Question:
Background Paragraph: The epidermis also contains melanocytes , which are cells that produce melanin. Melanin is the brownish pigment that gives skin much of its color. Everyone has about the same number of melanocytes, but the melanocytes of people with darker skin produce more melanin. The amount of melanin produced is determined by heredity and exposure to UV light, which increases melanin output. Exposure to UV light also stimulates the skin to produce vitamin D . Because melanin blocks UV light from penetrating the skin, people with darker skin may be at greater risk of vitamin D deficiency.
Story: Matt and his brother Jesse are twins. They look almost identical. If it weren't for the fact that Jesse has a slightly darker skin complexion you wouldn't be able to tell them apart. In fact one year Matt was out in the sun for a long time and picked up a bit of a tan so they actually did look exactly alike.
Question: Will the amount of UV light absorbed by the skin be higher or lower for a light skin toned person when compared to a darker skin tone?

Background Paragraph: Making these healthy lifestyle choices can also help prevent some types of cancer. In addition, you can lower the risk of cancer by avoiding carcinogens , which are substances that cause cancer. For example, you can reduce your risk of lung cancer by not smoking. You can reduce your risk of skin cancer by using sunscreen. How to choose a sunscreen that offers the most protection is explained below ( Figure below ). Some people think that tanning beds are a safe way to get a tan. This is a myth. Tanning beds expose the skin to UV radiation. Any exposure to UV radiation increases the risk of skin cancer. It doesn’t matter whether the radiation comes from tanning lamps or the sun.
Story: Steve and Bill are really good friends with each other. The other day they were talking about some habits they have. Steve likes to work out and stay in shape, eats healthy and does not smoke. Bill said he wants to be more like Steve. Bill currently smokes, and loves to go out tanning in the sun without out sunscreen.
Question: Is Bill's chance of skin cancer higher or lower than Steve's?

Background Paragraph: The epidermis also contains melanocytes , which are cells that produce melanin. Melanin is the brownish pigment that gives skin much of its color. Everyone has about the same number of melanocytes, but the melanocytes of people with darker skin produce more melanin. The amount of melanin produced is determined by heredity and exposure to UV light, which increases melanin output. Exposure to UV light also stimulates the skin to produce vitamin D . Because melanin blocks UV light from penetrating the skin, people with darker skin may be at greater risk of vitamin D deficiency.
Story: Robin and Samantha are both bodybuilders preparing for a competition. Both of them are trying to change their skin complexion to help their appearances at the competition. Robin begins exposing her skin to high amounts of UV light several days a week. Samantha decides not to use any UV light and instead just uses lotion to help her skin.
Question: Who will produce higher amounts of melanin?

Instruction: You are given a background paragraph that describes one or more causal or qualitative relationships such as a relationship in economics or a scientific law and a story that makes use of the concepts or the relationship described in the provided paragraph. You are also given a question about the story that requires an understanding of the relationship described in the background paragraph and the story. You need to come up with an answer to the given question; the answer will be a span from either the question or the story. In order to correctly answer the given question, you need to understand the relationship mentioned in the background paragraph and should be able to use it to understand that in the story. Your answer can not consist of any word that is not mentioned in any of these: the background paragraph, the story, or the question. You can directly copy and paste a span from the story or the question while answering the given question.


Question:
Background Paragraph: Freezing is a common method of food preservation that slows both food decay and the growth of micro-organisms. Besides the effect of lower temperatures on reaction rates, freezing makes water less available for bacterial growth.
Story: Robert, a baker, has just baked a large batch of cupcakes for his store. He won't be able to sell all of his cupcakes within the next week, so he has decided to store a portion of them in the freezer to preserve them for later. He is trying to decide if he should store the cupcakes at 0° F or at 10° F in the freezer.
Question: Which temperature will result in faster decay of the cupcakes?

Background Paragraph: Freezing is a common method of food preservation that slows both food decay and the growth of micro-organisms. Besides the effect of lower temperatures on reaction rates, freezing makes water less available for bacterial growth.
Story: Robert, a baker, has just baked a large batch of cupcakes for his store. He won't be able to sell all of his cupcakes within the next week, so he has decided to store a portion of them in the freezer to preserve them for later. He is trying to decide if he should store the cupcakes at 0° F or at 10° F in the freezer.
Question: Which temperature will result in slower growth of micro-organisms on the cupcakes?

Background Paragraph: Freezing is a common method of food preservation that slows both food decay and the growth of micro-organisms. Besides the effect of lower temperatures on reaction rates, freezing makes water less available for bacterial growth.
Story: Robert, a baker, has just baked a large batch of cupcakes for his store. He won't be able to sell all of his cupcakes within the next week, so he has decided to store a portion of them in the freezer to preserve them for later. He is trying to decide if he should store the cupcakes at 0° F or at 10° F in the freezer.
Question: If Robert initially stored the cupcakes at 0° F, but found out that increased bacterial activity could actually make the cupcakes taste better, should he raise or lower the temperature to improve the taste of the cupcakes?

Instruction: You are given a background paragraph that describes one or more causal or qualitative relationships such as a relationship in economics or a scientific law and a story that makes use of the concepts or the relationship described in the provided paragraph. You are also given a question about the story that requires an understanding of the relationship described in the background paragraph and the story. You need to come up with an answer to the given question; the answer will be a span from either the question or the story. In order to correctly answer the given question, you need to understand the relationship mentioned in the background paragraph and should be able to use it to understand that in the story. Your answer can not consist of any word that is not mentioned in any of these: the background paragraph, the story, or the question. You can directly copy and paste a span from the story or the question while answering the given question.


Question:
Background Paragraph: Hemophilia is the name of a group of hereditary diseases that affect the body's ability to control blood clotting. Hemophilia is caused by a lack of clotting factors in the blood. Clotting factors are normally released by platelets. Since people with hemophilia cannot produce clots, any cut can put a person at risk of bleeding to death. The risk of internal bleeding is also increased in hemophilia, especially into muscles and joints. This disease affected the royal families of Europe.
Story: Czar Nicholas was the last Romanov who ruled Russia. Al along he was in good health, but that was not the case with his son Prince Alexei. While Nicholas was free from hemophilia, a disease that devastated European royal families, Alexei was born with hemophilia. Many suggest this situation made some opportunists to take advantage of the Czar.
Question: Who would have less clotting factors in the blood, Nicholas or Alexei?

Background Paragraph: Hemophilia is the name of a group of hereditary diseases that affect the body's ability to control blood clotting. Hemophilia is caused by a lack of clotting factors in the blood. Clotting factors are normally released by platelets. Since people with hemophilia cannot produce clots, any cut can put a person at risk of bleeding to death. The risk of internal bleeding is also increased in hemophilia, especially into muscles and joints. This disease affected the royal families of Europe.
Story: Czar Nicholas was the last Romanov who ruled Russia. Al along he was in good health, but that was not the case with his son Prince Alexei. While Nicholas was free from hemophilia, a disease that devastated European royal families, Alexei was born with hemophilia. Many suggest this situation made some opportunists to take advantage of the Czar.
Question: Who would have more risk of bleeding to death, Nicholas or Alexei?

Background Paragraph: Hemophilia is the name of a group of hereditary diseases that affect the body's ability to control blood clotting. Hemophilia is caused by a lack of clotting factors in the blood. Clotting factors are normally released by platelets. Since people with hemophilia cannot produce clots, any cut can put a person at risk of bleeding to death. The risk of internal bleeding is also increased in hemophilia, especially into muscles and joints. This disease affected the royal families of Europe.
Story: Czar Nicholas was the last Romanov who ruled Russia. Al along he was in good health, but that was not the case with his son Prince Alexei. While Nicholas was free from hemophilia, a disease that devastated European royal families, Alexei was born with hemophilia. Many suggest this situation made some opportunists to take advantage of the Czar.
Question: Would Nicholas have less or more risk of bleeding to death than Alexei?

Instruction: You are given a background paragraph that describes one or more causal or qualitative relationships such as a relationship in economics or a scientific law and a story that makes use of the concepts or the relationship described in the provided paragraph. You are also given a question about the story that requires an understanding of the relationship described in the background paragraph and the story. You need to come up with an answer to the given question; the answer will be a span from either the question or the story. In order to correctly answer the given question, you need to understand the relationship mentioned in the background paragraph and should be able to use it to understand that in the story. Your answer can not consist of any word that is not mentioned in any of these: the background paragraph, the story, or the question. You can directly copy and paste a span from the story or the question while answering the given question.


Question:
Background Paragraph: Hemophilia is the name of a group of hereditary diseases that affect the body's ability to control blood clotting. Hemophilia is caused by a lack of clotting factors in the blood. Clotting factors are normally released by platelets. Since people with hemophilia cannot produce clots, any cut can put a person at risk of bleeding to death. The risk of internal bleeding is also increased in hemophilia, especially into muscles and joints. This disease affected the royal families of Europe.
Story: Two cousins went for a blood test. Tim found out he had hemophilia, while John was normal. Tim had to start taking medication.
Question: Which cousin had a decreased risk of bleeding into joints?

