TASK DEFINITION: This task is about creating an unanswerable question based on a given passage. Construct a question that looks relevant to the given context but is unanswerable. Following are a few suggestions about how to create unanswerable questions:
(i) create questions which require satisfying a constraint that is not mentioned in the passage
(ii) create questions which require information beyond what is provided in the passage in order to answer
(iii) replace an existing entity, number, date mentioned in the passage with other entity, number, date and use it in the question
(iv) create a question which is answerable from the passage and then replace one or two words by their antonyms or insert/remove negation words to make it unanswerable.
PROBLEM: Passage: The most-commonly accepted theory is that these events were triggered by the onset of an ice age, in the Hirnantian faunal stage that ended the long, stable greenhouse conditions typical of the Ordovician. The ice age was probably not as long-lasting as once thought; study of oxygen isotopes in fossil brachiopods shows that it was probably no longer than 0.5 to 1.5 million years. The event was preceded by a fall in atmospheric carbon dioxide (from 7000ppm to 4400ppm) which selectively affected the shallow seas where most organisms lived. As the southern supercontinent Gondwana drifted over the South Pole, ice caps formed on it. Evidence of these ice caps have been detected in Upper Ordovician rock strata of North Africa and then-adjacent northeastern South America, which were south-polar locations at the time.

SOLUTION: What faunel stage triggered the greenhouse conditions of the Ordovician?

PROBLEM: Passage: Regardless of the way the tension between universities, individual scientists, and the scientific revolution itself is perceived, there was a discernible impact on the way that university education was constructed. Aristotelian epistemology provided a coherent framework not simply for knowledge and knowledge construction, but also for the training of scholars within the higher education setting. The creation of new scientific constructs during the scientific revolution, and the epistemological challenges that were inherent within this creation, initiated the idea of both the autonomy of science and the hierarchy of the disciplines. Instead of entering higher education to become a "general scholar" immersed in becoming proficient in the entire curriculum, there emerged a type of scholar that put science first and viewed it as a vocation in itself. The divergence between those focused on science and those still entrenched in the idea of a general scholar exacerbated the epistemological tensions that were already beginning to emerge.

SOLUTION: What type of epistemology served as the foundation of knowledge constructions and training students in universities?

PROBLEM: Passage: Many major classes of organic molecules in living organisms, such as proteins, nucleic acids, carbohydrates, and fats, contain oxygen, as do the major inorganic compounds that are constituents of animal shells, teeth, and bone. Most of the mass of living organisms is oxygen as it is a part of water, the major constituent of lifeforms. Oxygen is used in cellular respiration and released by photosynthesis, which uses the energy of sunlight to produce oxygen from water. It is too chemically reactive to remain a free element in air without being continuously replenished by the photosynthetic action of living organisms. Another form (allotrope) of oxygen, ozone (O
3), strongly absorbs UVB radiation and consequently the high-altitude ozone layer helps protect the biosphere from ultraviolet radiation, but is a pollutant near the surface where it is a by-product of smog. At even higher low earth orbit altitudes, sufficient atomic oxygen is present to cause erosion for spacecraft.

SOLUTION:
What are examples of organic proteins?