BIOLÓGIA ANGOL NYELVENdload.oktatas.educatio.hu/erettsegi/feladatok_2015tavasz_emelt/e... · Biológia angol nyelven — emelt szint Azonosító jel: I. Linne 13 points In the picture

Biológia angol nyelven emelt szint — írásbeli vizsga 1411

Azonosító jel:

BIOLÓGIA ANGOL NYELVEN

EMELT SZINTŰ ÍRÁSBELI VIZSGA

2015. május 13. 8:00

Az írásbeli vizsga időtartama: 240 perc

Pótlapok száma Tisztázati Piszkozati

EMBERI ERŐFORRÁSOK

MINISZTÉRIUMA

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írásbeli vizsga 1411 2 / 20 2015. május 13.

Biológia angol nyelven — emelt szint Azonosító jel:

Important information

Read the following instructions carefully before you start your work. You have 240 minutes to complete your advanced level examination. Your written paper consists of two parts. For answering correctly the first part (tasks I-VIII.), which is compulsory for everyone you are awarded 80 points. The second part (task IX.) contains two versions (A and B). YOU ONLY HAVE TO COMPLETE ONE OF THEM. You can be awarded the total of 20 points FOR ANSWERING ONLY ONE OF THE TWO OPTIONAL TASKS. It means that by answering both you cannot get more points. If you do start answering both optional tasks CROSS OUT THE ONE WITH A PEN WHICH YOU DON NOT WANT TO BE INCLUDED. If you fail to do this the examiners will automatically evaluate the ‘A’ version. Your questions are either multiple choice or open-ended ones. When answering multiple choice questions you need to write one or two capital letters into the empty boxes. These are the letters of the correct answer or answers. Make sure that your answers are unambiguous, otherwise they will not be accepted. If you want to correct your answer cross out the wrong one and write the correct letter next to it When answering open-ended questions, you need to write technical terms, a few words, a whole sentence or several sentences or an essay. When answering the open-ended questions you need to write your answer on the dotted line (........). Mind your grammar because if your answer is not understandable because of bad grammar, or because it is ambiguous (e.g. it is not clear what the subject of the sentence is), it will not be acceptable even if it contains the correct terms. Answers given to the same question but contradictory to one another cannot be accepted either. Each correct answer is awarded 1 point, unless otherwise indicated. Use black or blue pen. Do not write anything into the grey boxes

Good luck for your work.

A D A D C B D correct acceptable wrong



I. Linne 13 points

In the picture part of a note can be seen with a portrait of Karl von Linne (1707-1778) Swedish scientist. It was at Linne’s time that the way of sexual reproduction of plants was discovered. The drawing of the pollinating and pistillate flowers of the dioecious annual mercury (szélfű) can be seen from the book of the scientist to the left from Linne. Compare the pollinating and pistillate individual plants. Write the appropriate letters into the empty boxes.

A) True for the pollinating annual mercury B) True for the pistillate annual mercury C) True for both of them D) True for neither of them

1. It has flowers producing only one type of gamete.

2. The gametes are formed by meiosis in it.

3. After fertilisation cells with triploid chromosome set (three times the haploid chromosome number) are also formed in its flowers.

4. Its flowers are bisexual.

5. It is monocotyledonous.

6. Its gametes are haploids.



Below the pistillate annual mercury the cross section of a bird egg can be seen. It was an important discovery of Linne’s time that the life of birds and other vertebrates begins with the fertilisation of an egg cell similarly to plants. Compare the structure of a developing bird egg and a plant seed.

A) Bird egg B) Seed C) Both of them D) Neither of them

7. Often there are several living individuals in it.

8. Its development requires oxygen.

9. One part of it is made up of haploid cells.

10. The developing embryo is protected by an embryonic membrane.

11. Its typical type of food store can be starch.

12. It can consist of recombinant cells compared to the organism it originates from.

13. The introduction of the concept of species is connected to Linne. Which of the definitions listed below suits this concept?

A) A basic taxonomical category. B) The highest level of infra-individual level of organisation. C) The lowest level of supra-individual level of organisation. D) An interbreeding group of individuals. E) The sum of genetically identical individuals.