Background Paragraph: Hemophilia is the name of a group of hereditary diseases that affect the body's ability to control blood clotting. Hemophilia is caused by a lack of clotting factors in the blood. Clotting factors are normally released by platelets. Since people with hemophilia cannot produce clots, any cut can put a person at risk of bleeding to death. The risk of internal bleeding is also increased in hemophilia, especially into muscles and joints. This disease affected the royal families of Europe.
Story: Two cousins went for a blood test. Tim found out he had hemophilia, while John was normal. Tim had to start taking medication.
Question: Which cousin had a decreased risk of bleeding into muscles?

Background Paragraph: Hemophilia is the name of a group of hereditary diseases that affect the body's ability to control blood clotting. Hemophilia is caused by a lack of clotting factors in the blood. Clotting factors are normally released by platelets. Since people with hemophilia cannot produce clots, any cut can put a person at risk of bleeding to death. The risk of internal bleeding is also increased in hemophilia, especially into muscles and joints. This disease affected the royal families of Europe.
Story: Two women go into a doctor's office for a routine physical. As is usual for a physical, the doctor takes a blood sample from both women to analyze for any issues. Upon looking at the blood, the doctor notices that Jan's platelet count is low, but other than that her blood is fine. Marcia's platelet count is not low and she has no other issues.
Question: Is Marcia's risk of internal bleeding higher or lower than Jan's?

Instruction: You are given a background paragraph that describes one or more causal or qualitative relationships such as a relationship in economics or a scientific law and a story that makes use of the concepts or the relationship described in the provided paragraph. You are also given a question about the story that requires an understanding of the relationship described in the background paragraph and the story. You need to come up with an answer to the given question; the answer will be a span from either the question or the story. In order to correctly answer the given question, you need to understand the relationship mentioned in the background paragraph and should be able to use it to understand that in the story. Your answer can not consist of any word that is not mentioned in any of these: the background paragraph, the story, or the question. You can directly copy and paste a span from the story or the question while answering the given question.


Question:
Background Paragraph: Because of human activities, there is more carbon dioxide in the atmosphere today than in the past hundreds of thousands of years. Burning fossil fuels and has released great quantities of carbon dioxide into the atmosphere. Cutting forests and clearing land has also increased carbon dioxide into the atmosphere because these activities reduce the number of autotrophic organisms that use up carbon dioxide in photosynthesis. In addition, clearing often involves burning, which releases carbon dioxide that was previously stored in autotrophs.
Story: Two researchers looked at the human influence on atmospheric carbon dioxide levels. Tim studied a human settlement from 10000 years ago, while Bob studied a present day county.
Question: Which researcher found more carbon dioxide in the atmosphere?

Background Paragraph: Because of human activities, there is more carbon dioxide in the atmosphere today than in the past hundreds of thousands of years. Burning fossil fuels and has released great quantities of carbon dioxide into the atmosphere. Cutting forests and clearing land has also increased carbon dioxide into the atmosphere because these activities reduce the number of autotrophic organisms that use up carbon dioxide in photosynthesis. In addition, clearing often involves burning, which releases carbon dioxide that was previously stored in autotrophs.
Story: Two researchers looked at the human influence on atmospheric carbon dioxide levels. Tim studied a human settlement from 10000 years ago, while Bob studied a present day county. Today's economy in the county revolved around extensive agriculture.
Question: Which researcher found that clearing often involves burning?

Background Paragraph: Because of human activities, there is more carbon dioxide in the atmosphere today than in the past hundreds of thousands of years. Burning fossil fuels and has released great quantities of carbon dioxide into the atmosphere. Cutting forests and clearing land has also increased carbon dioxide into the atmosphere because these activities reduce the number of autotrophic organisms that use up carbon dioxide in photosynthesis. In addition, clearing often involves burning, which releases carbon dioxide that was previously stored in autotrophs.
Story: When comparing village A from ten thousand years ago to village B from today, we reached the conclusion that today's villagers release much more carbon into the atmosphere by their activities.
Question: Which village cleared less land?

Instruction: You are given a background paragraph that describes one or more causal or qualitative relationships such as a relationship in economics or a scientific law and a story that makes use of the concepts or the relationship described in the provided paragraph. You are also given a question about the story that requires an understanding of the relationship described in the background paragraph and the story. You need to come up with an answer to the given question; the answer will be a span from either the question or the story. In order to correctly answer the given question, you need to understand the relationship mentioned in the background paragraph and should be able to use it to understand that in the story. Your answer can not consist of any word that is not mentioned in any of these: the background paragraph, the story, or the question. You can directly copy and paste a span from the story or the question while answering the given question.


Question:
Background Paragraph: Any unused energy in food, whether it comes from carbohydrates, proteins, or lipids, is stored in the body as fat. An extra 3,500 Calories of energy results in the storage of almost half a kilogram (1 pound) of stored body fat. People who consistently consume more food energy then they need may become obese. Obesity occurs when the body mass index is 30.0 kg/m 2 or greater. Body mass index (BMI) is an estimate of the fat content of the body. It is calculated by dividing a person’s weight (in kilograms) by the square of the person’s height (in meters). Obesity increases the risk of health problems such as type 2 diabetes and hypertension.
Story: John is a physician in the local hospital. Today, he is seeing two patients, patient A and patient B. John determines that patient A is obese, and patient B is not obese. He needs to prescribe medicine according to his findings.
Question: Which patient would have lower BMI, patient A or patient B?

Background Paragraph: Any unused energy in food, whether it comes from carbohydrates, proteins, or lipids, is stored in the body as fat. An extra 3,500 Calories of energy results in the storage of almost half a kilogram (1 pound) of stored body fat. People who consistently consume more food energy then they need may become obese. Obesity occurs when the body mass index is 30.0 kg/m 2 or greater. Body mass index (BMI) is an estimate of the fat content of the body. It is calculated by dividing a person’s weight (in kilograms) by the square of the person’s height (in meters). Obesity increases the risk of health problems such as type 2 diabetes and hypertension.
Story: John is a physician in the local hospital. Today, he is seeing two patients, patient A and patient B. John determines that patient A is obese, and patient B is not obese. He needs to prescribe medicine according to his findings.
Question: Which patient would less likely consume more food than needed, patient A or patient B?

Background Paragraph: Any unused energy in food, whether it comes from carbohydrates, proteins, or lipids, is stored in the body as fat. An extra 3,500 Calories of energy results in the storage of almost half a kilogram (1 pound) of stored body fat. People who consistently consume more food energy then they need may become obese. Obesity occurs when the body mass index is 30.0 kg/m 2 or greater. Body mass index (BMI) is an estimate of the fat content of the body. It is calculated by dividing a person’s weight (in kilograms) by the square of the person’s height (in meters). Obesity increases the risk of health problems such as type 2 diabetes and hypertension.
Story: John is a physician in the local hospital. Today, he is seeing two patients, patient A and patient B. John determines that patient A is obese, and patient B is not obese. He needs to prescribe medicine according to his findings.
Question: Would patient B be more or less at risk for developing type 2 diabetes than patient A?

Instruction: You are given a background paragraph that describes one or more causal or qualitative relationships such as a relationship in economics or a scientific law and a story that makes use of the concepts or the relationship described in the provided paragraph. You are also given a question about the story that requires an understanding of the relationship described in the background paragraph and the story. You need to come up with an answer to the given question; the answer will be a span from either the question or the story. In order to correctly answer the given question, you need to understand the relationship mentioned in the background paragraph and should be able to use it to understand that in the story. Your answer can not consist of any word that is not mentioned in any of these: the background paragraph, the story, or the question. You can directly copy and paste a span from the story or the question while answering the given question.


Question:
Background Paragraph: Generally, nearsightedness first occurs in school-age children. There is some evidence that myopia is inherited. If one or both of your parents need glasses, there is an increased chance that you will too. Individuals who spend a lot of time reading, working or playing at a computer, or doing other close visual work may also be more likely to develop nearsightedness. Because the eye continues to grow during childhood, myopia typically progresses until about age 20. However, nearsightedness may also develop in adults due to visual stress or health conditions such as diabetes. A common sign of nearsightedness is difficulty seeing distant objects like a movie screen or the TV, or the whiteboard or chalkboard in school.
Story: David is a doctor who works for the public health department. After analyzing health data for his city, he found twenty percent of the population have myopia. He categorized them as group A. Another eighty percent didn't have myopia. He put them in group B. He now needs to devise a plan on how to tackle myopia in his city.
Question: Would group B find it easier or harder to see distant objects than group A?

Background Paragraph: Generally, nearsightedness first occurs in school-age children. There is some evidence that myopia is inherited. If one or both of your parents need glasses, there is an increased chance that you will too. Individuals who spend a lot of time reading, working or playing at a computer, or doing other close visual work may also be more likely to develop nearsightedness. Because the eye continues to grow during childhood, myopia typically progresses until about age 20. However, nearsightedness may also develop in adults due to visual stress or health conditions such as diabetes. A common sign of nearsightedness is difficulty seeing distant objects like a movie screen or the TV, or the whiteboard or chalkboard in school.
Story: David is a doctor with the local hospital. Yesterday, he was seeing two patients, patient A and patient B. His tests found out that patient A had myopia, but patient B had normal eyesight. He referred the patient with eye condition to an ophthalmologist.
Question: Would patient B find it difficult or easier to see the whiteboard in school than patient A?

