Extract Based Questions: Journey To The End of The Earth | English Class 12 PDF Download

Extract Based Questions - 2025

(i) List one way in which the increasing human population is affecting other species.

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​Ans: The increasing human population is battling with other species for limited resources, leading to competition and depletion of habitats and resources essential for their survival.

(ii) Choose the correct option that best reflects the tone of the writer in the last line of the extract. 
(A) happy and excited 
(B) encouraging and optimistic 
(C) anxious and concerned 
(D) spiteful and bitter

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​Ans: (C) anxious and concerned

(iii) Choose the correct option: ‘unmitigated burning of fossil fuels’ reflects the ______ (avaricious/furious) streak in man’s nature.

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​Ans: avaricious

(iv) In the above extract, what message is the author giving to mankind?

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​Ans: The author warns mankind about the dire consequences of unchecked population growth and fossil fuel use, urging action to address climate change to prevent catastrophic environmental impacts.

Extract 2: My Antarctic experience was full of such epiphanies, but the best occurred just short of the Antarctic Circle at 65.55 degrees south. The Shokalskiy had managed to wedge herself into a thick white stretch of ice between the peninsula and Tadpole Island which was preventing us from going any further. The Captain decided we were going to turn around and head back north, but before we did, we were all instructed to climb down the gangplank and walk on the ocean. So there we were, all 52 of us, kitted out in Gore-Tex and glares, walking on a stark whiteness that seemed to spread out forever. Underneath our feet was a metre-thick ice pack, In the periphery Crabeater seals were stretching and sunning themselves much like stray dogs.... It was nothing short of a revelation.

(i) Complete the following suitably. The passage suggests that the author’s Antarctic experience was ________.

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​Ans: The passage suggests that the author’s Antarctic experience was transformative and awe-inspiring.

(ii) Choose the correct option: The Shokalskiy was wedged in a thick stretch of ice. As a result the captain 
(a) felt frustrated by the obstacles 
(b) decided to surge ahead 
(c) remained there till the ice melted 
(d) decided to turn around

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Ans: (d) decided to turn around

(iii) What did the Captain instruct the team to do?

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​Ans: The Captain instructed the team to climb down the gangplank and walk on the ocean’s ice pack before turning back north.

(iv) Why does the writer describe what happens as an epiphany?

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​Ans: The writer describes walking on the ocean as an epiphany because the surreal experience of standing on a vast, frozen sea, surrounded by nature’s stark beauty, profoundly deepened her understanding of Antarctica’s pristine environment.

Extract 3: Six hundred and fifty million years ago, a giant amalgamated southern supercontinent Gondwana did indeed exist, centred roughly around the present-day Antarctica. Things were quite different then: humans hadn’t arrived on the global scene, and the climate was much warmer, hosting a huge variety of flora and fauna. For 500 million years Gondwana thrived, but around the time when the dinosaurs were wiped out and the age of mammals got under way, the landmass was forced to separate into countries, shaping the globe much as we know it today.

(i) What was the climate like in Antarctica before the humans arrived on the global scene?

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​Ans: Before humans arrived, Antarctica’s climate was much warmer, supporting a diverse variety of flora and fauna as part of the Gondwana supercontinent.

(ii) Gondwana existed nearly ________.

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​Ans: Gondwana existed nearly 650 million years ago.

(iii) Select the suitable option to complete the following: Gondwana, separating into countries, contributes to the reader’s understanding of the 
(a) complexity of geological processes 
(b) simplicity of continental formation 
(c) speed of geological changes 
(d) stability of ancient landmasses

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Ans: (a) complexity of geological processes

(iv) What difference does the author draw between then and now?

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​Ans: The author contrasts the warm, biodiverse Gondwana era, free of humans, with today’s colder Antarctica, highlighting how human presence and activities have significantly altered the global environment.

