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Complete report of Animal Physiology with title Color Blindness Test

which made by :
name : Bertha Tandi
reg.number : 141 444 2 010
class : International Class Program of Biology ( ICP B )
group : V (Fivth)
has been checked by Assistant and Assistant Coordinator, so this report was
accepted.

Makassar, April 18th 2017

Assistant Coordinator, Assistant,

A Citra Pratiwi, S.Pd, M.Ed Muhammad Richsan yamin

ID. 1314440006

Known by,
Lecturer of Responsibility

Dr. Drs. A. Mushawwir Taiyeb, M.Kes.

ID: 19644016 198803 1 002
 CHAPTER I
INTRODUCTION

A. Background
How do photoreceptors translate incoming light into electricalsignals?
The key is a light-absorbing molecule called retinalthat combines with
proteins called opsins to form four typesof visual pigments. Depending on
the type of opsin to whichit is bound, retinal absorbs different wavelengths
of the visiblespectrum.The cone opsins differ both from the opsin of the rods
andfrom one another. The naming of cones reflects the colors (thatis,
wavelengths) of light that each cone variety absorbs best. Bluecones respond
maximally to wavelengths around 420 nm, greencones to wavelengths of
530 nm, and red cones to wavelengthsat or close to 560 nm (see Figure
15.10b). How do we see other colors besides blue, green, and red?Cones
absorption spectra overlap, and our perception of intermediatehues, such as
yellow, orange, and purple, results fromdifferential activation of more than
one type of cone at the sametime. For example, yellow light stimulates both
red and greencone receptors, but if the red cones are stimulated more than
thegreen cones, we see orange instead of yellow. When all cones
arestimulated equally, we see white.
Most forms of color blindness, an inherited inability to distinguish
betweencertain colors, result from the absence or deficiency of one of
thethree types of cones. The most common type is red-green color
blindness,in which red cones or green cones are missing. As a result,
theperson cannot distinguish between red and green. Prolonged vitamin
Adeficiency and the resulting below-normal amount of rhodopsin maycause
night blindness or nyctalopia, an inability tosee well at low light levels.
Base on this problem, we tried to held the observation with the title
color blindness test to see if all the stutdent in my class had partial color
blindness, complet color blindness, or didnt have color blindness.
B. Purpose
To know the probandus is having colorblind or not
C. Benefit
After doing this observation, the students can know know the
probandus is having colorblind or not.
 CHAPTER II
PREVIEW OF LITERATURE

