Earth's mantle lies below the crust and above the core. Scientists cannot examine the mantle directly but have inferred its...
GMAT Reading Comprehension : (RC) Questions
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Earth's mantle lies below the crust and above the core. Scientists cannot examine the mantle directly but have inferred its structure by measuring how seismic waves from earthquakes are distorted as they traverse it. In laboratory experiments, researchers have also studied mineral formation at the high pressures and temperatures in the mantle. These measurements and experiments indicate that the mantle consists of several concentric layers, with different minerals predominating at different depths. As pressures and temperatures increase toward the core, they force the elements to rearrange into new crystal structures, forming different minerals.
Until 2004, scientists believed that the lower mantle was fairly uniformly composed of a dense form of magnesium silicate belonging to a family of crystals called perovskite that extended all the way down to the boundary between the mantle and the core. But seismic measurements revealed the lower mantle's bottommost layer to be substantially denser than the rest. Since magnesium silicate perovskite has a tightly packed geometry that seemed to maximize the mass per unit volume, the higher pressures in this bottommost layer were not expected to change the perovskite's geometry. Thus, scientists assumed that a greater abundance of heavy elements within the crystal must explain the higher density. However, this assumption was also problematic, because convection should stir the lower mantle, mixing the layers and producing a uniform distribution of elements.
In 2004, geophysicists managed to expose magnesium silicate to the extreme pressures and temperatures of this bottommost layer, producing an unexpected new, denser crystalline structure they called postperovskite. Because postperovskite would conduct heat away from Earth's core more rapidly than perovskite would, scientists hypothesize that the early Earth's core must have been hotter than previously thought. This suggests that the inner core cooled enough to solidify only about one billion years ago. The solid inner core strengthens Earth's magnetic field. This field shields the surface from radiation from space, which can cause genetic mutations and would be especially dangerous for life on land. Thus, the growing intensity of the magnetic field about one billion years ago may have first allowed life to expand from the seas onto dry land. So postperovskite's discovery may help explain the timing of developments in life's evolution.
Ques. 1/4
As evidence that postperovskite is present in Earth's mantle, the passage mentions the
Solution
1. Passage Analysis:
Progressive Passage Analysis
| Text from Passage | Analysis |
|---|---|
| Earth's mantle lies below the crust and above the core. | What it says: The mantle is the middle layer of Earth What it does: Introduces the basic geography/structure of Earth Source/Type: Basic geological fact Connection to Previous Sentences: This is our starting point - no previous information to connect to Visualization: Think of Earth like an onion: outer skin (crust), thick middle layer (mantle), center core Reading Strategy Insight: Simple introduction - we're just getting oriented to the topic What We Know So Far: Earth has three main layers: crust, mantle, core (outside to inside) What We Don't Know Yet: Everything about the mantle's composition and structure |
| Scientists cannot examine the mantle directly but have inferred its structure by measuring how seismic waves from earthquakes are distorted as they traverse it. | What it says: Scientists can't dig down to the mantle, so they use earthquake waves to study it What it does: Explains the first method scientists use to study the mantle Source/Type: Factual description of scientific methodology Connection to Previous Sentences: This builds on sentence 1 by explaining HOW scientists study this middle layer they just defined Visualization: Like using sound waves to map the inside of a house you can't enter - earthquake waves bend differently when they hit different materials Reading Strategy Insight: The passage is logically building: first WHAT (the mantle), now HOW we study it |
| In laboratory experiments, researchers have also studied mineral formation at the high pressures and temperatures in the mantle. | What it says: Scientists also recreate mantle conditions in labs to study minerals What it does: Introduces the second method scientists use to study the mantle Source/Type: Factual description of scientific methodology Connection to Previous Sentences: This adds to sentence 2 - another way to study the mantle. The word "also" signals we're getting a second method alongside earthquake waves Visualization: Lab equipment that creates extreme pressure/heat (like a super-powerful vise in an oven) to mimic deep Earth conditions Reading Strategy Insight: Pattern recognition opportunity: The passage is systematically listing research methods before moving to findings |
| These measurements and experiments indicate that the mantle consists of several concentric layers, with different minerals predominating at different depths. | What it says: Both research methods show the mantle has multiple layers, each with different main minerals What it does: States the first major finding from the research methods just described Source/Type: Scientific conclusion based on evidence Connection to Previous Sentences: This gives us the payoff from sentences 2-3. "These measurements and experiments" directly refers back to the earthquake waves and lab work Visualization: Like a layered cake where each layer is made of different ingredients - layer 1 might be chocolate (mineral A), layer 2 vanilla (mineral B), etc. Reading Strategy Insight: Feel more confident here - we're getting results, not new complexity. The passage structure is: methods → findings |
