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Biológia angol nyelven emelt szint — írásbeli vizsga 0802

Azonosító jel:

BIOLÓGIA ANGOL NYELVEN

EMELT SZINTŰ

ÍRÁSBELI VIZSGA

2008. május 16. 8:00

Az írásbeli vizsga időtartama: 240 perc

Pótlapok száma Tisztázati Piszkozati

OKTATÁSI ÉS KULTURÁLIS MINISZTÉRIUM

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írásbeli vizsga 0802 2 / 20 2008. május 16.

Biológia angol nyelven — emelt szint Azonosító jel:

Important information

Read this information sheet before you start working.

You have 240 minutes to complete the higher level paper.

The Higher Level Exam consists of two sections. You can achieve 80 points by answering correctly the assignments common for all candidates (I-X.). The last assignment (XI.) has two versions (version A and B). ONLY ONE OF THESE VERSIONS SHOULD BE ANSWERED. The 20 points for the last assignment CAN ONLY BE GIVEN FOR ONE OF THE TWO OPTIONAL VERSIONS, so no more points will be achieved, if you have started answering both. Supposing you did so, YOU ARE ASKED TO CROSS OUT THE UNWANTED VERSION WITH PEN before submitting the exam. Otherwise examiners will automatically mark version „A”. When answering multiple choice questions one or more CAPITAL LETTERS should be written into the empty boxes. (Not numbers.) These are the codes for the right answer(s). Make sure that your letters are unambiguous, because uncertain answers will not be accepted. In case of correction you are asked TO CROSS OUT the wrong letter clearly and TO WRITE THE CODE FOR THE RIGHT ONE BESIDE IT. When answering open-ended questions technical terms, short answers of 1-or-2 words, a sentence or several sentences should be created. Take care of GRAMMATICAL CORRECTNESS. Grammatically ambiguous or unintelligible answers (e.g. uncertain subject in a sentence) will not be accepted even if the right answer is included. Use black or blue ink.

DON’T WRITE INTO THE GREY- -COLOURED BOXES.

We wish you a good work.

A D A D C B D Correct Acceptable Wrong



I. The importance of some inorganic molecules in the living world 10 points Circles represent ammonia (NH3), water in liquid state (H2O) and carbon dioxide (CO2). Put the numbers of correct answers referring to a given molecule in the appropriate circles. One number can be put just in one place. Every correctly placed number is awarded 1 point.

1. During the breakdown and transformation of amino acids, a living organism may excrete

nitrogen in this form. 2. Elementary substance of photosynthesis (glucose synthesis). 3. One of the end-products of terminal oxidation. 4. It changes the pH of blood plasma to acidic as it becomes dissolved in it. 5. One of the molecules in gas exchange. 6. It is formed as a result of the breakdown (biological oxidation) of nitrogen-containing

compounds. 7. Liver cells may build it into organic compounds. 8. It plays a role in the regulation of breathing. 9. Nitrifying bacteria convert this molecule into ions that can be used by plants. 10. One of the products of condensation reactions (dehydration synthesis). 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. total

NH3

H2O

CO2



II. Microorganisms 9 points Fill the empty cells of the following table where they are marked with numbers. Each correct answer: 1 point.

About the microorganisms its name type of cell its metabolism

according to its carbon-source

the end-product of its main

ATP-producing process

does its main ATP-producing process require oxygen?

Nitrifying bacteria

1. 2. nitrite ion or nitrate ion

3.

Tuberculosis bacteria

prokaryote 4. carbon dioxide and (5)…….………..

yes

Yeast used in breweries

6. 7. (8)…….………… and ethanol (ethyl

alcohol)

9.

1. 2. 3. 4. 5. 6. 7. 8. 9. total III. Segmented worms and insects 7 points Compare the body structures of segmented worms (Annelids) and insects. Write the appropriate letters in the empty cells of the table. Each correct answer is awarded 1 point. A) Valid for segmented worms B) Valid for insects C) Valid for both D) Valid for none 1. Striated muscles play important role in their locomotion.

2. Blood transports oxygen to the individual cells in their body.

3. Their interior is divided into segments just as their external body.

4. The integumentum (skin) and muscles underneath form a unit in their body.

5. They have organs composed of tissues.

6.

