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BIOLÓGIA
ANGOL NYELVEN
EMELT SZINTŰ
ÍRÁSBELI VIZSGA
2008. május 16. 8:00
Pótlapok száma
Tisztázati
Piszkozati
OKTATÁSI ÉS KULTURÁLIS
MINISZTÉRIUM
Important information
Read this information sheet before you start working.
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.
CO2
H2O
NH3
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
1. 2. 3. 4. 5. 6. 7. 8. 9. total
4. The integumentum (skin) and muscles underneath form a unit in their body.
7. They have simple, ball-like eyes that are able to see pictures.
1. 2. 3. 4. 5. 6. 7. total
………………………………
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)
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3. Name two environmental factors that limit the growth of individuals in a dense population
and lead to competition among individuals. (1 point)
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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
…………………………………….. (1 point)
6. Out of the above-mentioned species, which species may occur on the undisturbed,
shady, wet soil of this forest?
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
A. Glycolysis
B. Fermentation
C. Citric acid cycle (Szentgyörgyi-Krebs cycle)
D. Terminal oxidation / Electron transport chain
E. Hydrolysis
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?
5. The mitochondrion releases substances into the cytoplasm that are produced during its
activity. What substances are these?
An English biochemist, Peter Mitchell (1920-1992) threw light on the work of mitochondria
as it is shown on the following figure.
Peter Mitchell
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.
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
A) Typical of trachea.
B) Typical of oesophagus.
C) Typical of both.
D) Typical of none.
1. 2. 3. 4. 5. total
D
C
B
A
Volume
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
“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?
3. Where does the perception (“the feel”) of pain caused by capsaicin develop?
“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.”
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.
1. 2. 3. 4. 5. 6. total
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)
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)
4. There are many similarities between the two methods of learning (studied by Skinner and
Pavlov.) Which ones are these? (1 point)
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
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
A B
2. Outline the physiological effect of the serious (homozygous) form of sickle cell anaemia.
Write your answer on the dotted line. (1 point)
……………………………………………………………………………………………….
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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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
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 Student’s
score score
I. The importance of some inorganic molecules in the
10
living world
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
20
B) Nutrition in plants
total 100
Marking teacher
Date: …………………………………..
________________________________________________________________________________________
score written in
elért
the program
pontszám/
/programba
student’s score
beírt pontszám
Total for tasks /Feladatsor
Optional essay or problem-solving
assignment/Választható esszé vagy
problémafeladat