Reading Comprehension Questions

Multiple choice

What according to the passage is the ideal way to survive for a long time?

PASSAGE – II

The passages below are followed by questions based on their content. Answer the questions on the basis of what is stated or implied in the passage. 
It is natural to be healthy, but we have wandered so far astray that disease is the rule and od health the exception. Of course, most people are well enough to attend to their work, but nearly all are suffering from some ill, mental or physical, acute or chronic, which deprives them of a part of their power. There is too much illness, too much suffering and too many premature deaths. We are losing every year a vast army of individuals who are in their productive prime. The average individual is of less value to himself, to his family and to society than he could be. is bad habits, of which he is often not aware, have brought weakness and disease upon him. These conditions prevent him from doing his best mentally and physically.This abnormal condition has a bad effect upon his descendants, who may not be born with any special defects, but have less resistance at birth than is their due, and consequently fall prey to disease very easily. This state of impaired resistance has been passed on from generation to generation, and we of today are passing it on as a heritage to our children.Yet it is within the power of each individual to prolong his life beyond what is now considered old age. Under favorable conditions people should live in comfort and health to the age of one hundred years or more, useful and in full possession of their faculties. Barring accidents, which should be less numerous when people fully realize that unreasonable haste and speed are wasteful and that life is more valuable than accumulated wealth, human life could and should be a certainty. There should be no sudden deaths resulting from the popular diseases of today. All civilized nations of which we have record, except the Chinese, have decayed after growing and flourishing for a few centuries, usually about a thousand years or less. Many reasons are given for the decline and fall of nations.Rome especially furnishes food for much thought. However, look into the history of each known nation that has risen to prominence, glory and power, and you will find that so long as they kept in close contact with the soil they flourished on. With the advance of civilization the people change their mode of life from simplicity to luxuriousness and complexity. Thus individuals decay and in the end there is enough individual decay to result in national degeneration. When this process has advanced far enough these people are unable to hold their own. In the severe competition of nations the strain is too great and they perish. There is a point of refinement beyond which people can not go and survive.Nations, like individuals, generally do better in moderate circumstanceshan in opulence. Nearly all can stand poverty, but only the exceptional individual or nation can bear up under riches. Nature demands of us that we exercise both body and mind.Civilization is not inimical to health and long life. In fact, the contrary is true, for as the people advance they learn to master the forces of nature and with these forces under control they are able to lead better, healthier lives, but if they become too soft and luxurious there is decay of moral and physical fiber, and in the end the nation must fall, for its individual units are unworthy of survival in a world which requires an admixture of brain and brawn. Civilization is favorable to long life so long as the people are moderate and live simply, but when it degenerates to sensuous softness, individual and racial deterioration ensue. Too generous supply of food, too little exercise and alcohol are some of the luxuries which are generally introduced with civilization.A part of the price we must pay for being civilized is the exercise of considerable self-control and self-denial, otherwise we must suffer.We look upon this unnecessary waste of life complacently because we are used to it and consequently think that it is natural. It is neither necessary nor natural. If we would read and heed nature's writings it would cease. Then people would live until their time came to fade away peacefully and beautifully, as do the golden leaves of autumn or the blades of grass.
  1. Cultivating habits which preclude disease

  2. Accept decay as the climax of all development

  3. Permeate immunity into the coming generations

  4. Live a life of moderation and far from excesses

Reveal answer Fill a bubble to check yourself
D Correct answer
Explanation

(D) The author clearly states “Civilization is favorable to long life so long as the people are moderate and live simply ……………”

Multiple choice

“We are losing every year a vast army of individuals who are in their productive prime.” (Lines 7-9) How has the modern civilization initiated this condition?

PASSAGE – II

The passages below are followed by questions based on their content. Answer the questions on the basis of what is stated or implied in the passage. 
It is natural to be healthy, but we have wandered so far astray that disease is the rule and od health the exception. Of course, most people are well enough to attend to their work, but nearly all are suffering from some ill, mental or physical, acute or chronic, which deprives them of a part of their power. There is too much illness, too much suffering and too many premature deaths. We are losing every year a vast army of individuals who are in their productive prime. The average individual is of less value to himself, to his family and to society than he could be. is bad habits, of which he is often not aware, have brought weakness and disease upon him. These conditions prevent him from doing his best mentally and physically.This abnormal condition has a bad effect upon his descendants, who may not be born with any special defects, but have less resistance at birth than is their due, and consequently fall prey to disease very easily. This state of impaired resistance has been passed on from generation to generation, and we of today are passing it on as a heritage to our children.Yet it is within the power of each individual to prolong his life beyond what is now considered old age. Under favorable conditions people should live in comfort and health to the age of one hundred years or more, useful and in full possession of their faculties. Barring accidents, which should be less numerous when people fully realize that unreasonable haste and speed are wasteful and that life is more valuable than accumulated wealth, human life could and should be a certainty. There should be no sudden deaths resulting from the popular diseases of today. All civilized nations of which we have record, except the Chinese, have decayed after growing and flourishing for a few centuries, usually about a thousand years or less. Many reasons are given for the decline and fall of nations.Rome especially furnishes food for much thought. However, look into the history of each known nation that has risen to prominence, glory and power, and you will find that so long as they kept in close contact with the soil they flourished on. With the advance of civilization the people change their mode of life from simplicity to luxuriousness and complexity. Thus individuals decay and in the end there is enough individual decay to result in national degeneration. When this process has advanced far enough these people are unable to hold their own. In the severe competition of nations the strain is too great and they perish. There is a point of refinement beyond which people can not go and survive.Nations, like individuals, generally do better in moderate circumstanceshan in opulence. Nearly all can stand poverty, but only the exceptional individual or nation can bear up under riches. Nature demands of us that we exercise both body and mind.Civilization is not inimical to health and long life. In fact, the contrary is true, for as the people advance they learn to master the forces of nature and with these forces under control they are able to lead better, healthier lives, but if they become too soft and luxurious there is decay of moral and physical fiber, and in the end the nation must fall, for its individual units are unworthy of survival in a world which requires an admixture of brain and brawn. Civilization is favorable to long life so long as the people are moderate and live simply, but when it degenerates to sensuous softness, individual and racial deterioration ensue. Too generous supply of food, too little exercise and alcohol are some of the luxuries which are generally introduced with civilization.A part of the price we must pay for being civilized is the exercise of considerable self-control and self-denial, otherwise we must suffer.We look upon this unnecessary waste of life complacently because we are used to it and consequently think that it is natural. It is neither necessary nor natural. If we would read and heed nature's writings it would cease. Then people would live until their time came to fade away peacefully and beautifully, as do the golden leaves of autumn or the blades of grass.
  1. Passive lifestyle in modern times with various comforts of life.