They (also) use photoreceptors in orientation.

7.

They have simple, ball-like eyes that are able to see pictures.

1. 2. 3. 4. 5. 6. 7. total



IV. Forests and meadows of clearings 9 points This picture was taken in a Hungarian limestone mountain at an altitude of 500 metres. The dominant tree species of this community can be easily identified by its smooth, grey bark. 1. The stock of which community can be seen on this picture?(1 point) ………………………………

2. The densely growing trees sometimes help and sometimes hinder each other in growth. Give one example why growing close to each other is useful. To which life processes do they provide better conditions this way? (1 point)

……………………………………………………………………………………………… 3. Name two environmental factors that limit the growth of individuals in a dense population and lead to competition among individuals. (1 point) ……………………………………………………………………………………………….. In the foreground of the forest, a young cleared meadow that covers a large clear-cut can be seen on the photograph. By taking W, R, N and Z values (table below!) into consideration, choose species from the list, whose appearance can be expected in the cleared meadow.

W R N Z Asarabacca (= Kapotnyak) 6 4 3 3 Large Yellow Oxeye (=Teleki-virág) 8 5 3 2 Bracken Fern (=Saspáfrány) 5 1 2 5 Dewberry (=Hamvas szeder) 8 4 5 5 Rustyback (=Pikkelypáfrány) 0 5 1 3 White Wood-rush (=Fehér perjeszittyó) 4 2 2 4 Greater Celandine (=Vérhulló fecskefű) 4 5 4 5 Key to the “W” codes: water-demand of species 0 1 2 3 4 5 6 7 8 9 10 11 Extrem. arid

Very arid

Arid Moderately dry

Relat. fresh

Fresh Moderately wet

Wet Mod. watered

Watered Very watered

Aquatic

Key to the “R” codes: pH-demand of species 0 1 2 3 4 5 wide tolerance to pH acidic slightly acidic nearly neutral slightly alkaline

(calcareous) Alkaline (calcareous)

Key to the “N” codes: nitrogen demand of species 0 1 2 3 4 5 neutral (indifferent)

poor in nitrogen rather poor in nitrogen

intermediate nitrogen demand

rather rich in nitrogen

rich in nitrogen, overfertilised

Key to the “Z” codes: tolerance for disturbance (degradation) of species - 1 2 3 4 5 unknown not tolerant for

disturbance lesser-tolerant for disturbance

tolerant for disturbance

well-tolerant for disturbance

preferring disturbance



4. We can expect the occurrence of two species in the cleared meadow: ………………………………. and ………………………… (2 points) 5. Out of the above-mentioned species, the occurrence of which species can be expected in the cracks of a nearby bare limestone cliff with southern exposure? …………………………………….. (1 point) 6. Out of the above-mentioned species, which species may occur on the undisturbed, shady, wet soil of this forest? ………………………………………. and …………………….. (2 points) 7. Concentration of which material (available for the plants) is proportional to the „N” values? Letter for the correct answer should be written in the empty box. (1 point)

A) Nitrate ions. B) Amino acids C) Nitrogen gas accumulated in the soil D) Ammonia E) Nitrogen-oxides

1. 2. 3. 4. 5. 6. 7. total

V. Broken mitochondria 9 points In eukaryotes, both cytoplasm and mitochondria take part in the breakdown of glucose. Answer the questions. Write the letters for correct answers in the empty boxes. Each correct answer: 1 point. 1. Which steps of glucose-breakdown can happen in the cytoplasm?

A. Glycolysis B. Fermentation C. Citric acid cycle (Szentgyörgyi-Krebs cycle) D. Terminal oxidation / Electron transport chain E. Hydrolysis

2. Which steps of glucose-breakdown happen in the mitochondrion?

A. Glycolysis B. Fermentation C. Citric acid cycle (Szentgyörgyi-Krebs cycle) D. Terminal oxidation/ Electron transport chain E. Hydrolysis



3. Which step of glucose-breakdown happens in the space bounded by the inner membrane of

the mitochondrion (matrix)?

