List of top Questions asked in IBSAT- 2018

Passage:

The theory of plate tectonics describes the motions of the lithosphere, the comparatively rigid outer layer of the Earth that includes all the crust and part of the underlying mantle. The lithosphere is divided into a few dozen plates of various sizes and shapes; in general the plates are in motion with respect to one another. A mid-ocean ridge is a boundary between plates where new lithospheric material is injected from below. As the plates diverge from a mid-ocean ridge they slide on a more yielding layer at the base of the lithosphere.

Since the size of the Earth is essentially constant, new lithosphere can be created at the mid-ocean ridges only if an equal amount of lithospheric material is consumed elsewhere. The site of this destruction is another kind of plate boundary: a subduction zone. There one plate dives under the edge of another and is reincorporated into the mantle. Both kinds of plate boundary are associated with fault systems, earthquakes and volcanism, but the kinds of geologic activity observed at the two boundaries are quite different.

The idea of sea-floor spreading actually preceded the theory of plate tectonics. In its original version, in the early 1960s, it described the creation and destruction of the ocean floor, but it did not specify rigid lithospheric plates. The hypothesis was substantiated soon afterward by the discovery that periodic reversals of the Earth's magnetic field are recorded in the oceanic crust. As magma rises under the mid-ocean ridge, ferromagnetic minerals in the magma become magnetized in the direction of the geomagnetic field. When the magma cooks and solidifies, the direction and the polarity of the field are preserved in the magnetized volcanic rock. Reversals of the field give rise to a series of magnetic stripes running parallel to the axis of the rift. The oceanic crust thus serves as a magnetic tape recording of the history of the geomagnetic field that can be dated independently. The width of the stripes indicates the rate of the sea-floor spreading.

Question:
What does the author imply about the periodic reversal of the Earth's magnetic field?
Passage:

The theory of plate tectonics describes the motions of the lithosphere, the comparatively rigid outer layer of the Earth that includes all the crust and part of the underlying mantle. The lithosphere is divided into a few dozen plates of various sizes and shapes; in general the plates are in motion with respect to one another. A mid-ocean ridge is a boundary between plates where new lithospheric material is injected from below. As the plates diverge from a mid-ocean ridge they slide on a more yielding layer at the base of the lithosphere.

Since the size of the Earth is essentially constant, new lithosphere can be created at the mid-ocean ridges only if an equal amount of lithospheric material is consumed elsewhere. The site of this destruction is another kind of plate boundary: a subduction zone. There one plate dives under the edge of another and is reincorporated into the mantle. Both kinds of plate boundary are associated with fault systems, earthquakes and volcanism, but the kinds of geologic activity observed at the two boundaries are quite different.

The idea of sea-floor spreading actually preceded the theory of plate tectonics. In its original version, in the early 1960s, it described the creation and destruction of the ocean floor, but it did not specify rigid lithospheric plates. The hypothesis was substantiated soon afterward by the discovery that periodic reversals of the Earth's magnetic field are recorded in the oceanic crust. As magma rises under the mid-ocean ridge, ferromagnetic minerals in the magma become magnetized in the direction of the geomagnetic field. When the magma cooks and solidifies, the direction and the polarity of the field are preserved in the magnetized volcanic rock. Reversals of the field give rise to a series of magnetic stripes running parallel to the axis of the rift. The oceanic crust thus serves as a magnetic tape recording of the history of the geomagnetic field that can be dated independently. The width of the stripes indicates the rate of the sea-floor spreading.

Question:
Since the size of the Earth is essentially constant, new lithosphere can be created at the mid-ocean ridges only when
Passage:

The theory of plate tectonics describes the motions of the lithosphere, the comparatively rigid outer layer of the Earth that includes all the crust and part of the underlying mantle. The lithosphere is divided into a few dozen plates of various sizes and shapes; in general the plates are in motion with respect to one another. A mid-ocean ridge is a boundary between plates where new lithospheric material is injected from below. As the plates diverge from a mid-ocean ridge they slide on a more yielding layer at the base of the lithosphere.