| As pressures and temperatures increase toward the core, they force the elements to rearrange into new crystal structures, forming different minerals. | What it says: Deeper = more pressure/heat = elements reorganize = different minerals What it does: Explains WHY the mantle has different layers with different minerals Source/Type: Scientific explanation of cause and effect Connection to Previous Sentences: This explains the mechanism behind the finding in sentence 4. We learned THAT there are different minerals at different depths; now we learn WHY Visualization: Like clay being reshaped under pressure - same elements (clay), but pressure changes the final form Reading Strategy Insight: This is elaboration, not new information. The author is helping us understand the "why" behind what we just learned |
| Until 2004, scientists believed that the lower mantle was fairly uniformly composed of a dense form of magnesium silicate belonging to a family of crystals called perovskite that extended all the way down to the boundary between the mantle and the core. | What it says: Before 2004, scientists thought the bottom part of the mantle was all made of one mineral (perovskite) from top to bottom What it does: Introduces the old scientific belief that's about to be challenged Source/Type: Historical scientific consensus Connection to Previous Sentences: This focuses on one specific part (lower mantle) of the layered structure described earlier. "Until 2004" signals we're about to learn how this view changed Visualization: Imagine scientists thought the bottom half of the layered cake was all one flavor (perovskite chocolate) throughout Reading Strategy Insight: "Until [date]" is a classic RC signal that the old view is about to be overturned. Expect a "but" or contrast coming soon What We Know So Far: Mantle has layers, different minerals at different depths, old view was that bottom part was uniform What We Don't Know Yet: What happened in 2004 to change this view |
| But seismic measurements revealed the lower mantle's bottommost layer to be substantially denser than the rest. | What it says: Earthquake wave studies showed the very bottom layer is much denser than expected What it does: Presents the observation that challenged the old uniform view Source/Type: Scientific observation/data Connection to Previous Sentences: This directly contradicts sentence 6. If the lower mantle were uniform perovskite, it should have uniform density. "But" signals the contrast we expected Visualization: Like discovering the bottom layer of what you thought was uniform chocolate cake is actually much heavier than the rest Reading Strategy Insight: Perfect prediction fulfilled! The "until 2004" setup led exactly to this contradiction |
| Since magnesium silicate perovskite has a tightly packed geometry that seemed to maximize the mass per unit volume, the higher pressures in this bottommost layer were not expected to change the perovskite's geometry. | What it says: Perovskite crystals are already packed as tightly as possible, so scientists didn't think more pressure would change their shape What it does: Explains why scientists were puzzled by the density finding Source/Type: Scientific reasoning based on crystal properties Connection to Previous Sentences: This explains why the density finding from sentence 7 was unexpected. Scientists thought perovskite was already at maximum possible density Visualization: Like a suitcase that's already packed to maximum capacity - you wouldn't expect squeezing it harder to make it hold more Reading Strategy Insight: The passage is walking us through the scientists' logic step by step - not adding complexity, but showing us their reasoning process |
| Thus, scientists assumed that a greater abundance of heavy elements within the crystal must explain the higher density. | What it says: Since the crystal shape couldn't change, scientists figured heavier elements must be causing the extra density What it does: States the scientists' first hypothesis to explain the puzzle Source/Type: Scientific hypothesis/educated guess Connection to Previous Sentences: "Thus" shows this logically follows from sentence 8. If crystal geometry can't change, then different elements must be the answer Visualization: Like thinking a suitcase feels heavier because it contains rocks instead of clothes, not because the suitcase itself changed Reading Strategy Insight: We're following a clear logical chain: unexpected density → can't be shape change → must be element change |
| However, this assumption was also problematic, because convection should stir the lower mantle, mixing the layers and producing a uniform distribution of elements. | What it says: The "heavier elements" explanation has a problem - mantle stirring should mix everything evenly What it does: Points out why the first hypothesis doesn't work Source/Type: Scientific criticism based on mantle behavior Connection to Previous Sentences: "However" signals this contradicts the hypothesis from sentence 9. Convection mixing prevents the element separation that hypothesis required Visualization: Like stirring a pot of soup - any heavy ingredients get mixed throughout, not concentrated at the bottom Reading Strategy Insight: Classic RC pattern: hypothesis → problem with hypothesis. This sets up the need for a better explanation |