  2. Inclination towards indulgence in vices to achieve success.

  3. Overstressed physical conditions to achieve success in superlative form.

  4. Intermingled priorities in terms of relations and materialism in life.

Reveal answer Fill a bubble to check yourself
C Correct answer
Explanation

(C). It best states that 'in severe competition ….. the strain is too great ….. they perish' (Lines 45-46).

Multiple choice

Which statement best shows the relation of education and environment in molding human behavior?

PASSAGE – III

The passages below are followed by questions based on their content. Answer the questions on the basis of what is stated or implied in the passage.
A community or a social group sustains itself through continuous self-renewal, and this enewal takes place by means of the educational growth of the immature members of a group.  By various agencies, unintentional and designed, a society transforms uninitiated and seemingly alien beings into robust trustees of its own resources and ideals.  Education is thus a fostering, a nurturing, a cultivating and a process.  Etymologically, the word education means just a process of bringing up.  When we have the outcome of the process in mind, we speak of education as shaping, forming, molding activity - that is, a shaping into the standard form of social activity.  Since what is required is a transformation of the quality of experience, till it partakes in the interests, purposes, and ideas current in the social group, the problem is evidently not one of mere physical forming.  Things can be physically transported in space; they may be bodily conveyed. Beliefs and aspirations cannot be physically extracted and inserted. How then are they communicated? Given the impossibility of direct contagion or literal inculcation, our problem is to discover the method by which the young assimilate the point of view of the old, or the older bring

the young into like-mindedness with themselves. The answer, in general formulation, is: by means of the action of the environment in calling out certain responses.  The required beliefs cannot be hammered in; the needed attitudes cannot be plastered on.  But the particular     medium in which an individual exists leads him to see and feel one thing rather than another; it leads him to have certain plans in order that he may act successfully with others; it strengthens some beliefs and weakens others as a condition of winning the approval of others.  Thus it gradually produces in him a certain system of behavior, a certain disposition of action.  The word "environment" denotes something more than surroundings that encompass an individual. They te the specific continuity of the surroundings with his active tendencies. An inanimate being is, of course, continuous with its surroundings; but the environing circumstances do not, save metaphorically, constitute an environment.  For, the inorganic being is not concerned with the influences that affect it.  On the other hand, some things that are remote in space and time from a living creature, especially a human creature, may form his environment even more truly than some of the things close to him. The things with which a man varies are his genuine environment. Thus the activities of the astronomer vary with the stars. Of his immediate surroundings, his telescope is most intimately his environment. The environment of an antiquarian, as an antiquarian, consists of the remote epoch of human life with which he is concerned with, and the relics, inscriptions, etc., by which he establishes connections with that period.In brief, the environment consists of those conditions that promote or hinder, stimulate or inhibit the characteristic activities of a living being.  Water is the environment of a fish because it is necessary to the fish's activities - to its life. The North Pole is a significant element in the environment of an arctic explorer, whether he succeeds in reaching it or not, because it defines his activities, makes them what they distinctively are.  Just because life signifies not bare passive existence, but a way of acting, environment or medium signifies what enters into this activity as a sustaining or frustrating condition.
  1. Social endurance comes when there is continuous modification by education

  2. The resultant social system depends on the quality of education.

  3. All enlightenment should correlate with the current interests of the grasses.

  4. The compendious behavior that education plays in the hammering role and the required pressure that environment exerts.

  5. Education system grooms the individual according the existing values of the environment.

Reveal answer Fill a bubble to check yourself
D Correct answer
Explanation

(D) best brings out how knowledge and values picked from environment together evolve a perfect human behavior.

Multiple choice

How does environment play a role, in general formulation of a set of behavior?

PASSAGE – III

The passages below are followed by questions based on their content. Answer the questions on the basis of what is stated or implied in the passage.
A community or a social group sustains itself through continuous self-renewal, and this enewal takes place by means of the educational growth of the immature members of a group.  By various agencies, unintentional and designed, a society transforms uninitiated and seemingly alien beings into robust trustees of its own resources and ideals.  Education is thus a fostering, a nurturing, a cultivating and a process.  Etymologically, the word education means just a process of bringing up.  When we have the outcome of the process in mind, we speak of education as shaping, forming, molding activity - that is, a shaping into the standard form of social activity.  Since what is required is a transformation of the quality of experience, till it partakes in the interests, purposes, and ideas current in the social group, the problem is evidently not one of mere physical forming.  Things can be physically transported in space; they may be bodily conveyed. Beliefs and aspirations cannot be physically extracted and inserted. How then are they communicated? Given the impossibility of direct contagion or literal inculcation, our problem is to discover the method by which the young assimilate the point of view of the old, or the older bring

the young into like-mindedness with themselves. The answer, in general formulation, is: by means of the action of the environment in calling out certain responses.  The required beliefs cannot be hammered in; the needed attitudes cannot be plastered on.  But the particular     medium in which an individual exists leads him to see and feel one thing rather than another; it leads him to have certain plans in order that he may act successfully with others; it strengthens some beliefs and weakens others as a condition of winning the approval of others.  Thus it gradually produces in him a certain system of behavior, a certain disposition of action.  The word "environment" denotes something more than surroundings that encompass an individual. They te the specific continuity of the surroundings with his active tendencies. An inanimate being is, of course, continuous with its surroundings; but the environing circumstances do not, save metaphorically, constitute an environment.  For, the inorganic being is not concerned with the influences that affect it.  On the other hand, some things that are remote in space and time from a living creature, especially a human creature, may form his environment even more truly than some of the things close to him. The things with which a man varies are his genuine environment. Thus the activities of the astronomer vary with the stars. Of his immediate surroundings, his telescope is most intimately his environment. The environment of an antiquarian, as an antiquarian, consists of the remote epoch of human life with which he is concerned with, and the relics, inscriptions, etc., by which he establishes connections with that period.In brief, the environment consists of those conditions that promote or hinder, stimulate or inhibit the characteristic activities of a living being.  Water is the environment of a fish because it is necessary to the fish's activities - to its life. The North Pole is a significant element in the environment of an arctic explorer, whether he succeeds in reaching it or not, because it defines his activities, makes them what they distinctively are.  Just because life signifies not bare passive existence, but a way of acting, environment or medium signifies what enters into this activity as a sustaining or frustrating condition.
  1. The legacy of the forefathers is passed on to the new generation through environment.