Since the size of the Earth is essentially constant, new lithosphere can be created at the mid-ocean ridges only if an equal amount of lithospheric material is consumed elsewhere. The site of this destruction is another kind of plate boundary: a subduction zone. There one plate dives under the edge of another and is reincorporated into the mantle. Both kinds of plate boundary are associated with fault systems, earthquakes and volcanism, but the kinds of geologic activity observed at the two boundaries are quite different.

The idea of sea-floor spreading actually preceded the theory of plate tectonics. In its original version, in the early 1960s, it described the creation and destruction of the ocean floor, but it did not specify rigid lithospheric plates. The hypothesis was substantiated soon afterward by the discovery that periodic reversals of the Earth's magnetic field are recorded in the oceanic crust. As magma rises under the mid-ocean ridge, ferromagnetic minerals in the magma become magnetized in the direction of the geomagnetic field. When the magma cooks and solidifies, the direction and the polarity of the field are preserved in the magnetized volcanic rock. Reversals of the field give rise to a series of magnetic stripes running parallel to the axis of the rift. The oceanic crust thus serves as a magnetic tape recording of the history of the geomagnetic field that can be dated independently. The width of the stripes indicates the rate of the sea-floor spreading.

Question:
Which of the following serve(s) as a magnetic tape recording of the history of the geomagnetic field?
Passage:

The world dismisses curiosity by calling it idle or mere idle curiosity even though curious persons are seldom idle. Parents do their best to extinguish curiosity in their children because it makes life difficult to be faced everyday with a string of unanswerable questions about what makes fire hot or why grass grows. Children whose curiosity survives parental discipline are invited to join our university. Within the university, they go on asking their questions and trying to find the answers. In the eyes of a scholar, that is what a university is for. Some of the questions which the scholars ask seem to the world to be scarcely worth asking, let alone answering. They ask questions too minute and specialized for you and me to understand without years of explanation. If the world inquires one of them why he wants to know the answer to a particular question he may say, especially if he is a scientist, that the answer will in some obscure way make possible a new machine or weapon or gadget. He talks that way because he knows that the world understands and respects utility.

But to you who are now part of the university, he will say that he wants to know the answer simply because he does not know it, the way the mountain climber wants to climb a mountain, simply because it is there. Similarly a historian asked by an outsider why he studies history may come out with the argument that he has learnt to respect to report on such occasions, something about knowledge of the past making it possible to understand the present and mould the future. But if you really want to know why a historian studies the past, the answer is much simpler, something happened and he would like to know what. It is true that scholars can be put to work answering questions for sake of the consequences as thousands are working now, for example, in search of a cure for cancer. But this is not the primary for scholars. For the consequences are usually subordinate to the satisfaction of curiosity.

Question:
According to the passage, parents do their best to discourage curiosity in their children, because they
Passage:

The theory of plate tectonics describes the motions of the lithosphere, the comparatively rigid outer layer of the Earth that includes all the crust and part of the underlying mantle. The lithosphere is divided into a few dozen plates of various sizes and shapes; in general the plates are in motion with respect to one another. A mid-ocean ridge is a boundary between plates where new lithospheric material is injected from below. As the plates diverge from a mid-ocean ridge they slide on a more yielding layer at the base of the lithosphere.

Since the size of the Earth is essentially constant, new lithosphere can be created at the mid-ocean ridges only if an equal amount of lithospheric material is consumed elsewhere. The site of this destruction is another kind of plate boundary: a subduction zone. There one plate dives under the edge of another and is reincorporated into the mantle. Both kinds of plate boundary are associated with fault systems, earthquakes and volcanism, but the kinds of geologic activity observed at the two boundaries are quite different.