Both the color-blind and multicultural perspectivescan also be found in the

extant literature on intergrouprelations in social psychology. The color-blind
perspective,however, has been the dominant view in much ofthis work. Research
stemming from Social Identity Theory and Self-Categorization Theory has
documented the plethora of negative outcomes that stem from social
categorization, including outgroup homogeneity,ingroup favoritism and
ethnocentrism, as well as prejudice and stereotyping . Based on this work,
mainstream social psychology has focused many of its intergroup conflict
intervention efforts on methods that reduce category salience and encourage
individuation.In contrast to this perspective, some research by social
psychologists is beginning to consider the potential positive consequences of
taking a more multicultural approach to intergroup relations (Richeson, 2004).
In todays society, this distinction between a race should not matter
philosophy and a race does not matter philosophy has become blurred. Neville
refers to the modern-day notion of color-blindness as the idea that race should
not and does not matter. While the should not matter philosophy implies a goal
of achieving true color-blindness in the world of education, this means teachers
not showing favoritism or discrimination to certain students based on skin color
the does not matter philosophy requires that teachers turn a blind eye to racial
differences (Atwater, 2007)
Colour blindness is (usually) an inherited condition affecting peoples
ability to perceive colours. It is caused by faulty gene-sequencing in the DNA of
the X-chromosome. We have 3 types of cone cells in our retinas. Each type is
responsible for detecting either red, green or blue light. In colour blindness the
faulty sequencing means one type is unable to decipher light wavelengths
correctly. Consequently the brain receives incorrect information and cannot
properly interpret colour, so someone with CVD is not able to distinguish between
colours normally. There are rare forms of colour vision deficiency, such as blue
blindness and monochromacy, but red and green colour deficiency is very
common. Colour blindness can also be acquired as a side effect of some diseases
(e.g. diabetes, sickle cell anaemia) (Will, 2015).
France has a full array of antidiscrimination laws, but they have been
largely ineffective. This may be attributable to the nations official color-blind
policies and its refusal to recognize race and ethnicity as social constructions that
influence individuals interactions. Conflicts involving ethnic minorities are seen
as an immigrant problem. This masks the ethnic discrimination inflicted on non-
white residents and delegitimizes them as foreigners who are not part of French
society (Ware, 2015).
Eyes, ears, nose, mouth and skin -- the channels of sensory perception in
the human body are vast and complex. Vision allows us to perceive shapes and
understand the world around us. When stopping at a traffic light at night unable to
identify the relative position of lights, red and green distinguishes whether to stop
or go. Green versus ripe tomatoes and rare versus well-done steak prove difficult
to distinguish in the kitchen. A day at the beach might result in overexposure to
the sun without the necessary warning signs of bright red skin. These are just a
few of the problems that color vision deficient individuals face in daily activities.
Color identification is undoubtedly a crucial component in our perception of the
world, and yet there are a vast amount of individuals who live with color
identification deficiencies ranging from red and green to blue and yellow. In this
paper I will offer an introduction of the origins of color blindness, provide insight
as to the groups of individuals most impacted in terms of lifestyle and
employment by its limitations, and discuss current and future technology available
to compensate and hopefully cure color vision deficiency (Chris, 2013).
Colour blind people can see clearly and in focus. People with red and
green deficiency commonly experience problems with reds, greens, browns and
orangeall appearing as shades of muddy green. Blue and yellow can be seen
but can still be confused. Purple is frequently mistaken for blue because it
contains an element of red, which is invisible. Green deficients can mistake
green for grey/red/ blue, and pink and red deficients will also confuse reds with
black (Will, 2015).
Taken collectively, these studies on color-blind attitudes in the schools
suggest at least two important issues. First, teachers, particularly those who are
White, have been found to rely on the color-blind perspective both in their
dealings with students and in their classroom and curriculum decisions. This
philosophy appears to be influenced by how individuals view or do not view
their own racial identity, the culture and values reflected in the school climate, and
a discomfort dealing with the topic of race. Second, the color-blind perspective is
relied upon because of its seeming advantages: when there is fear of classroom or
school conflict, or a fear of appearing prejudiced (Atwater, 2007).
Two fundamentally different approaches to the reduction of interracial
tension and stratification have been proposed by social scientists. One approach,
often called color-blindness, proposes that racial categories do not matter and
should not be considered when making decisions such as hiring and school
admissions. The primary tenet of this approach is that social categories should be
dismantled and disregarded, and everyone should be treated as an individual. The
second approach, typically called multiculturalism, proposes that group
differences and memberships should not only be acknowledged and considered,
but also, celebrated. A central tenet of this perspective is that ignoring ethnic
group differences, for instance, undermines the cultural heritage of non-white
individuals, and, as a result, is detrimental to the well being of ethnic minorities
(Richeson, 2004).
 CHAPTER III
OBSERVATIONMETHOD

A. Time & Place

Day / Date : Wednesday / April 6th 2017
Time : 13.30 pm until 15.00 pm
Place : Biology Laboratory 3rdfloor east side of Mathematic and
Science Faculty, State University of Makassar.
B. Equipment and Materials
a. Probandus
b. The Ishihara book
C. Work Procedures
1. The two members of our group became the student who tried it and the
comparison
2. The equipment that we used was Ishihara Test for Colour Blindness
3. Put the book in the 75 cm from the student who tried i.
4. And then the observer opened the pages book one by one.
 CHAPTER IV
OBSERVATION RESULT

A. Observation Result
1. Personal Data
Num Visible Probandus Visible Comparison Note
1. 12 12 Successively
2. 8 8 Successively
3. 5 5 Successively
4. 29 29 Successively
5. 74 74 Successively
6. 7 7 Successively
7. 45 45 Successively
8. 2 2 Successively
9. Nothing Nothing Successively
10. 16 16 Successively
11. Correct Correct Successively
12. 35 35 Successively
13. 96 96 Successively
14. Correct Correct Successively

2. Group Data
Num Name Note
1. Bertha Tandi Didnt color blindness
2. Amilussoliha Taslim Didnt color blindness
3. Qoryani Didnt color blindness
4. Ayyub Zulfajrin Didnt color blindness
 3. Class Data
Num Name Didnt color blindness
1. Andi Basliahwanti.M
2. Ruhaemah
3. Vivi Salvia Baharsyah
4. Ilham Nur
5. Sitti Nurafiah
6. Khaerul Muttaqin
7. Eva Erviana
8. Sri Hartini Nur
9. Riska Wulandari
10. Nurwahyuni
11. Dian Angreani
12. Nurul Annisa Husain
13. Fadhilah Misbah D.
14. Eunike Christy Padati
15. Rahmayani
16. Ayyub Zulfajrin
17. Amilussoliha Taslim
18. Bertha Tandi
19. Qoryani
20. Nur Intan Wulandari