  2. A proper environment induces a certain set of socially acceptable behavioral and belief systems.

  3. A strong social environment can levy force to induce a set of behavior.

  4. A social environment enhances a few beliefs and shakes the worn out beliefs to evolve a set of behavior.

Reveal answer Fill a bubble to check yourself
B Correct answer
Explanation

(B) General formulation of a behavior is molded by a belief system that “produces in him a certain system of behavior, a certain disposition of action”

Multiple choice

Which of the following best enhances the concept of 'environment' according to the passage?

PASSAGE – III

The passages below are followed by questions based on their content. Answer the questions on the basis of what is stated or implied in the passage.
A community or a social group sustains itself through continuous self-renewal, and this enewal takes place by means of the educational growth of the immature members of a group.  By various agencies, unintentional and designed, a society transforms uninitiated and seemingly alien beings into robust trustees of its own resources and ideals.  Education is thus a fostering, a nurturing, a cultivating and a process.  Etymologically, the word education means just a process of bringing up.  When we have the outcome of the process in mind, we speak of education as shaping, forming, molding activity - that is, a shaping into the standard form of social activity.  Since what is required is a transformation of the quality of experience, till it partakes in the interests, purposes, and ideas current in the social group, the problem is evidently not one of mere physical forming.  Things can be physically transported in space; they may be bodily conveyed. Beliefs and aspirations cannot be physically extracted and inserted. How then are they communicated? Given the impossibility of direct contagion or literal inculcation, our problem is to discover the method by which the young assimilate the point of view of the old, or the older bring

the young into like-mindedness with themselves. The answer, in general formulation, is: by means of the action of the environment in calling out certain responses.  The required beliefs cannot be hammered in; the needed attitudes cannot be plastered on.  But the particular     medium in which an individual exists leads him to see and feel one thing rather than another; it leads him to have certain plans in order that he may act successfully with others; it strengthens some beliefs and weakens others as a condition of winning the approval of others.  Thus it gradually produces in him a certain system of behavior, a certain disposition of action.  The word "environment" denotes something more than surroundings that encompass an individual. They te the specific continuity of the surroundings with his active tendencies. An inanimate being is, of course, continuous with its surroundings; but the environing circumstances do not, save metaphorically, constitute an environment.  For, the inorganic being is not concerned with the influences that affect it.  On the other hand, some things that are remote in space and time from a living creature, especially a human creature, may form his environment even more truly than some of the things close to him. The things with which a man varies are his genuine environment. Thus the activities of the astronomer vary with the stars. Of his immediate surroundings, his telescope is most intimately his environment. The environment of an antiquarian, as an antiquarian, consists of the remote epoch of human life with which he is concerned with, and the relics, inscriptions, etc., by which he establishes connections with that period.In brief, the environment consists of those conditions that promote or hinder, stimulate or inhibit the characteristic activities of a living being.  Water is the environment of a fish because it is necessary to the fish's activities - to its life. The North Pole is a significant element in the environment of an arctic explorer, whether he succeeds in reaching it or not, because it defines his activities, makes them what they distinctively are.  Just because life signifies not bare passive existence, but a way of acting, environment or medium signifies what enters into this activity as a sustaining or frustrating condition.
  1. Environment is the social atmosphere encircling an individual.

  2. All active and passive circumstances have an effect an environment.

  3. Environment is dominated by a few proclaimed tendencies

  4. Both man and environment work on each other

  5. Environment works poignantly with education to impart certain norms of behavior.

Reveal answer Fill a bubble to check yourself
E Correct answer
Explanation

(E) sums up the togetherness of environment with education to shape human behavior.

Multiple choice

What does the author think about that aspect of the mind about which we do not have proven facts?

I. It comes under the realm of metaphysics. II. It may one day come under the realm of science. III. It is departed from science.

Directions: The passage below is followed by a question based on its content. Answer the question on the basis of what is stated or implied in the passage.

If psychology is a science, it is no longer a thing of guesses or theories, but is a grouping of confirmed facts about the mind, facts proved in the psychology laboratory even as chemical facts are demonstrated in the chemical laboratory. Wherein psychology departs from facts which can be proved by actual experience or by accurate tests, it becomes metaphysics, and is beyond the realm of science; for metaphysics deals with the realities of the supermind, or the soul, and its relations to life, and death, and God. Physics, Chemistry, Biology have all in their day been merely speculative. They were bodies of theory which might prove true or might not. When they worked, by actually being tried out, they became bodies of accepted facts, and are today called sciences. In the same way the laws of the working of the mind have been tested, and a body of assured facts about it has taken its place with other sciences. It must be admitted that no psychologist is willing to stop with the known and proved, but, when he has presented that, dips into the fascinations of the yet unknown, and works with promising theory, which tomorrow may prove to be science also. What do we mean by "mental life"? We might say the science of the life of the mind. And what is mind? But let us start our quest by asking first what reasons we have for being sure that mind exists. We find the proof of it in consciousness, although it has been learned that the activities of the mind may at times be unconscious. So where consciousness is, we know there is mind; but where consciousness is not, we must find whether it has been, and is only temporarily withdrawn, before we say "Mind is not here." And consciousness we might call awareness, or our personal recognition of being - awareness of me, and thee, and it. So we recognise mind by its evidences of awareness, i.e., by the body's reaction to stimuli. Consciousness is evidenced in what we call response to stimuli. But while consciousness can be as vague, as dubious as that of the protozoan, it is the mind that is as clear, as definite, as far reaching as that of the statesman, the chemist, the philosopher. The "phenomena of mental life"; embrace the entire realms of feeling, knowing, willing - not of man alone, but of all creatures. But it is the psychology of the human mind that vitally concerns us. Animal psychology, race psychology, comparative psychology - are not within the realm of our practical needs in life. We would know the workings of man's mind in disease and health. What are the instinctive responses to fear, as shown by babies and children and primitive races? What are the normal expressions of joy, of anger, or desire? What external conditions call forth these evidences? What are the acquired responses to the things which originally caused fear, or joy, or anger? How do grown-ups differ in their reactions to the same stimuli? Why do they differ? Why does one man walk firmly, with stern, set face, to meet danger? Why does another quake and run? Why does a third man approach it with a swagger, face it with a confident, reckless smile of defiance?
  1. I only

  2. II only

  3. I and II

  4. All of them

  5. None of these

Reveal answer Fill a bubble to check yourself
D Correct answer
Explanation

Option 4 is correct because all the three statements are true. 

Multiple choice

Which of the following is an instinctive response?

Directions: The passage below is followed by a question based on its content. Answer the question on the basis of what is stated or implied in the passage.