The idea of sea-floor spreading actually preceded the theory of plate tectonics. In its original version, in the early 1960s, it described the creation and destruction of the ocean floor, but it did not specify rigid lithospheric plates. The hypothesis was substantiated soon afterward by the discovery that periodic reversals of the Earth's magnetic field are recorded in the oceanic crust. As magma rises under the mid-ocean ridge, ferromagnetic minerals in the magma become magnetized in the direction of the geomagnetic field. When the magma cooks and solidifies, the direction and the polarity of the field are preserved in the magnetized volcanic rock. Reversals of the field give rise to a series of magnetic stripes running parallel to the axis of the rift. The oceanic crust thus serves as a magnetic tape recording of the history of the geomagnetic field that can be dated independently. The width of the stripes indicates the rate of the sea-floor spreading.

Question:
Which of the following can be created at mid-ocean ridges?
Passage:

The theory of plate tectonics describes the motions of the lithosphere, the comparatively rigid outer layer of the Earth that includes all the crust and part of the underlying mantle. The lithosphere is divided into a few dozen plates of various sizes and shapes; in general the plates are in motion with respect to one another. A mid-ocean ridge is a boundary between plates where new lithospheric material is injected from below. As the plates diverge from a mid-ocean ridge they slide on a more yielding layer at the base of the lithosphere.

Since the size of the Earth is essentially constant, new lithosphere can be created at the mid-ocean ridges only if an equal amount of lithospheric material is consumed elsewhere. The site of this destruction is another kind of plate boundary: a subduction zone. There one plate dives under the edge of another and is reincorporated into the mantle. Both kinds of plate boundary are associated with fault systems, earthquakes and volcanism, but the kinds of geologic activity observed at the two boundaries are quite different.

The idea of sea-floor spreading actually preceded the theory of plate tectonics. In its original version, in the early 1960s, it described the creation and destruction of the ocean floor, but it did not specify rigid lithospheric plates. The hypothesis was substantiated soon afterward by the discovery that periodic reversals of the Earth's magnetic field are recorded in the oceanic crust. As magma rises under the mid-ocean ridge, ferromagnetic minerals in the magma become magnetized in the direction of the geomagnetic field. When the magma cooks and solidifies, the direction and the polarity of the field are preserved in the magnetized volcanic rock. Reversals of the field give rise to a series of magnetic stripes running parallel to the axis of the rift. The oceanic crust thus serves as a magnetic tape recording of the history of the geomagnetic field that can be dated independently. The width of the stripes indicates the rate of the sea-floor spreading.

Question:
Which of the following is true about tectonic plates?
Passage:

The theory of plate tectonics describes the motions of the lithosphere, the comparatively rigid outer layer of the Earth that includes all the crust and part of the underlying mantle. The lithosphere is divided into a few dozen plates of various sizes and shapes; in general the plates are in motion with respect to one another. A mid-ocean ridge is a boundary between plates where new lithospheric material is injected from below. As the plates diverge from a mid-ocean ridge they slide on a more yielding layer at the base of the lithosphere.

Since the size of the Earth is essentially constant, new lithosphere can be created at the mid-ocean ridges only if an equal amount of lithospheric material is consumed elsewhere. The site of this destruction is another kind of plate boundary: a subduction zone. There one plate dives under the edge of another and is reincorporated into the mantle. Both kinds of plate boundary are associated with fault systems, earthquakes and volcanism, but the kinds of geologic activity observed at the two boundaries are quite different.

The idea of sea-floor spreading actually preceded the theory of plate tectonics. In its original version, in the early 1960s, it described the creation and destruction of the ocean floor, but it did not specify rigid lithospheric plates. The hypothesis was substantiated soon afterward by the discovery that periodic reversals of the Earth's magnetic field are recorded in the oceanic crust. As magma rises under the mid-ocean ridge, ferromagnetic minerals in the magma become magnetized in the direction of the geomagnetic field. When the magma cooks and solidifies, the direction and the polarity of the field are preserved in the magnetized volcanic rock. Reversals of the field give rise to a series of magnetic stripes running parallel to the axis of the rift. The oceanic crust thus serves as a magnetic tape recording of the history of the geomagnetic field that can be dated independently. The width of the stripes indicates the rate of the sea-floor spreading.