A. Glycolysis B. Fermentation C. Citric acid cycle (Szentgyörgyi-Krebs cycle) D. Terminal oxidation/ Electron transport chain E. Hydrolysis

4. The mitochondrion takes up materials from the cytoplasm that are subsequently used up (transformed). What substances are these?

A) Carbon dioxide, carbon-containing group of atoms and ADP B) Oxygen, carbon-containing group of atoms and ADP C) Oxygen, glucose and ADP D) Carbon-dioxide, carbon-containing group of atoms and ATP E) Carbon dioxide, glucose and ADP

5. The mitochondrion releases substances into the cytoplasm that are produced during its

activity. What substances are these?

A) Carbon dioxide, water and ATP B) Oxygen, water and ADP C) Oxygen, water and ATP D) Carbon dioxide, pyruvic acid/ pyruvate and ATP E) Carbon dioxide, glucose and ADP

An English biochemist, Peter Mitchell (1920-1992) threw light on the work of mitochondria as it is shown on the following figure.

The inner membrane is represented with a thick line; enzymes of terminal oxidation are marked with black dots on the figure of the unbroken (intact) mitochondrion. Mitchell smashed up mitochondria (middle figure) in the first part of his experiment and then he let broken membrane fragments fuse together randomly into small spheres again (figures on the right side). The three possible situations are shown on the figure. In situation „a”, the fragments of the outer membrane fuse. In situation „b”, fragments of the inner membrane fuse, but they are injured or enzymes are inversely positioned. In case „c”, the inner membrane is intact and its enzymes are correctly positioned. If Mitchell provided every substance (oxygen, glucose, enzymes) and the necessary conditions, the first two steps of glucose oxidation (glycolysis and citric acid cycle) started, but terminal oxidation took place only in cases „b” and „c”. Spheres with different structures showed different behaviour.

Peter Mitchell



6. Which molecules made it possible for the membrane fragments to fuse again?

A) Proteins B) Nucleic acids C) Carbohydrates D) Hydrocarbons E) Lipids

7. What sort of activity could Mitchell experience in situation „b” (on this figure)? A) Both glucose and oxygen level decreased, spheres produced carbon dioxide and ATP. B) Both glucose and oxygen level decreased, spheres produced water and ATP. C) Both glucose and oxygen level decreased, spheres produced ATP. D) Both glucose and oxygen level decreased, but spheres did not produce ATP. E) Spheres did not carry out any processes of terminal oxidation.

8. What sort of activity could Mitchell experience in situation „c” (on this figure)? A) Both glucose and oxygen level decreased, spheres produced carbon dioxide and ATP. B) Both glucose and oxygen level decreased, spheres produced water and ATP. C) Both glucose and oxygen level decreased, spheres produced ATP. D) Both glucose and oxygen level decreased, but spheres did not produce ATP. E) Spheres did not carry out any processes of terminal oxidation. From the results of his experiments, Mitchell concluded that the completeness of the membrane was required for ATP synthesis, because the concentration gradient of H+ could only be preserved this way. According to his model, enzymes of terminal oxidation pump protons out of the membrane and the cell uses this concentration gradient for ATP synthesis later on. He carried out some precise pH measurements in unbroken mitochondria and these measurements proved his hypothesis. What was the result he could experience? Write the letter of the correct answer into the box. 9. A. pH of the inner space of the mitochondrion is lower than that of the space between the two membranes. B. pH of the inner space of the mitochondrion is higher than that of the space between the two membranes. 1. 2. 3. 4. 5. 6. 7. 8. 9. total



VI. Trachea and oesophagus 5 points The trachea and the oesophagus run along close to each other. Their structures and biological functions are different. Compare the two organs. Put the letters for correct answers into the empty cells of the table. A) Typical of trachea. B) Typical of oesophagus. C) Typical of both. D) Typical of none. 1. Its wall is strengthened by C-shaped rings of cartilage.