| In 2004, geophysicists managed to expose magnesium silicate to the extreme pressures and temperatures of this bottommost layer, producing an unexpected new, denser crystalline structure they called postperovskite. | What it says: In 2004, scientists recreated bottom-layer conditions in the lab and discovered perovskite actually does change into a new, denser crystal form What it does: Presents the breakthrough discovery that solves the puzzle Source/Type: Major scientific discovery Connection to Previous Sentences: This is the 2004 discovery that was hinted at in sentence 6! This discovery contradicts the assumption in sentence 8 that perovskite geometry couldn't change Visualization: Like discovering that maximum-packed suitcase can actually compress into an even denser form under extreme pressure Reading Strategy Insight: The mystery is solved! This explains the density puzzle without needing problematic element separation What We Know So Far: Bottom mantle layer is denser because perovskite transforms to postperovskite under extreme conditions What We Don't Know Yet: What implications this discovery has |
| Because postperovskite would conduct heat away from Earth's core more rapidly than perovskite would, scientists hypothesize that the early Earth's core must have been hotter than previously thought. | What it says: Since postperovskite conducts heat faster, scientists think Earth's core used to be hotter than they previously believed What it does: States the first major implication of the postperovskite discovery Source/Type: Scientific hypothesis based on new discovery Connection to Previous Sentences: This builds on the postperovskite discovery by exploring what it means for heat flow and past Earth conditions Visualization: Like discovering your house's insulation conducts heat faster than expected, making you realize the furnace must have been hotter than you thought to maintain the same temperature Reading Strategy Insight: The passage is now exploring consequences of the discovery - showing how one finding leads to new insights about Earth's history |
| This suggests that the inner core cooled enough to solidify only about one billion years ago. | What it says: The hotter early core means the solid inner core only formed 1 billion years ago What it does: States a specific timing conclusion based on the temperature revision Source/Type: Scientific conclusion about Earth's timeline Connection to Previous Sentences: "This" refers to the hotter early core from sentence 12. If the core was hotter than thought, it took longer to cool and solidify Visualization: Like a hot soup taking longer to cool if it started hotter than you realized Reading Strategy Insight: Simple logical extension: hotter start → longer cooling time → later solidification |
| The solid inner core strengthens Earth's magnetic field. | What it says: When the core becomes solid, it makes Earth's magnetic field stronger What it does: Introduces the connection between solid core and magnetic field strength Source/Type: Scientific fact about geophysics Connection to Previous Sentences: This connects the timing from sentence 13 to magnetic field effects - if core solidified 1 billion years ago, magnetic field strengthened then Visualization: Like a battery becoming more powerful when its internal structure solidifies Reading Strategy Insight: The passage keeps building logical chains: postperovskite → core temperature → solidification timing → magnetic field effects |
| This field shields the surface from radiation from space, which can cause genetic mutations and would be especially dangerous for life on land. | What it says: Earth's magnetic field protects us from space radiation that causes genetic damage, especially harmful to land life What it does: Explains why magnetic field strength matters for life Source/Type: Scientific fact about magnetic field function Connection to Previous Sentences: This explains why the magnetic field strengthening (sentence 14) is important - it's protective for life Visualization: Like an invisible shield around Earth deflecting harmful space particles that would otherwise damage living things Reading Strategy Insight: We're building toward a conclusion about life - the passage is connecting geology to biology |
| Thus, the growing intensity of the magnetic field about one billion years ago may have first allowed life to expand from the seas onto dry land. | What it says: The stronger magnetic field 1 billion years ago might explain when life first moved from ocean to land What it does: Connects all previous points to make a claim about life's evolution Source/Type: Scientific hypothesis connecting geology to biology Connection to Previous Sentences: This brings together the entire chain: postperovskite → core timing → magnetic field → radiation protection → life on land timing Visualization: Like life being trapped underwater until Earth developed a strong enough "radiation umbrella" to make land safe Reading Strategy Insight: This is the big payoff! A discovery about deep Earth minerals explains a major milestone in life's history |
| So postperovskite's discovery may help explain the timing of developments in life's evolution. | What it says: The postperovskite discovery might explain when certain evolutionary steps happened What it does: Summarizes the broader significance of the discovery Source/Type: Author's concluding summary Connection to Previous Sentences: This is a pure restatement! "So" signals summary. This restates the connection between the mineral discovery and life's evolution established in sentence 16 Visualization: Like saying "So this deep Earth discovery is like finding a missing puzzle piece that explains life's history" Reading Strategy Insight: Feel relieved and confident here! This is the author helping you see the big picture, not adding new complexity. The passage has come full circle from mineral physics to life evolution. |
2. Passage Summary:
Author's Purpose:
To explain how a breakthrough discovery about deep Earth minerals led to new insights about when life first moved from the oceans onto land.
