Question:
Background Paragraph: Law enforcement officers are often unfamiliar with information technology, and so lack the skills and interest in pursuing attackers. There are also budgetary constraints. It has been argued that the high cost of technology, such as DNA testing, and improved forensics mean less money for other kinds of law enforcement, so the overall rate of criminals not getting dealt with goes up as the cost of the technology increases. In addition, the identification of attackers across a network may require logs from various points in the network and in many countries, the release of these records to law enforcement (with the exception of being voluntarily surrendered by a network administrator or a system administrator) requires a search warrant and, depending on the circumstances, the legal proceedings required can be drawn out to the point where the records are either regularly destroyed, or the information is no longer relevant.
Story: Two neighboring police Departments took different approaches to fighting crime, Greenville P.D. did not invest in DNA testing, improved forensics, and information technology, while Grayville took extensive measures of that nature.
Question: Which P.D. took a less conservative approach in fighting crime?

Background Paragraph: Law enforcement officers are often unfamiliar with information technology, and so lack the skills and interest in pursuing attackers. There are also budgetary constraints. It has been argued that the high cost of technology, such as DNA testing, and improved forensics mean less money for other kinds of law enforcement, so the overall rate of criminals not getting dealt with goes up as the cost of the technology increases. In addition, the identification of attackers across a network may require logs from various points in the network and in many countries, the release of these records to law enforcement (with the exception of being voluntarily surrendered by a network administrator or a system administrator) requires a search warrant and, depending on the circumstances, the legal proceedings required can be drawn out to the point where the records are either regularly destroyed, or the information is no longer relevant.
Story: Two neighboring police Departments took different approaches to fighting crime, Greenville P.D. did not invest in DNA testing, improved forensics, and information technology, while Grayville took extensive measures of that nature.
Question: Which P.D. took a less modern approach in fighting crime?

Background Paragraph: Law enforcement officers are often unfamiliar with information technology, and so lack the skills and interest in pursuing attackers. There are also budgetary constraints. It has been argued that the high cost of technology, such as DNA testing, and improved forensics mean less money for other kinds of law enforcement, so the overall rate of criminals not getting dealt with goes up as the cost of the technology increases. In addition, the identification of attackers across a network may require logs from various points in the network and in many countries, the release of these records to law enforcement (with the exception of being voluntarily surrendered by a network administrator or a system administrator) requires a search warrant and, depending on the circumstances, the legal proceedings required can be drawn out to the point where the records are either regularly destroyed, or the information is no longer relevant.
Story: The two counties both had budgetary constrains, but Clark county invested more in skilled officers, IT equipment and training, so they had better results at the end of the 2 year test period. Spring county stuck to their old ways, and accomplished nothing.
Question: Which county invested less in improved forensics?

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: Circadian rhythms are regular changes in biology or behavior that occur in a 24-hour cycle. In humans, for example, blood pressure and body temperature change in a regular way throughout each 24-hour day. Animals may eat and drink at certain times of day as well. Humans have daily cycles of behavior, too. Most people start to get sleepy after dark and have a hard time sleeping when it is light outside. In many species, including humans, circadian rhythms are controlled by a tiny structure called the biological clock . This structure is located in a gland at the base of the brain. The biological clock sends signals to the body. The signals cause regular changes in behavior and body processes. The amount of light entering the eyes helps control the biological clock. The clock causes changes that repeat every 24 hours.
Story: Jason is an average guy who goes to work each day, lives in an apartment, exercises sometimes, goes out and drinks some weekends and just generally enjoys life. Brad, however, has chosen to live in a dark cave that has no windows. He lives in a cave that has almost no light except for some candles he lights from time to time. If he needs food or supplies, he pays someone to go get them, and they slide them through a hole that can open in the steel door at the entrance of the cave.
Question: Will Brad's blood pressure or Jason's blood pressure be more predictable throughout the day?

Background Paragraph: Circadian rhythms are regular changes in biology or behavior that occur in a 24-hour cycle. In humans, for example, blood pressure and body temperature change in a regular way throughout each 24-hour day. Animals may eat and drink at certain times of day as well. Humans have daily cycles of behavior, too. Most people start to get sleepy after dark and have a hard time sleeping when it is light outside. In many species, including humans, circadian rhythms are controlled by a tiny structure called the biological clock . This structure is located in a gland at the base of the brain. The biological clock sends signals to the body. The signals cause regular changes in behavior and body processes. The amount of light entering the eyes helps control the biological clock. The clock causes changes that repeat every 24 hours.
Story: Jason is an average guy who goes to work each day, lives in an apartment, exercises sometimes, goes out and drinks some weekends and just generally enjoys life. Brad, however, has chosen to live in a dark cave that has no windows. He lives in a cave that has almost no light except for some candles he lights from time to time. If he needs food or supplies, he pays someone to go get them, and they slide them through a hole that can open in the steel door at the entrance of the cave.
Question: Whose circadian rhythm will be less consistent?