Extract 4: My journey began 13.09 degrees north of the Equator in Madras, and involved crossing nine time zones, six checkpoints, three bodies of water, and at least as many ecospheres. By the time I actually set foot on the Antarctic continent I had been travelling over 100 hours in combination of a car, an aeroplane, and a ship; so, my first emotion on facing Antarctica’s expansive white landscape and uninterrupted blue horizon was relief, followed up with an immediate and profound wonder.

(i) Complete the following suitably. The passage suggests that the author’s journey to Antarctica was ________.

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​Ans: The passage suggests that the author’s journey to Antarctica was arduous and extensive.

(ii) Select the correct option from those given in brackets to fill in the blank: The author highlights the numerous challenges and difficulties to emphasise the (remoteness/proximity) of Antarctica.

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​Ans: remoteness

(iii) How does the mention of crossing multiple time zones, checkpoints and bodies of water impact the writer? 
(a) is excited by the adventure of travel 
(B) feels indifferent towards the journey 
(c) is surprised by the number of obstacles 
(d) feels overwhelmed by the logistical challenges

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Ans: (d) feels overwhelmed by the logistical challenges

(iv) How does the description of the journey reflect the author’s initial emotions upon arriving in Antarctica?

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Ans: The description of the long, complex journey reflects the author’s initial relief at reaching Antarctica, followed by profound wonder at its vast, pristine landscape, highlighting the contrast between the effort and the reward.

Previous Year Extract Based Questions

Read the extract and answer the following questions.

Extract:
To visit Antarctica now is to be a part of that history; to get a grasp of where we’ve come from and where we could possibly be heading. It’s to understand the significance of Cordilleran folds and preCambrian granite shields; ozone and carbon; evolution and extinction. When you think about all that can happen in a million years, it can get pretty mindboggling. Imagine: India pushing northwards, jamming against Asia to buckle its crust and form the Himalayas; South America drifting off to join North America, opening up the Drake Passage to create a cold circumpolar current, keeping Antarctica frigid, desolate, and at the bottom of the world
(Journey to the end of the Earth)

Question (i) What is the name of the passage that connects the Atlantic and Pacific oceans and keeps Antarctica cold?
(a) Panama Passage
(b) Drake Passage
(c) Bering Passage
(d) Magellan Passage
Ans: Answer as written by the student: (b) Drake Passage
Step-by-step explanation:
The passage that connects the Atlantic and Pacific oceans and keeps Antarctica cold is called the Drake Passage. This passage is named after the English explorer Sir Francis Drake, who sailed through it in 1578. The passage is about 800 km wide and has strong winds and currents that make it difficult to navigate. The passage allows cold water from the Antarctic Circumpolar Current to flow around Antarctica, isolating it from warmer waters and maintaining its low temperature.

Question (ii) What does the author mean by "to be a part of that history" in the extract?
(a) To witness the changes that have occurred in Antarctica over millions of years
(b) To contribute to the scientific research and exploration of Antarctica
(c) To experience the natural beauty and diversity of Antarctica
(d) To join the efforts to protect and conserve Antarctica
Ans: Answer as written by the student: (a) To witness the changes that have occurred in Antarctica over millions of years
Step-by-step explanation:
The author means that visiting Antarctica now is to be a part of its history, which spans over millions of years. The author mentions some of the historical events that have shaped Antarctica, such as the movement of continents, the formation of mountains, and the evolution of life forms. The author implies that by visiting Antarctica, one can get a glimpse of these events and understand how they have affected the climate and environment of the planet. The author also suggests that by learning from this history, one can appreciate the significance of Antarctica and its role in the future.

Question (iii) Fill in the blank with an appropriate word.
The ___________ of Antarctica is formed by ancient rocks that date back to billions of years ago.
Ans: Answer as written by the student: crust
Step-by-step explanation:
The word that fits in the blank is crust, which is the outermost layer of a planet. The crust of Antarctica is formed by ancient rocks that date back to billions of years ago, such as granite and gneiss. These rocks are part of the Antarctic Shield, which is a large area of stable continental crust that covers most of East Antarctica. These rocks are exposed in some places, such as the Transantarctic Mountains, where they reveal clues about the geological history of Antarctica.

