ÉRETTSÉGI VIZSGA ● 2014. május 14.
Azonosító
jel:
BIOLÓGIA
ANGOL NYELVEN
EMELT SZINTŰ
ÍRÁSBELI VIZSGA
2014. május 14. 8:00
Az írásbeli vizsga időtartama: 240 perc
Pótlapok száma
Tisztázati
Piszkozati
EMBERI ERŐFORRÁSOK
MINISZTÉRIUMA
Biológia angol nyelven
emelt szint — írásbeli vizsga 1312
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
A
D
correct
A
DC
acceptable
BD
wrong
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.
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2014. május 14.
Biológia angol nyelven — emelt szint
I.
Azonosító
jel:
I. Function of the Heart
9 points
The longitudinal cross section of the left hand side of the human heart is shown in two phases
of its functioning in a sketch in the figure. In phase A blood flows from the atrium into the
ventricle.
aorta (main artery)
X
A
B
1.
Name the part labelled X in the figure. …………………………………………
2.
Name two typical features shown in the figure which prove that the blood is flowing
out of the ventricle in phase B.
•
………………………………………………………………………………………………
•
………………………………………………………………………………………………
3.
The blood is flowing in the aorta in phase A, too. Explain the reason why.
………………………………………………………………………………………….
…………………………………………………………………………………………..
………………………………………………………………………………………….
4.
The number of heartbeats per minute in athletes is usually lower than in those who do
not do any sports, although the amount of blood pumped out of the ventricle is the
same. Explain the reason for the difference.
………………………………………………………………………………………..
………………………………………………………………………………………..
………………………………………………………………………………………..
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Azonosító
jel:
The blood is flowing in the heart according to the pressure differences. Compare the blood
pressure values in the parts mentioned by writing the correct smaller (<), larger (>) and equal
(=) signs in the middle column.
5. Blood pressure in phase A in the
ventricle.
Blood pressure in phase A in the aorta.
6. Blood pressure in phase B in the
ventricle.
Blood pressure in phase A in the
ventricle.
7. Blood pressure in phase A in the
ventricle.
Blood pressure in phase A in the atrium.
8. Blood pressure in phase B in the
ventricle.
Blood pressure in phase B in the atrium.
9.
The heart valves can be in a different position from the one shown in the figure. Is
there a phase in the heart cycle in which both valves are closed? Give your reason for
your answer by comparing the pressure conditions in the ventricle and aorta.
………………………………………………………………………………………..
………………………………………………………………………………………..
………………………………………………………………………………………..
1.
2.
3.
4.
5.
6.
7.
II. Human diseases
8.
9.
total
11 points
Fill in the table below. Give the exact name of the disease and provide the most important
factor that brings about the disease as the cause of it. As for the symptoms and manifestations
one symptom or one typical feature is enough to give.
Name of the disease
1.
2.
3.
phenylketonuria
Cause
Functional disorder of neurons in
the
brain
responsible
for
movements.
Increased sensitivity of the
immune system.
Symptoms and manifestation
Tremor and shuffling walk.
Hay fever, asthma and itchy
eyes.
Instead of two copies of
Mental retardation.
chromosomes for chromosome 21
there are three chromosomes found
in the somatic cells (trisomia).
4.
5.
6.
Lack of growth hormone in early 7.
childhood.
8.
Metabolic disorder of the eye lens. The vision becomes blurred
and hazy.
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Azonosító
jel:
9. What is the major risk factor of the third disease?
…………………………………………………………………………………………………
10. How is it possible to prevent the symptoms of phenylketonuria from developing after
recognising the disease in newborns?
…………………………………………………………………………………………………
……………………………………………………………………………………………
11. What is the correlation between the pollution of the environment and the second disease?
………………………………………………………………………………………………
………………………………………………………………………………………………
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
total
III. Receptor molecules and receptor cells
9 points
Although their names are similar, receptor molecules and receptor cells differ from each
other. Write the correct letters in the boxes next to the statements.
A)
B)
C)
D)
True for the receptor molecule.
True for the receptor cell.
True for both.
True for neither.
1. It is surrounded by a lipid bilayer membrane.
2. Its membrane potential changes in response to a stimulus.
3. It is a protein.
4. Signal molecules can bind to its surface.
5. In response to a stimulus above its threshold level, a series of action potentials
always pass along it.