Background Paragraph: Generally, nearsightedness first occurs in school-age children. There is some evidence that myopia is inherited. If one or both of your parents need glasses, there is an increased chance that you will too. Individuals who spend a lot of time reading, working or playing at a computer, or doing other close visual work may also be more likely to develop nearsightedness. Because the eye continues to grow during childhood, myopia typically progresses until about age 20. However, nearsightedness may also develop in adults due to visual stress or health conditions such as diabetes. A common sign of nearsightedness is difficulty seeing distant objects like a movie screen or the TV, or the whiteboard or chalkboard in school.
Story: Two siblings were going to school. Mary experienced headaches, so he was sent to the eye doctor. The doctor concluded she was nearsighted and prescribed her eyeglasses. Ben had normal vision.
Question: Which sibling didn't have a difficulty seeing distant objects?

Instruction: You are given a background paragraph that describes one or more causal or qualitative relationships such as a relationship in economics or a scientific law and a story that makes use of the concepts or the relationship described in the provided paragraph. You are also given a question about the story that requires an understanding of the relationship described in the background paragraph and the story. You need to come up with an answer to the given question; the answer will be a span from either the question or the story. In order to correctly answer the given question, you need to understand the relationship mentioned in the background paragraph and should be able to use it to understand that in the story. Your answer can not consist of any word that is not mentioned in any of these: the background paragraph, the story, or the question. You can directly copy and paste a span from the story or the question while answering the given question.


Question:
Background Paragraph: The example of someone having a positive experience with a drug is easy to see how drug dependence and the law of effect works. The tolerance for a drug goes up as one continues to use it after having a positive experience with a certain amount the first time.[38] It will take more and more to get that same feeling. This is when the controlled substance in an experiment would have to be modified and the experiment would really begin. The law of work for psychologist B. F. Skinner almost half a century later on the principles of operant conditioning, "a learning process by which the effect, or consequence, of a response influences the future rate of production of that response.[39].
Story: The Angel Dusters met to discuss their experiences. They all said they always had a great experience using angel dust and used the same amount each time. They told how many times they used angel dust. Deon used it 10 times, Sang used it 20 times, Milford used it 30 times, Rosendo used it 40 times, Fritz used it 50 times, Jerold used it 60 times, and Napoleon used it 70 times.
Question: Who has a higher tolerance for angel dust: Rosendo or Napoleon?

Background Paragraph: The example of someone having a positive experience with a drug is easy to see how drug dependence and the law of effect works. The tolerance for a drug goes up as one continues to use it after having a positive experience with a certain amount the first time.[38] It will take more and more to get that same feeling. This is when the controlled substance in an experiment would have to be modified and the experiment would really begin. The law of work for psychologist B. F. Skinner almost half a century later on the principles of operant conditioning, "a learning process by which the effect, or consequence, of a response influences the future rate of production of that response.[39].
Story: The Angel Dusters met to discuss their experiences. They all said they always had a great experience using angel dust and used the same amount each time. They told how many times they used angel dust. Deon used it 10 times, Sang used it 20 times, Milford used it 30 times, Rosendo used it 40 times, Fritz used it 50 times, Jerold used it 60 times, and Napoleon used it 70 times.
Question: Who has a higher tolerance for angel dust: Deon or Napoleon?

Background Paragraph: The example of someone having a positive experience with a drug is easy to see how drug dependence and the law of effect works. The tolerance for a drug goes up as one continues to use it after having a positive experience with a certain amount the first time.[38] It will take more and more to get that same feeling. This is when the controlled substance in an experiment would have to be modified and the experiment would really begin. The law of work for psychologist B. F. Skinner almost half a century later on the principles of operant conditioning, "a learning process by which the effect, or consequence, of a response influences the future rate of production of that response.[39].
Story: The cocaine club met to discuss their experiences. They all said they always had a great experience using cocaine and used the same amount each time. They told how many times they used cocaine. Mary used it 2 times, Patricia used it 3 times, Linda used it 5 times, Barbara used it 10 times, Elizabeth used it 15 times, Jennifer used it 20 times, and Maria used it 30 times.
Question: Who has a higher tolerance for cocaine: Jennifer or Barbara?

Instruction: You are given a background paragraph that describes one or more causal or qualitative relationships such as a relationship in economics or a scientific law and a story that makes use of the concepts or the relationship described in the provided paragraph. You are also given a question about the story that requires an understanding of the relationship described in the background paragraph and the story. You need to come up with an answer to the given question; the answer will be a span from either the question or the story. In order to correctly answer the given question, you need to understand the relationship mentioned in the background paragraph and should be able to use it to understand that in the story. Your answer can not consist of any word that is not mentioned in any of these: the background paragraph, the story, or the question. You can directly copy and paste a span from the story or the question while answering the given question.


Question:
Background Paragraph: Species go extinct constantly as environments change, as organisms compete for environmental niches, and as genetic mutation leads to the rise of new species from older ones. Occasionally biodiversity on Earth takes a hit in the form of a mass extinction in which the extinction rate is much higher than usual. A large extinction-event often represents an accumulation of smaller extinction- events that take place in a relatively brief period of time.The first known mass extinction in earth's history was the Great Oxygenation Event 2.4 billion years ago. That event led to the loss of most of the planet's obligate anaerobes. Researchers have identified five major extinction events in earth's history since:.
Story: John was studying the history of dinosaurs. He found that dinosaurs were flourishing before 66 million years ago. He labeled it as era A. Then he found that there was a mass extinction around 66 million years ago. He labeled that time period as era B. John found it interesting that many species have evolved in the course of history.
Question: In which era biodiversity would be higher, era A or era B?

Background Paragraph: Species go extinct constantly as environments change, as organisms compete for environmental niches, and as genetic mutation leads to the rise of new species from older ones. Occasionally biodiversity on Earth takes a hit in the form of a mass extinction in which the extinction rate is much higher than usual. A large extinction-event often represents an accumulation of smaller extinction- events that take place in a relatively brief period of time.The first known mass extinction in earth's history was the Great Oxygenation Event 2.4 billion years ago. That event led to the loss of most of the planet's obligate anaerobes. Researchers have identified five major extinction events in earth's history since:.
Story: John was studying the history of dinosaurs. He found that dinosaurs were flourishing before 66 million years ago. He labeled it as era A. Then he found that there was a mass extinction around 66 million years ago. He labeled that time period as era B. John found it interesting that many species have evolved in the course of history.
Question: In which era extinction rate would be lower, era A or era B?

Background Paragraph: Species go extinct constantly as environments change, as organisms compete for environmental niches, and as genetic mutation leads to the rise of new species from older ones. Occasionally biodiversity on Earth takes a hit in the form of a mass extinction in which the extinction rate is much higher than usual. A large extinction-event often represents an accumulation of smaller extinction- events that take place in a relatively brief period of time.The first known mass extinction in earth's history was the Great Oxygenation Event 2.4 billion years ago. That event led to the loss of most of the planet's obligate anaerobes. Researchers have identified five major extinction events in earth's history since:.
Story: John was studying the history of dinosaurs. He found that dinosaurs were flourishing before 66 million years ago. He labeled it as era A. Then he found that there was a mass extinction around 66 million years ago. He labeled that time period as era B. John found it interesting that many species have evolved in the course of history.
Question: Would extinction rate be higher or lower in era B than in era A?

Instruction: You are given a background paragraph that describes one or more causal or qualitative relationships such as a relationship in economics or a scientific law and a story that makes use of the concepts or the relationship described in the provided paragraph. You are also given a question about the story that requires an understanding of the relationship described in the background paragraph and the story. You need to come up with an answer to the given question; the answer will be a span from either the question or the story. In order to correctly answer the given question, you need to understand the relationship mentioned in the background paragraph and should be able to use it to understand that in the story. Your answer can not consist of any word that is not mentioned in any of these: the background paragraph, the story, or the question. You can directly copy and paste a span from the story or the question while answering the given question.


Question:
Background Paragraph: Ocean acidification occurs when excess carbon dioxide in the atmosphere causes the oceans to become acidic. Burning fossil fuels has led to an increase in carbon dioxide in the atmosphere. This carbon dioxide is then absorbed by the oceans, which lowers the pH of the water. Ocean acidification can kill corals and shellfish. It may also cause marine organisms to reproduce less, which could harm other organisms in the food chain. As a result, there also may be fewer marine organisms for humans to consume.
Story: San Francisco and Baltimore both have large manufacturing and production industries and both border large oceans. San Francisco has been burning large amounts of fossil fuels recently to fuel their increased manufacturing and production of automobiles. Baltimore, however, has shifted to renewable resources recently, and as a result they have drastically decreased the amount of fossil fuels that are used to produce and manufacture steel.
Question: Oceans bordering which city, San Francisco or Baltimore, will have marine organisms with higher reproduction?

Background Paragraph: Ocean acidification occurs when excess carbon dioxide in the atmosphere causes the oceans to become acidic. Burning fossil fuels has led to an increase in carbon dioxide in the atmosphere. This carbon dioxide is then absorbed by the oceans, which lowers the pH of the water. Ocean acidification can kill corals and shellfish. It may also cause marine organisms to reproduce less, which could harm other organisms in the food chain. As a result, there also may be fewer marine organisms for humans to consume.
Story: San Francisco and Baltimore both have large manufacturing and production industries and both border large oceans. San Francisco has been burning large amounts of fossil fuels recently to fuel their increased manufacturing and production of automobiles. Baltimore, however, has shifted to renewable resources recently, and as a result they have drastically decreased the amount of fossil fuels that are used to produce and manufacture steel.
Question: Oceans bordering which city, San Francisco or Baltimore, will have water with higher pH?