If psychology is a science, it is no longer a thing of guesses or theories, but is a grouping of confirmed facts about the mind, facts proved in the psychology laboratory even as chemical facts are demonstrated in the chemical laboratory. Wherein psychology departs from facts which can be proved by actual experience or by accurate tests, it becomes metaphysics, and is beyond the realm of science; for metaphysics deals with the realities of the supermind, or the soul, and its relations to life, and death, and God. Physics, Chemistry, Biology have all in their day been merely speculative. They were bodies of theory which might prove true or might not. When they worked, by actually being tried out, they became bodies of accepted facts, and are today called sciences. In the same way the laws of the working of the mind have been tested, and a body of assured facts about it has taken its place with other sciences. It must be admitted that no psychologist is willing to stop with the known and proved, but, when he has presented that, dips into the fascinations of the yet unknown, and works with promising theory, which tomorrow may prove to be science also. What do we mean by "mental life"? We might say the science of the life of the mind. And what is mind? But let us start our quest by asking first what reasons we have for being sure that mind exists. We find the proof of it in consciousness, although it has been learned that the activities of the mind may at times be unconscious. So where consciousness is, we know there is mind; but where consciousness is not, we must find whether it has been, and is only temporarily withdrawn, before we say "Mind is not here." And consciousness we might call awareness, or our personal recognition of being - awareness of me, and thee, and it. So we recognise mind by its evidences of awareness, i.e., by the body's reaction to stimuli. Consciousness is evidenced in what we call response to stimuli. But while consciousness can be as vague, as dubious as that of the protozoan, it is the mind that is as clear, as definite, as far reaching as that of the statesman, the chemist, the philosopher. The "phenomena of mental life"; embrace the entire realms of feeling, knowing, willing - not of man alone, but of all creatures. But it is the psychology of the human mind that vitally concerns us. Animal psychology, race psychology, comparative psychology - are not within the realm of our practical needs in life. We would know the workings of man's mind in disease and health. What are the instinctive responses to fear, as shown by babies and children and primitive races? What are the normal expressions of joy, of anger, or desire? What external conditions call forth these evidences? What are the acquired responses to the things which originally caused fear, or joy, or anger? How do grown-ups differ in their reactions to the same stimuli? Why do they differ? Why does one man walk firmly, with stern, set face, to meet danger? Why does another quake and run? Why does a third man approach it with a swagger, face it with a confident, reckless smile of defiance?
  1. A boundless human expression of joy

  2. The animal response to stimuli

  3. Desire for riches

  4. A bear changing to eating of grasses in the absence of game

  5. A walk with a swagger

Reveal answer Fill a bubble to check yourself
B Correct answer
Explanation

All, except 2, will fall under the category of learned responses.

Multiple choice

What is the tone of the passage?

Directions: The passage below is followed by a question based on its content. Answer the question on the basis of what is stated or implied in the passage.

If psychology is a science, it is no longer a thing of guesses or theories, but is a grouping of confirmed facts about the mind, facts proved in the psychology laboratory even as chemical facts are demonstrated in the chemical laboratory. Wherein psychology departs from facts which can be proved by actual experience or by accurate tests, it becomes metaphysics, and is beyond the realm of science; for metaphysics deals with the realities of the supermind, or the soul, and its relations to life, and death, and God. Physics, Chemistry, Biology have all in their day been merely speculative. They were bodies of theory which might prove true or might not. When they worked, by actually being tried out, they became bodies of accepted facts, and are today called sciences. In the same way the laws of the working of the mind have been tested, and a body of assured facts about it has taken its place with other sciences. It must be admitted that no psychologist is willing to stop with the known and proved, but, when he has presented that, dips into the fascinations of the yet unknown, and works with promising theory, which tomorrow may prove to be science also. What do we mean by "mental life"? We might say the science of the life of the mind. And what is mind? But let us start our quest by asking first what reasons we have for being sure that mind exists. We find the proof of it in consciousness, although it has been learned that the activities of the mind may at times be unconscious. So where consciousness is, we know there is mind; but where consciousness is not, we must find whether it has been, and is only temporarily withdrawn, before we say "Mind is not here." And consciousness we might call awareness, or our personal recognition of being - awareness of me, and thee, and it. So we recognise mind by its evidences of awareness, i.e., by the body's reaction to stimuli. Consciousness is evidenced in what we call response to stimuli. But while consciousness can be as vague, as dubious as that of the protozoan, it is the mind that is as clear, as definite, as far reaching as that of the statesman, the chemist, the philosopher. The "phenomena of mental life"; embrace the entire realms of feeling, knowing, willing - not of man alone, but of all creatures. But it is the psychology of the human mind that vitally concerns us. Animal psychology, race psychology, comparative psychology - are not within the realm of our practical needs in life. We would know the workings of man's mind in disease and health. What are the instinctive responses to fear, as shown by babies and children and primitive races? What are the normal expressions of joy, of anger, or desire? What external conditions call forth these evidences? What are the acquired responses to the things which originally caused fear, or joy, or anger? How do grown-ups differ in their reactions to the same stimuli? Why do they differ? Why does one man walk firmly, with stern, set face, to meet danger? Why does another quake and run? Why does a third man approach it with a swagger, face it with a confident, reckless smile of defiance?
  1. Questioning

  2. Authoritative

  3. Misleading

  4. Analytical

  5. Explanatory

Reveal answer Fill a bubble to check yourself
E Correct answer
Explanation

The author explains the importance of studying human psychology scientifically.

Multiple choice

The author talks of “unnecessary waste of life” (Line 71). In what sense has the phrase been used?