6. The rods in the retina are examples of it.
7. The sensory neuron of the patella reflex is an example of it.
8. The molecules which bind transmitters in the synapse are examples of it.
9. It can be found in the synapse.
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2014. május 14.
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Azonosító
jel:
IV. Living together
10 points
There are usually all kinds of bacteria and fungi living inside the bodies of plants and animals.
The relationship between the host organism and those living together with the host can be
characterised by carefully designed experiments.
The interaction among the cocoa bush, a dicot green plant, a
fungal species living in the leaves of the bush and the bacterial
species Phytopthora found also in the leaves of the cocoa bush
has been investigated by American scientists. In one group of
cocoa seedlings the fungus was prevented from colonising the
plant, whereas in another group it was not. At a later stage both
groups were treated with the same amount of Phytopthora
bacteria. The percentage of leaves lost by the plants during their
development was monitored in both groups. The results are
shown in the bar chart. The group marked F-B+ had no fungus
present, while in the group marked F+B+ the fungus was present.
1.
What correct conclusions can be
drawn based on the results of the
experiment? Write the correct letters into
the boxes.
levélpusztulás
Leaf decay % %
30
20
10
G-B+
F-B+
G+B+
F+B+
A) The bacterial species was the parasite of the fungal species.
B) The cocoa bush lived in a symbiotic relationship with the bacterial
and fungal species.
C) The presence of bacteria is beneficial for the cocoa, if the plant is
infected with fungus.
D) The presence of fungus is beneficial for the cocoa, if the plant is
infected with bacteria.
E) It is possible that the fungal species produces a substance which
promotes the growth of bacteria.
F) It is possible that the fungal species produces some kind of
antibiotics against the Phytopthora.
Let us assume that the researchers are trying to determine the type of interaction between the
fungus and the cocoa plant in the absence of Phytopthora bacteria. Firstly, they are
considering the possible results of the new experiment. The following possible outcomes have
been listed:
A) The fungus is the parasite of the cocoa bush.
B) There is no interaction between the fungus and the cocoa bush which would affect the
viability of either of them, or the advantages and disadvantages cancel each other out.
C) The fungus and the cocoa bush compete with each other for the light or for organic food
resources.
D) The fungus lives in symbiosis with the cocoa bush.
E) The fungus lives in such close symbiosis with the cocoa bush that the plant is unable to
grow without the fungus
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Azonosító
jel:
The following three bar charts show three possible outcomes of the experiment. Write the
letters of the statements listed above which would well explain the given result into the empty
boxes.
Leaf decay % %
levélpusztulás
Leaf decay % %
levélpusztulás
Leaf decay % %
levélpusztulás
30
30
30
20
20
20
10
10
10
G+
F+
GF-
G+
F+
2.:
GF-
G+
F+
3.:
GF-
4.:
Compare the cells of the cocoa bush and the cells of the fungal species involved in the series
of experiments. Write the correct letters into the boxes.
A)
B)
C)
D)
It is true for the chlorenchyma cells of the cocoa leaves.
It is true for the cells of the fungal species.
It is true for both.
It is true for neither.
5. They have chemotrophic mode of nutrition.
6. They contain chloroplasts.
7. They are prokaryotic organisms.
8. Their proteins are synthesised on the surface of the ribosomes found within them.
9. Some of their DNA is found in the mitochondria existing in their cells.
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2014. május 14.
Biológia angol nyelven — emelt szint
Azonosító
jel:
V. The inheritance of two characters
10 points
1. The inheritance of two characters was studied by researchers. Let us assume first that the
genes determining these characters recombine independently and each character is
encoded by a dominant and a recessive allele of a single gene. What kind of phenotypic
ratio is expected in the second generation (F2) if in the parental generation homozygous
dominant and homozygous recessive parents were crossed? Write the numbers of the
appropriate ratio into the empty boxes of the table.
Dominant for both characters.
Dominant for one of the two characters.
Dominant for the other of the two characters.
Recessive for both characters.
In the experiment the inheritance of the characters seed colour and seed shape were
investigated in maize. It was found that a cross between a colourful and smooth variety,
homozygous for both characters, and a colourless and wrinkled variety, also homozygous for
both characters, resulted in only colourful and wrinkled seeds obtained in the F1 generation.