Background Paragraph: Circadian rhythms are regular changes in biology or behavior that occur in a 24-hour cycle. In humans, for example, blood pressure and body temperature change in a regular way throughout each 24-hour day. Animals may eat and drink at certain times of day as well. Humans have daily cycles of behavior, too. Most people start to get sleepy after dark and have a hard time sleeping when it is light outside. In many species, including humans, circadian rhythms are controlled by a tiny structure called the biological clock . This structure is located in a gland at the base of the brain. The biological clock sends signals to the body. The signals cause regular changes in behavior and body processes. The amount of light entering the eyes helps control the biological clock. The clock causes changes that repeat every 24 hours.
Story: Jason is an average guy who goes to work each day, lives in an apartment, exercises sometimes, goes out and drinks some weekends and just generally enjoys life. Brad, however, has chosen to live in a dark cave that has no windows. He lives in a cave that has almost no light except for some candles he lights from time to time. If he needs food or supplies, he pays someone to go get them, and they slide them through a hole that can open in the steel door at the entrance of the cave.
Question: Will Jason's biological clock be more or less out of control than Brad'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: According to current definitions, all planets must revolve around stars; thus, any potential "rogue planets" are excluded. In the Solar System, all the planets orbit the Sun in the same direction as the Sun rotates (counter-clockwise as seen from above the Sun's north pole). At least one extrasolar planet, WASP-17b, has been found to orbit in the opposite direction to its star's rotation. The period of one revolution of a planet's orbit is known as its sidereal period or year. A planet's year depends on its distance from its star; the farther a planet is from its star, not only the longer the distance it must travel, but also the slower its speed, because it is less affected by its star's gravity. No planet's orbit is perfectly circular, and hence the distance of each varies over the course of its year. The closest approach to its star is called its periastron (perihelion in the Solar System), whereas its farthest separation from the star is called its apastron (aphelion). As a planet approaches periastron, its speed increases as it trades gravitational potential energy for kinetic energy, just as a falling object on Earth accelerates as it falls; as the planet reaches apastron, its speed decreases, just as an object thrown upwards on Earth slows down as it reaches the apex of its trajectory.Each planet's orbit is delineated by a set of elements:.
Story: Planet Neptune is not only very cold but also farther from the Sun than the Earth. In fact, it is the farthest planet from the Sun in our solar system. On the other hand, the Earth enjoys a close proximity to the Sun. Only Mercury and Venus are closer to the Sun than the Earth.
Question: Would Neptune have slower or faster speed than Earth?

Background Paragraph: According to current definitions, all planets must revolve around stars; thus, any potential "rogue planets" are excluded. In the Solar System, all the planets orbit the Sun in the same direction as the Sun rotates (counter-clockwise as seen from above the Sun's north pole). At least one extrasolar planet, WASP-17b, has been found to orbit in the opposite direction to its star's rotation. The period of one revolution of a planet's orbit is known as its sidereal period or year. A planet's year depends on its distance from its star; the farther a planet is from its star, not only the longer the distance it must travel, but also the slower its speed, because it is less affected by its star's gravity. No planet's orbit is perfectly circular, and hence the distance of each varies over the course of its year. The closest approach to its star is called its periastron (perihelion in the Solar System), whereas its farthest separation from the star is called its apastron (aphelion). As a planet approaches periastron, its speed increases as it trades gravitational potential energy for kinetic energy, just as a falling object on Earth accelerates as it falls; as the planet reaches apastron, its speed decreases, just as an object thrown upwards on Earth slows down as it reaches the apex of its trajectory.Each planet's orbit is delineated by a set of elements:.
Story: Planet Neptune is not only very cold but also farther from the Sun than the Earth. In fact, it is the farthest planet from the Sun in our solar system. On the other hand, the Earth enjoys a close proximity to the Sun. Only Mercury and Venus are closer to the Sun than the Earth.
Question: Would Earth travel shorter or longer distance than Neptune?