PASSAGE – II

The passages below are followed by questions based on their content. Answer the questions on the basis of what is stated or implied in the passage. 
It is natural to be healthy, but we have wandered so far astray that disease is the rule and od health the exception. Of course, most people are well enough to attend to their work, but nearly all are suffering from some ill, mental or physical, acute or chronic, which deprives them of a part of their power. There is too much illness, too much suffering and too many premature deaths. We are losing every year a vast army of individuals who are in their productive prime. The average individual is of less value to himself, to his family and to society than he could be. is bad habits, of which he is often not aware, have brought weakness and disease upon him. These conditions prevent him from doing his best mentally and physically.This abnormal condition has a bad effect upon his descendants, who may not be born with any special defects, but have less resistance at birth than is their due, and consequently fall prey to disease very easily. This state of impaired resistance has been passed on from generation to generation, and we of today are passing it on as a heritage to our children.Yet it is within the power of each individual to prolong his life beyond what is now considered old age. Under favorable conditions people should live in comfort and health to the age of one hundred years or more, useful and in full possession of their faculties. Barring accidents, which should be less numerous when people fully realize that unreasonable haste and speed are wasteful and that life is more valuable than accumulated wealth, human life could and should be a certainty. There should be no sudden deaths resulting from the popular diseases of today. All civilized nations of which we have record, except the Chinese, have decayed after growing and flourishing for a few centuries, usually about a thousand years or less. Many reasons are given for the decline and fall of nations.Rome especially furnishes food for much thought. However, look into the history of each known nation that has risen to prominence, glory and power, and you will find that so long as they kept in close contact with the soil they flourished on. With the advance of civilization the people change their mode of life from simplicity to luxuriousness and complexity. Thus individuals decay and in the end there is enough individual decay to result in national degeneration. When this process has advanced far enough these people are unable to hold their own. In the severe competition of nations the strain is too great and they perish. There is a point of refinement beyond which people can not go and survive.Nations, like individuals, generally do better in moderate circumstanceshan in opulence. Nearly all can stand poverty, but only the exceptional individual or nation can bear up under riches. Nature demands of us that we exercise both body and mind.Civilization is not inimical to health and long life. In fact, the contrary is true, for as the people advance they learn to master the forces of nature and with these forces under control they are able to lead better, healthier lives, but if they become too soft and luxurious there is decay of moral and physical fiber, and in the end the nation must fall, for its individual units are unworthy of survival in a world which requires an admixture of brain and brawn. Civilization is favorable to long life so long as the people are moderate and live simply, but when it degenerates to sensuous softness, individual and racial deterioration ensue. Too generous supply of food, too little exercise and alcohol are some of the luxuries which are generally introduced with civilization.A part of the price we must pay for being civilized is the exercise of considerable self-control and self-denial, otherwise we must suffer.We look upon this unnecessary waste of life complacently because we are used to it and consequently think that it is natural. It is neither necessary nor natural. If we would read and heed nature's writings it would cease. Then people would live until their time came to fade away peacefully and beautifully, as do the golden leaves of autumn or the blades of grass.
  1. Deteriorating health conditions due to various diseases

  2. Loss of life due to unforeseen calamities

  3. Declining life expectancy

  4. Destruction of the competent knights at the best of their capability

Reveal answer Fill a bubble to check yourself
D Correct answer
Explanation

(D) The phrase 'waste of life' has been used for army of individuals who die in their productive prime.

Multiple choice

The author does not believe that

Directions: The passage below is followed by a question based on its content. Answer the question on the basis of what is stated or implied in the passage.

If psychology is a science, it is no longer a thing of guesses or theories, but is a grouping of confirmed facts about the mind, facts proved in the psychology laboratory even as chemical facts are demonstrated in the chemical laboratory. Wherein psychology departs from facts which can be proved by actual experience or by accurate tests, it becomes metaphysics, and is beyond the realm of science; for metaphysics deals with the realities of the supermind, or the soul, and its relations to life, and death, and God. Physics, Chemistry, Biology have all in their day been merely speculative. They were bodies of theory which might prove true or might not. When they worked, by actually being tried out, they became bodies of accepted facts, and are today called sciences. In the same way the laws of the working of the mind have been tested, and a body of assured facts about it has taken its place with other sciences. It must be admitted that no psychologist is willing to stop with the known and proved, but, when he has presented that, dips into the fascinations of the yet unknown, and works with promising theory, which tomorrow may prove to be science also. What do we mean by "mental life"? We might say the science of the life of the mind. And what is mind? But let us start our quest by asking first what reasons we have for being sure that mind exists. We find the proof of it in consciousness, although it has been learned that the activities of the mind may at times be unconscious. So where consciousness is, we know there is mind; but where consciousness is not, we must find whether it has been, and is only temporarily withdrawn, before we say "Mind is not here." And consciousness we might call awareness, or our personal recognition of being - awareness of me, and thee, and it. So we recognise mind by its evidences of awareness, i.e., by the body's reaction to stimuli. Consciousness is evidenced in what we call response to stimuli. But while consciousness can be as vague, as dubious as that of the protozoan, it is the mind that is as clear, as definite, as far reaching as that of the statesman, the chemist, the philosopher. The "phenomena of mental life"; embrace the entire realms of feeling, knowing, willing - not of man alone, but of all creatures. But it is the psychology of the human mind that vitally concerns us. Animal psychology, race psychology, comparative psychology - are not within the realm of our practical needs in life. We would know the workings of man's mind in disease and health. What are the instinctive responses to fear, as shown by babies and children and primitive races? What are the normal expressions of joy, of anger, or desire? What external conditions call forth these evidences? What are the acquired responses to the things which originally caused fear, or joy, or anger? How do grown-ups differ in their reactions to the same stimuli? Why do they differ? Why does one man walk firmly, with stern, set face, to meet danger? Why does another quake and run? Why does a third man approach it with a swagger, face it with a confident, reckless smile of defiance?
  1. study of the mind is complex because even if a lot of facts have been accounted for, there is still a lot that is required to bring it under the umbrella of science

  2. in the sub-conscious state, the mind is withdrawn, but only temporarily

  3. human psychology concerns us more than animal psychology

  4. sciences other than psychology, like Physics, Chemistry and Biology, are the sciences in true sense of the term

  5. mind is a collective noun for all the areas concerning feelings, knowledge and will of a human

Reveal answer Fill a bubble to check yourself
D Correct answer
Explanation

Nowhere does the author say that psychology is an incomplete science. Rather, the author treats it as a science like others.

Multiple choice

Which of the following situations best represents the idea of environment as a means of education?

PASSAGE – III

The passages below are followed by questions based on their content. Answer the questions on the basis of what is stated or implied in the passage.
A community or a social group sustains itself through continuous self-renewal, and this enewal takes place by means of the educational growth of the immature members of a group.  By various agencies, unintentional and designed, a society transforms uninitiated and seemingly alien beings into robust trustees of its own resources and ideals.  Education is thus a fostering, a nurturing, a cultivating and a process.  Etymologically, the word education means just a process of bringing up.  When we have the outcome of the process in mind, we speak of education as shaping, forming, molding activity - that is, a shaping into the standard form of social activity.  Since what is required is a transformation of the quality of experience, till it partakes in the interests, purposes, and ideas current in the social group, the problem is evidently not one of mere physical forming.  Things can be physically transported in space; they may be bodily conveyed. Beliefs and aspirations cannot be physically extracted and inserted. How then are they communicated? Given the impossibility of direct contagion or literal inculcation, our problem is to discover the method by which the young assimilate the point of view of the old, or the older bring