Question:
According to the passage, which of the following statements about the lithosphere is least likely to be true?
Passage:

The theory of plate tectonics describes the motions of the lithosphere, the comparatively rigid outer layer of the Earth that includes all the crust and part of the underlying mantle. The lithosphere is divided into a few dozen plates of various sizes and shapes; in general the plates are in motion with respect to one another. A mid-ocean ridge is a boundary between plates where new lithospheric material is injected from below. As the plates diverge from a mid-ocean ridge they slide on a more yielding layer at the base of the lithosphere.

Since the size of the Earth is essentially constant, new lithosphere can be created at the mid-ocean ridges only if an equal amount of lithospheric material is consumed elsewhere. The site of this destruction is another kind of plate boundary: a subduction zone. There one plate dives under the edge of another and is reincorporated into the mantle. Both kinds of plate boundary are associated with fault systems, earthquakes and volcanism, but the kinds of geologic activity observed at the two boundaries are quite different.

The idea of sea-floor spreading actually preceded the theory of plate tectonics. In its original version, in the early 1960s, it described the creation and destruction of the ocean floor, but it did not specify rigid lithospheric plates. The hypothesis was substantiated soon afterward by the discovery that periodic reversals of the Earth's magnetic field are recorded in the oceanic crust. As magma rises under the mid-ocean ridge, ferromagnetic minerals in the magma become magnetized in the direction of the geomagnetic field. When the magma cooks and solidifies, the direction and the polarity of the field are preserved in the magnetized volcanic rock. Reversals of the field give rise to a series of magnetic stripes running parallel to the axis of the rift. The oceanic crust thus serves as a magnetic tape recording of the history of the geomagnetic field that can be dated independently. The width of the stripes indicates the rate of the sea-floor spreading.

Question:
What is the core theme of the passage?

Passage

The world dismisses curiosity by calling it idle or mere idle curiosity even though curious persons are seldom idle. Parents do their best to extinguish curiosity in their children because it makes life difficult to be faced everyday with a string of unanswerable questions about what makes fire hot or why grass grows. Children whose curiosity survives parental discipline are invited to join our university. Within the university, they go on asking their questions and trying to find the answers. In the eyes of a scholar, that is what a university is for. Some of the questions which the scholars ask seem to the world to be scarcely worth asking, let alone answering. They ask questions too minute and specialized for you and me to understand without years of explanation. If the world inquires of one of them why he wants to know the answer to a particular question he may say, especially if he is a scientist, that the answer will in some obscure way make possible a new machine or weapon or gadget. He talks that way because he knows that the world understands and respects utility.

But to you who are now part of the university, he will say that he wants to know the answer simply because he does not know it, the way the mountain climber wants to climb a mountain, simply because it is there. Similarly a historian asked by an outsider why he studies history may come out with the argument that he has learnt to report on such occasions, something about knowledge of the past making it possible to understand the present and mould the future. But if you really want to know why a historian studies the past, the answer is much simpler: something happened and he would like to know what. It is true that scholars can be put to work answering questions for the sake of the consequences, as thousands are working now, for example, in search of a cure for cancer. But this is not the primary motive for scholars, for the consequences are usually subordinate to the satisfaction of curiosity.

Q52. Pick out the word which is a close synonym of 'Extinguish' as used in the passage.

Passage

The world dismisses curiosity by calling it idle or mere idle curiosity even though curious persons are seldom idle. Parents do their best to extinguish curiosity in their children because it makes life difficult to be faced everyday with a string of unanswerable questions about what makes fire hot or why grass grows. Children whose curiosity survives parental discipline are invited to join our university. Within the university, they go on asking their questions and trying to find the answers. In the eyes of a scholar, that is what a university is for. Some of the questions which the scholars ask seem to the world to be scarcely worth asking, let alone answering. They ask questions too minute and specialized for you and me to understand without years of explanation. If the world inquires of one of them why he wants to know the answer to a particular question he may say, especially if he is a scientist, that the answer will in some obscure way make possible a new machine or weapon or gadget. He talks that way because he knows that the world understands and respects utility.