2. Its movement is known as peristalsis.

3. It passes through the diaphragm.

4. It starts from the larynx (voice box).

5. Contractions of its wall can be controlled voluntarily.

1. 2. 3. 4. 5. total



VII. Ventricle of the heart 8 points The volume and the internal pressure of the left ventricle changes rhythmically during its work. The graph represents these changes. Study the figure and write the appropriate letters into the empty cells of the table. “T” = true, “F” = false statement. Each correct answer: 1 point.

1. The ventricle is filling with blood between sections A and B.

2. The flapped (atrioventricular) valve is open between sections B and C.

3. The ventricle is emptying between sections C and D.

4. The muscles of ventricle relax between sections D and A, meanwhile both flapped and pocket valves are closed.

5. At point C, we can hear one of the heartsounds due to the closure of the valve.

6. Between sections C and D the blood pressure of the aorta is higher than that of the ventricle.

7. The muscles of the ventricle work between sections A and B.

8. Blood inside the left ventricle flows nowhere between stages D and A.

1. 2. 3. 4. 5. 6. 7. 8. total

Volume

Pressure

A

C D

B



VIII. Peppered nerve endings 6 points Read the following excerpt carefully and answer the questions. “We can often learn the most efficient therapies from living organisms themselves. This statement is supported by a new discovery from the Neuropharmacological Team of the University of Pécs. Capsaicin extracted from hot pepper, which causes inflammation by stimulating sensory neurons, triggers the release of an anti-inflammatory agent at the same time. On the basis of this discovery, a new anti-inflammatory and painkiller medicine is proposed that will be tested on patients in the near future. Now, we are aware of the fact that those sensory neurons are sensitive to capsaicin that have capsaicin-receptors. This receptor can be stimulated by several other chemicals, such as the piperine from the black pepper…. The capsaicin receptor is an ion channel located in the cell membrane of neurons. When capsaicin or other substance of the same effect attaches to it, the channel opens and sodium and calcium ions rush into the cell – this sudden activation is responsible for the feeling of sharpness.” Julianna Víg Write the letters for correct answers into the empty boxes. 1. What sort of transport process is the influx of sodium ions into the cells? A) A passive process, because the concentration of sodium ions is higher outside the cell, than inside. B) A passive process, because it does not require energy. C) An active process, because materials flow across an ion channel. D) An active process, because a charged ion is transported. E) An active process, because it happens across the cell membrane. 2. What are the consequences of sodium ions flowing into the sensory neuron due to the chemical stimulus? A) Concentrations of ions temporarily change within the cell. B) The intracellular space becomes more negative than in the resting state. C) A change in the membrane potential develops in the cell membrane of the sensory neuron. D) There is an irreversible change in the intracellular concentrations of ions. E) The resting potential is restored. 3. Where does the perception (“the feel”) of pain caused by capsaicin develop? A) In the sensory neuron. B) In the dorsal root ganglia of the spinal cord. C) In the grey matter of the appropriate region of spinal cord. D) In the medulla oblongata. E) In the cerebral cortex.



“Anyone who has already sliced hot pepper (paprika) into “lecsó” (= pepper and tomato stew) could experience the later effect of capsaicin: besides the burning pain an inflammatory reaction develops on the contact area. However, a third function of them was also identified: the stimulation triggers anti-inflammatory and painkiller effects. This third function of capsaicin-sensitive nerve endings, the general anti-inflammatory and painkilling effect, is carried out by a molecule called somatostatin that gets into the bloodstream. Somatostatin looked promising as a good medicine among experimental conditions…. However its application as a medicine encounters two serious difficulties. First, it is a peptide, therefore it can not be absorbed if taken orally. Second, it breaks down quickly if it is given in infusion, so its biological effectiveness is bad. The other big problem is that somatostatin is a multifunctional hormone influencing many different cells: e.g. it inhibits the production of growth hormone.” 4. Why can not peptides be taken orally as medicines? A) Because they are macromolecules. B) Because digestive enzymes of saliva break down peptides. C) Because digestive enzymes of gastric juice break down peptides. D) Because digestive enzymes of pancreatic juice break down peptides. E) Because they become irreversibly denatured. 5. Name the gland and its specific part where growth hormone is produced. ………………………………………………………………………………………………. 6. What possible effect may occur if production of growth hormone is artificially inhibited? Write the letter of the correct answer into the box. A) The growth rate of bones in children decreases. B) Blood sugar level rises. C) Dwarfism with mental deficiency develops. D) Proportional dwarfism develops. E) Gigantism develops. 1. 2. 3. 4. 5. 6. total