the young into like-mindedness with themselves. The answer, in general formulation, is: by means of the action of the environment in calling out certain responses.  The required beliefs cannot be hammered in; the needed attitudes cannot be plastered on.  But the particular     medium in which an individual exists leads him to see and feel one thing rather than another; it leads him to have certain plans in order that he may act successfully with others; it strengthens some beliefs and weakens others as a condition of winning the approval of others.  Thus it gradually produces in him a certain system of behavior, a certain disposition of action.  The word "environment" denotes something more than surroundings that encompass an individual. They te the specific continuity of the surroundings with his active tendencies. An inanimate being is, of course, continuous with its surroundings; but the environing circumstances do not, save metaphorically, constitute an environment.  For, the inorganic being is not concerned with the influences that affect it.  On the other hand, some things that are remote in space and time from a living creature, especially a human creature, may form his environment even more truly than some of the things close to him. The things with which a man varies are his genuine environment. Thus the activities of the astronomer vary with the stars. Of his immediate surroundings, his telescope is most intimately his environment. The environment of an antiquarian, as an antiquarian, consists of the remote epoch of human life with which he is concerned with, and the relics, inscriptions, etc., by which he establishes connections with that period.In brief, the environment consists of those conditions that promote or hinder, stimulate or inhibit the characteristic activities of a living being.  Water is the environment of a fish because it is necessary to the fish's activities - to its life. The North Pole is a significant element in the environment of an arctic explorer, whether he succeeds in reaching it or not, because it defines his activities, makes them what they distinctively are.  Just because life signifies not bare passive existence, but a way of acting, environment or medium signifies what enters into this activity as a sustaining or frustrating condition.
  1. An astronomers learning about stars through telescope.

  2. An antiquarian learns of primitive things through antiques.

  3. An arctic explorer studying cold dipping temperature in North Pole

  4. Fish in water actively works and the total existence depends on it.

  5. A student studies with his set of texts.

Reveal answer Fill a bubble to check yourself
C Correct answer
Explanation

(C) In other cases telescope, antiques, books all are medium of education. The explorer of North Pole explores existent environment involved in enduring conditions.

Multiple choice

What legacy does the new generation receive from its ancestors?

PASSAGE – II

The passages below are followed by questions based on their content. Answer the questions on the basis of what is stated or implied in the passage. 
It is natural to be healthy, but we have wandered so far astray that disease is the rule and od health the exception. Of course, most people are well enough to attend to their work, but nearly all are suffering from some ill, mental or physical, acute or chronic, which deprives them of a part of their power. There is too much illness, too much suffering and too many premature deaths. We are losing every year a vast army of individuals who are in their productive prime. The average individual is of less value to himself, to his family and to society than he could be. is bad habits, of which he is often not aware, have brought weakness and disease upon him. These conditions prevent him from doing his best mentally and physically.This abnormal condition has a bad effect upon his descendants, who may not be born with any special defects, but have less resistance at birth than is their due, and consequently fall prey to disease very easily. This state of impaired resistance has been passed on from generation to generation, and we of today are passing it on as a heritage to our children.Yet it is within the power of each individual to prolong his life beyond what is now considered old age. Under favorable conditions people should live in comfort and health to the age of one hundred years or more, useful and in full possession of their faculties. Barring accidents, which should be less numerous when people fully realize that unreasonable haste and speed are wasteful and that life is more valuable than accumulated wealth, human life could and should be a certainty. There should be no sudden deaths resulting from the popular diseases of today. All civilized nations of which we have record, except the Chinese, have decayed after growing and flourishing for a few centuries, usually about a thousand years or less. Many reasons are given for the decline and fall of nations.Rome especially furnishes food for much thought. However, look into the history of each known nation that has risen to prominence, glory and power, and you will find that so long as they kept in close contact with the soil they flourished on. With the advance of civilization the people change their mode of life from simplicity to luxuriousness and complexity. Thus individuals decay and in the end there is enough individual decay to result in national degeneration. When this process has advanced far enough these people are unable to hold their own. In the severe competition of nations the strain is too great and they perish. There is a point of refinement beyond which people can not go and survive.Nations, like individuals, generally do better in moderate circumstanceshan in opulence. Nearly all can stand poverty, but only the exceptional individual or nation can bear up under riches. Nature demands of us that we exercise both body and mind.Civilization is not inimical to health and long life. In fact, the contrary is true, for as the people advance they learn to master the forces of nature and with these forces under control they are able to lead better, healthier lives, but if they become too soft and luxurious there is decay of moral and physical fiber, and in the end the nation must fall, for its individual units are unworthy of survival in a world which requires an admixture of brain and brawn. Civilization is favorable to long life so long as the people are moderate and live simply, but when it degenerates to sensuous softness, individual and racial deterioration ensue. Too generous supply of food, too little exercise and alcohol are some of the luxuries which are generally introduced with civilization.A part of the price we must pay for being civilized is the exercise of considerable self-control and self-denial, otherwise we must suffer.We look upon this unnecessary waste of life complacently because we are used to it and consequently think that it is natural. It is neither necessary nor natural. If we would read and heed nature's writings it would cease. Then people would live until their time came to fade away peacefully and beautifully, as do the golden leaves of autumn or the blades of grass.
  1. Over indulgence in luxury due to technological advancement.

  2. Declining immunity in the generations.

  3. Obnoxious conditions created due to luxurious environment.

  4. physical weakness and a sick mind

Reveal answer Fill a bubble to check yourself
C Correct answer
Explanation

(C) The passage clearly states 'impaired resistance has been passed on from generation to generation ….. as a heritage to our children' (lines 18-20).

Multiple choice

Which of the following cannot be derived from the passage?

Directions: The passage below is followed by a question based on its content. Answer the question on the basis of what is stated or implied in the passage.