But to you who are now part of the university, he will say that he wants to know the answer simply because he does not know it, the way the mountain climber wants to climb a mountain, simply because it is there. Similarly a historian asked by an outsider why he studies history may come out with the argument that he has learnt to report on such occasions, something about knowledge of the past making it possible to understand the present and mould the future. But if you really want to know why a historian studies the past, the answer is much simpler: something happened and he would like to know what. It is true that scholars can be put to work answering questions for the sake of the consequences, as thousands are working now, for example, in search of a cure for cancer. But this is not the primary motive for scholars, for the consequences are usually subordinate to the satisfaction of curiosity.

Q53. According to the passage, the children make life difficult for their parents by

Passage

The world dismisses curiosity by calling it idle or mere idle curiosity even though curious persons are seldom idle. Parents do their best to extinguish curiosity in their children because it makes life difficult to be faced everyday with a string of unanswerable questions about what makes fire hot or why grass grows. Children whose curiosity survives parental discipline are invited to join our university. Within the university, they go on asking their questions and trying to find the answers. In the eyes of a scholar, that is what a university is for. Some of the questions which the scholars ask seem to the world to be scarcely worth asking, let alone answering. They ask questions too minute and specialized for you and me to understand without years of explanation. If the world inquires of one of them why he wants to know the answer to a particular question he may say, especially if he is a scientist, that the answer will in some obscure way make possible a new machine or weapon or gadget. He talks that way because he knows that the world understands and respects utility.

But to you who are now part of the university, he will say that he wants to know the answer simply because he does not know it, the way the mountain climber wants to climb a mountain, simply because it is there. Similarly a historian asked by an outsider why he studies history may come out with the argument that he has learnt to report on such occasions, something about knowledge of the past making it possible to understand the present and mould the future. But if you really want to know why a historian studies the past, the answer is much simpler: something happened and he would like to know what. It is true that scholars can be put to work answering questions for the sake of the consequences, as thousands are working now, for example, in search of a cure for cancer. But this is not the primary motive for scholars, for the consequences are usually subordinate to the satisfaction of curiosity.

Q54. The common people consider unimportant some of the questions that the scholars ask, as

Passage

The world dismisses curiosity by calling it idle or mere idle curiosity even though curious persons are seldom idle. Parents do their best to extinguish curiosity in their children because it makes life difficult to be faced everyday with a string of unanswerable questions about what makes fire hot or why grass grows. Children whose curiosity survives parental discipline are invited to join our university. Within the university, they go on asking their questions and trying to find the answers. In the eyes of a scholar, that is what a university is for. Some of the questions which the scholars ask seem to the world to be scarcely worth asking, let alone answering. They ask questions too minute and specialized for you and me to understand without years of explanation. If the world inquires of one of them why he wants to know the answer to a particular question he may say, especially if he is a scientist, that the answer will in some obscure way make possible a new machine or weapon or gadget. He talks that way because he knows that the world understands and respects utility.

But to you who are now part of the university, he will say that he wants to know the answer simply because he does not know it, the way the mountain climber wants to climb a mountain, simply because it is there. Similarly a historian asked by an outsider why he studies history may come out with the argument that he has learnt to report on such occasions, something about knowledge of the past making it possible to understand the present and mould the future. But if you really want to know why a historian studies the past, the answer is much simpler: something happened and he would like to know what. It is true that scholars can be put to work answering questions for the sake of the consequences, as thousands are working now, for example, in search of a cure for cancer. But this is not the primary motive for scholars, for the consequences are usually subordinate to the satisfaction of curiosity.