B. Discussion
Colour blindness is a condition in which abilityto distinguish some
colors and shades is less thennormal. It occurs when the colour sensitive
conecells do not properly pick up or send the propercolour signals to the brain.
It is most commonlydue to an inherited condition or acquired bydiseases of the
optic nerve or retina. These colourproblems are linked to the X chromosome
and arealmost always passed from a mother to her son.
 The vast majority of colorblind people have trouble seeing red or
green, due to a genetic defect in the color-sensing cells, called cones, at the
back of the eye. About 75% of them are specifically green-deficient; another
20% are red-deficient. Either way, the impact on their vision is so similar that
it's considered one disorder, red-green colorblindness, which is the most
common single-gene disorder in humans, affecting 1 in 8 men and 1 in 230
women of Northern European descent world-wide (and slightly fewer in other
racial groups). The most common types of hereditary color blindness are due to
the loss or limited function of red cone (known as protan) or green cone
(deutran) photopigments. This kind of color blindness is commonly referred to
as red-green color blindness.
Protanomaly: In males with protanomaly, the red cone photopigment is
abnormal. Red, orange, and yellow appear greener and colors are not as
bright. This condition is mild and doesnt usually interfere with daily
living. Protanomaly is an X-linked disorder estimated to affect 1 percent
of males.
Protanopia: In males with protanopia, there are no working red cone
cells. Red appears as black. Certain shades of orange, yellow, and green all
appear as yellow. Protanopia is an X-linked disorder that is estimated to
affect 1 percent of males.
Deuteranomaly: In males with deuteranomaly, the green cone
photopigment is abnormal. Yellow and green appear redder and it is
difficult to tell violet from blue. This condition is mild and doesnt
interfere with daily living. Deuteranomaly is the most common form of
color blindness and is an X-linked disorder affecting 5 percent of males.
Deuteranopia: In males with deuteranopia, there are no working green
cone cells. They tend to see reds as brownish-yellow and greens as beige.
Deuteranopia is an X-linked disorder that affects about 1 percent of males.
Red-green colorblindness is far more common in men than women
because it's a recessive gene carried on the X chromosome. Men have one X
and one Y, so a defective gene on the X shows itself readily. Women have two
X chromosomes, and a normal copy of the gene will override the defective one.
But women who have one defective X will be carriers of colorblindness. Each
of their children has a 50% chance of inheriting the defective gene. Within
families, red-green colorblindness typically travels from the maternal
grandfather to grandson. A woman can only exhibit colorblindness if she
receives a defective X chromosome from a colorblind father and another from a
carrier mother.
Blue-yellow colorblindness is rarer and develops later in life, often
brought on by aging, illness, medication or head injuries. Rarer still is
achromatopsia, the inability to see any color. Blue-yellow color blindness is
rarer than red-green color blindness. Blue-cone (tritan) photopigments are
either missing or have limited function.
Tritanomaly: People with tritanomaly have functionally limited blue cone
cells. Blue appears greener and it can be difficult to tell yellow and red
from pink. Tritanomaly is extremely rare. It is an autosomal dominant
disorder affecting males and females equally.
Tritanopia: People with tritanopia, also known as blue-yellow color
blindness, lack blue cone cells. Blue appears green and yellow appears
violet or light grey. Tritanopia is an extremely rare autosomal recessive
disorder affecting males and females equally.
People with complete color blindness (monochromacy) dont
experience color at all and the clearness of their vision (visual acuity) may also
be affected. There are two types of monochromacy:
Cone monochromacy: This rare form of color blindness results from a
failure of two of the three cone cell photopigments to work. There is red
cone monochromacy, green cone monochromacy, and blue cone
monochromacy. People with cone monochromacy have trouble
distinguishing colors because the brain needs to compare the signals from
different types of cones in order to see color. When only one type of cone
works, this comparison isnt possible. People with blue cone
monochromacy, may also have reduced visual acuity, near-sightedness,
 and uncontrollable eye movements, a condition known as nystagmus.
Cone monochromacy is an autosomal recessive disorder.
Rod monochromacy or achromatopsia: This type of monochromacy is
rare and is the most severe form of color blindness. It is present at birth.
None of the cone cells have functional photopigments. Lacking all cone
vision, people with rod monochromacy see the world in black, white, and
gray. And since rods respond to dim light, people with rod monochromacy
tend to be photophobic very uncomfortable in bright environments. They
also experience nystagmus. Rod monochromacy is an autosomal
recessive disorder.
 CHAPTER V
CONCLUSION AND SUGGESTION

A. Conclusion
Based on our observation results, we can concluded that all the student in
my class are negative in color blindness even severak student had partial color
blindness, cant differ some certain color but over all we didnt have complete
color blindness.
B. Suggestion
For the next observation, students have to be more activeso the results
that they get are more clear, detailed and accurate.
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Ware, Leland. 2015 Color-blind Racism in France: Bias Against Ethnic.

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