Azonosító jel:

2006. május 18.

BIOLÓGIA
ANGOL NYELVEN
BIOLOGY
2006. május 18. 8:00
EMELT SZINTŰ
ÍRÁSBELI VIZSGA
●

ADVANCED LEVEL
ÉRETTSÉGI VIZSGA

WRITTEN EXAM

Az írásbeli vizsga időtartama: 240 perc

The exam is 240 minutes long

Pótlapok száma / Number of extra sheets

Tisztázati / Final version
Piszkozati / Drafts

OKTATÁSI MINISZTÉRIUM
MINISTRY OF EDUCATION

Biológia angol nyelven emelt szint — írásbeli vizsga 0522

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-IX.).
The last assignment (X.) 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.

A D Correct A DC Acceptable BD Wrong

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.

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I. Vitamins 8 points
Fill out the table’s empty cells indicated by numbers. Each correct answer: 1 point

Name of Solubility 1. Major food sources

vitamin (min.2)

2. water-soluble scurvy 3.

vitamin D fat-soluble 4. seafish, milk, eggs

5. 6. night blindness carrot, pumpkin,

butter
vitamin K 7. 8. cauliflower, tomato,
milk

1 2 3 4 5 6 7 8 Total

II. Reproduction and development of living organisms 5 points

Decide whether the statements are true or false. Put a letter”T” in the empty cell after a true
statement and a letter ”F” after a false one. Each correct answer: 1 point.

1. The development of sexually reproducing organisms lasts from

fertilization to the death of the individual.
2. During the germination of plants carbon-dioxide is the most important
environmental factor.
3. The development of living organisms always starts from the zygote.

4. There is a relationship between the number of offspring and parental

care in the case of animals.
5. Long-day plants are native in tropical areas.

1. 2. 3. 4. 5. Total

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III. Relations between the frequency of life-forms and climate 6 points

The life-form (or lifestyle) means all those morphological and physiological characteristics of
plants that help them adapt to their environment (Warmington). A. Humboldt created the first
system of life-forms. Nowadays the most widely used system was devised by a Danish
botanist, Raunkiaer. The subdivisions of Raunkiaer are based on the ways how plants protect
the surviving buds during seasons with adverse conditions (cold winters or dry summers). The
most important life-forms are the following categories:

Organs surviving adverse conditions are high above the ground Ph

Trees, shrubs and semi-shrubs
Organs surviving adverse conditions are located above, but near the ground Ch
Dwarf shrubs and creeping low shrubs
Organs surviving adverse conditions are at ground level or close to the surface H
in the soil
Perennial herbs with rosettes, runners and underground shoots
Organs surviving adverse conditions are below ground or under water K
Perennial herbs with bulbs, tubers and water plants
Plants overwintering once like ”H”, but they die in the second year leaving TH
only seeds behind
Biennial plants
Plants that survive unfavourable period as seed Th
Annual plants
Epiphytes, tree-dwellers, plants that grow on other plants E

The frequencies (distribution expressed in %) of different life-forms is characteristic of

different habitats and climatic zones.

Sample area Climatic zone Ph Ch H K Th

Islands of the Indian Ocean hot 61 6 12 5 16
Hungary temperate 7 2 47 17 27
Spitsbergen cold 1 22 60 15 2

1. What relation can you recognize between climate and frequency of woody plants?
(1 point)
………………………………………………………………………………………………..

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

2. Which environmental factor is responsible for the ”competition situation” and the
layered structure of foliage? (1 point)
……………………………………………………………………………………………….

3. Which type of life-form in the table shows a frequency opposite to woody plants?
(1 point)
………………………………………………………………………

4. Which type of life-form occurs in the lowest percentage in the Temperate Zone? (1 point)

………………………………………………………………………………………

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5. In which climatic zone do annual plants show the highest frequency?……………...............

(1 point)
6. Which correlation is true for the frequencies of ”K” and ”Th”? Put the letter of the
correct answer into the empty box. (1 point)

A. Both life-forms are the most frequent in the Temperate Zone, their frequencies are
lower in the two other zones.
B. The increasing sequence of frequencies of life-forms is: temperate, cold, hot.
C. The increasing sequence of frequencies of life-forms is: temperate, hot, cold.
D. Both life-forms have equal frequencies in the Temperate Zone.