Background Paragraph: According to current definitions, all planets must revolve around stars; thus, any potential "rogue planets" are excluded. In the Solar System, all the planets orbit the Sun in the same direction as the Sun rotates (counter-clockwise as seen from above the Sun's north pole). At least one extrasolar planet, WASP-17b, has been found to orbit in the opposite direction to its star's rotation. The period of one revolution of a planet's orbit is known as its sidereal period or year. A planet's year depends on its distance from its star; the farther a planet is from its star, not only the longer the distance it must travel, but also the slower its speed, because it is less affected by its star's gravity. No planet's orbit is perfectly circular, and hence the distance of each varies over the course of its year. The closest approach to its star is called its periastron (perihelion in the Solar System), whereas its farthest separation from the star is called its apastron (aphelion). As a planet approaches periastron, its speed increases as it trades gravitational potential energy for kinetic energy, just as a falling object on Earth accelerates as it falls; as the planet reaches apastron, its speed decreases, just as an object thrown upwards on Earth slows down as it reaches the apex of its trajectory.Each planet's orbit is delineated by a set of elements:.
Story: Planet Neptune is not only very cold but also farther from the Sun than the Earth. In fact, it is the farthest planet from the Sun in our solar system. On the other hand, the Earth enjoys a close proximity to the Sun. Only Mercury and Venus are closer to the Sun than the Earth.
Question: Which planet would have faster speed, Neptune or Earth?

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: Old age begins in the mid-60s and lasts until the end of life. Most people over 65 have retired from work, freeing up their time for hobbies, grandchildren, and other interests. Stamina, strength, reflex time, and the senses all decline during old age, and the number of brain cells decreases as well. The immune system becomes less efficient, increasing the risk of serious illnesses such as cancer and pneumonia. Diseases such as Alzheimer’s disease that cause loss of mental function also become more common.
Story: Ted had 2 uncles. Uncle Jerry was getting up there in age, he was 78 years-old. Uncle Tom was younger, he was in his early 50's and still very active and productive.
Question: Which uncle had a decreased reflex time?

Background Paragraph: Old age begins in the mid-60s and lasts until the end of life. Most people over 65 have retired from work, freeing up their time for hobbies, grandchildren, and other interests. Stamina, strength, reflex time, and the senses all decline during old age, and the number of brain cells decreases as well. The immune system becomes less efficient, increasing the risk of serious illnesses such as cancer and pneumonia. Diseases such as Alzheimer’s disease that cause loss of mental function also become more common.
Story: Ted had 2 uncles. Uncle Jerry was getting up there in age, he was 78 years-old. Uncle Tom was younger, he was in his early 50's and still very active and productive.
Question: Which uncle had lower strength and stamina?

Background Paragraph: Old age begins in the mid-60s and lasts until the end of life. Many people over 65 have retired from work, freeing up their time for hobbies, grandchildren, and other interests. Stamina, strength, reflex time, and the senses all decline during old age, and the number of brain cells decreases as well. The immune system becomes less efficient, increasing the risk of serious illnesses such as cancer and pneumonia. Diseases such as Alzheimer’s disease that cause loss of mental function also become more common.
Story: Dr. Smith studied a group of people under 65 called group I, and a group of people over 65 called group II. Old age signs were more obvious after the age of 65.
Question: Which had more people retired from work?

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: Two students from the same class, studies different types of animals. Bill studied predators, while John studied grazers.
Question: Which student studied more about wolves?

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 students from the same class, studies different types of animals. Bill studied predators, while John studied grazers.
Question: Which student studied species that play an important role 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: 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: Artworks are sold at affordable prices [6] ranging from £5 to £1500. For many of the works, the price goes up as the edition sells out. The edition runs range from 30 to 10,000 editions. Each work comes with a digital certificate that is “signed, numbered and authenticated by the artist” [7][8] Once an edition is sold out, collectors can resell their works in the online marketplace.
Story: Bill is an art aficionado. He is searching for some particular pieces to complete his collection. The Stillman edition he wants is still being sold on a normal marketplace, while the Grossman edition of pieces has sold out, and is only available  by private seller.
Question: Will the Stillman edition of art most likely cost more or less than the Grossman edition?

Background Paragraph: Artworks are sold at affordable prices [6] ranging from £5 to £1500. For many of the works, the price goes up as the edition sells out. The edition runs range from 30 to 10,000 editions. Each work comes with a digital certificate that is “signed, numbered and authenticated by the artist” [7][8] Once an edition is sold out, collectors can resell their works in the online marketplace.
Story: Bill is an art aficionado. He is searching for some particular pieces to complete his collection. The Stillman edition he wants is still being sold on a normal marketplace, while the Grossman edition of pieces has sold out, and is only available  by private seller.
Question: As more Grossman editions become available for sale will they become more or less expensive?