Q55. A historian studies the past

Passage

The world dismisses curiosity by calling it idle or mere idle curiosity even though curious persons are seldom idle. Parents do their best to extinguish curiosity in their children because it makes life difficult to be faced everyday with a string of unanswerable questions about what makes fire hot or why grass grows. Children whose curiosity survives parental discipline are invited to join our university. Within the university, they go on asking their questions and trying to find the answers. In the eyes of a scholar, that is what a university is for. Some of the questions which the scholars ask seem to the world to be scarcely worth asking, let alone answering. They ask questions too minute and specialized for you and me to understand without years of explanation. If the world inquires of one of them why he wants to know the answer to a particular question he may say, especially if he is a scientist, that the answer will in some obscure way make possible a new machine or weapon or gadget. He talks that way because he knows that the world understands and respects utility.

But to you who are now part of the university, he will say that he wants to know the answer simply because he does not know it, the way the mountain climber wants to climb a mountain, simply because it is there. Similarly a historian asked by an outsider why he studies history may come out with the argument that he has learnt to report on such occasions, something about knowledge of the past making it possible to understand the present and mould the future. But if you really want to know why a historian studies the past, the answer is much simpler: something happened and he would like to know what. It is true that scholars can be put to work answering questions for the sake of the consequences, as thousands are working now, for example, in search of a cure for cancer. But this is not the primary motive for scholars, for the consequences are usually subordinate to the satisfaction of curiosity.

Q56. Pick out the statement, which is true.

Passage:

The world dismisses curiosity by calling it idle or mere idle curiosity even though curious persons are seldom idle. Parents do their best to extinguish curiosity in their children because it makes life difficult to be faced everyday with a string of unanswerable questions about what makes fire hot or why grass grows. Children whose curiosity survives parental discipline are invited to join our university. Within the university, they go on asking their questions and trying to find the answers. In the eyes of a scholar, that is what a university is for. Some of the questions which the scholars ask seem to the world to be scarcely worth asking, let alone answering. They ask questions too minute and specialized for you and me to understand without years of explanation. If the world inquires one of them why he wants to know the answer to a particular question he may say, especially if he is a scientist, that the answer will in some obscure way make possible a new machine or weapon or gadget. He talks that way because he knows that the world understands and respects utility.

But to you who are now part of the university, he will say that he wants to know the answer simply because he does not know it, the way the mountain climber wants to climb a mountain, simply because it is there. Similarly a historian asked by an outsider why he studies history may come out with the argument that he has learnt to respect to report on such occasions, something about knowledge of the past making it possible to understand the present and mould the future. But if you really want to know why a historian studies the past, the answer is much simpler, something happened and he would like to know what. It is true that scholars can be put to work answering questions for sake of the consequences as thousands are working now, for example, in search of a cure for cancer. But this is not the primary for scholars. For the consequences are usually subordinate to the satisfaction of curiosity.

Question:
It may be inferred from the passage that curiosity

Passage

The world dismisses curiosity by calling it idle or mere idle curiosity even though curious persons are seldom idle. Parents do their best to extinguish curiosity in their children because it makes life difficult to be faced everyday with a string of unanswerable questions about what makes fire hot or why grass grows. Children whose curiosity survives parental discipline are invited to join our university. Within the university, they go on asking their questions and trying to find the answers. In the eyes of a scholar, that is what a university is for. Some of the questions which the scholars ask seem to the world to be scarcely worth asking, let alone answering. They ask questions too minute and specialized for you and me to understand without years of explanation. If the world inquires of one of them why he wants to know the answer to a particular question he may say, especially if he is a scientist, that the answer will in some obscure way make possible a new machine or weapon or gadget. He talks that way because he knows that the world understands and respects utility.

But to you who are now part of the university, he will say that he wants to know the answer simply because he does not know it, the way the mountain climber wants to climb a mountain, simply because it is there. Similarly a historian asked by an outsider why he studies history may come out with the argument that he has learnt to report on such occasions, something about knowledge of the past making it possible to understand the present and mould the future. But if you really want to know why a historian studies the past, the answer is much simpler: something happened and he would like to know what. It is true that scholars can be put to work answering questions for the sake of the consequences, as thousands are working now, for example, in search of a cure for cancer. But this is not the primary motive for scholars, for the consequences are usually subordinate to the satisfaction of curiosity.