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

IV. Who is the tit’s call addressed to? 10 points

1. On the basis of this figure, answer the following
A C
questions. What is the effect (attractive, repellent,
neutral) of the song of a male tit singing in the
middle of its territory on (2 points)
A) a female of the same species: …………………
B) a male of the same species :……………………
C) a bird of prey : ………….……..
D) another seed-eater species with different
ecological requirements: ……………………

D B 2. What behaviour (attractive, repellent, neutral) of

the male tit is triggered when it sees the following
birds?
A) a female of the same species:………………………………………………….
B) a male of the same species:……………………………………………………...
C) a bird of prey:…………………………………………….
D) another seed-eater species with different ecological requirements:
……………………………………………………………………. (4 points)
3. What is the selective advantage and disadvantage of the male tit’s behaviour shown
towards the rival male? Give two examples for both. (4 points)

Advantageous:………………………………………………………………………….
……………………………………………………………………………..
Disadvantageous:………………………………………………………………………
…………………………………………………………………..
1. 2. 3. Total

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V. The inheritance of phenylketonuria 12 points

The attached pedigree chart (family tree) illustrates the incidences of an inherited genetic
disorder, phenyketonuria, in a family. ☺= normal (healthy) =affected (sick)
(Assuming that no mutation happened)

Éva ☺ Richárd ☺ Magda Árpád ☺

Ilona ☺ Aba ☺ Alíz ☺ Ádám ☺ Edina

Sára Erik Csenge ☺ ☺ Márk

1. On the basis of this chart’s data, decide the possible pattern of inheritance of
phenyketonuria. Put the letter of the correct answer into the empty box. (1 point)
A) Complete dominance (dominant-recessive), the disorder is caused by a recessive
allele
B) Complete dominance (dominant-recessive), the disorder is caused by a
dominant allele
C) Complete dominance (dominant-recessive), the heterozygous individuals are
affected
D) Incomplete dominance (intermedier), the heterozygous individuals are affected
E) Incomplete dominance (intermedier), the homozygous
individuals are affected

Give the phenotypes of the following individuals. (Indicate the defective allele in small letter,
the healthy one in capital letter.) (5 points)
2. Magda
3. Alíz

4. Aba

5. Erik

6. Márk

7. What is the probability that, regarding this trait, a normal (healthy) baby will be
born from the marriage of Aba and Alíz? Put the letter of the correct answer in the box.
(1 point)

A)12,5% B)25 % C) 50% D)75% E) 0%

8. This genetic disorder has occured neither in Eve’s nor Edina’s family before.
Considering this fact, is there anybody whose genotype (of this trait) can not be decided on
the basis of this pedigree chart? Explain your answer. (2 points)

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…………………………………………………………………………………………………

…………………………………………………………………………………………………

9. The principal consequence of untreated phenylketonuria is severe mental

retardation. Deficiency of an enzyme that transforms amino acid phenylalanine
(into tyrosine) is the reason for this problem. The appearance of symptoms can
be prevented by a phenylalanine-free diet. To which component of food
does the patient of phenylketonuria have to devote great care? Put the letter
of the correct answer in the empty box. (1 point)

A) Carbohydrates
B) Nucleic acids
C) Fats and oils
D) Proteins
E) Mineral salts and acids

10. Small (size of an amino acid), toxic metabolic wastes accumulate in the
bloodstream of the untreated patient. These substances are harmful to the
developing nervous system. After the first ten years of life the patient is out of
danger. However when a mother suffers from phenylketonuria, she has to be on a
low phenylalanine diet in order to prevent symptoms from appearing in her
genetically normal children. Give reasons for this fact. (1 point)

…………………………………………………………………………………………………

…………………………………………………………………………………………………

11. On the basis of the pedigree chart above, is it possible to decide whether the
allele of phenylketonuria is located on an autosome or on a sex chromosome?
(Assuming that chromosome Y can not carry this gene.) Explain your answer. (1 point)