IX. Three types of learning 6 points

An American psychologist, Frederic Skinner (1904-1990), who studied the behaviour of animals, introduced the Skinner box (named after him) in research. After pressing a given lever, the experimental animal got food, and in the case of another lever a slight electric shock was applied. Shortly after, rats pressed exclusively the lever that gave food. The letter(s) for the correct answers should be written in the empty box(es). 1. What type of learning resulted in this behaviour? (1 point) A) Associative learning (classical conditioning) B) A reflex action C) Habituation D) Insight learning E) Operant conditioning 2. Skinner believed that both animals and humans obtain all their knowledge and behavioural elements in a way like this. Nowadays not many scientists agree with him. Which phenomena support that innate (inborn) elements also play an important role in behaviour? (1 point) A) Poses of submission at predators. B) The process of insight learning in apes. C) Discovery of imitative learning. D) Imprinting at birds. E) Courtship display or song before mating in Vertebrates.



3. Learning methods of rats in a Skinner box differ in many ways from the learning method recognised by Pavlov (associative learning). What differences can you mention? (1 point) A) In Skinner’s experiment the animal is active, while in Pavlov’s it is passive. B) Innate behaviour did not play a role in Pavlov’s experiment. C) The rat in Skinner’s experiment had an insight into the effective behavioural pattern. D) In Pavlov’s experiment, stimuli were given nearly simultaneously. In Skinner’s experiment, reward or punishment followed the given behaviour pattern. E) Pavlov’s results can only be applied to salivation, while those of Skinner can not. 4. There are many similarities between the two methods of learning (studied by Skinner and Pavlov.) Which ones are these? (1 point) A) The experimental animal associated stimuli in both experiments. B) Results of none of the scientists can be applied directly to the explanation of human behaviour patterns. C) We can conclude from the results of experiments that animals are also able to think. D) We can conclude from the results of experiments how an animal would behave in its natural environment. E) Both scientists drew conclusions from experiments repeated many times. Parallel to the experiments of Skinner and Pavlov, a German psychologist, Wolfgang Köhler (1887-1967), observed the behaviour of chimpanzees. The following excerpt was taken from Köhler’s diary: “Outside the cage, there is the target object in front of the animal, but the bars of the cage are covered with a dense wire mesh from below. Although the animal can manipulate with a long stick, but as she pulls the target object with the stick in vain, she can not reach it because of the mesh. Sultana pushes the target object sideways with the stick to a point, where there is a hole in the mesh. Now she is able the reach out and grab the food through the hole. (…) In this actual experimental situation, she must push the object away in 90○ and 180○ (if 0○

means the animal-object direction) from herself. The first half of the experiment (A) (pushing the target object to another location and locating it farther away) is rather harmful…than useful to the animal. However, section B (going to the other point and grabbing the object) can not be taken into consideration yet at this time. Is it possible that the whole action plan (AB) based on the surveyed situation just suddenly appears to the animal (or human)? I can not imagine other explanation, because the beginning of the action does not include elements of the solution, what’s more it seems to be directly opposite to it. (…) It is well-known that there is a “whole” which is more than “the sum of its parts”. What’s more here the “whole” is somehow opposite to one of its parts - and this is a really unique outcome.” Wolfgang Köhler: Investigations on Apes



5. What kind of learned behaviour is described by Köhler here? (1 point) A) Assiociative learning / Classical conditioning B) A reflex action C) Habituation D) Insight learning E) Operant conditioning 6. Formulate one basic difference between the methods of learning according to Skinner and Köhler. (1 point)

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1. 2. 3. 4. 5. 6. total

X. Sickle cell anaemia 11 points

1. Complete the sentence. Pictures above represent …………………………….. of a healthy man (A) and that of a man suffering from sickle cell anaemia (B). (1 point) 2. Outline the physiological effect of the serious (homozygous) form of sickle cell anaemia. Write your answer on the dotted line. (1 point) ……………………………………………………………………………………………….