Background Paragraph: Artworks are sold at affordable prices [6] ranging from £5 to £1500. For many of the works, the price goes up as the edition sells out. The edition runs range from 30 to 10,000 editions. Each work comes with a digital certificate that is “signed, numbered and authenticated by the artist” [7][8] Once an edition is sold out, collectors can resell their works in the online marketplace.
Story: A respected art store had limited edition artworks for sale last week. They all had 400 pieces at the beginning of the week. By the end of the week, they started to sell out. There were only 3 The Grand Odalisque, 25 The Swing, 70 The Liberty Leading The People, 150 The Birth Of Venus, 200 Napoleon Crossing The Alps, 250 Musicians, and 270 American Gothic left.
Question: Which limited edition most likely had it's price increased: The Birth Of Venus or The Grand Odalisque?

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: Marine pollution is a generic term for the entry into the ocean of potentially hazardous chemicals or particles. The biggest culprits are rivers and with them many agriculture fertilizer chemicals as well as livestock and human waste. The excess of oxygen-depleting chemicals leads to hypoxia and the creation of a dead zone.Marine debris, which is also known as marine litter, describes human-created waste floating in a body of water. Oceanic debris tends to accumulate at the center of gyres and coastlines, frequently washing aground where it is known as beach litter.
Story: Two countries are situated on the shores of the same sea. Turkey is a nation of farmers, they use conventional agricultural methods to produce food, including lots of fertilizers. Greece's economy is mostly based on tourism.
Question: Which country causes the entry into the sea of more potentially hazardous particles?

Background Paragraph: Marine pollution is a generic term for the entry into the ocean of potentially hazardous chemicals or particles. The biggest culprits are rivers and with them many agriculture fertilizer chemicals as well as livestock and human waste. The excess of oxygen-depleting chemicals leads to hypoxia and the creation of a dead zone.Marine debris, which is also known as marine litter, describes human-created waste floating in a body of water. Oceanic debris tends to accumulate at the center of gyres and coastlines, frequently washing aground where it is known as beach litter.
Story: Two countries are situated on the shores of the same sea. Turkey is a nation of farmers, they use conventional agricultural methods to produce food, including lots of fertilizers. Greece's economy is mostly based on tourism.
Question: Which country causes the entry into the sea of more potentially hazardous chemicals?

Background Paragraph: Marine pollution is a generic term for the entry into the ocean of potentially hazardous chemicals or particles. The biggest culprits are rivers and with them many agriculture fertilizer chemicals as well as livestock and human waste. The excess of oxygen-depleting chemicals leads to hypoxia and the creation of a dead zone.Marine debris, which is also known as marine litter, describes human-created waste floating in a body of water. Oceanic debris tends to accumulate at the center of gyres and coastlines, frequently washing aground where it is known as beach litter.
Story: The Malegese Ocean is primarily connected to one river. This river is next to Hilda's farm that she has lived on for decades. Ever since she was a child, she was taught that it's important to dump excess fertilizer into the river. So, that's what she does whenever she has leftover fertilizer she isn't going to use. The Dundrin Ocean is connected to many rivers. However, these rivers are located primarily in uninhabited and natural areas of the world. There is one farm near the Dundrin, though, which is owned by Luke. Luke never disposes of any of his garbage in the ocean or rivers near his farm, and he chooses instead to store excess fertilizer for the future or properly dispose of his trash.
Question: Is hypoxia more or less of a threat to the Malegese Ocean than the Dundrin Ocean?

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: For example, if a solid pellet of NaOH is placed into a chamber of HCl gas, a relatively slow acid-base reaction will occur between gaseous HCl molecules and hydroxide ions on the surface of the pellet. If we were to grind the pellet into smaller pieces, it would greatly increase the total surface area, and therefore the overall reaction rate. Once ground up, many hydroxide ions that were on the interior of the pellet, where they were not exposed to any HCl molecules, will now be on the surface, where the necessary collisions can occur.
Story: In his chemistry lab David is experimenting with how NaOH and HCl gas reacts with each other. He conducted two experiments, experiment A and experiment B. In experiment A he used solid pellets of NaOH, but in experiment B he used ground NaOH. He was surprised to see the difference it made in his experiment.
Question: Which experiment would have higher reaction rate, experiment A or experiment B?

Background Paragraph: For example, if a solid pellet of NaOH is placed into a chamber of HCl gas, a relatively slow acid-base reaction will occur between gaseous HCl molecules and hydroxide ions on the surface of the pellet. If we were to grind the pellet into smaller pieces, it would greatly increase the total surface area, and therefore the overall reaction rate. Once ground up, many hydroxide ions that were on the interior of the pellet, where they were not exposed to any HCl molecules, will now be on the surface, where the necessary collisions can occur.
Story: In his chemistry lab David is experimenting with how NaOH and HCl gas reacts with each other. He conducted two experiments, experiment A and experiment B. In experiment A he used solid pellets of NaOH, but in experiment B he used ground NaOH. He was surprised to see the difference it made in his experiment.
Question: Which experiment would have lower reaction rate, experiment A or experiment B?