Q51. Children whose curiosity survives parental discipline means

Directions: Replace the number with the word(s) that best fit(s) the meaning of the passage as a whole. Choose the best option for the blank marked (47).
It is _____ (46) to read a book about our planet by an author who does not allow facts to be _____ (47) by politics: well aware of the political disputes about the effects of human activities on climate and biodiversity, this author does not permit them to _____ (48) his comprehensive description of what we know about our biosphere. He emphasizes the enormous gaps in our knowledge, the _____ (49) of our observations, and the _____ (50) of our theories, calling attention to the many aspects of planetary evolution that must be better understood before we can accurately diagnose the condition of our planet.
Directions: Replace the number with the word(s) that best fit(s) the meaning of the passage as a whole. Choose the best option for the blank marked (48).
It is _____ (46) to read a book about our planet by an author who does not allow facts to be _____ (47) by politics: well aware of the political disputes about the effects of human activities on climate and biodiversity, this author does not permit them to _____ (48) his comprehensive description of what we know about our biosphere. He emphasizes the enormous gaps in our knowledge, the _____ (49) of our observations, and the _____ (50) of our theories, calling attention to the many aspects of planetary evolution that must be better understood before we can accurately diagnose the condition of our planet.
Directions: Replace the number with the word(s) that best fit(s) the meaning of the passage as a whole. Choose the best option for the blank marked (49).
It is _____ (46) to read a book about our planet by an author who does not allow facts to be _____ (47) by politics: well aware of the political disputes about the effects of human activities on climate and biodiversity, this author does not permit them to _____ (48) his comprehensive description of what we know about our biosphere. He emphasizes the enormous gaps in our knowledge, the _____ (49) of our observations, and the _____ (50) of our theories, calling attention to the many aspects of planetary evolution that must be better understood before we can accurately diagnose the condition of our planet.

Directions: Replace the number with the word(s) that best fit(s) the meaning of the passage as a whole.

It is ___(46)___ to read a book about our planet by an author who does not allow facts to be ___(47)___ by politics: well aware of the political disputes about the effects of human activities on climate and biodiversity, this author does not permit them to ___(48)___ his comprehensive description of what we know about our biosphere. He emphasizes the enormous gaps in our knowledge, the ___(49)___ of our observations, and the ___(50)___ of our theories, calling attention to the many aspects of planetary evolution that must be better understood before we can accurately diagnose the condition of our planet.

Choose the option that best fits blank (50).

Directions: Choose the option that best expresses the meaning of the italicized idiom/phrase in the sentence below.
My new car cost an arm and a leg.
Directions: Choose the option that best expresses the meaning of the italicized idiom/phrase in the sentence below.
It's late and you've accomplished a lot. Why don't you call it a day?
Directions: Choose the option that best expresses the meaning of the italicized idiom/phrase in the sentence below.
"I don't think you can depend on Srikanth to do that job by himself. He's too green."
Choose the option that best expresses the meaning of the given idiom/phrase.
"You're a real couch potato, Jay. You need to get more exercise!"
Directions: Replace the number with the word(s) that best fit(s) the meaning of the passage as a whole. Choose the best option for the blank marked (46).
It is _____ (46) to read a book about our planet by an author who does not allow facts to be _____ (47) by politics: well aware of the political disputes about the effects of human activities on climate and biodiversity, this author does not permit them to _____ (48) his comprehensive description of what we know about our biosphere. He emphasizes the enormous gaps in our knowledge, the _____ (49) of our observations, and the _____ (50) of our theories, calling attention to the many aspects of planetary evolution that must be better understood before we can accurately diagnose the condition of our planet.
Choose the one-word substitute for the given phrase.
A person filled with excessive zeal, especially for an extreme religious or political cause.