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. Total

II. Living forest and dead trees 12 points

Along a tourist path in a protected forest there are fallen trees and an information board explaining the importance of old trees in the forest community. That is where the excerpt below comes from. “As a result of the activity of wood-destroying insects the bark of the drying tree is loosened and then it peels off due to the abundance of insect tunnels below it. Woodpeckers searching for larvae also crack the bark causing it to flake off, too. By the time a drying tree falls down a large number of insect species will have developed in it. Although they live in trees these insects are unable to digest wood. …As the tree falls down the established fungi such as the hoof fungus (bükkfatapló) is replaced by new species such as the honey fungus (gyűrűs tuskógomba) in line with the new water, temperature and light conditions. The mycelia spread throughout the inside of the tree braking down the organic substances of the wood in order to make food for themselves”.



Types of dead trees Related living things Standing dead tree with large branches and dens for shelter

birds, squirrels, wild cat, lynx, bats

Non-living parts of live trees beetle larvae (great capricorn beetle/hőscincér, stag beetle/szarvas bogár), wood-decay fungi

Lying decaying dead tree fungi, beetles, mosses, soft-stemmed plants, tree seedlings

Dead trees fallen into streams algae, bacteria, aquatic invertebrates

1. The dead woody parts are mainly made up of cellulose. The wood-destroying beetle larvae are unable to digest it on their own according to the excerpt and rely on unicellular organisms in their digestive system to get the job done. Which type of population interaction can be observed between the larvae and unicellular organisms?

……………………………………………….…..

2. Name the type of population interaction between the bats and beech trees based on the excerpt.

………………………………………………………………………………………………

3. In what way are the hoof fungus, the larvae of the great Capricorn beetle and the honey fungus similar to each other? Write the letters of the correct answers into the boxes. (2 points)

A) All three are chemotrophic organisms. B) All three have cells surrounded by a chitin containing cell wall. C) All three are heterotrophic organisms. D) All three rely on the organic matter of other living things. E) All three are secondary consumers in the ecological production pyramid.

4. “Mycelia brake down the organic substances of the wood in order to make food for themselves”. In which process are the organic substances of the wood broken down and what are they broken down into if the substance produced is used to build up the body of the fungus?

A) In hydrolysis where glucose is produced. B) In condensation where glucose is produced. C) In photosynthesis where carbon dioxide and water are produced. D) In biological oxidation where carbon dioxide and water are produced. E) In hydrolysis where carbon dioxide and water are produced.

5. Where are the organic substances of the wood broken down and what are they broken down into if they are used to produce energy (ATP)?

A) In between the hyphal threads into carbon dioxide and water. B) In the mitochondria of the hyphal threads into carbon dioxide and water. C) In between the hyphal threads into glucose. D) Within the cells of the hyphal threads into glucose and water. E) Within the cell nucleus of the hyphal threads into organic molecules.



Compare the moss plants appearing on the decaying remains of trees and the beech seedlings.

A) True for the moss plants B) True for the beech seedlings C) True for both of them D) True for neither of them

6. They are vascular plants.

7. They are made up of diploid cells.

8. The organic substances are carried in the vascular tissue in them.

9. Their development started from genetically identical reproductive cells.

10. During the night they gain energy from the process of biological oxidation.

11. Give an ecological argument to explain why it is that the beech seedlings spread around

fallen trees. Make sure that the expressions ‘more … than’ and ‘that is why’ are included in your explanation.

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1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Total



III. Laughter prescribed 5 points

Read the following excerpt from a newspaper article and answer the following questions. “A sense of humour…. releases tension and make you accept things by turning unsolvable situations upside down. Laughter is a powerful means by which you can cope with problems and distance yourself from them. What is happening while you are laughing?

• The oxygen content of the air in your lung increases because when you finish laughing by the end of the expiratory phase the residual volume of the lung drops below its normal level.

• Blood circulation is speeded up because the whole body is involved in laughter…. • Increased activity of the circulation triggers positive changes in the composition of the

blood such as decreased levels of stress hormones and increased number of natural killer cells and lymphocytes. These changes also result in anaesthetic effects.