Summary of Passage Structure:
In this passage, the author walks us through a scientific discovery and its surprising connections to life's evolution:
- First, the author explains how scientists study Earth's mantle using earthquake waves and lab experiments, establishing that the mantle has different layers with different minerals.
- Next, the author describes a puzzle that emerged in 2004: the bottom layer of the mantle was denser than expected, and the two obvious explanations (crystal shape change or heavier elements) both had serious problems.
- Then, the author reveals the breakthrough solution: scientists discovered that under extreme pressure, the main mineral actually does transform into a new, denser form called postperovskite.
- Finally, the author traces the implications of this discovery through a chain of effects: postperovskite conducts heat faster, meaning Earth's core was hotter and took longer to solidify, which delayed the strengthening of our magnetic field, which may explain why life waited so long to move onto land.
Main Point:
The discovery of postperovskite, a new mineral form in Earth's deep mantle, may help explain why life remained in the oceans for so long before expanding onto land about one billion years ago.
3. Question Analysis:
The question asks us to identify what the passage specifically mentions as evidence that postperovskite is present in Earth's mantle. This is asking for direct evidence cited in the passage, not implications or consequences of the discovery.
Connecting to Our Passage Analysis:
From our detailed passage analysis, we can see that the key evidence for postperovskite's presence comes from sentence 11: "In 2004, geophysicists managed to expose magnesium silicate to the extreme pressures and temperatures of this bottommost layer, producing an unexpected new, denser crystalline structure they called postperovskite." This laboratory experiment directly created postperovskite and provided evidence for its existence under mantle conditions.
The passage analysis shows that everything after sentence 11 deals with implications and consequences (heat conduction, core temperature, magnetic field, life evolution), not evidence for postperovskite's existence.
Prethinking:
The correct answer should point to the laboratory experiment described in sentence 11, where scientists recreated extreme mantle conditions and produced postperovskite. This is the direct evidence mentioned in the passage for postperovskite's presence in Earth's mantle.
Answer Choices Explained
A
timing of developments in the evolution of life on Earth
Why It's Wrong:
• The timing of life's evolution is presented as a potential consequence of the postperovskite discovery, not evidence for postperovskite's existence
• This appears in the final sentences as speculation about what postperovskite's discovery "may help explain"
• The passage clearly separates the evidence (lab experiments) from the implications (life evolution timing) Common Student Mistakes: 1. Confusing consequences with evidence - thinking that life evolution timing proves postperovskite exists?
→ Remember that evidence comes before conclusions in scientific reasoning 2. Focusing on the dramatic final claims rather than the core scientific evidence?
→ Always distinguish between what proves a discovery versus what that discovery might explain
• The timing of life's evolution is presented as a potential consequence of the postperovskite discovery, not evidence for postperovskite's existence
• This appears in the final sentences as speculation about what postperovskite's discovery "may help explain"
• The passage clearly separates the evidence (lab experiments) from the implications (life evolution timing) Common Student Mistakes: 1. Confusing consequences with evidence - thinking that life evolution timing proves postperovskite exists?
→ Remember that evidence comes before conclusions in scientific reasoning 2. Focusing on the dramatic final claims rather than the core scientific evidence?