…………………………………………………………………………………………………

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

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

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VI. The double helix 11 points

”It was a generally known fact that DNA could be found in the chromosomes of all cells, so
experiments of Avery strongly suggested that future experiments would prove: every gene is
made up of DNA. If it was true, it meant to Francis (Crick) that not the protein but DNA was
the stone of Rosette* - unravelling the real secret of life. The DNA gives the key in our hands
how genes determine – besides other traits - the colour of our hair and eyes, probable mental
capacities and perhaps our ability to amuse others.”
* stone of Rosette= the key to a mystery
James Watson: The double helix (1969)

This excerpt was written in that early era of molecular genetics, when the molecule
responsible for inheritance was still debated.

1. What substances could have been taken into consideration as the genetic material? Put
the letters of correct answers into the empty boxes. (1 point)
A) Proteins
B) Carbohydrates
C) Lipids
D) Nucleic acids
E) Water

2. Describe briefly, on what basis (considering their common characteristics) can the
above mentioned substances be the carriers of the hereditary information. (2 points)
………………………………………………………………………………………..
……………………………………………………………………………………….
………………………………………………………………………………………..
……………………………………………………………………………………….

Our knowledge of how genes determine our traits has increased greatly in the past 50 years
since the book was written. The flow of information is represented in the following figure.

DNA molecule molecule GENETIC

„A” ”B” TRAIT

3. Which material is represented by molecule ”A” on this figure? (1 point)

...............................................................................
4. Which material is represented by molecule ”B”? (1 point)
…………………………………………………..

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Out of the above mentioned traits, the mental capacities and the ability to amuse others are
not inherited as simply as the colour of our eyes or hair.

5. Give two reasons for the differences in their inheritance. Put the letters of correct
answers in the empty boxes. (1 point)

A) More genes can be responsible for their inheritance

B) There is no genetic basis for their inheritance
C) Their development is strongly influenced by non-inherited factors
D) Not the DNA but carbohydrates inherit these traits
E) We inherit them from our grandparents, rather then from our parents

James Watson, the author of this excerpt, Crick and Wilkins received the Nobel Prize in
1953 for what they had discovered.
6. For what were they awarded? Put the letter of the correct answer in the empty box.
(1 point)
A) for the discovery of DNA
B) for the demonstration that DNA is the carrier of hereditary information
C) for the discovery of RNA
D) for the discovery of nucleotides
E) for the description of the structure of DNA

In another part of his book Watson wrote the following:

”... I have received a long letter from Al Hershey in which he summarizes his recently
finished experiments. He and Martha Chase concluded that the penetration of viral DNA
is the key-event of the bacterium’s phage-infection. The most important fact was the very
small amount of protein entering the bacterium. Their experiment gave strong and new
evidences that DNA is the main genetic material.”

7. What sort of organisms are bacteriophages? Put the letter of the correct answer in
the empty box. (1 point)

A) Bacteria
B) DNA molecules
C) Prions
D) Viruses
E) Protists (single-celled eukaryotes)

8. How could scientists label phage DNA and protein? Put the letter of the correct
answer in the empty box. (1 point)

A) with a colour dye

B) with a radioactive isotope
C) with heavy H isotope
D) with electrons
E) no need for labelling, the pathway of molecules were tracked through light microscope

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9. There is an element ideal for labelling that is present only in proteins but not in
DNA. Which element is this? Put the letter of the correct answer in the empty box
(1 point)
A) Hydrogen
B) Nitrogen
C) Sulphur
D) Phosphorus
E) Oxygen

10. There is an element ideal for labelling that is present only in DNA but not in proteins.
Which element is this? Put the letter of the correct answer in the empty box. (1 point)
A) Hydrogen
B) Nitrogen
C) Sulphur
D) Phosphorus
E) Oxygen

1 2 3 4 5 6 7 8 9 10 Total

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VII. Regulation in three steps 10 points

The interactions of three hormone-producing organs
A are shown in the attached figure. As a result of these
⊖ ⊖ interactions, mitochondria intensify or reduce their
I activities. In this regulation ”+” means stimulation,
E G ⊕ ”-” means inhibition.
B Statements indicated by numbers refer to one of the
⊖ letters of the diagram. Put the appropriate letters in
K the empty cells of the table. Each correct answer is
⊕ F
awarded by 1 point.