If psychology is a science, it is no longer a thing of guesses or theories, but is a grouping of confirmed facts about the mind, facts proved in the psychology laboratory even as chemical facts are demonstrated in the chemical laboratory. Wherein psychology departs from facts which can be proved by actual experience or by accurate tests, it becomes metaphysics, and is beyond the realm of science; for metaphysics deals with the realities of the supermind, or the soul, and its relations to life, and death, and God. Physics, Chemistry, Biology have all in their day been merely speculative. They were bodies of theory which might prove true or might not. When they worked, by actually being tried out, they became bodies of accepted facts, and are today called sciences. In the same way the laws of the working of the mind have been tested, and a body of assured facts about it has taken its place with other sciences. It must be admitted that no psychologist is willing to stop with the known and proved, but, when he has presented that, dips into the fascinations of the yet unknown, and works with promising theory, which tomorrow may prove to be science also. What do we mean by "mental life"? We might say the science of the life of the mind. And what is mind? But let us start our quest by asking first what reasons we have for being sure that mind exists. We find the proof of it in consciousness, although it has been learned that the activities of the mind may at times be unconscious. So where consciousness is, we know there is mind; but where consciousness is not, we must find whether it has been, and is only temporarily withdrawn, before we say "Mind is not here." And consciousness we might call awareness, or our personal recognition of being - awareness of me, and thee, and it. So we recognise mind by its evidences of awareness, i.e., by the body's reaction to stimuli. Consciousness is evidenced in what we call response to stimuli. But while consciousness can be as vague, as dubious as that of the protozoan, it is the mind that is as clear, as definite, as far reaching as that of the statesman, the chemist, the philosopher. The "phenomena of mental life"; embrace the entire realms of feeling, knowing, willing - not of man alone, but of all creatures. But it is the psychology of the human mind that vitally concerns us. Animal psychology, race psychology, comparative psychology - are not within the realm of our practical needs in life. We would know the workings of man's mind in disease and health. What are the instinctive responses to fear, as shown by babies and children and primitive races? What are the normal expressions of joy, of anger, or desire? What external conditions call forth these evidences? What are the acquired responses to the things which originally caused fear, or joy, or anger? How do grown-ups differ in their reactions to the same stimuli? Why do they differ? Why does one man walk firmly, with stern, set face, to meet danger? Why does another quake and run? Why does a third man approach it with a swagger, face it with a confident, reckless smile of defiance?
  1. A science is the accumulated, tested knowledge; the proven facts about a subject known to date.

  2. A scientific study and understanding of the human mind is of utmost importance to us.

  3. Mind is evidenced even in the protozoan, the simplest form in which animal life is known to exist.

  4. Mind is recognised by its evidence of awareness, i. e. by the body's reaction to stimuli.

  5. The study of the mind embraces both the known and the unknown; the proved and the unproven facts.

Reveal answer Fill a bubble to check yourself
C Correct answer
Explanation

Option 3 is rendered incorrect by the sentence: “But while consciousness can be as vague, as dubious as that of the protozoan, it is the mind that is as clear, as definite, as far reaching as that of the statesman”.

Multiple choice

Read the four statements below. From the options given, select the one which includes only statements that are representative of arguments presented in the passage.

(a) Protein motors help in the growth processes. (b) Improved transport in nerve cells helps arresting tuberculosis and cancer. (c) Cells, together, generate more power than the sum of power generated by them separately. (d) Vorticellid and leaf fragment are connected by a calcium engine.

Directions: Answer the question based on the following passage.

Cells are the ultimate multitaskers: they can switch on genes and carry out their orders, talk to each other, divide in two, and much more, all at the same time. But they couldn’t do any of these tricks without a power source to generate movement. The inside of a cell bustles with more traffic than Delhi roads, and, like all vehicles, the cell’s moving parts need engines. Physicists and biologists have looked “under the hood” of the cell - and laid out the nuts and bolts of molecular engines.

The ability of such e gines to convert chemical energy into motion is the envy of nanotechnology researchers looking for ways to power molecule-sized devices. Medical researchers also want to understand how these engines work. Because these molecules are essential for cell division, scientists hope to shut down the rampant growth of cancer cells by deactivating certain motors. Improving motor-driven transport in nerve cells may also be helpful for treating diseases such as Alzheimer’s, Parkinson’s or ALS, also known as Lou Gehrig’s disease.

We wouldn’t make it far in life without motor proteins. Our muscles wouldn’t contract. We couldn’t grow, because the growth process requires cells to duplicate their machinery and pull the copies apart. And our genes would be silent without the services of messenger RNA, which carries genetic instructions over to the cell’s protein-making factories. The movements that make these cellular activities possible occur along a complex network of threadlike fibers, or polymers, along which bundles of molecules travel like trams. The engines that power the cell’s freight are three families of proteins, called myosin, kinesin and dynein. For fuel, these proteins bum molecules of ATP, which cells make when they break down the carbohydrates and fats from the foods we eat. The energy from burning ATP causes changes in the proteins’ shape that allow them to heave themselves along the polymer track. The results (are impressive: In one second, these molecules can travel between 50 and 100 times their own diameter. If a car with a 5-foot-wide engine were as efficient, it would travel 170 to 340 kmph.

Ronald Vale, a researcher at the Howard Hughes Medical Institute and the University of California at San Francisco, and Ronald Milligan of the Scripps Research Institute have realised a long-awaited goal by reconstructing the process by which myosin and kinesin move, almost down to the atom. The dynein motor, on the other hand, is still poorly understood. Myosin molecules, best known for their role in muscle contraction, form chains that lie between filaments of another protein called actin. Each myosin molecule has a tiny head that pokes out from the chain like oars from a canoe. Just as rowers propel their boat by stroking their oars through the water, the myosin molecules stick their heads into the actin and hoist themselves forward along the filament. While myosin moves along in short strokes, its cousin kinesin walks steadily along adifferent type of filament called a microtubule. Instead of using a projecting head as a lever, kinesin walks on two “legs.” Based on these differences, researchers used to think that myosin and kinesin were virtually unrelated. But newly discovered similarities in the motors’ ATP-processing machinery now suggest that they share a common ancestor - molecule. At this point, scientists can only speculate as to what type of primitive cell-like structure this ancestor occupied as it learned to burn ATP and use the energy to change shape. “We’ll never really know, because we can’t dig up the remains of ancient proteins, but that was probably a big evolutionary leap,” says Vale.

On a slightly larger scale, loner cells like sperm or infectious bacteria are prime movers that resolutely push their way through to other cells. As L. Mahadevan and Paul Matsudaira of the Massachusetts Institute of Technology explain, the engines in this case are springs or ratchets that are clusters of molecules, rather than single proteins like myosin and kinesin. Researchers don’t yet fully understand these engines’ fueling process or the details of how they move, but the result is a force to be reckoned with. For example, one such engine is a springlike stalk connecting a single-celled organism called a vorticellid to the leaf fragment it calls home. When exposed to calcium, the spring contracts, yanking the vorticellid down at speeds approaching 3 inches (8 centimeters) per second.

Springs like this are coiled bundles of filaments that expand or contract in response to chemical cues. A wave of positively charged calcium ions, for example, neutralises the negative charges that keep the filaments extended. Some sperm use springlike engines made of actin filaments to shoot out a barb that penetrates the layers that surround an egg. And certain viruses use a similar apparatus to shoot their DNA into the host’s cell. Ratchets are also useful for moving whole cells, including some other sperm and pathogens. These engines are filaments that simply grow at one end, attracting chemical building blocks from nearby. Because the other end is anchored in place, the growing end pushes against any barrier that gets in its way.