A B



The following pedigree chart shows the occurrence of sickle cell anaemia in a family. Healthy and slightly affected (heterozygous) individuals are represented with light background, while family members suffering from serious form of the disease are shown with dark (grey) background. The genetic trait is determined by two alleles of a gene. Answer the questions.

3. Is it a sex-linked or an autosomal genetic trait? Give reasons for your answer. (2 points) …………………………………………………………………………………………………

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4. Is it possible that the parents and families of affected children were originally completely healthy and the disease appeared as a result of a single mutation? Give reasons for your answer. (1 point) …………………………………………………………………………………………………

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5. What is the probability that Joe is totally healthy, so he even does not carry the defective allele in a mild form. Explain your answer. (1 point) …………………………………………………………………………………………………

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Bob (♂)☺

Mary (♀)☺ Ray(♂)☺ Boo (♂)☺

Joe(♂)☺

Rob (♂)☺ Ann (♀) ☺

Pet(♂) Amy(♀)

Jane (♀) ☺



Sickle cell anaemia is common in tropical areas, where malaria, a serious disease, is also widespread. People having mild version of sickle cell anaemia (the heterozygous ones) show resistance to the pathogenic agent of malaria. 6. Let’s suppose that, regarding this trait, 81 percent of an East African population is completely healthy. What is the frequency of adults protected against malaria in this population? Frequencies of alleles in this population have not changed for a long period of time. Unfortunately, seriously ill newborn babies rarely reach maturity. Show your calculations. (3 points) 7. Calculate what percentage of the newborn babies are born with the serious form of this genetic disorder in the above-mentioned population. (1 point)

8. Can we consider this East African population an ideal population according to population genetics? Explain your answer. (1 point)

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1. 2. 3. 4. 5. 6. 7. 8. total



Optional questions XI. A Blood sugar level and diabetes - essay 20 points Describe the carbohydrate metabolism of a healthy person and that of someone who suffers from diabetes. Outline the cause and treatment of diabetes. Take the following guidelines into consideration. Deficiency of which hormone causes diabetes? Name the endocrine gland in which the hormone is produced. In a healthy person, how does this hormone affect the storage of carbohydrates, the activity of fat tissue and the oxidation of sugars in tissues? Name at least two other hormones (and the glands producing them) that influence blood sugar level. Compare the urine’s glucose-content of a healthy man and that of a seriously diabetic. What happens to glucose in the nephron of a healthy individual? Why is a diabetic always thirsty? List three more possible symptoms or complications of diabetes. How is diabetes treated? Mention the two main methods of treatment. XI. B Nutrition in plants - essay 20 points Describe nutrition in plants. Take the following guidelines into consideration. Considering their source of carbon, what kind of living organisms are green plants? Explain. Name the materials required by plants in order to build their organic materials. Which ions are needed by plants and what compounds will be built up from them? (One cation, two anions) Name the organs and parts of organs that are responsible for the uptake of materials. Name the entering materials, too. Describe what controls the uptake of nutrients in plants. What materials and in what proportions are taken up? Name the law about nutrient uptake of plants. Whose name can be connected to this law? Essay …………………………………………………………………………………………………

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Maximum

score Student’s score

I. The importance of some inorganic molecules in the living world 10

II. Microorganisms 9 III. Segmented worms and insects 7 IV. Forests and meadows of clearings 9 V. Broken mitochondria 9 VI. Trachea and oesophagus 5 VII. Ventricle of the heart 8 VIII. Peppered nerve endings 6 IX. Three types of learning 6 X. Sickle cell anaemia 11 XI. Optional questions A) Blood sugar level and diabetes B) Nutrition in plants

20

total 100 Marking teacher

Date: ………………………………….. ________________________________________________________________________________________

elért pontszám/

student’s score

score written in the program /programba

beírt pontszám Total for tasks /Feladatsor

Optional essay or problem-solving assignment/Választható esszé vagy problémafeladat

Examiner/ javító tanár

Registrar of the Boards of Examiners/ jegyző

Date/Dátum: ………………………………….. Date/Dátum: ………………………………

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