• The vigorous movements of the diaphragm also activate the peristaltic movement of the gut pushing the food material along thereby activating the digestive processes.

• While laughing your heart rate and blood pressure are also favourably affected. They increase in men and decrease in women.”

Pap János (Ritmus magazin) 1. The effects of laughter described above involve both sympathetic and parasympathetic

neural activities. Name a typically sympathetic and a parasympathetic effect of the ones listed above. (2 points)

Sympathetic: ………………………………………………………………………………

Parasympathetic: ………………………………………..…………………………………. 2. The activity of which endocrine gland is affected by laughter according to the excerpt?

…………………………………………………………………..………………….….. 3. “The whole body is involved in laughter”. Give your reasons other than the more powerful

and frequent contraction of the heart why the venal circulation is increased during laughter.

………………………………………………………………………………………………

4. The article suggests that psychological changes are related to bodily (biological) symptoms. Explain how a sense of humour can bring about increased immunity against diseases.

………………………………………………………………………………………………

………………………………………………………………………………………………

1. 2. 3. 4. Total



IV. Operons 9 points

Figure 1 summaries how the production of enzymes involved in the breakdown process of lactose is regulated in Escherichia coli bacteria. The processes involved in the absence of lactose are shown in part a) while those involved in the presence of lactose are shown in part b). Study the Figure thoroughly and fill the gaps of the text. (5 points)

1. The genes of enzymes involved in the breakdown of lactose marked 1, 2 and 3 are together

called ......................................... According to the research work of Jacob and Monod in the

absence of lactose these genes are not transcribed into mRNA because a(n)

............................................. binds to the ........................................ region and prevents the

.............................................from moving along the DNA. If the bacteria are placed on a

lactose containing medium, the ...................................... binds to the repressor protein which

can no longer present an obstacle to the transcription of genes coding for the enzymes

catalysing the breakdown of lactose.

2. Which letters of the Figure 1 indicate protein molecule? Write the letter of the correct answer into the box.

A) Letters ‘B’ and ‘D’ B) Letters ‘A’ and ‘G’ C) Letters ‘C’ and ‘E’ D) Letters ‘B’ and ‘G’ E) Letters ‘A’ and ‘F’

The operon of genes coding for the enzymes catalysing the synthesis of the amino acid tryptophan (Trp) in E. coli is regulated by a different mechanism. This is shown in Figure 2. The corresponding parts are indicated by the same capital letters as in the figure of the lactose (Lac) operon. The working of the operon is shown in its standard conditions in part a) and in the presence of a high concentration of the amino acid tryptophan in part b).

a)

b)

Figure 1

Regulator gene

Lac operon



3. Explain briefly the basic difference between the two regulatory mechanisms.

………………………………………………………………………………………………….

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4. The basic principle of the tryptophan operon is similar to the regulatory mechanism involved in the endocrine system. What is the common name of this mechanism?

…………………………………………………………………………………………………...

A The lactose or tryptophan exert their effects in 10 minutes following their addition. (The arrow indicates the time at which the substance is added.)

5. Decide whether the diagram above shows the activity of enzymes involved in the breakdown of lactose or in the synthesis of tryptophan. Fill the gap in the following sentence. Give your reason to support your answer. The diagram shows the changes in the activity/concentrations of enzymes involved in the ..................................................as a function of time following the addition of the regulating substance.

…………………………………………………………………………………………………………………

1. 2. 3. 4. 5. Total

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

idő (perc)

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Regulator gene Trp operon

tryptophan

tryptophan

Enzymes of tryptophan synthesis



V. Like people the salt 9 points The human body requires food containing an adequate amount of table salt (which means NaCl) for several reasons. If the salt requirement of the body is increasing, the craving for salt can become so intense that any kind of salty food can make your mouth water (which means that the secretion of the saliva can be increased).

1. Which process is involved in the increased production of the saliva?

A) Unconditional reflex B) Conditional reflex C) Operant conditioning D) Imprinting E) Insight

Soon after consuming food the absorption of the sodium and chloride ions takes place along the appropriate length of the alimentary canal, which causes the craving to subside. It can be explained by the presence of chemoreceptors in specific locations of the brain detecting the increase in the salt content of the blood.