→ Always distinguish between what proves a discovery versus what that discovery might explain
B
different minerals predominating at different depths in the core
Why It's Wrong:
• This choice confuses the mantle with the core - they are different layers of Earth
• The passage discusses minerals in the mantle, not the core
• Different minerals at different depths in the core is not mentioned as evidence for postperovskite Common Student Mistakes: 1. Mixing up Earth's layers and thinking mantle and core are the same thing?
→ Remember: crust (outer) → mantle (middle) → core (center) 2. Assuming that mineral layering in general proves postperovskite specifically?
→ Look for direct evidence about postperovskite creation, not general geological facts
• This choice confuses the mantle with the core - they are different layers of Earth
• The passage discusses minerals in the mantle, not the core
• Different minerals at different depths in the core is not mentioned as evidence for postperovskite Common Student Mistakes: 1. Mixing up Earth's layers and thinking mantle and core are the same thing?
→ Remember: crust (outer) → mantle (middle) → core (center) 2. Assuming that mineral layering in general proves postperovskite specifically?
→ Look for direct evidence about postperovskite creation, not general geological facts
C
results of exposing magnesium silicate to high pressures and temperatures
Why It's Right:
• This directly points to the laboratory experiment described in sentence 11
• The passage explicitly states that exposing magnesium silicate to extreme pressures and temperatures produced postperovskite
• This experiment provided the direct evidence for postperovskite's existence under mantle conditions Key Evidence: "In 2004, geophysicists managed to expose magnesium silicate to the extreme pressures and temperatures of this bottommost layer, producing an unexpected new, denser crystalline structure they called postperovskite."
• This directly points to the laboratory experiment described in sentence 11
• The passage explicitly states that exposing magnesium silicate to extreme pressures and temperatures produced postperovskite
• This experiment provided the direct evidence for postperovskite's existence under mantle conditions Key Evidence: "In 2004, geophysicists managed to expose magnesium silicate to the extreme pressures and temperatures of this bottommost layer, producing an unexpected new, denser crystalline structure they called postperovskite."
D
indirectly measured temperature of Earth's inner core
Why It's Wrong:
• Inner core temperature is not directly measured in the passage - it's inferred from the postperovskite discovery
• The passage says scientists "hypothesize" about past core temperature based on postperovskite's heat conduction properties
• This is a conclusion drawn from postperovskite's discovery, not evidence for its existence Common Student Mistakes: 1. Thinking that temperature inferences prove postperovskite exists?
→ The logic flows the opposite way: postperovskite discovery leads to temperature revisions 2. Confusing indirect measurements with direct evidence?
→ Look for what actually created or detected postperovskite, not what postperovskite helps explain
• Inner core temperature is not directly measured in the passage - it's inferred from the postperovskite discovery
• The passage says scientists "hypothesize" about past core temperature based on postperovskite's heat conduction properties
• This is a conclusion drawn from postperovskite's discovery, not evidence for its existence Common Student Mistakes: 1. Thinking that temperature inferences prove postperovskite exists?
→ The logic flows the opposite way: postperovskite discovery leads to temperature revisions 2. Confusing indirect measurements with direct evidence?
→ Look for what actually created or detected postperovskite, not what postperovskite helps explain
E
dangers that genetic mutations pose for life on Earth
Why It's Wrong:
• Genetic mutations from radiation are mentioned as a consequence that postperovskite discoveries help explain
• This relates to why magnetic field protection mattered for life, not evidence for postperovskite's existence
• The passage uses this to build toward the life evolution implications, not as evidence for the mineral Common Student Mistakes: 1. Getting distracted by dramatic details about genetic mutations and thinking they're central evidence?
→ Focus on what directly proves postperovskite exists, not the ultimate implications for life 2. Assuming all mentioned scientific facts serve as evidence for the main discovery?
→ Distinguish between supporting evidence and contextual information that explains significance
• Genetic mutations from radiation are mentioned as a consequence that postperovskite discoveries help explain
• This relates to why magnetic field protection mattered for life, not evidence for postperovskite's existence
• The passage uses this to build toward the life evolution implications, not as evidence for the mineral Common Student Mistakes: 1. Getting distracted by dramatic details about genetic mutations and thinking they're central evidence?
→ Focus on what directly proves postperovskite exists, not the ultimate implications for life 2. Assuming all mentioned scientific facts serve as evidence for the main discovery?
→ Distinguish between supporting evidence and contextual information that explains significance
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