Background Paragraph: For example, if a solid pellet of NaOH is placed into a chamber of HCl gas, a relatively slow acid-base reaction will occur between gaseous HCl molecules and hydroxide ions on the surface of the pellet. If we were to grind the pellet into smaller pieces, it would greatly increase the total surface area, and therefore the overall reaction rate. Once ground up, many hydroxide ions that were on the interior of the pellet, where they were not exposed to any HCl molecules, will now be on the surface, where the necessary collisions can occur.
Story: In his chemistry lab David is experimenting with how NaOH and HCl gas reacts with each other. He conducted two experiments, experiment A and experiment B. In experiment A he used solid pellets of NaOH, but in experiment B he used ground NaOH. He was surprised to see the difference it made in his experiment.
Question: Would experiment A have higher or lower reaction rate than experiment 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: Wildfire intensity increases during daytime hours. For example, burn rates of smoldering logs are up to five times greater during the day because of lower humidity, increased temperatures, and increased wind speeds. Sunlight warms the ground during the day and causes air currents to travel uphill, and downhill during the night as the land cools. Wildfires are fanned by these winds and often follow the air currents over hills and through valleys. United States wildfire operations revolve around a 24-hour fire day that begins at 10:00 a.m. because of the predictable increase in intensity resulting from the daytime warmth.
Story: Robert was watching the local news when he saw a report about a wildfire. The report stated that there was a brush fire in the southwest part of Texas, where it was currently daytime. When he switched the channel, he saw another report about a different wildfire. This one was a forest fire in the northwest part of Seattle, where it was currently nighttime.
Question: Which area, Texas or Seattle, will have lower wind speeds at the time of the fire?

Background Paragraph: Wildfire intensity increases during daytime hours. For example, burn rates of smoldering logs are up to five times greater during the day because of lower humidity, increased temperatures, and increased wind speeds. Sunlight warms the ground during the day and causes air currents to travel uphill, and downhill during the night as the land cools. Wildfires are fanned by these winds and often follow the air currents over hills and through valleys. United States wildfire operations revolve around a 24-hour fire day that begins at 10:00 a.m. because of the predictable increase in intensity resulting from the daytime warmth.
Story: Robert was watching the local news when he saw a report about a wildfire. The report stated that there was a brush fire in the southwest part of Texas, where it was currently daytime. When he switched the channel, he saw another report about a different wildfire. This one was a forest fire in the northwest part of Seattle, where it was currently nighttime.
Question: Which wildfire, the one in Texas or the one in Seattle, will have lower intensity?

Background Paragraph: Wildfire intensity increases during daytime hours. For example, burn rates of smoldering logs are up to five times greater during the day because of lower humidity, increased temperatures, and increased wind speeds. Sunlight warms the ground during the day and causes air currents to travel uphill, and downhill during the night as the land cools. Wildfires are fanned by these winds and often follow the air currents over hills and through valleys. United States wildfire operations revolve around a 24-hour fire day that begins at 10:00 a.m. because of the predictable increase in intensity resulting from the daytime warmth.
Story: There is currently a wildfire in the city of Milton and another one in the city of Parth. These two cities are on opposite sides of the planet, but both wildfires are nearly identical in terms of scope and intensity. So, when it's daytime in Milton, it's nighttime in Parth. New firefighters in Milton are currently arriving at the scene of the fire as the sun beats down directly above them. They are getting instructions from their boss about what they need to do today and preparing themselves for a long day.
Question: Are the burn rates in Parth currently higher or lower than in Milton?

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: Scientists think that the earliest flowers attracted insects and other animals, which spread pollen from flower to flower. This greatly increased the efficiency of fertilization over wind-spread pollen, which might or might not actually land on another flower. To take better advantage of this “animal labor,” plants evolved traits such as brightly colored petals to attract pollinators. In exchange for pollination, flowers gave the pollinators nectar.
Story: Scientists studied two groups of plants. Group F had plants with flowers, group W had plants that fertilize over wind- spread pollen. Flowering plants were more efficient.
Question: Which group of plants gave pollinators nectar?

Background Paragraph: Scientists think that the earliest flowers attracted insects and other animals, which spread pollen from flower to flower. This greatly increased the efficiency of fertilization over wind-spread pollen, which might or might not actually land on another flower. To take better advantage of this “animal labor,” plants evolved traits such as brightly colored petals to attract pollinators. In exchange for pollination, flowers gave the pollinators nectar.
Story: Scientists studied two groups of plants. Group F had plants with flowers, group W had plants that fertilize over wind- spread pollen. Flowering plants were more efficient.
Question: Which group of plants didn't give the pollinators nectar?