Question (iv) Explain how the formation of the Himalayas is related to the movement of tectonic plates.
Ans: Answer as written by the student: The formation of the Himalayas is related to the movement of tectonic plates because it is caused by the collision of two plates.
Step-by-step explanation:
Tectonic plates are large pieces of Earth's crust that float on a layer of molten rock called the mantle. These plates move slowly due to convection currents in the mantle, which cause them to diverge, converge, or slide past each other. The Himalayas are a mountain range that stretches across Asia, from Afghanistan to China. The Himalayas were formed when two tectonic plates, namely the Indian Plate and the Eurasian Plate, collided about 50 million years ago. The Indian Plate was moving northward at a fast rate, pushing against the Eurasian Plate, which was relatively stationary. The collision resulted in the uplift and folding of the crust along the boundary, creating high peaks and deep valleys. The collision also caused earthquakes, volcanoes, and changes in climate and biodiversity in the region.

Read the extract and answer the following questions.
Extract:
Students on Ice, the programme I was working with on the Shokalskiy, aims to do exactly this by taking high school students to the ends of the world and providing them with inspiring educational opportunities which will help them foster a new understanding and respect for our planet. It’s been in operation for six years now, headed by Canadian Geoff Green, who got tired of carting celebrities and retired, rich, curiosityseekers who could only ‘give’ back in a limited way. With Students on Ice, he offers the future generation of policymakers a lifechanging experience at an age when they’re ready to absorb, learn, and most importantly, act.
(Journey to the end of the Earth)

Question (i) What is the name of the programme that takes high school students to the ends of the world?
(a) Students on Ice
(b) Students on Fire
(c) Students on Earth
(d) Students on Air
Ans: Answer as written by the student: (a) Students on Ice
Step-by-step explanation:
The name of the programme that takes high school students to the ends of the world is Students on Ice. This is stated in the first sentence of the extract, where the author says that he was working with this programme on the Shokalskiy, which is a ship that travels to Antarctica and other polar regions. The programme aims to provide inspiring educational opportunities for students and help them foster a new understanding and respect for our planet. The programme is headed by Canadian Geoff Green, who founded it in 2000.

Question (ii) Why did Geoff Green get tired of carting celebrities and retired, rich, curiosity seekers?
(a) Because they were too demanding and spoiled
(b) Because they were too old and boring
(c) Because they could only 'give' back in a limited way
(d) Because they did not care about the environment
Ans: Answer as written by the student: (c) Because they could only 'give' back in a limited way
Step-by-step explanation:
Geoff Green got tired of carting celebrities and retired, rich, curiosity seekers because they could only 'give' back in a limited way. This is stated in the second sentence of the extract, where the author contrasts them with the future generation of policymakers who can make a difference. The celebrities and retired, rich, curiosity seekers were probably tourists who visited Antarctica and other polar regions for their personal enjoyment and satisfaction, but did not have much influence or impact on the issues facing these regions. Geoff Green wanted to offer a life-changing experience to students who could absorb, learn, and most importantly, act on what they learned.

Question (iii) Fill in the blank with an appropriate word.
Students on Ice offers students a _____________ experience at an age when they’re ready to absorb, learn, and most importantly, act.
Ans: Answer as written by the student: life-changing
Step-by-step explanation:
The word that fits in the blank is life-changing, which means having a powerful effect that alters someone's life or circumstances. Students on Ice offers students a life-changing experience at an age when they’re ready to absorb, learn, and most importantly, act. This is stated in the last sentence of the extract, where the author emphasizes the purpose and impact of the programme. The programme exposes students to the beauty and challenges of Antarctica and other polar regions, and inspires them to become more aware and responsible citizens of the planet.