Both parents were homozygous for both characters. The heterozygous plants were back
crossed with homozygous recessive ones (a test cross was carried out) producing the
following results:
1159 colourful and smooth : 1161 colourless and wrinkled : 49 colourful and wrinkled : 46 colourless
and smooth
2. Write up the genotypes of the test cross and the genotypes of the offspring produced.
Mark the seed colour gene with A and the seed shape gene with B.
(2 points)
3. The ratios different from those of independent inheritance can be explained by linkage.
What is the reason behind genetic linkage?
………………………………………………………………………………………………
4. Which genetic mechanism accounts for the appearance of the colourful and wrinkled as
well as for the appearance of the colourless and smooth recombinant maize plants?
……………………………………………………………………………………………..
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5.
Azonosító
jel:
Calculate the percentage (as a proportion of the total
number of possibilities) of the recombinant plants
produced (calculate to one decimal place of accuracy).
6.
The frequency of recombinant offspring was first used by
the American geneticist Thomas H. Morgan as a number
indicating the distance between two genes (Morgan/map
unit). Under what conditions does this number show the
real distance between two genes? Write the letters of the correct answers in the boxes.
(2 points)
A) The chromosomes can break at any sites along their length with equal likelihood.
B) Gene mutation can occur at any sites along the length of the chromosomes with equal
likelihood.
C) The two genes under investigation are approximately of equal length.
D) There are no regulatory or non-coding regions along the DNA of the chromosomes.
E) The chromosomes are approximately of equal lengths.
F) There is an equal chance of the repair enzymes rejoining the broken DNA segments
along the whole length of the chromosomes.
7. The phenomenon mentioned above takes place during meiosis. Give your reason why.
…………………………………………………………………………………………..…
…………………………………………………………………………………………..…
…………………………………………………………………………………………..…
8. When do meiosis and the recombination involved in the process take place in a maize
plant?
A) In the course of pollen (grain) production.
B) In the course of pollen tube formation.
C) In the course of male sex cell production.
D) In the course of fertilisation.
E) In the course of germination.
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2014. május 14.
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Azonosító
jel:
VI. The effect of ultraviolet radiation
12 points
Two of the three lines in the graph shown below represent the ultraviolet (UV) absorption
pattern of proteins and DNA as a function of the wave length. The light absorption of DNA at
240 nm and 290 nm equals the light absorption of proteins measured at 260 nm and 320 nm.
The third line shows the number of mutations caused by the UV radiation. UV radiation
exerts its largest effect at the point where the DNA has its maximum UV absorption. The
visible light wavelength spectrum is between 360 nm and 760 nm.
Y
B
C
A
X
1. The letter indicating the UV absorption of proteins:
2. The axis representing the number of mutations and measure of light absorption:
3. The axis representing the wavelength of light absorbed:
4. Based on the light absorption in the UV spectrum is it possible to determine whether the
pure sample (not mixed) contains DNA or protein? Give your reason to support your
answer.
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
5. Which cellular organelles would give rise to macromolecules which would allow both
types of UV absorption curves to be plotted?
A)
B)
C)
D)
E)
Mitochondrion.
Cell membrane.
Chloroplast.
Golgi apparatus.
Inclusions.
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jel:
6. Out of the cell types listed below which ones are most exposed to the DNA damaging
effect of UV radiation?
A)
B)
C)
D)
E)
The dividing layer of the epidermis of the skin.
The red blood cells.
The keratinised upper layer of the skin.
The rods and cones of the retina in the eye.
The nerve cells in the skin.
7. Apart from freckles, which skin condition, which tends to be harmless most of the time,
can develop into malignant tumour in the skin (melanoma) as a result of being exposed to
increased UV radiation?
..……………………………………………………………………………………………
8. Explain why it is less dangerous not to wear sunglasses at all than wearing sunglasses that
might help us to see better in strong sunlight but it does little, or nothing, to filter out UV
radiation.
..……………………………………………………………………………………………
..……………………………………………………………………………………………
.…………………………………………………………………………………………….
9. In the course of evolution both the Northern European fair skin and the dark skin around
the Equator are examples of adaptation to the UV radiation. Give the biological
explanation of this statement. Besides the damaging effects, consider the role of vitamin D
and the circumstances required for its formation.
(2 points)
..……………………………………………………………………………………………
.…………………………………………………………………………………………….
..…………………………………………………………………………………………….
………………………………………………………………………………………………
………………………………………………………………………………………………
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2014. május 14.