Background Paragraph: Scientists think that the earliest flowers attracted insects and other animals, which spread pollen from flower to flower. This greatly increased the efficiency of fertilization over wind-spread pollen, which might or might not actually land on another flower. To take better advantage of this “animal labor,” plants evolved traits such as brightly colored petals to attract pollinators. In exchange for pollination, flowers gave the pollinators nectar.
Story: Joy had a field full of flowering plants , that he used for medicinal and honey making purposes. Her friend Jill also had a piece of land where she cultivated plants that fertilize over wind spread pollen.
Question: Which friend had a field with a lower efficiency of fertilization?

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 vapor light produces visible light by electroluminescence. The bulb contains a small amount of solid sodium or mercury as well as a mixture of neon and argon gases. When an electric current passes through the gases, it causes the solid sodium or mercury to change to a gas and emit visible light. Sodium vapor lights, like these streetlights, produce yellowish light. Mercury vapor lights produce bluish light. Vapor lights are very bright and energy efficient. The bulbs are also long lasting.
Story: James is driving down the street in his town. For some reason today hes very curious about the things that he sees. He looks around as hes driving and the street lights catch his attention. He realizes that he's never seen someone changing the bulbs in a street light. He also wonders if its a film on the light that makes them have that color or something inside.
Question: Given James sees the yellow street light light up, which type of vapor light is it likely to be, Mercury or Sodium?

Background Paragraph: A vapor light produces visible light by electroluminescence. The bulb contains a small amount of solid sodium or mercury as well as a mixture of neon and argon gases. When an electric current passes through the gases, it causes the solid sodium or mercury to change to a gas and emit visible light. Sodium vapor lights, like these streetlights, produce yellowish light. Mercury vapor lights produce bluish light. Vapor lights are very bright and energy efficient. The bulbs are also long lasting.
Story: James is driving down the street in his town. For some reason today hes very curious about the things that he sees. He looks around as hes driving and the street lights catch his attention. He realizes that he's never seen someone changing the bulbs in a street light. He also wonders if its a film on the light that makes them have that color or something inside.
Question: Given the street lights are sodium vapor lights, will these lights have a long life or short life?

Background Paragraph: A vapor light also produces visible light by electroluminescence The bulb contains a small amount of solid sodium or mercury as well as a mixture of neon and argon gases. When an electric current passes through the gases, it causes the solid sodium or mercury to change to a gas and emit visible light. Sodium vapor lights, like the streetlight pictured in the Figure below , produce yellowish light. Mercury vapor lights produce bluish light. In addition to lighting city streets, vapor lights are used to light highways and stadiums. The bulbs are very bright and long lasting so they are a good choice for these places.
Story: Joey just purchased two new vapor light bulbs for his apartment and is excited to install them since they glow neat colors. He is going to install a different bulb in each room to give different colored glows to the rooms and to make his apartment seem more dynamic. In his bedroom he has decided to install a bulb that gives off a blue glow. He also picked up a bulb that glows yellow and will be putting that in his closet. However, after screwing the bulbs in, only the one in his closet glows, and Joey is not sure why.
Question: The bulb in which room has less gas in it?

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 advantage of asexual reproduction is that it can be very quick and does not require the meeting of a male and female organism. The disadvantage of asexual reproduction is that organisms do not receive a mix of traits from both parents. An organism that is born through asexual reproduction only has the DNA from the one parent. In fact, the offspring is genetically an exact copy of the parent. This can cause problems for the individual. For example, if the parent has a gene that causes a particular disease, the offspring will also have the gene that causes that disease. Organisms produced sexually may or may not inherit the disease gene because they receive a mix of their parents' genes.
Story: Students studied two groups of organisms. Group A composed of organisms that reproduce sexually, and group B composed of organisms that reproduce asexually. They were fascinated by their discoveries.
Question: Which group of organisms has individuals that are an exact copy of the parent?

Background Paragraph: The advantage of asexual reproduction is that it can be very quick and does not require the meeting of a male and female organism. The disadvantage of asexual reproduction is that organisms do not receive a mix of traits from both parents. An organism that is born through asexual reproduction only has the DNA from the one parent. In fact, the offspring is genetically an exact copy of the parent. This can cause problems for the individual. For example, if the parent has a gene that causes a particular disease, the offspring will also have the gene that causes that disease. Organisms produced sexually may or may not inherit the disease gene because they receive a mix of their parents' genes.
Story: Students studied two groups of organisms. Group A composed of organisms that reproduce sexually, and group B composed of organisms that reproduce asexually. They were fascinated by their discoveries.
Question: Which group of organisms has individuals which have the DNA from one parent?