Background Paragraph: Ocean acidification occurs when excess carbon dioxide in the atmosphere causes the oceans to become acidic. Burning fossil fuels has led to an increase in carbon dioxide in the atmosphere. This carbon dioxide is then absorbed by the oceans, which lowers the pH of the water. Ocean acidification can kill corals and shellfish. It may also cause marine organisms to reproduce less, which could harm other organisms in the food chain. As a result, there also may be fewer marine organisms for humans to consume.
Story: Many years ago there was a beach Called Coast Brigs where many coral and other life lived. A refinery that burned coal was built nearby and over time the water nearby became very acidic. The coral and marine life died because of this but a few miles north on another beach named Greendale the same creatures are surviving just fine.
Question: Will building a refinery at Greendale cause the acidity of the water to increase or decrease?

Instruction: You are given a background paragraph that describes one or more causal or qualitative relationships such as a relationship in economics or a scientific law and a story that makes use of the concepts or the relationship described in the provided paragraph. You are also given a question about the story that requires an understanding of the relationship described in the background paragraph and the story. You need to come up with an answer to the given question; the answer will be a span from either the question or the story. In order to correctly answer the given question, you need to understand the relationship mentioned in the background paragraph and should be able to use it to understand that in the story. Your answer can not consist of any word that is not mentioned in any of these: the background paragraph, the story, or the question. You can directly copy and paste a span from the story or the question while answering the given question.


Question:
Background Paragraph: Unfortunately, the layer of good ozone is being destroyed by air pollution. The chief culprits are chlorine and bromine gases. They are released in aerosol sprays, coolants, and other products. Loss of ozone has created an ozone hole over Antarctica. Ozone depletion results in higher levels of UV radiation reaching Earth. In humans, this increases skin cancers and eye cataracts. It also disturbs the nitrogen cycle, kills plankton, and disrupts ocean food webs. The total loss of the ozone layer would be devastating to most life. It’s rate of loss has slowed with restrictions on pollutants, but it is still at risk.
Story: Big continent used more air polluting substances, while Small continent was very protective towards the environment. Big continent got a hole in its ozone layer as a consequence of their actions.
Question: Which continent used fewer bromine gasses?

Background Paragraph: Unfortunately, the layer of good ozone is being destroyed by air pollution. The chief culprits are chlorine and bromine gases. They are released in aerosol sprays, coolants, and other products. Loss of ozone has created an ozone hole over Antarctica. Ozone depletion results in higher levels of UV radiation reaching Earth. In humans, this increases skin cancers and eye cataracts. It also disturbs the nitrogen cycle, kills plankton, and disrupts ocean food webs. The total loss of the ozone layer would be devastating to most life. It’s rate of loss has slowed with restrictions on pollutants, but it is still at risk.
Story: Big continent used more air polluting substances, while Small continent was very protective towards the environment. Big continent got a hole in its ozone layer as a consequence of their actions.
Question: Which continent killed less plankton?

Background Paragraph: Unfortunately, the layer of good ozone is being destroyed by air pollution. The chief culprits are chlorine and bromine gases. They are released in aerosol sprays, coolants, and other products. Loss of ozone has created an ozone hole over Antarctica. Ozone depletion results in higher levels of UV radiation reaching Earth. In humans, this increases skin cancers and eye cataracts. It also disturbs the nitrogen cycle, kills plankton, and disrupts ocean food webs. The total loss of the ozone layer would be devastating to most life. Its rate of loss has slowed with restrictions on pollutants, but it is still at risk.
Story: Keith is an environmental scientist. He was studying the loss of ozone layer and its effect on different species. His data showed that in the beginning or twentieth century there were hardly any loss of ozone layer. He categorized that time period as time A. Further inquiry revealed that things didn't go well at the end of twentieth century - when there were severe loss of ozone layer. He categorized that time as time B.
Question: Which perion would more likely see ocean food webs disrupted, time A or time B?

Instruction: You are given a background paragraph that describes one or more causal or qualitative relationships such as a relationship in economics or a scientific law and a story that makes use of the concepts or the relationship described in the provided paragraph. You are also given a question about the story that requires an understanding of the relationship described in the background paragraph and the story. You need to come up with an answer to the given question; the answer will be a span from either the question or the story. In order to correctly answer the given question, you need to understand the relationship mentioned in the background paragraph and should be able to use it to understand that in the story. Your answer can not consist of any word that is not mentioned in any of these: the background paragraph, the story, or the question. You can directly copy and paste a span from the story or the question while answering the given question.


Question:
Background Paragraph: Weather is a set of all the phenomena occurring in a given atmospheric area at a given time. Most weather phenomena occur in the troposphere, just below the stratosphere. Weather refers, generally, to day-to-day temperature and precipitation activity, whereas climate is the term for the average atmospheric conditions over longer periods of time. When used without qualification, "weather" is understood to be the weather of Earth.
Story: David was interested in climate change issues. He realized that to understand climate change issues he first needed to distinguish between the terms weather and climate. To that end, he labeled weather as term A. Then he labeled climate as term B. He found it easier to understand their differences in that way.
Question: Is term A characterized by longer or shorter time period than term B?

Background Paragraph: Weather is a set of all the phenomena occurring in a given atmospheric area at a given time. Most weather phenomena occur in the troposphere, just below the stratosphere. Weather refers, generally, to day-to-day temperature and precipitation activity, whereas climate is the term for the average atmospheric conditions over longer periods of time. When used without qualification, "weather" is understood to be the weather of Earth.
Story: David was interested in climate change issues. He realized that to understand climate change issues he first needed to distinguish between the terms weather and climate. To that end, he labeled weather as term A. Then he labeled climate as term B. He found it easier to understand their differences in that way.
Question: Is term B characterized by longer or shorter time period than term A?

Background Paragraph: Weather is a set of all the phenomena occurring in a given atmospheric area at a given time. Most weather phenomena occur in the troposphere, just below the stratosphere. Weather refers, generally, to day-to-day temperature and precipitation activity, whereas climate is the term for the average atmospheric conditions over longer periods of time. When used without qualification, "weather" is understood to be the weather of Earth.
Story: David was interested in climate change issues. He realized that to understand climate change issues he first needed to distinguish between the terms weather and climate. To that end, he labeled weather as term A. Then he labeled climate as term B. He found it easier to understand their differences in that way.
Question: Which is characterized by longer time period, term A or term B?

Instruction: You are given a background paragraph that describes one or more causal or qualitative relationships such as a relationship in economics or a scientific law and a story that makes use of the concepts or the relationship described in the provided paragraph. You are also given a question about the story that requires an understanding of the relationship described in the background paragraph and the story. You need to come up with an answer to the given question; the answer will be a span from either the question or the story. In order to correctly answer the given question, you need to understand the relationship mentioned in the background paragraph and should be able to use it to understand that in the story. Your answer can not consist of any word that is not mentioned in any of these: the background paragraph, the story, or the question. You can directly copy and paste a span from the story or the question while answering the given question.


Question:
Background Paragraph: If a zone undergoes dramatic changes in temperature with depth, it contains a thermocline. The tropical thermocline is typically deeper than the thermocline at higher latitudes. Polar waters, which receive relatively little solar energy, are not stratified by temperature and generally lack a thermocline because surface water at polar latitudes are nearly as cold as water at greater depths. Below the thermocline, water is very cold, ranging from −1 °C to 3 °C. Because this deep and cold layer contains the bulk of ocean water, the average temperature of the world ocean is 3.9 °C.
Story: Keith was measuring the attributes of thermoclines. He selected two locations. One is near Miami, which is in the tropic. The other is near New York, which is in higher latitude. In total, he took four samples, sample A, sample B, sample C, and sample D. From Miami thermocline he took sample A. Then from below Miami thermocline he took sample B. From New York thermocline he took sample C. Finally, from below New York thermocline he took sample D.
Question: Would thermocline of sample C be deeper or shallower than the thermocline of sample A?

Background Paragraph: If a zone undergoes dramatic changes in temperature with depth, it contains a thermocline. The tropical thermocline is typically deeper than the thermocline at higher latitudes. Polar waters, which receive relatively little solar energy, are not stratified by temperature and generally lack a thermocline because surface water at polar latitudes are nearly as cold as water at greater depths. Below the thermocline, water is very cold, ranging from −1 °C to 3 °C. Because this deep and cold layer contains the bulk of ocean water, the average temperature of the world ocean is 3.9 °C.
Story: Keith was measuring the attributes of thermoclines. He selected two locations. One is near Miami, which is in the tropic. The other is near New York, which is in higher latitude. In total, he took four samples, sample A, sample B, sample C, and sample D. From Miami thermocline he took sample A. Then from below Miami thermocline he took sample B. From New York thermocline he took sample C. Finally, from below New York thermocline he took sample D.
Question: Would sample B be warmer or colder than sample A?