Biológia angol nyelven — emelt szint
Azonosító
jel:
VII. Smart cooking
10 points
You are asked to make a salad for dinner for the family members who are on a slimming diet.
Some of them prefer potato mayonnaise, while the others go for shopska salad. Decide which
salad should be made based on the recipes, calorie and nutrient content table. The recipes are
for 4 servings.
POTATO MAYONNAISE SALAD
Ingredients: 500 g of potatoes, 1 portion of mayonnaise, salt
Cook the unpeeled potatoes then peel them and slice them into rounds. Place them into a
bowl, pour the mayonnaise over the potatoes. Cool the salad and serve it chilled.
Ingredients for 1 serving of mayonnaise: 2 egg yolks, 200 ml of oil, salt and half a lemon’s
juice. Whisk the egg yolks until pale and while still whisking gradually add the oil a few
drops at a time until the mixture becomes thick. At the end add salt and lemon juice to taste.
SHOPSKA SALAD
Ingredients: 3 cucumbers of medium size (approx. 300 g), 3 tomatoes (approx. 300 g), 3 bell
peppers (approx. 300 g), 1 onion (approx. 100 g), 100 g of Bulgarian white cheese (gomolya),
vinegar, salt, oil (approx. 50 ml)
Cut the cucumbers, bell peppers, tomatoes and onions into slices. Mix them up, add salt and
leave it to rest. Sprinkle with a little vinegar and oil and then grate some cheese on top. Serve
it chilled.
Food ingredients
Energy content
Protein
Fat
Carbohydrate
Potato (100 g)
kcal
85
gram
2.5
gram
0.2
gram
18.4
Tomato (100 g)
22
1.0
0.2
4.0
Cucumber (100 g)
11
1.0
0.1
1.7
Onion (100 g)
39
1.2
0.1
8.3
Bell pepper (100 g)
20
1.2
0.3
3.0
1 Egg (40 g)
66
5.4
4.8
0.3
Egg yolk (100 g)
351
16.1
31.7
0.3
1 Egg yolk (16 g)
54
2.4
4.9
0.1
Sunflower seed oil (100 ml)
830
0
99.8
0
Bulgarian white cheese
276
18.2
21.2
3.0
(gomolya) (100 g)
1. Calculate the energy content of the two salads. (Give the energy content of the full recipe
that serves 4 people. You do not have to take the spices into account.)
(2 points)
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Azonosító
jel:
2. Based on the above, which salad fits more into a slimming diet?
……………………………………………………………………………………………..
3. What is the biological function of the oil in the sunflower seed?
……………………………………………………………………………………………..
4. Based on their nutrient content, explain why the oil mixes well with the egg yolk when
making mayonnaise.
…………………………………………………………………………………………….
5. What is the name of the carbohydrate stored in large quantities in the potato?
…………………………………………………………………………………………….
6. The vegetables of the shopska salad release liquid after adding the salt. What is the name
of the process that results in the liquid appearing?
…………………………………………………………………………………………….
7. Explain why the water is moving out of the vegetables after being salted.
…………………………………………………………………………………………….
…………………………………………………………………………………………….
…………………………………………………………………………………………….
…………………………………………………………………………………………….
8. In addition to the ones shown, what other substances do the food items in the table
contain in substantial amounts?
A)
B)
C)
D)
E)
Water, hydrocarbons, vitamins and mineral salts.
Water, vitamins and mineral salts.
Water, vitamins and ammonia.
Water, vitamins, hydrocarbons, ammonia and mineral salts.
Water, vitamins, ammonia and mineral salts.
9. The potato salad contains cooked, whereas the shopska salad contains raw vegetables.
What effect does the cooking have on the vegetables as far as their nutritional values are
concerned? (Give your reason to support your answer.)
…………………………………………………………………………………………….
…………………………………………………………………………………………….
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2014. május 14.
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Azonosító
jel:
VIII. The structure and mode of life of bacteria
9 points
Chose the appropriate phrases from the ones listed below and write them on the dotted lines in
the numbered gaps. You will not need all of the phrases.
cellulose
phototroph
decomposer
parazytism
cell nucleus
oxidation
starch
heterotroph
nitrifying
symbiosis
rybosome
hydrolysis
lipids
chemotroph
nitrogen fixing
commensalism
chloroplas
fermentation
RNA
autotroph
denitrifying
DNA
mitochondrion
Bacteria are prokaryotic organisms. This expression means that they do not have a separate
(1)……………………………… However, all bacterial cells contain cytoplasm, hereditary
material, cell membrane and (2)…………………………….. The latter cellular organelle is
made up of proteins and (3)……………………………….. containing uracil.