Background Paragraph: The advantage of asexual reproduction is that it can be very quick and does not require the meeting of a male and female organism. The disadvantage of asexual reproduction is that organisms do not receive a mix of traits from both parents. An organism that is born through asexual reproduction only has the DNA from the one parent. In fact, the offspring is genetically an exact copy of the parent. This can cause problems for the individual. For example, if the parent has a gene that causes a particular disease, the offspring will also have the gene that causes that disease. Organisms produced sexually may or may not inherit the disease gene because they receive a mix of their parents' genes.
Story: Humans have just discovered the ability to asexually reproduce if they wish. Some people choose to use this option, but others still sexually reproduce. Billy was born by asexual reproduction and his parent has a genetic disease called Horkrumatis. Jimmy was born by sexual reproduction and one of his parents has the same genetic disease as Billy's parents.
Question: Which child is more genetically similar to their parents?

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: Greenhouse Effect: The solar energy reaching the surface of the Earth is concentrated in short wavelengths, which can easily penetrate the greenhouse gases, such as carbon dioxide and methane. The Earth, however, is cooler than the sun and it radiates its heat in the form of energy in the far infrared range. These longer wavelengths are partially absorbed by the greenhouse gases and some of the solar heat is returned to Earth. At a certain temperature these processes are in equilibrium and the surface temperature of the Earth is stable. However, if more greenhouse gases are put in the atmosphere the amount of trapped terrestrial radiation increases, leading to an increase in global temperature.
Story: David was visiting the natural history museum. He noticed two charts that showed the climatic conditions of the earth in two time periods, time A and time B. Time A showed earth's overall climate in the sixteenth century when there were less greenhouse gases in the atmosphere. And time B showed earth's overall climate in the present century with more greenhouse gases in the atmosphere. David found some interesting differences between these two charts.
Question: Which period would see higher global temperature, time A or time B?

Background Paragraph: Greenhouse Effect: The solar energy reaching the surface of the Earth is concentrated in short wavelengths, which can easily penetrate the greenhouse gases, such as carbon dioxide and methane. The Earth, however, is cooler than the sun and it radiates its heat in the form of energy in the far infrared range. These longer wavelengths are partially absorbed by the greenhouse gases and some of the solar heat is returned to Earth. At a certain temperature these processes are in equilibrium and the surface temperature of the Earth is stable. However, if more greenhouse gases are put in the atmosphere the amount of trapped terrestrial radiation increases, leading to an increase in global temperature.
Story: David was visiting the natural history museum. He noticed two charts that showed the climatic conditions of the earth in two time periods, time A and time B. Time A showed earth's overall climate in the sixteenth century when there were less greenhouse gases in the atmosphere. And time B showed earth's overall climate in the present century with more greenhouse gases in the atmosphere. David found some interesting differences between these two charts.
Question: Which period would see more trapped terrestrial radiation, time A or time B?

Background Paragraph: Greenhouse Effect: The solar energy reaching the surface of the Earth is concentrated in short wavelengths, which can easily penetrate the greenhouse gases, such as carbon dioxide and methane. The Earth, however, is cooler than the sun and it radiates its heat in the form of energy in the far infrared range. These longer wavelengths are partially absorbed by the greenhouse gases and some of the solar heat is returned to Earth. At a certain temperature these processes are in equilibrium and the surface temperature of the Earth is stable. However, if more greenhouse gases are put in the atmosphere the amount of trapped terrestrial radiation increases, leading to an increase in global temperature.
Story: David was visiting the natural history museum. He noticed two charts that showed the climatic conditions of the earth in two time periods, time A and time B. Time A showed earth's overall climate in the sixteenth century when there were less greenhouse gases in the atmosphere. And time B showed earth's overall climate in the present century with more greenhouse gases in the atmosphere. David found some interesting differences between these two charts.
Question: Would time A see less or more trapped terrestrial radiation than 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: Rainfall in an area is important because it influences the rate of weathering. More rain means that more rainwater passes through the soil. The rainwater reacts chemically with the particles. The top layers of soil are in contact with the freshest water, so reactions are greatest there. High rainfall increases the amount of rock that experiences chemical reactions. High rainfall may also carry material away. This means that new surfaces are exposed. This increases the rate of weathering.
Story: Two parcels of land , parcel Q and parcel H are situated in the same county about 20 miles away. Parcel Q received a greater amount of rainfall than parcel H, therefore the soil was more affected by the rain.
Question: Which parcel had more top layers of soil in contact with the freshest water?