Both springs arid ratchets are made up of small units that each move just slightly, but collectively produce a powerful movement. Ultimately, Mahadevan and Matsudaira hope to better understand just how these particles create an effect that seems to be so much more than the sum of its parts. Might such an understanding provide inspiration for ways to power artificial nano-sized devices in the future? “The short answer is absolutely,” says Mahadevan. “Biology has had a lot more time to evolve enormous richness in design for different organisms. Hopefully, studying these structures will not only improve our understanding of the biological world, it will also enable us to copy them, take apart their components and re-create them for other purposes.”

  1. (a) and (b), but not (c)

  2. (a) and (c), but not (d)

  3. (a) and (d), but not (b)

  4. (c) and (d), but not (b)

Reveal answer Fill a bubble to check yourself
B Correct answer
Explanation

(a) and (c) are the stressed arguments while (d) is incorrect as the passage mentions - "...one such engine is a springlike stalk connecting a single-celled organism called a vorticellid to the leaf fragment it calls home. When exposed to calcium, the spring contracts, yanking the vorticellid down at speeds approaching 3 inches (8 centimeters) per second."

Multiple choice

The author has used several analogies to illustrate his arguments in the article. Which of the following options provide the examples of the analogies used?

(a) Cell activity and vehicular traffic (b) Polymers and tram tracks (c) Genes and canoes (d) Vorticellids and ratchets

Directions: Answer the question based on the following passage.

Cells are the ultimate multitaskers: they can switch on genes and carry out their orders, talk to each other, divide in two, and much more, all at the same time. But they couldn’t do any of these tricks without a power source to generate movement. The inside of a cell bustles with more traffic than Delhi roads, and, like all vehicles, the cell’s moving parts need engines. Physicists and biologists have looked “under the hood” of the cell - and laid out the nuts and bolts of molecular engines.

The ability of such e gines to convert chemical energy into motion is the envy of nanotechnology researchers looking for ways to power molecule-sized devices. Medical researchers also want to understand how these engines work. Because these molecules are essential for cell division, scientists hope to shut down the rampant growth of cancer cells by deactivating certain motors. Improving motor-driven transport in nerve cells may also be helpful for treating diseases such as Alzheimer’s, Parkinson’s or ALS, also known as Lou Gehrig’s disease.

We wouldn’t make it far in life without motor proteins. Our muscles wouldn’t contract. We couldn’t grow, because the growth process requires cells to duplicate their machinery and pull the copies apart. And our genes would be silent without the services of messenger RNA, which carries genetic instructions over to the cell’s protein-making factories. The movements that make these cellular activities possible occur along a complex network of threadlike fibers, or polymers, along which bundles of molecules travel like trams. The engines that power the cell’s freight are three families of proteins, called myosin, kinesin and dynein. For fuel, these proteins bum molecules of ATP, which cells make when they break down the carbohydrates and fats from the foods we eat. The energy from burning ATP causes changes in the proteins’ shape that allow them to heave themselves along the polymer track. The results (are impressive: In one second, these molecules can travel between 50 and 100 times their own diameter. If a car with a 5-foot-wide engine were as efficient, it would travel 170 to 340 kmph.

Ronald Vale, a researcher at the Howard Hughes Medical Institute and the University of California at San Francisco, and Ronald Milligan of the Scripps Research Institute have realised a long-awaited goal by reconstructing the process by which myosin and kinesin move, almost down to the atom. The dynein motor, on the other hand, is still poorly understood. Myosin molecules, best known for their role in muscle contraction, form chains that lie between filaments of another protein called actin. Each myosin molecule has a tiny head that pokes out from the chain like oars from a canoe. Just as rowers propel their boat by stroking their oars through the water, the myosin molecules stick their heads into the actin and hoist themselves forward along the filament. While myosin moves along in short strokes, its cousin kinesin walks steadily along adifferent type of filament called a microtubule. Instead of using a projecting head as a lever, kinesin walks on two “legs.” Based on these differences, researchers used to think that myosin and kinesin were virtually unrelated. But newly discovered similarities in the motors’ ATP-processing machinery now suggest that they share a common ancestor - molecule. At this point, scientists can only speculate as to what type of primitive cell-like structure this ancestor occupied as it learned to burn ATP and use the energy to change shape. “We’ll never really know, because we can’t dig up the remains of ancient proteins, but that was probably a big evolutionary leap,” says Vale.

On a slightly larger scale, loner cells like sperm or infectious bacteria are prime movers that resolutely push their way through to other cells. As L. Mahadevan and Paul Matsudaira of the Massachusetts Institute of Technology explain, the engines in this case are springs or ratchets that are clusters of molecules, rather than single proteins like myosin and kinesin. Researchers don’t yet fully understand these engines’ fueling process or the details of how they move, but the result is a force to be reckoned with. For example, one such engine is a springlike stalk connecting a single-celled organism called a vorticellid to the leaf fragment it calls home. When exposed to calcium, the spring contracts, yanking the vorticellid down at speeds approaching 3 inches (8 centimeters) per second.

Springs like this are coiled bundles of filaments that expand or contract in response to chemical cues. A wave of positively charged calcium ions, for example, neutralises the negative charges that keep the filaments extended. Some sperm use springlike engines made of actin filaments to shoot out a barb that penetrates the layers that surround an egg. And certain viruses use a similar apparatus to shoot their DNA into the host’s cell. Ratchets are also useful for moving whole cells, including some other sperm and pathogens. These engines are filaments that simply grow at one end, attracting chemical building blocks from nearby. Because the other end is anchored in place, the growing end pushes against any barrier that gets in its way.

Both springs arid ratchets are made up of small units that each move just slightly, but collectively produce a powerful movement. Ultimately, Mahadevan and Matsudaira hope to better understand just how these particles create an effect that seems to be so much more than the sum of its parts. Might such an understanding provide inspiration for ways to power artificial nano-sized devices in the future? “The short answer is absolutely,” says Mahadevan. “Biology has had a lot more time to evolve enormous richness in design for different organisms. Hopefully, studying these structures will not only improve our understanding of the biological world, it will also enable us to copy them, take apart their components and re-create them for other purposes.”

  1. Only (a) and (b)

  2. Only (b) and (c)

  3. Only (a) and (d)

  4. Only (a) and (c)

Reveal answer Fill a bubble to check yourself
A Correct answer
Explanation

Only (a) and (b) are mentioned in the passage.