The bacteria are almost universally present in all parts of the biosphere. One of the reasons for
their widespread existence is their diverse metabolism. Some types are able to manufacture
their own organic molecules from inorganic substances, which means that in terms of carbon
source they are (4)……………………………… Such are for example the
(5)…………………………………bacteria, which convert ammonia into nitrite and nitrate in
their catabolism in a/an (6)…………………………….. reaction and that is why they belong
to the group of organisms called (7) ………………………….. in terms of the type of energy
source they rely on. The (8)………………………………. digesting bacteria living in the
rumen of the cattle are indispensible for the cattle, the type of population interaction between
the ruminating animal and the bacteria is called (9)…………………………….
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2014. május 14.
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Azonosító
jel:
Optional essay or problem solving task
IX.A
Open your ears
20 points
Problem solving task
7 points
Read the excerpt carefully from the speech at the opening
ceremony of the statue of Róbert Bárány who was awarded the
Nobel Prize in 1914, and then solve the following problems.
“Next, I am going to quote from his (Róbert Bárány’s) Nobel
Prize speech.
»As a young ear specialist I used to work at the clinics of
professor Politzer in Vienna. I had to wash several of my
patients’ outer ear. Several of them complained of dizziness after
the washing. I recorded these cases but I was not able to find the
reason for them. Good luck came to my aid. One of my patients
complained that he felt dizzy when the water used for the ear
wash was not warm enough. The next time when the water
injected into the outer ear was too warm the patient remarked: “The water is too hot, I feel
dizzy again.” I quickly examined the eyes of the patient and I could see that the nystagmus*
occurred in the opposite direction compared to the one caused by cold water. The idea
flashing through my mind was that quite probably it was possible to induce nystagmus in
healthy people not only in those suffering from ear infections. My assumption proved right.«
Not much later Róbert Bárány succeeded in finding the explanation for the
phenomenon. The temperature of the fluid found in the semicircular canals is about 37 °C. In
response to changes in the temperature the movement of fluid occurs, which, in turn, induces
a nerve impulse. Depending on whether the semicircular canals are heated or cooled the
direction of the movement of the fluid will be different, which, in turn, determines the
direction of the accompanying eye movements, in other words nystagmus*. His experiments
carried out in a range of head positions provided convincing evidence to support his
hypothesis.”
János Martinovits
*Nystagmus = involuntary oscillating movements of the eyeball, which here accompanies
dizziness
1. With his observation described above and the experiment that followed Róbert Bárány
proved that:
A)
B)
C)
D)
dizziness derives from the middle ear.
a change in temperature results in a movement of fluid in the semicircular canal.
dizziness is brought about by nerve impulses originating from thermoreceptors.
the direction of fluid flow in the semicircular canals is linked to the
direction of the resultant eye movements.
E) people do not experience dizziness at 37 °C.
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Azonosító
jel:
Match the appropriate letters of the figure with the statements below.
2.
The use of cold or warm water caused the movement of fluid in this part, which
triggered a nerve impulse.
3. It contains the receptors involved in sensing the static position of the head.
4. Its receptors are normally stimulated by the angular acceleration of the head.
5. It contains calcium carbonate crystals.
6. It carries the nerve impulses from the organ of balance and hearing to the central
nervous system.
The human organ of hearing — essay
13 points
Discuss the structure and function of the human organ of hearing.
When discussing the topic make sure that you refer to the following points:
•
•
•
•
•
The medium conducting the stimulus in the different parts of the ear.
The functions of the bones found in the middle ear. Where are these bones connected to?
The connections and function of the Eustachian tube.
The location, structure and function of the organ of Corti.
The area of the central nervous system in which the sensation of hearing is formed.
You can write your essay on page 19.
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essay
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2014. május 14.
Biológia angol nyelven — emelt szint
IX.B
Azonosító
jel:
Grasslands
20 points
Germinating grasses
11 points
A few characteristic species of the grasslands in Hungary were studied by researchers. The
water absorbing capacity of the seeds in the soil depends on the suction force of the grass
species. The suction force of the seeds was tested by germinating the seeds in sugar solutions
of different concentrations. The seed coat acted as a semipermeable membrane for the sugar.