Question (iv) Explain how Students on Ice helps students foster a new understanding and respect for our planet.
Ans: Answer as written by the student: Students on Ice helps students foster a new understanding and respect for our planet by taking them to the ends of the world and providing them with inspiring educational opportunities.
Step-by-step explanation:
Students on Ice helps students foster a new understanding and respect for our planet by taking them to places that are remote, unique, and important for global ecology and climate. These places include Antarctica and other polar regions, which are home to diverse wildlife, stunning landscapes, and rich cultures. The programme provides students with inspiring educational opportunities that involve lectures, workshops, field trips, research projects, and interactions with experts and local communities. These opportunities help students learn about the history, science, culture, and issues of these regions, as well as their connections to the rest of the world. These opportunities also help students develop skills such as leadership, teamwork, communication, creativity, and critical thinking.

Read the extract and answer the following questions.
Extract:
Nine time zones, six checkpoints, three bodies of water and many ecospheres later, I was still wondering about the beauty of balance in play on our planet. How would it be if Antarctica were to become the warm place that it once used to be? Will we be around to see it, or would we have gone the way of the dinosaurs, mammoths and woolly rhinos? Who’s to say? But after spending two weeks with a bunch of teenagers who still have the idealism to save the world, all I can say is that a lot can happen in a million years, but what a difference a day makes!
(Journey to the end of the Earth)

Question (i) How many time zones did the author cross during his expedition to Antarctica?
(a) Three
(b) Six
(c) Nine
(d) Twelve
Ans: Answer as written by the student: (c) Nine
Step-by-step explanation:
The author crossed nine time zones during his expedition to Antarctica. This is stated in the first sentence of the extract, where the author says, "Nine time zones, six checkpoints, three bodies of water and many ecospheres later." A time zone is a region of the Earth that has a uniform standard time for legal, commercial, and social purposes. Antarctica itself has several time zones, depending on the location of the research stations and the countries that operate them.

Question (ii) What does the author mean by "the beauty of balance in play on our planet" in the extract?
(a) The harmony and diversity of nature and its ecosystems
(b) The stability and equilibrium of climate and its cycles
(c) The symmetry and proportion of geography and its features
(d) The fairness and justice of society and its systems
Ans: Answer as written by the student: (b) The stability and equilibrium of climate and its cycles
Step-by-step explanation:
The author means the stability and equilibrium of climate and its cycles by "the beauty of balance in play on our planet" in the extract. This is implied by the context of the extract, which is about Antarctica and its role in global ecology and climate. The author wonders about how Antarctica used to be a warm place in the past, and how it might change again in the future. The author also implies that Antarctica is a crucial element in maintaining the balance of climate on Earth, as it influences the ocean currents, atmospheric circulation, and carbon cycle.

Question (iii) Fill in the blank with an appropriate word.
The author spent two weeks with a bunch of ___________ who still have the idealism to save the world.
Ans: Answer as written by the student: teenagers
Step-by-step explanation:
The word that fits in the blank is teenagers, which are young people between the ages of 13 and 19. The author spent two weeks with a bunch of teenagers who still have the idealism to save the world. This is stated in the last sentence of the extract, where the author reflects on his experience with Students on Ice, a programme that takes high school students to Antarctica and other polar regions. The author implies that these teenagers are motivated and inspired to learn about Antarctica and its issues, and to act on what they learned.

Question (iv) Explain what the author means by "what a difference a day makes" in the last sentence of the extract.
Ans: Answer as written by the student: The author means that a single day can have a significant impact or change on someone's life or perspective.
Step-by-step explanation:
The author says "what a difference a day makes" in the last sentence of the extract as a contrast to his previous statement about a million years. The author suggests that while a lot can happen in a long span of time, such as geological and biological events, a single day can also have a profound effect on someone's personal experience. The author implies that his expedition to Antarctica was such an experience, as it made him wonder about the beauty of balance on Earth and appreciate the idealism of the students he was with.