Background Paragraph: If a zone undergoes dramatic changes in temperature with depth, it contains a thermocline. The tropical thermocline is typically deeper than the thermocline at higher latitudes. Polar waters, which receive relatively little solar energy, are not stratified by temperature and generally lack a thermocline because surface water at polar latitudes are nearly as cold as water at greater depths. Below the thermocline, water is very cold, ranging from −1 °C to 3 °C. Because this deep and cold layer contains the bulk of ocean water, the average temperature of the world ocean is 3.9 °C.
Story: Keith was measuring the attributes of thermoclines. He selected two locations. One is near Miami, which is in the tropic. The other is near New York, which is in higher latitude. In total, he took four samples, sample A, sample B, sample C, and sample D. From Miami thermocline he took sample A. Then from below Miami thermocline he took sample B. From New York thermocline he took sample C. Finally, from below New York thermocline he took sample D.
Question: Which thermocline would be deeper, sample A or sample C?

Instruction: You are given a background paragraph that describes one or more causal or qualitative relationships such as a relationship in economics or a scientific law and a story that makes use of the concepts or the relationship described in the provided paragraph. You are also given a question about the story that requires an understanding of the relationship described in the background paragraph and the story. You need to come up with an answer to the given question; the answer will be a span from either the question or the story. In order to correctly answer the given question, you need to understand the relationship mentioned in the background paragraph and should be able to use it to understand that in the story. Your answer can not consist of any word that is not mentioned in any of these: the background paragraph, the story, or the question. You can directly copy and paste a span from the story or the question while answering the given question.


Question:
Background Paragraph: Rain dissolves fertilizer in the soil. Runoff carries it away. The fertilizer ends up in bodies of water, from ponds to oceans. The nitrogen is a fertilizer in the water bodies. Since there is a lot of nitrogen it causes algae to grow out of control. Figure below shows a pond covered with algae. Algae may use up so much oxygen in the water that nothing else can grow. Soon, even the algae die out. Decomposers break down the dead tissue and use up all the oxygen in the water. This creates a dead zone. A dead zone is an area in a body of water where nothing grows because there is too little oxygen. There is a large dead zone in the Gulf of Mexico. You can see it Figure below .
Story: Leaf farm and Plum farm provided the neighboring counties with quality produce year-round. plum farm used conventional farming methods such as fertilizer and pesticides, while Leaf farm used alternative eco-friendly methods only.
Question: Which farm caused more algae to grow out of control?

Background Paragraph: Rain dissolves fertilizer in the soil. Runoff carries it away. The fertilizer ends up in bodies of water, from ponds to oceans. The nitrogen is a fertilizer in the water bodies. Since there is a lot of nitrogen it causes algae to grow out of control. Figure below shows a pond covered with algae. Algae may use up so much oxygen in the water that nothing else can grow. Soon, even the algae die out. Decomposers break down the dead tissue and use up all the oxygen in the water. This creates a dead zone. A dead zone is an area in a body of water where nothing grows because there is too little oxygen. There is a large dead zone in the Gulf of Mexico. You can see it Figure below .
Story: Leaf farm and Plum farm provided the neighboring counties with quality produce year-round. plum farm used conventional farming methods such as fertilizer and pesticides, while Leaf farm used alternative eco-friendly methods only.
Question: Which farm caused more fertilizer to reach the ponds?

Background Paragraph: Rain dissolves fertilizer in the soil. Runoff carries it away. The fertilizer ends up in bodies of water, from ponds to oceans. Nitrogen is a fertilizer in the water. Since there is a lot of nitrogen, it causes algae to grow out of control. Pictured below is a pond covered with algae ( Figure below ). Algae use up carbon dioxide in the water. After the algae die, decomposers break down the dead tissue. The decomposers use up all the oxygen in the water. This creates a dead zone. A dead zone is an area in a body of water where nothing grows because there is too little oxygen. There is a large dead zone in the Gulf of Mexico ( Figure below ). The U.S. states outlined on the map have rivers that drain into the Gulf of Mexico. The rivers drain vast agricultural lands. The water carries fertilizer from these areas into the Gulf.
Story: In central Ireland there are two farms next to two very similar lakes, and both farms use the same fertilizer to grow crops. The farm next to lake Montopeke gets rain on a regular basis and so the farmer doesn't need to water his crops as much. The farm that is adjacent to lake Costanza hardly gets any rain at all though. Both farms are able to prosper and do well though despite the different amount of rain they get.
Question: Does lake Montopeke have more or less oxygen than lake Costanza?

Instruction: You are given a background paragraph that describes one or more causal or qualitative relationships such as a relationship in economics or a scientific law and a story that makes use of the concepts or the relationship described in the provided paragraph. You are also given a question about the story that requires an understanding of the relationship described in the background paragraph and the story. You need to come up with an answer to the given question; the answer will be a span from either the question or the story. In order to correctly answer the given question, you need to understand the relationship mentioned in the background paragraph and should be able to use it to understand that in the story. Your answer can not consist of any word that is not mentioned in any of these: the background paragraph, the story, or the question. You can directly copy and paste a span from the story or the question while answering the given question.


Question:
Background Paragraph: When you add sugar to a cold drink, you may stir it to help the sugar dissolve. If you don’t stir, the sugar may eventually dissolve, but it will take much longer. Stirring is one of several factors that affect how fast a solute dissolves in a solvent. Temperature is another factor. A solid solute dissolves faster at a higher temperature. For example, sugar dissolves faster in hot tea than in ice tea. A third factor that affects the rate of dissolving is the surface area of the solute. For example, if you put granulated sugar in a glass of ice tea, it will dissolve more quickly than the same amount of sugar in a cube. That’s because granulated sugar has much more surface area than a cube of sugar. You can see videos of all three factors at these URLs.
Story: Morgan and Jacob are conducting a chemical experiment involving sodium hydroxide. A key part of the reaction is ensuring that the sodium hydroxide is dissolved in water before adding the other materials. Morgan uses a pestle and mortar to crush the sodium hydroxide into a fine powder before adding it to his reaction mixture. Jacob doesn't feel like doing that because he is not very motivated, so he adds the sodium hydroxide in the form of large chunks.
Question: Who will be able to add the other materials to their reaction later?

Background Paragraph: When you add sugar to a cold drink, you may stir it to help the sugar dissolve. If you don’t stir, the sugar may eventually dissolve, but it will take much longer. Stirring is one of several factors that affect how fast a solute dissolves in a solvent. Temperature is another factor. A solid solute dissolves faster at a higher temperature. For example, sugar dissolves faster in hot tea than in ice tea. A third factor that affects the rate of dissolving is the surface area of the solute. For example, if you put granulated sugar in a glass of ice tea, it will dissolve more quickly than the same amount of sugar in a cube. That’s because granulated sugar has much more surface area than a cube of sugar. You can see videos of all three factors at these URLs.
Story: Justin and Alejandro are conducting a chemical experiment involving sodium hydroxide. A key part of the reaction is ensuring that the sodium hydroxide is dissolved in water before adding the other materials. Justin adds the sodium hydroxide to reaction A, and begins stirring the mixture with a spoon. Alejandro also adds sodium hydroxide to his reaction, reaction B, but doesn't stir it because he is lazy.
Question: Whose sodium hydroxide, Justin's or Alejandro's, will dissolve faster?

Background Paragraph: When you add sugar to a cold drink, you may stir it to help the sugar dissolve. If you don’t stir, the sugar may eventually dissolve, but it will take much longer. Stirring is one of several factors that affect how fast a solute dissolves in a solvent. Temperature is another factor. A solid solute dissolves faster at a higher temperature. For example, sugar dissolves faster in hot tea than in ice tea. A third factor that affects the rate of dissolving is the surface area of the solute. For example, if you put granulated sugar in a glass of ice tea, it will dissolve more quickly than the same amount of sugar in a cube. That’s because granulated sugar has much more surface area than a cube of sugar. You can see videos of all three factors at these URLs.
Story: Justin is conducting a chemical experiment involving sodium hydroxide. A key part of the reaction is ensuring that the sodium hydroxide is dissolved in water before adding the other materials. Justin adds the sodium hydroxide to reaction A, and sets the heat to high. Justin can't use high heat for his second reaction, though, because the electricity supply is too weak to have both burners on high. Because of this, Justin adds the sodium hydroxide to reaction B and sets the heat to low.
Question: In which reaction will the sodium hydroxide dissolve slower?

Instruction: You are given a background paragraph that describes one or more causal or qualitative relationships such as a relationship in economics or a scientific law and a story that makes use of the concepts or the relationship described in the provided paragraph. You are also given a question about the story that requires an understanding of the relationship described in the background paragraph and the story. You need to come up with an answer to the given question; the answer will be a span from either the question or the story. In order to correctly answer the given question, you need to understand the relationship mentioned in the background paragraph and should be able to use it to understand that in the story. Your answer can not consist of any word that is not mentioned in any of these: the background paragraph, the story, or the question. You can directly copy and paste a span from the story or the question while answering the given question.


Question:
Background Paragraph: Farsightedness, or hyperopia, is the condition in which distant objects are seen clearly, but nearby objects appear blurry. It occurs when the eyeball is shorter than normal (see Figure below ). This causes images to be focused in a spot that would fall behind the retina (if light could pass through the retina). Hyperopia can be corrected with convex lenses. The lenses focus images farther forward in the eye, so they fall on the retina instead of behind it.
Story: Two people went to the eye doctor's office for an annual exam; James had farsightedness, while Bob had myopia.
Question: Which person didn't have lenses focus images farther forward in the eye?