H
⊕
mitochondrion

1. H-shaped endocrine gland located in front of the larynx

2. Stimulatory effect of the hormone that stimulates the thyroid gland directly

3. Thyroxine affects the cell(s) and increases the oxygen-uptake of

mitochondria
4. A hormone-producing organ and reflex-centre located in the diencephalon.

5. Thyroxine inhibits the production of the thyroid-stimulating hormone in

the anterior lobe of the pituitary gland by negative feedback
6. Target cell of thyroxine

7. Thyroxine inhibits the production of the stimulatory hormone (factor) in

the hypothalamus by negative feedback
8. Anterior lobe of an endocrine gland located at the base of the brain

9. The stimulatory factor of the hypothalamus affects the anterior lobe of the
pituitary gland
10. Thyroid –stimulating hormone inhibits the production of the stimulatory
factor of hypothalamus by negative feedback

1 2 3 4 5 6 7 8 9 10 Total

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VIII. The effect of antibiotics 8 points

As antibiotics are becoming more and more widespread, the more unexpected results we have
to face: more and more previously efficient antibiotics becomes useless.

1. What are antibiotics? Put the letter of the correct answer in the box. (1 point)

A) Components of the serum given in the vaccine

B) Weakened pathogens
C) Antibacterial agents produced by fungi
D) Proteins produced by plasma cells
E) Living organisms without independent metabolic activity

2. What is antibiosis (amensalism)? Put the letter of the correct answer in the box.
(1 point)
A) An interaction beneficial to one population and harmful to the other
B) An interaction beneficial to one population and neutral to the other
C) An interaction neutral to one population and harmful to the other
D) An interaction harmful to both populations
E) An interaction beneficial to both populations

3. What sort of illness can be treated with antibiotics? Put the letter of the correct answer in
the box. (1 point)

A) Tonsillitis (inflammation of the tonsils) caused by bacteria

B) Mumps caused by viruses
C) In the case of a serious allergic attack
D) In mushroom poisoning
E) Against prions

The effects of four (P, O, R and S) antibiotics against five strains of bacteria (1.-5.) have been
investigated. During the procedure antibiotics were put on the culture media as horizontal
lines in 4 different Petri dishes (plates). All the five strains of bacteria were streaked out at
right angles to the antibiotic on each medium. The cultures were kept (incubated) at 36 oC for
3 days. Results are shown on the figure below. Dark stripe represents the effectiveness of the
antibiotics, white stripes refer to places where bacteria kept on growing.

P Q R S

4. To which antibiotic were most strains of bacteria resistant? Put the letter of the correct
answer int he box. (1 point)
A)P B) Q C) R D) S E) no difference

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5. Which strain of bacteria was sensitive towards the most antibiotics? Put the
letter of the correct answer in the box. (1 point)
A) 1 B) 2 C)3 D) 4 E) 5

6. Which strain of bacteria was resistant to most antibiotics? Put the letter of the
correct answer in the box. (1 point)
A) 1 B) 2 C)3 D) 4 E) 5

7. In what way can the sensitivity of a strain of bacteria towards an antibiotic

change? Put the letters of the correct answers in the empty boxes. (1 point)

A) with mutation
B) by passing a gene (transformation)
C) with antibiosis
D) through crossing over during meiosis.
E) by using mitochondrial genes

8. We (humans) are responsible for the rapid growth of resistant bacteria. Which
activities may result in such dangerous consequences? Put the letters of
the correct answers in the empty boxes. (1 point)

A) Everyday use of antibacterial deodorants

B) Frequent disinfection with hot water
C) Unjustified use of antibiotics
D) Drying underwear on direct sunlight
E) Overdosage of vitamin K and D

1 2 3 4 5 6 7 8 Total

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IX. Renewable and non-renewable sources of energy 10 points

Compare renewable and non-renewable energy resources. Put the letter of the correct answer
in the empty cell. Each correct answer is awarded by 1 point.