2. Which route do the ions absorbed from the small intestine take before they reach the brain and elicit the effect described?

A) they get directly to the brain B) liver – left side of the heart – lungs – right side of the heart – brain C) right side of the heart – lungs – left side of the heart – liver – brain D) left side of the heart – lungs – right side of the heart – liver – brain E) liver –right side of the heart – lungs – left side of the heart – brain

If the osmotic concentration of the blood exceeds a threshold level due to the salt absorbed further changes are also triggered in the organism of the person consuming it.

3. What is this change?

A) A need to urinate arises. B) The blood pressure drops. C) Thirst appears. D) The stroke volume of the heart decreases. E) The rate of breathing increases.

The excess amount of salt is excreted from the body. Apart from the kidneys other organ systems also take part in the process.

4. Name an organ other than the kidney, which can also be involved in excretion of salt taken up in excess amount with the food.

……………………………………………………………………………………………… The process of salt excretion taking place in the kidneys can be characterised by the changing composition of the filtrate passing through the nephron. This is shown in the diagram below along the different stretches of the nephron under normal conditions (lower curve) and under the influence of a hormone affecting excretion (upper curve). Along the vertical axis the osmotic concentration of the filtrate is shown (that is the concentration of osmotically active substances in it) while the numbers on the curves indicate the amount of fluid passing through the given stretches per minute (with respect to the two kidneys).



5. Based on the diagram work out how many litres of filtrate are produced in one day without

the effect of the hormone.

Which letters of the diagram indicate the following stretches of the nephron?

8. Which osmotically active substances (in addition to Na+ and Cl- ions) are contained in the filtrate along the distal convoluted tubule of the nephron?

A) K+ ion, urea and glucose. B) K+ ion, amino acids and glucose. C) K+ ion and urea. D) K+ ion, amino acids and water. E) K+ ion, urea and various proteins.

9. The effect of which hormone brings about the osmotic conditions shown by the upper curve in section ‘D’ of the nephron?

A) The effect of aldosteron. B) The effect of ADH. C) The effect of adrenalin. D) The effect of insulin. E) Partly the effect of insulin and partly that of ADH.

1. 2. 3. 4. 5. 6. 7. 8. 9. Total

6. Loop of Henle

7. Collecting duct

A

a hormonhatás következménye

C D E B

Initial amount

The result of the hormonal effect



VI. Graphs 11 points

The graphs below show the distribution of different biological parameters and some processes as they proceed as a function of time. Write the letter of each statement into the appropriate boxes below the graphs. (Bear in mind that that the values are in increasing order from bottom to top along the vertical axis and from left to right along the horizontal axis. The origin on the graph does not necessarily indicate the 0 value of the parameter).

The graph can show:

A) the enzyme activity as a function of temperature.

B) the change in the rate of photosynthesis as a function of carbon dioxide concentration.

C) the change in the systolic (measured when the heart contracts) blood pressure in the

large circuit.

D) the changes in the total cross sectional area of the vessels in the large circuit.

E) the pressure changes between the pleural membranes during inspiration and expiration.

F) the tolerance curve of a species over the total range of an environmental variable.

G) the pressure changes inside the lungs during inspiration and expiration.

H) the distribution of quantitative characteristics within a population.

I) the action potential curve

J) the restricted growth curve of a population

K) the growth rate of a K strategist species as a function of population density.

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Total

3. 1. 2.

4. 5. 6.



VII. Breakdown processes 11 points

The breakdown of organic macromolecules (e.g. neutral fats, proteins, starch, nucleic acids) has a lot of things in common.

1. Which statement is true for the digestion of all the macromolecules listed?

A) The main reaction involved is condensation. B) It partly takes place in the pancreas. C) It is completed in the small intestine. D) Its final products are passed into urine through the nephrons of the kidneys. E) The lysosome as the cellular component involved in breakdown also takes part in the

process.