Background Paragraph: Farsightedness, or hyperopia, is the condition in which distant objects are seen clearly, but nearby objects appear blurry. It occurs when the eyeball is shorter than normal (see Figure below ). This causes images to be focused in a spot that would fall behind the retina (if light could pass through the retina). Hyperopia can be corrected with convex lenses. The lenses focus images farther forward in the eye, so they fall on the retina instead of behind it.
Story: Two people went to the eye doctor's office for an annual exam; James had farsightedness, while Bob had myopia.
Question: Which person didn't have to wear convex lenses?

Background Paragraph: Farsightedness, or hyperopia, is the condition in which distant objects are seen clearly, but nearby objects appear blurry. It occurs when the eyeball is shorter than normal (see Figure below ). This causes images to be focused in a spot that would fall behind the retina (if light could pass through the retina). Hyperopia can be corrected with convex lenses. The lenses focus images farther forward in the eye, so they fall on the retina instead of behind it.
Story: John is a an ophthalmologist in a local hospital. Today, he has seen two patients, patient A and patient B. Patient A had hyperopia, but patient B didn't have any issues with eyes. John would now treat the patient that have eye problem.
Question: Would patient B see nearby objects clearer or blurrier than patient A?

Instruction: You are given a background paragraph that describes one or more causal or qualitative relationships such as a relationship in economics or a scientific law and a story that makes use of the concepts or the relationship described in the provided paragraph. You are also given a question about the story that requires an understanding of the relationship described in the background paragraph and the story. You need to come up with an answer to the given question; the answer will be a span from either the question or the story. In order to correctly answer the given question, you need to understand the relationship mentioned in the background paragraph and should be able to use it to understand that in the story. Your answer can not consist of any word that is not mentioned in any of these: the background paragraph, the story, or the question. You can directly copy and paste a span from the story or the question while answering the given question.


Question:
Background Paragraph: Predators play an important role in an ecosystem. For example, if they did not exist, then a single species could become dominant over others. Grazers on a grassland keep grass from growing out of control. Predators can be keystone species . These are species that can have a large effect on the balance of organisms in an ecosystem. For example, if all of the wolves are removed from a population, then the population of deer or rabbits may increase. If there are too many deer, then they may decrease the amount of plants or grasses in the ecosystem. Decreased levels of producers may then have a detrimental effect on the whole ecosystem. In this example, the wolves would be a keystone species.
Story: Dan and Joe studied animals for biology class. Joe had to study predator animals, while Dan studied herbivores and grazers.
Question: Which student learned more about the balance of organisms in an ecosystem?

Background Paragraph: Predators play an important role in an ecosystem. For example, if they did not exist, then a single species could become dominant over others. Grazers on a grassland keep grass from growing out of control. Predators can be keystone species . These are species that can have a large effect on the balance of organisms in an ecosystem. For example, if all of the wolves are removed from a population, then the population of deer or rabbits may increase. If there are too many deer, then they may decrease the amount of plants or grasses in the ecosystem. Decreased levels of producers may then have a detrimental effect on the whole ecosystem. In this example, the wolves would be a keystone species.
Story: Dan and Joe studied animals for biology class. Joe had to study predator animals, while Dan studied herbivores and grazers.
Question: Which student learned less about deer?

Background Paragraph: Predators play an important role in an ecosystem. For example, if they did not exist, then a single species could become dominant over others. Grazers on a grassland keep grass from growing out of control. Predators can be keystone species . These are species that can have a large effect on the balance of organisms in an ecosystem. For example, if all of the wolves are removed from a population, then the population of deer or rabbits may increase. If there are too many deer, then they may decrease the amount of plants or grasses in the ecosystem. Decreased levels of producers may then have a detrimental effect on the whole ecosystem. In this example, the wolves would be a keystone species.
Story: Two teams studied two types of animals: team A studied predators, while team B studied grazers. They learned a lot from this experience.
Question: Which team learned more about wolves?

Instruction: You are given a background paragraph that describes one or more causal or qualitative relationships such as a relationship in economics or a scientific law and a story that makes use of the concepts or the relationship described in the provided paragraph. You are also given a question about the story that requires an understanding of the relationship described in the background paragraph and the story. You need to come up with an answer to the given question; the answer will be a span from either the question or the story. In order to correctly answer the given question, you need to understand the relationship mentioned in the background paragraph and should be able to use it to understand that in the story. Your answer can not consist of any word that is not mentioned in any of these: the background paragraph, the story, or the question. You can directly copy and paste a span from the story or the question while answering the given question.


Question:
Background Paragraph: Water stratification is when water masses with different properties - salinity (halocline), oxygenation (chemocline), density (pycnocline), temperature (thermocline) - form layers that act as barriers to water mixing which could lead to anoxia or euxinia.[1] These layers are normally arranged according to density, with the least dense water masses sitting above the more dense layers.

Water stratification also creates barriers to nutrient mixing between layers. This can affect the primary production in an area by limiting photosynthetic processes. When nutrients from the benthos cannot travel up into the photic zone, phytoplankton may be limited by nutrient availability. Lower primary production also leads to lower net productivity in waters.[2].
Story: Scientists studied water stratification in two saltwater lakes. they were trying to find out why the fish population decreased in Long lake, and was very healthy and abundant in Shoal lake. They found out the phenomenon occurred more often in Long lake, leading to very many unpleasant chain effects.
Question: Which lake had more denser layers of water?

Background Paragraph: Water stratification is when water masses with different properties - salinity (halocline), oxygenation (chemocline), density (pycnocline), temperature (thermocline) - form layers that act as barriers to water mixing which could lead to anoxia or euxinia.[1] These layers are normally arranged according to density, with the least dense water masses sitting above the more dense layers.

Water stratification also creates barriers to nutrient mixing between layers. This can affect the primary production in an area by limiting photosynthetic processes. When nutrients from the benthos cannot travel up into the photic zone, phytoplankton may be limited by nutrient availability. Lower primary production also leads to lower net productivity in waters.[2].
Story: Scientists studied water stratification in two saltwater lakes. they were trying to find out why the fish population decreased in Long lake, and was very healthy and abundant in Shoal lake. They found out the phenomenon occurred more often in Long lake, leading to very many unpleasant chain effects.
Question: Which lake had a smaller fish population?

Background Paragraph: Water stratification is when water masses with different properties - salinity (halocline), oxygenation (chemocline), density (pycnocline), temperature (thermocline) - form layers that act as barriers to water mixing which could lead to anoxia or euxinia.[1] These layers are normally arranged according to density, with the least dense water masses sitting above the more dense layers.

Water stratification also creates barriers to nutrient mixing between layers. This can affect the primary production in an area by limiting photosynthetic processes. When nutrients from the benthos cannot travel up into the photic zone, phytoplankton may be limited by nutrient availability. Lower primary production also leads to lower net productivity in waters.[2].
Story: High lake had a lot of fresh and salt water mixing, therefore presented layers of stratified water.The water was poor in nutrients.Low lake had no such problems and it was a very abundant and prolific fishing spot.
Question: Which lake had less phytoplankton?

Instruction: You are given a background paragraph that describes one or more causal or qualitative relationships such as a relationship in economics or a scientific law and a story that makes use of the concepts or the relationship described in the provided paragraph. You are also given a question about the story that requires an understanding of the relationship described in the background paragraph and the story. You need to come up with an answer to the given question; the answer will be a span from either the question or the story. In order to correctly answer the given question, you need to understand the relationship mentioned in the background paragraph and should be able to use it to understand that in the story. Your answer can not consist of any word that is not mentioned in any of these: the background paragraph, the story, or the question. You can directly copy and paste a span from the story or the question while answering the given question.


Question:
Background Paragraph: Unfortunately, the layer of good ozone is being destroyed by air pollution. The chief culprits are chlorine and bromine gases. They are released in aerosol sprays, coolants, and other products. Loss of ozone has created an ozone hole over Antarctica. Ozone depletion results in higher levels of UV radiation reaching Earth. In humans, this increases skin cancers and eye cataracts. It also disturbs the nitrogen cycle, kills plankton, and disrupts ocean food webs. The total loss of the ozone layer would be devastating to most life. It’s rate of loss has slowed with restrictions on pollutants, but it is still at risk.
Story: Big continent used more air polluting substances, while Small continent was very protective towards the environment. Big continent got a hole in its ozone layer as a consequence of their actions.
Question: Which continent used more bromine gasses?

Background Paragraph: Because of human activities, there is more carbon dioxide in the atmosphere today than in the past hundreds of thousands of years. Burning fossil fuels and has released great quantities of carbon dioxide into the atmosphere. Cutting forests and clearing land has also increased carbon dioxide into the atmosphere because these activities reduce the number of autotrophic organisms that use up carbon dioxide in photosynthesis. In addition, clearing often involves burning, which releases carbon dioxide that was previously stored in autotrophs.
Story: Two cities had different energy source. Big city burned fossil fuels cut forests and cleared land, while Blue city used alternative sources of energy.
Question: Which city contributed more to global warming?