A. Renewable energy resources

B. Non-renewable energy resources
C. Both
D. None

1. Nuclear energy also belongs to them

2. For instance: carbohydrates and lipids accumulating in living organisms

3. The energy of oil from the remains of prehistoric creatures is such an energy

4. The annual amounts of incoming solar radiation and internal heat of the Earth set
the theoretical upper limit of its quantity
5. It is shared among countries in proportion to their territory

6. Fuelwood from the forest gives such an energy

7. It can be transformed into mechanical energy or electricity without loss

8. Blowing wind and moving water also belong to this group

9. Living organisms may take part in its formation

10. According to the directive of the European Union, the proportion of renewable resources
in energy production has to be increased. What potentialities in Hungary can you mention?
Give minimum two examples. (1 point)

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1 2 3 4 5 6 7 8 9 10 Total

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Optional questions

X. A Calcium ion in the human body - Essay 20 points

Describe the physiological role of Ca2+ ion.

You are allowed to construct this essay by yourself, but the following guidelines should be
taken into consideration. Try to be logical and coherent in your composition.

Guidelines
• Which foods in our diet contain the needed amount of calcium?
• Where and how is ingested calcium taken into the circulation?

• Which organ (which part of which tissue) stores Ca2+ ion? Describe a problem
(disorder) in connection with this organ that develops with increasing age.

• Mention the organ that removes unnecessary Ca2+ ions from our body.

• Which vitamin is necessary to take up the proper amount of Ca2+ ion and to build into
the bones? Describe this vitamin (solubility, two sources, formation in the body,
deficiency disease).

• Describe the glands and hormones that regulate the Ca2+ ion concentration of blood.
How is the production of these hormones controlled?

• What is the role of Ca2+ ion in the work of striated muscles?

• What is the role of Ca2+ ion during the injury of a blood vessel?

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Optional questions

X. B Air pollution

Analysis of an experiment 6 points

A small sheet of sulphur is ignited and put in a gas-collecting cylinder. The cylinder is
covered with a sheet of glass. Wait until the sulphur burns completely, then fill the cylinder
with 20-30 cm3 of water. After this (still covered!), shake the cylinder heavily to mix water
and gas.

1. We imitated the formation of a polluting phenomenon. Which one? (1 point)

…………………………………………………………………………………………………...
2. Name the gas produced in the cylinder. (1 point)
…………………………………………………………………………………………………...
3. What other gases are responsible for the development of this pollution? (1 point)
…………………………………………………………………………………………………...
4. Give two examples of the formation of pollutants mentioned in Questions 2. and 3.
(1 point)
…………………………………………………………………………………………………...
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5. Mention two examples of the harmful effects of this environmental pollution. (2 points)
…………………………………………………………………………………………………...
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Air-polluting processes – Essay 14 points

Describe the following air-polluting processes: depletion (thinning) of the ozone layer, effect
of the traffic, reasons for the increasing greenhouse effect. You are allowed to construct this
essay by yourself, but the following guidelines should be taken into consideration.

• Name the major pollutant substances precisely

• Sources of air pollutants
• Development of the phenomena
• Harmful consequences of air pollution in the human body on the examples of carbon-
monoxide and another material

Try to be logical and coherent in your composition.

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student’s maximum
score score
I. Vitamins 8
II. Reproduction and development of living
5
organisms
III. Relations between the frequency of life-
6
forms and climate
IV. Who is the tit’s call addressed to? 10
V. The inheritance of phenylketonuria 12
VI. The double helix 11
VII. Regulation in three steps 10
VIII. The effect of antibiotics 8
IX. Renewable and non-renewable sources of
10
energy
Total for tasks 80
X. Optional Assignment (Essay or Problem-
20
solving assignment)
TOTAL 100

marking teacher

________________________________________________________________________________________

score
student’s written in
score/ the program
elért / programba
pontszám beírt
pontszám
Tasks / Feladatsor
Optional Assignment (Essay or Problem-
solving assignment) / Választható esszé
vagy problémafeladat

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Examiner/Javító tanár Examiners/ Jegyző

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