2. The breakdown of different food substances into their building blocks fundamentally differ from each other in the types of bonds broken in their molecules. During the digestion of which macromolecule are ester bonds broken? (2 points)

A) fats B) steroids C) proteins D) starch E) nucleic acids

If there are heteroatoms in the molecule they are handled in a specific way. They are either stored or excreted in the body.

3. In the form of which breakdown product the nitrogen content of amino acids can be removed from the body? Name one such compound: ………………………………………………….

The carbon chains of macromolecules in the cells breaking them down are finally channelled into the breakdown process of carbohydrates through the appropriate intermediates. The three important stages of this process are glycolysis, citric acid cycle and terminal oxidation. To compare the three processes write the numbers of the following statements into the appropriate places. (One particular number can only be put in one place.)

4. The two-carbon intermediates resulting from the breakdown of lipids are directly channelled into this process to be metabolised.

5. In its process reduced hydrogen carrying coenzymes are made use of. 6. It takes place in the mitochondria in eukaryotic cells. 7. It occurs in the cytoplasm. 8. ATP is produced in the process. 9. Alcoholic fermentation is a possible side route the process can take. 10. The oxidation of the carbon chain to be broken down takes place in the process.

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Total

Glycolisis Citric acid cycle

Terminal oxidation



A B C D

E F G H I K

L M

attached unattached

VIII. Earlobes and genes 10 points

The figure shows the occurrence of an inheritable trait. Unattached earlobes are indicated by unshaded circles and squares while the attached earlobes are shown by shaded ones. After studying the family tree answer the following questions. Let us suppose that there has been no mutation and the pattern of inheritance involved is interpreted in its simplest form.

1. Is the attached earlobe a dominant or a recessive trait? Give your reason to support your answer based on the family tree.

………………………………………………

………………………………………………

………………………………………………

2. Is it possible that the allele of the attached earlobe is inherited by being linked to the X chromosome? Give your reason to support your answer based on the family tree.

………………………………………………………………………………………………

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3. Is it possible that the allele of the attached earlobe is inherited by being linked to the Y chromosome? Give your reason to support your answer based on the family tree.

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………………………………………………………………………………………………

4. Based on the family tree above the genotypes of which persons are ambiguous concerning the trait in question? (2 points)

5. What is the percentage of chance of the third child of the married couple “H and I” being born with attached earlobe?

………………………………………………………………………………….…………..

6. Let us suppose that in a population (in equilibrium for the given trait) an average of 4 people out of 100 have attached earlobes. What are the chances of two persons with unattached earlobes having a child with attached earlobes in this population? Record your calculations. Your result should be rounded to three decimal places. (4 points)

1. 2. 3. 4. 5. 6. Total



Optional task

IX. A Motor function of the nervous system 20 points Two movements 7 points

One of the main functions of our nervous system is to control the movement of our skeletal muscles. Study the two cases about the regulation of movement and compare the two processes. First case: Having been standing in a queue for a long time, the knee of a man suddenly

buckles but in a fraction of a moment he regains his original posture. Second case: While cooking, a housewife touches a hot pot with her right hand and

immediately pulls her hand away from it.

A) True for the first case B) True for the second case C) True for both D) True for neither

1. The main coordinator of the movement is the cerebral cortex.

2. The sensory neurons carrying the nerve impulse generated in the receptors synapse with other neurons in the dorsal root ganglia.

3. The flexor muscles of the affected limb contract.

4. The inhibitory synapse innervating the flexor muscle of the affected limb is active.

5. The extensor muscles of the affected limb contract.

6. The movement is regulated in a reflex.

7. The motor neurons extend from the autonomic (visceral) ganglia to the muscles executing the movement.

The regulation of the activity of skeletal muscles – essay 13 points

Include the following points in your essay: • Name the types of spinal reflexes ensuring the working of the skeletal muscle (location

and name of the receptors) and discuss their functions. (4 points) • What role does the cerebellum play in the coordination of movement? (1 point) • Discuss the motor function of the cerebral cortex. (The origin of motor pathways, the

route they take and their decussations. Where and on which cells do they terminate? What is their function? The coordination of what movements are they involved in? Give one example for each.) What are the consequences of their damage? (8 points)

You can write your essay on pages 18-19.