The concentration of the solution was characterised by its osmotic suction force and expressed
in atmosphere (atm) in relation to the atmospheric pressure. The results are shown in the table.
The figures show the percentage of the seeds that germinated under the given circumstances.
Species
perennial ryegrass /angolperje
orchard grass /csomós ebír
white clover /fehér here (leguminous
plant)
pseudovina /veresnadrág csenkesz
The osmotic suction force of the sugar solution
(atm)
1
2
3
4
5
70
74
73
4
20
15
100
100
16
30
24
2
3
1. What happened between the seed and the sugar solution when the seeds germinated
successfully? Write the letters of the correct answers in the boxes.
A) The seed took up the sugar and used it as an energy source.
B) The seed took up the sugar by active transport using up energy in the process.
C) The sugar passed into the cell passively from its higher concentration
towards its lower concentration.
D) The water moved osmotically towards the higher sugar concentration.
E) The water moved osmotically towards the inside of the cell.
F) The water moved by means of passive transport towards the space of higher suction
force (osmotic pressure) — into the inside of the seed.
2. What energy source did the germinating plants utilise to make ATP to meet their energy
demand?
A) The plants oxidised the sugar taken up from the germinating solution in their
mitochondria.
B) The plants hydrolysed their starch reserves.
C) The plants hydrolysed their starch reserves and then oxidised them in
their mitochondria.
D) The plants carried out photosynthesis in their chloroplasts.
E) The plants relied on the energy conserved in the chemical bonds of their organic
molecules.
3. Which of the species listed above is expected to grow in saline soils of high osmotic
suction force?
…………………………………………………………………………………………..
Researchers measured the respiration rate of a wheat seedling. First, the root of the seedling
was submerged in distilled water. Its rate of respiration is indicated by letter ‘a’. When the
plant was put into a dilute solution of salts required by the plants, the plant started to take up
the salt and at the same time its rate of respiration increased (‘b,’ so called salt respiration).
When the mitochondria in the roots were poisoned by hydrogen cyanide (HCN) the salt
uptake stopped immediately and the rate of respiration returned to its original level (‘c’).
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2014. május 14.
Biológia angol nyelven — emelt szint
salt
HCN
a
b
c
Azonosító
jel:
4. What consequences can be drawn from the result of
this experiment?
A) The absorption of salts is an energy requiring process.
B) The mechanisms by which salts and water are taken up
are similar.
C) The ATP molecules required for the life processes of
the seedling is made by biological oxidation.
D) The energy demand of respiration in the seedling is met
with the help of salts taken up by the seedlings.
E) The salts pass into the root of the plant by osmosis.
Most grassland plant communities comprise monocot grasses, leguminous plants as well as
other plants. The effect of fertilisation on the growth of these plants was studied by a
researcher. In each group the original conditions without fertilisation were regarded as 100%.
Control: 100%
Potassium + phosphorous
fertilisers
97
Nitrogen + potassium +
phosphorous fertilisers
140
Leguminous plants
229
72
Other plants
93
81
Grasses
5. Which element(s) primarily limit(s) the rate of growth of grasses in natural grasslands
based on the experiments?
………………………………………………………………………………………………
6. What is/are the major limiting factor/s for leguminous plants? How can you explain this
difference between legumes and grasses? (2 points)
………………………………………………………………………………………………
………………………………………………………………………………………………
7. What is the reason for the endemic species becoming rare in grasslands and their low
species diversity as a result of fertilisation?
………………………………………………………………………………………………
………………………………………………………………………………………………
Essay: Rock grasses
9 points
Discuss the typical environmental features of rock grasses. List the important damaging
effects threatening rock grasses.
Discuss the genetic reasons (drift) why there are a lot of endemic species in these
communities and why the populations of these endemic species are threatened by being split
into parts?
1.
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2.
3.
4.
5.
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6.
7.
essay
total
2014. május 14.
Biológia angol nyelven — emelt szint
Azonosító
jel:
Essay:
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Biológia angol nyelven — emelt szint
Azonosító
jel:
Maximum
score
Achieved
score
9
11
9
10
10
12
10
9
I.
Function of the heart
II. Human diseases
III. Receptror molecules and receptor cells
IV. Living together
V. The inheritance of two characteristics
VI. The effect of ultraviolate radiation
VII. Smart cooking
VIII. The structure and mode of life of bacteria
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 pontszám
egész 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: …………………………
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