Background Paragraph: Unfortunately, the layer of good ozone is being destroyed by air pollution. The chief culprits are chlorine and bromine gases. They are released in aerosol sprays, coolants, and other products. Loss of ozone has created an ozone hole over Antarctica. Ozone depletion results in higher levels of UV radiation reaching Earth. In humans, this increases skin cancers and eye cataracts. It also disturbs the nitrogen cycle, kills plankton, and disrupts ocean food webs. The total loss of the ozone layer would be devastating to most life. Its rate of loss has slowed with restrictions on pollutants, but it is still at risk.
Story: Keith is an environmental scientist. He was studying the loss of ozone layer and its effect on different species. His data showed that in the beginning or twentieth century there were hardly any loss of ozone layer. He categorized that time period as time A. Further inquiry revealed that things didn't go well at the end of twentieth century - when there were severe loss of ozone layer. He categorized that time as time B.
Question: Would level of UV radiation reaching the earth be higher or lower in time A than in time B?

Instruction: You are given a background paragraph that describes one or more causal or qualitative relationships such as a relationship in economics or a scientific law and a story that makes use of the concepts or the relationship described in the provided paragraph. You are also given a question about the story that requires an understanding of the relationship described in the background paragraph and the story. You need to come up with an answer to the given question; the answer will be a span from either the question or the story. In order to correctly answer the given question, you need to understand the relationship mentioned in the background paragraph and should be able to use it to understand that in the story. Your answer can not consist of any word that is not mentioned in any of these: the background paragraph, the story, or the question. You can directly copy and paste a span from the story or the question while answering the given question.


Question:
Background Paragraph: Air pollution is harmful to human beings and other living things. About 22 million people die from air pollution each year. Breathing polluted air increases the risk of developing lung diseases such as asthma and lung cancer. Breathing bad air also increases the chances of dying from other diseases. Children are most likely to be affected by air pollution. That’s because their lungs are still developing and growing. Children also take in more air for their size than adults do. Some air pollutants damage the environment as well as the health of living things. The type of damage depends on the pollutant. Air pollution can also harm the environment.
Story: Manny visited 2 countries. First he visited Australia, a country which respected the environment and produced zero air pollution, and New Zealand, a country which based its economy on burning fossil fuels and generated a lot of air pollution.
Question: Which country had fewer human beings being harmed by air pollution?

Background Paragraph: Air pollution is harmful to human beings and other living things. About 22 million people die from air pollution each year. Breathing polluted air increases the risk of developing lung diseases such as asthma and lung cancer. Breathing bad air also increases the chances of dying from other diseases. Children are most likely to be affected by air pollution. That’s because their lungs are still developing and growing. Children also take in more air for their size than adults do. Some air pollutants damage the environment as well as the health of living things. The type of damage depends on the pollutant. Air pollution can also harm the environment.
Story: Manny visited 2 countries. First he visited Australia, a country which respected the environment and produced zero air pollution, and New Zealand, a country which based its economy on burning fossil fuels and generated a lot of air pollution.
Question: Which country had fewer living things being harmed by air pollution?

Background Paragraph: Air pollution is harmful to human beings and other living things. About 22 million people die from air pollution each year. Breathing polluted air increases the risk of developing lung diseases such as asthma and lung cancer. Breathing bad air also increases the chances of dying from other diseases. Children are most likely to be affected by air pollution. That’s because their lungs are still developing and growing. Children also take in more air for their size than adults do. Some air pollutants damage the environment as well as the health of living things. The type of damage depends on the pollutant. Air pollution can also harm the environment.
Story: Michael and Thomas are brothers whose careers have taken them to different cities. Michael lives in Beijing, where the levels of air pollution are fairly high due to the extensive manufacturing industry. Thomas, on the other hand, lives in Seattle, which has low levels of air pollution thanks to government initiatives and culture attitudes in the region.
Question: Who has a lower risk of dying from diseases other than lung diseases?

Instruction: You are given a background paragraph that describes one or more causal or qualitative relationships such as a relationship in economics or a scientific law and a story that makes use of the concepts or the relationship described in the provided paragraph. You are also given a question about the story that requires an understanding of the relationship described in the background paragraph and the story. You need to come up with an answer to the given question; the answer will be a span from either the question or the story. In order to correctly answer the given question, you need to understand the relationship mentioned in the background paragraph and should be able to use it to understand that in the story. Your answer can not consist of any word that is not mentioned in any of these: the background paragraph, the story, or the question. You can directly copy and paste a span from the story or the question while answering the given question.


Question:
Background Paragraph: Alpine tundra occurs at high enough altitude at any latitude. Portions of montane grasslands and shrublands ecoregions worldwide include alpine tundra. Large regions of alpine tundra occur in the North American Cordillera, the Alps and Pyrenees of Europe, the Himalaya and Karakoram of Asia, the Andes of South America, and the Eastern Rift mountains of Africa.Alpine tundra occupies high-mountain summits, slopes, and ridges above timberline. Aspect plays a role as well; the treeline often occurs at higher elevations on warmer equator-facing slopes. Because the alpine zone is present only on mountains, much of the landscape is rugged and broken, with rocky, snowcapped peaks, cliffs, and talus slopes, but also contains areas of gently rolling to almost flat topography.Averaging over many locations and local microclimates, the treeline rises 75 metres (245 ft) when moving 1 degree south from 70 to 50°N, and 130 metres (430 ft) per degree from 50 to 30°N. Between 30°N and 20°S, the treeline is roughly constant, between 3,500 and 4,000 metres (11,500 and 13,100 ft).
Story: Pete and Laura were learning about Earth's vegetation. Laura read about savannas and subtropical vegetation, while Pete read about alpine tundras.
Question: Which person read more about the North American Cordillera?

Background Paragraph: Alpine tundra occurs at high enough altitude at any latitude. Portions of montane grasslands and shrublands ecoregions worldwide include alpine tundra. Large regions of alpine tundra occur in the North American Cordillera, the Alps and Pyrenees of Europe, the Himalaya and Karakoram of Asia, the Andes of South America, and the Eastern Rift mountains of Africa.Alpine tundra occupies high-mountain summits, slopes, and ridges above timberline. Aspect plays a role as well; the treeline often occurs at higher elevations on warmer equator-facing slopes. Because the alpine zone is present only on mountains, much of the landscape is rugged and broken, with rocky, snowcapped peaks, cliffs, and talus slopes, but also contains areas of gently rolling to almost flat topography.Averaging over many locations and local microclimates, the treeline rises 75 metres (245 ft) when moving 1 degree south from 70 to 50°N, and 130 metres (430 ft) per degree from 50 to 30°N. Between 30°N and 20°S, the treeline is roughly constant, between 3,500 and 4,000 metres (11,500 and 13,100 ft).
Story: Pete and Laura were learning about Earth's vegetation. Laura read about savannas and subtropical vegetation, while Pete read about alpine tundras.
Question: Which person read more about the Pyrenees of Europe?

Background Paragraph: Alpine tundra occurs at high enough altitude at any latitude. Portions of montane grasslands and shrublands ecoregions worldwide include alpine tundra. Large regions of alpine tundra occur in the North American Cordillera, the Alps and Pyrenees of Europe, the Himalaya and Karakoram of Asia, the Andes of South America, and the Eastern Rift mountains of Africa.Alpine tundra occupies high-mountain summits, slopes, and ridges above timberline. Aspect plays a role as well; the treeline often occurs at higher elevations on warmer equator-facing slopes. Because the alpine zone is present only on mountains, much of the landscape is rugged and broken, with rocky, snowcapped peaks, cliffs, and talus slopes, but also contains areas of gently rolling to almost flat topography.Averaging over many locations and local microclimates, the treeline rises 75 metres (245 ft) when moving 1 degree south from 70 to 50°N, and 130 metres (430 ft) per degree from 50 to 30°N. Between 30°N and 20°S, the treeline is roughly constant, between 3,500 and 4,000 metres (11,500 and 13,100 ft).
Story: Two countries from the same continent have very different climates. Icelandia, located at 70°N latitude, and Uganda, situated just south of 30°N, Icelandia was mostly flat, had a few mountains under 1,000 ft, but Uganda had a mountain range with peaks just under 3,000 ft.
Question: Which country had a lower timberline?

Instruction: You are given a background paragraph that describes one or more causal or qualitative relationships such as a relationship in economics or a scientific law and a story that makes use of the concepts or the relationship described in the provided paragraph. You are also given a question about the story that requires an understanding of the relationship described in the background paragraph and the story. You need to come up with an answer to the given question; the answer will be a span from either the question or the story. In order to correctly answer the given question, you need to understand the relationship mentioned in the background paragraph and should be able to use it to understand that in the story. Your answer can not consist of any word that is not mentioned in any of these: the background paragraph, the story, or the question. You can directly copy and paste a span from the story or the question while answering the given question.


Question:
Background Paragraph: A dilution effect is seen when animals living in a group "dilute" their risk of attack, each individual being just one of many in the group. George C. Williams and W.D. Hamilton proposed that group living evolved because it provides benefits to the individual rather than to the group as a whole, which becomes more conspicuous as it becomes larger. One common example is the shoaling of fish. Experiments provide direct evidence for the decrease in individual attack rate seen with group living, for example in Camargue horses in Southern France. The horse-fly often attacks these horses, sucking blood and carrying diseases. When the flies are most numerous, the horses gather in large groups, and individuals are indeed attacked less frequently. Water striders are insects that live on the surface of fresh water, and are attacked from beneath by predatory fish. Experiments varying the group size of the water striders showed that the attack rate per individual water strider decreases as group size increases.
Story: Mike was visiting the African Savannah. One animal that interested him most was the African Buffalo. He noticed that the buffaloes would usually live in a large herd, often exceeding few hundreds. He noted that as case A. But sometimes the buffaloes would live in a small herd. He noted that as case B. Interestingly, there are incidents when an aggressive male buffalo would live by itself. He noted that as case C.
Question: In case B, would the group get less or more benefit as a whole than in case A?

