. And the last, the ratio of People that have incisor of on and be gap, for dominant gene was 8 % and for the recessive gene was 92 %. It means that there are 2 students of ICP which have dominant gene and 24 student was have recessive gene. And the sum of the students in ICP class was 26 students.

4.      The genetic button

From the data that we get about genetic button, we get the ratio of dominant homozigot: dominant heterozigot: resesif that 2:3:2. So if we use the presentation  we get 20% for dominant homozigot, 20% for resesif and 60% for dominant heterozigot.

CHAPTER V

CNCLUSION AND SUGGESTION

A.    Conclusion

1.      For data of phenotype
          After we did our experiment we can get conclusion that the genotype and fenotype from the Mendellian law and the basic genotype of some heredity characteristic on the human. From analysis of the data in the class, total percentage of dominant gene is around 45% and the recessive gene is 65%. It mean that the recessive more than the dominant gene.

2.      For genetic button

In genetic button, total Dominant homozygote was 20 % , total dominant heterozygote was 60%, and total of resesif was 20%. so, the comparis  on was 2 : 6: 2. This was same with Mendel theory.

B.     Suggestion
  a.  To practicant  

        For the next practicant, must make a good work with the other group so, the practicum will be better and with this way the practicum could be finished quickly.

b. To assistant

      we hope all the assistant give us a good guidance.

BIBLIOGRAPHY

Anonim.2010. Heredity. www.Google.com. Accessed on December 31^th2010

Bonner, David M. 1961. Heredity. San Diago: University of California.

Barry,J.M. 1964. Molecular biology. America: Unity States of America

Lasley, Jhon F. 1963. Genetic of lives tolk in provement. America: Unity Stated of America