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: Until the Church Building Act of 1818, the period saw relatively few churches built in Britain, which was already well-supplied, although in the later years of the period the demand for Non-conformist and Roman Catholic places of worship greatly increased. Anglican churches that were built were designed internally to allow maximum audibility, and visibility, for preaching, so the main nave was generally wider and shorter than in medieval plans, and often there were no side-aisles. Galleries were common in new churches. Especially in country parishes, the external appearance generally retained the familiar signifiers of a Gothic church, with a tower or spire, a large west front with one or more doors, and very large windows along the nave, but all with any ornament drawn from the classical vocabulary. Where funds permitted, a classical temple portico with columns and a pediment might be used at the west front. Decoration inside was very limited, but churches filled up with monuments to the prosperous.

SOLUTION: What act slowed the building of churches in Britain?

PROBLEM: Passage: Today, the system of Arabic and Islamic education has grown and further integrated with Kerala government administration. In 2005, an estimated 6,000 Muslim Arabic teachers taught in Kerala government schools, with over 500,000 Muslim students. State-appointed committees, not private mosques or religious scholars outside the government, determine the curriculum and accreditation of new schools and colleges. Primary education in Arabic and Islamic studies is available to Kerala Muslims almost entirely in after-school madrasa programs - sharply unlike full-time madaris common in north India, which may replace formal schooling. Arabic colleges (over eleven of which exist within the state-run University of Calicut and the Kannur University) provide B.A. and Masters' level degrees. At all levels, instruction is co-educational, with many women instructors and professors. Islamic education boards are independently run by the following organizations, accredited by the Kerala state government: Samastha Kerala Islamic Education Board, Kerala Nadvathul Mujahideen, Jamaat-e-Islami Hind, and Jamiat Ulema-e-Hind.

SOLUTION:  How many non-Muslim students are there in Kerala?

PROBLEM: Passage: Although the Estonian and Germanic languages are of very different origins, one can identify many similar words in Estonian and English, for example. This is primarily because the Estonian language has borrowed nearly one third of its vocabulary from Germanic languages, mainly from Low Saxon (Middle Low German) during the period of German rule, and High German (including standard German). The percentage of Low Saxon and High German loanwords can be estimated at 22–25 percent, with Low Saxon making up about 15 percent.[citation needed]

SOLUTION:
What language does Estonian have very close origins with?