Background Paragraph: A dilution effect is seen when animals living in a group "dilute" their risk of attack, each individual being just one of many in the group. George C. Williams and W.D. Hamilton proposed that group living evolved because it provides benefits to the individual rather than to the group as a whole, which becomes more conspicuous as it becomes larger. One common example is the shoaling of fish. Experiments provide direct evidence for the decrease in individual attack rate seen with group living, for example in Camargue horses in Southern France. The horse-fly often attacks these horses, sucking blood and carrying diseases. When the flies are most numerous, the horses gather in large groups, and individuals are indeed attacked less frequently. Water striders are insects that live on the surface of fresh water, and are attacked from beneath by predatory fish. Experiments varying the group size of the water striders showed that the attack rate per individual water strider decreases as group size increases.
Story: Kenya's Masai Mara wildebeest migration is one of the greatest spectacles in the natural world. Every year thousands of wildebeests cross the Mara river. John went to see the migration last year. He noticed that the wildebeests crossed the the river in a very large group. He noted that as case A. His guide told him that is not the case in other times of the year. The wildebeests cross the river in smaller groups in other times. John noted that as case B. The guide added that in both cases on thing is constant, they are attacked by the lions.
Question: In case A, would an individual wildebeest get less or more benfit than in case B?

Background Paragraph: A dilution effect is seen when animals living in a group "dilute" their risk of attack, each individual being just one of many in the group. George C. Williams and W.D. Hamilton proposed that group living evolved because it provides benefits to the individual rather than to the group as a whole, which becomes more conspicuous as it becomes larger. One common example is the shoaling of fish. Experiments provide direct evidence for the decrease in individual attack rate seen with group living, for example in Camargue horses in Southern France. The horse-fly often attacks these horses, sucking blood and carrying diseases. When the flies are most numerous, the horses gather in large groups, and individuals are indeed attacked less frequently. Water striders are insects that live on the surface of fresh water, and are attacked from beneath by predatory fish. Experiments varying the group size of the water striders showed that the attack rate per individual water strider decreases as group size increases.
Story: Mike was visiting the African Savannah. One animal that interested him most was the African Buffalo. He noticed that the buffaloes would usually live in a large herd, often exceeding few hundreds. He noted that as case A. But sometimes the buffaloes would live in a small herd. He noted that as case B. Interestingly, there are incidents when an aggressive male buffalo would live by itself. He noted that as case C.
Question: In which case the dilution effect would work, case B or case C?

Instruction: You are given a background paragraph that describes one or more causal or qualitative relationships such as a relationship in economics or a scientific law and a story that makes use of the concepts or the relationship described in the provided paragraph. You are also given a question about the story that requires an understanding of the relationship described in the background paragraph and the story. You need to come up with an answer to the given question; the answer will be a span from either the question or the story. In order to correctly answer the given question, you need to understand the relationship mentioned in the background paragraph and should be able to use it to understand that in the story. Your answer can not consist of any word that is not mentioned in any of these: the background paragraph, the story, or the question. You can directly copy and paste a span from the story or the question while answering the given question.


Question:
Background Paragraph: The lungs of mammals are unique in having alveoli . These are tiny, sac-like structures. Each alveolus is surrounded by a network of very small blood vessels (see Figure below ). Because there are millions of alveoli in each lung, they greatly increase the surface area for gas exchange between the lungs and bloodstream. Human lungs, for example, contain about 300 million alveoli. They give the lungs a total surface area for gas exchange of up to 90 square meters (968 square feet). That’s about as much surface area as one side of a volleyball court!.
Story: David is investigating the breathing process of different organisms. He found that humans have alveoli to help them with gas exchange. He got curious about other organisms that do not have alveoli. To compare these two groups he labeled organisms with alveoli as group A and organisms without alveoli as group B.
Question: Would group A have greater or smaller gas exchange than group B?

Background Paragraph: The lungs of mammals are unique in having alveoli . These are tiny, sac-like structures. Each alveolus is surrounded by a network of very small blood vessels (see Figure below ). Because there are millions of alveoli in each lung, they greatly increase the surface area for gas exchange between the lungs and bloodstream. Human lungs, for example, contain about 300 million alveoli. They give the lungs a total surface area for gas exchange of up to 90 square meters (968 square feet). That’s about as much surface area as one side of a volleyball court!.
Story: David is investigating the breathing process of different organisms. He found that humans have alveoli to help them with gas exchange. He got curious about other organisms that do not have alveoli. To compare these two groups he labeled organisms with alveoli as group A and organisms without alveoli as group B.
Question: Would group B have greater or smaller gas exchange than group A?

Background Paragraph: The lungs of mammals are unique in having alveoli . These are tiny, sac-like structures. Each alveolus is surrounded by a network of very small blood vessels (see Figure below ). Because there are millions of alveoli in each lung, they greatly increase the surface area for gas exchange between the lungs and bloodstream. Human lungs, for example, contain about 300 million alveoli. They give the lungs a total surface area for gas exchange of up to 90 square meters (968 square feet). That’s about as much surface area as one side of a volleyball court!.
Story: David is investigating the breathing process of different organisms. He found that humans have alveoli to help them with gas exchange. He got curious about other organisms that do not have alveoli. To compare these two groups he labeled organisms with alveoli as group A and organisms without alveoli as group B.
Question: Which group would have smaller lungs surface area, group A or group B?

Instruction: You are given a background paragraph that describes one or more causal or qualitative relationships such as a relationship in economics or a scientific law and a story that makes use of the concepts or the relationship described in the provided paragraph. You are also given a question about the story that requires an understanding of the relationship described in the background paragraph and the story. You need to come up with an answer to the given question; the answer will be a span from either the question or the story. In order to correctly answer the given question, you need to understand the relationship mentioned in the background paragraph and should be able to use it to understand that in the story. Your answer can not consist of any word that is not mentioned in any of these: the background paragraph, the story, or the question. You can directly copy and paste a span from the story or the question while answering the given question.


Question:
Background Paragraph: Clouds on Earth are made of water vapor. Venus's clouds are a lot less pleasant. They are made of carbon dioxide, sulfur dioxide and large amounts of corrosive sulfuric acid! The atmosphere of Venus is so thick that the pressure on the surface of Venus is very high. In fact, it is 90 times greater than the pressure at Earth’s surface! The thick atmosphere causes a strong greenhouse effect. As a result, Venus is the hottest planet. Even though it is farther from the Sun, Venus is much hotter even than Mercury. Temperatures at the surface reach 465°C (860°F). That’s hot enough to melt lead!.
Story: Two students were learning about atmospheres and planets. Dan learned about the atmosphere of Earth, while Nate learned about planet Venus and its atmosphere.
Question: Which student learned less about the planet with a strong greenhouse effect?

Background Paragraph: Clouds on Earth are made of water vapor. Venus's clouds are a lot less pleasant. They are made of carbon dioxide, sulfur dioxide and large amounts of corrosive sulfuric acid! The atmosphere of Venus is so thick that the pressure on the surface of Venus is very high. In fact, it is 90 times greater than the pressure at Earth’s surface! The thick atmosphere causes a strong greenhouse effect. As a result, Venus is the hottest planet. Even though it is farther from the Sun, Venus is much hotter even than Mercury. Temperatures at the surface reach 465°C (860°F). That’s hot enough to melt lead!.
Story: Two students were learning about atmospheres and planets. Dan learned about the atmosphere of Earth, while Nate learned about planet Venus and its atmosphere.
Question: Which student learned less about the planet with a hotter surface temperature?

Background Paragraph: Clouds on Earth are made of water vapor. Venus's clouds are a lot less pleasant. They are made of carbon dioxide, sulfur dioxide and large amounts of corrosive sulfuric acid! The atmosphere of Venus is so thick that the pressure on the surface of Venus is very high. In fact, it is 90 times greater than the pressure at Earth’s surface! The thick atmosphere causes a strong greenhouse effect. As a result, Venus is the hottest planet. Even though it is farther from the Sun, Venus is much hotter even than Mercury. Temperatures at the surface reach 465°C (860°F). That’s hot enough to melt lead!.
Story: Two groups of children studied about some of the planets from our Solar system and their atmospheres. Group E studied about Earth, while group V studied about the planet Venus.
Question: Which group studied less about temperatures at the surface of Venus?

Instruction: You are given a background paragraph that describes one or more causal or qualitative relationships such as a relationship in economics or a scientific law and a story that makes use of the concepts or the relationship described in the provided paragraph. You are also given a question about the story that requires an understanding of the relationship described in the background paragraph and the story. You need to come up with an answer to the given question; the answer will be a span from either the question or the story. In order to correctly answer the given question, you need to understand the relationship mentioned in the background paragraph and should be able to use it to understand that in the story. Your answer can not consist of any word that is not mentioned in any of these: the background paragraph, the story, or the question. You can directly copy and paste a span from the story or the question while answering the given question.