1. 2. 3. 4. 5. 6. 7. Essay Total



IX. B Green circulation – Transport of substances in plants 20 points

The pressure flow model 7 points

Similarly to animals, plants also need to transport certain compounds from one organ to the other. At the beginning of the 20th century Ernst Münch German scientist explained the transport of organic substances based on physical and chemical processes in his bulk flow model. According to this model there are certain organs (source organs) in plants which have high concentrations of organic substances, due to the synthetic processes taking place in them. As a result, in these parts a lot of carbohydrate is moved into the vascular tissues. In contrast, there are certain plant organs (sink organs) whose tissues take up and utilise the organic substances. Consequently, in these parts there is a shortage of carbohydrates in the vascular tissues. Münch’s hypothesis can be modelled in the experimental system shown in the diagram.

The model system consists of two glass cylinders (A and B) filled with distilled water which are connected to each other by a glass tube. Into each of the cylinders a round-bottomed flask (flask 1 and 2) with walls made of semipermeable material is immersed. Flask 1 contains a concentrated sugar solution coloured with microscope dye (dark grey colour), while flask 2 contains distilled water. The two flasks are connected by a tube which is filled with liquid of the same composition as the ones in the flasks all the way to the tap from both directions. At the start of the experiment the tap is opened.

1. Which part of the plant may be represented by the glass cylinder B in the model? (2 points)

A) The photosynthesising ground tissue of a green leaf. B) A developing style. C) The developing roots. D) A functioning xylem vessel. E) An illuminated guard cell.

2. What is modelled by glass tube D?

A) The root hairs. B) The phloem of the vascular tissue. C) The xylem of the vascular tissue. D) The process of water transport. E) The leaf.

A B

C

D

flask 1 flask 2



3. After opening the tap what kind of visible changes can be observed in the experimental setup which can represent the transport of organic substances in the plant?

……………………………………………………………………………………………….

4. What kinds of processes take place in the model? (2 points)

A) Water enters flask 1 osmotically. B) Sugar and stain molecules leave flask 1 osmotically. C) Water enters flask 2 osmotically. D) Water leaves flask 2 osmotically. E) Water leaves flask 2 but this is not caused by osmotic processes occurring across

the wall of the flask.

5. How could it be proved in a similar experimental setup that the speed of transport attributed to the pressure flow hypothesis is higher than the mixing of organic molecules caused by diffusion?

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

Movement of water in plants – Essay 13 points

In addition to the transport of organic substances it is of vital importance for the plant to transport water. Summarise the principles governing the uptake and transport of water in plants based on the following points:

• Name a form of water which can be taken up by plants and another form which is not available for plants.

• Which tissue structure and which mechanism are involved in the uptake of water from the soil? Why is it more difficult for the plants to take up water in saline habitat?

• In which organs and by which process does water leave the plant? • By which mechanism can plants regulate its water content? Give your answer in one

sentence. • In which metabolic process is the water molecule used up in plant tissues containing

chloroplasts, too? What happens to the atoms of the water during this process?

1. 2. 3. 4. 5. Essay Total



Essay

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Maximum

score Achieved

score

I. Linne 13

II. Living forest and dead trees 12

III. Laughter prescribed 5

IV. Operons 9

V. Like people the salt 9

VI. Graphs 11 VII. Breakdown processes 11

VIII. Earlobes and genes 10

Total score of the test: 80

IX. Optional essay or problem solving task 20

Total score of the written examination: 100

marking teacher Date: ………………………………….. ________________________________________________________________________________________

elért pontszámegész számra

kerekítve / achieved score rounded to an

integer

programba beírt egész pontszám /

integer score written into

the programe Feladatsor / Test

Választható esszé vagy problémafeladat/Optional essay or problem solving task

javító tanár/marking teacher jegyző / administrator Dátum/Date: ………………………………….. Dátum/Date: …………………………………..

BIOLÓGIA ANGOL NYELVENdload.oktatas.educatio.hu/erettsegi/feladatok_2015tavasz_emelt/e... · Biológia angol nyelven — emelt szint Azonosító jel: I. Linne 13 points In the picture

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