Background Paragraph: Rainfall in an area is important because it influences the rate of weathering. More rain means that more rainwater passes through the soil. The rainwater reacts chemically with the particles. The top layers of soil are in contact with the freshest water, so reactions are greatest there. High rainfall increases the amount of rock that experiences chemical reactions. High rainfall may also carry material away. This means that new surfaces are exposed. This increases the rate of weathering.
Story: Two parcels of land , parcel Q and parcel H are situated in the same county about 20 miles away. Parcel Q received much more rainfall than parcel H, therefore the soil was more affected by the rain.
Question: Which parcel had more water pass through the soil?

Background Paragraph: Rainfall in an area is important because it influences the rate of weathering. More rain means that more rainwater passes through the soil. The rainwater reacts chemically with the particles. The top layers of soil are in contact with the freshest water, so reactions are greatest there. High rainfall increases the amount of rock that experiences chemical reactions. High rainfall may also carry material away. This means that new surfaces are exposed. This increases the rate of weathering.
Story: Two students at the Agricultural Institute studied pedology. Bob studied soil weathering, while Dan studied types of soil.
Question: Which student studied less about rainwater reacting chemically with the soil particles?

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: Cholesterol can't dissolve in the blood. It has to be transported to and from the cells by carriers called lipoproteins. Low-density lipoprotein, or LDL, is known as "bad" cholesterol. High-density lipoprotein (HDL) is known as good cholesterol. When too much LDL cholesterol circulates in the blood, it can slowly build up in the inner walls of the arteries that feed the heart and brain. Together with other substances, it can form plaque, and lead to atherosclerosis. If a clot forms and blocks a narrowed artery, a heart attack or stroke can result. Cholesterol comes from the food you eat as well as being made by the body. To lower bad cholesterol, a diet low in saturated fat and dietary cholesterol should be followed. Regular aerobic exercise also lowers LDL cholesterol and increases HDL cholesterol.
Story: Mary and Beth both went to see their blood test results. The Doc told Mary she has high cholesterol and she had to change her diet and lifestyle. Beth had a normal cholesterol level.
Question: Which patient had higher HDL levels?

Background Paragraph: Cholesterol can't dissolve in the blood. It has to be transported to and from the cells by carriers called lipoproteins. Low-density lipoprotein, or LDL, is known as "bad" cholesterol. High-density lipoprotein (HDL) is known as good cholesterol. When too much LDL cholesterol circulates in the blood, it can slowly build up in the inner walls of the arteries that feed the heart and brain. Together with other substances, it can form plaque, and lead to atherosclerosis. If a clot forms and blocks a narrowed artery, a heart attack or stroke can result. Cholesterol comes from the food you eat as well as being made by the body. To lower bad cholesterol, a diet low in saturated fat and dietary cholesterol should be followed. Regular aerobic exercise also lowers LDL cholesterol and increases HDL cholesterol.
Story: Mary and Beth both went to see their blood test results. The Doc told Mary she has high cholesterol and she had to change her diet and lifestyle. Beth had a normal cholesterol level.
Question: Which patient had a lower chance of having a heart attack?

Background Paragraph: Cholesterol can't dissolve in the blood. It has to be transported to and from the cells by carriers called lipoproteins. Low-density lipoprotein, or LDL, is known as "bad" cholesterol. High-density lipoprotein (HDL) is known as good cholesterol. When too much LDL cholesterol circulates in the blood, it can slowly build up in the inner walls of the arteries that feed the heart and brain. Together with other substances, it can form plaque, and lead to atherosclerosis. If a clot forms and blocks a narrowed artery, a heart attack or stroke can result. Cholesterol comes from the food you eat as well as being made by the body. To lower bad cholesterol, a diet low in saturated fat and dietary cholesterol should be followed. Regular aerobic exercise also lowers LDL cholesterol and increases HDL cholesterol.
Story: John is a doctor with the local hospital. Earlier today, he was seeing two patients, patient A and patient B. John found out that patient A had more LDL, but patient B had more HDL. He now needs to determine correct treatment for them.
Question: Would patient A have higher or lower risk of heart attack than patient 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: The water cycle involves the exchange of energy, which leads to temperature changes. When water evaporates, it takes up energy from its surroundings and cools the environment. When it condenses, it releases energy and warms the environment. These heat exchanges influence climate.
Story: The community around Lake Superior experienced a crazy weather week. On Sunday, 4 inches of Lake Superior evaporated. On Monday, 3 inches of Lake Superior evaporated. On Tuesday, 2 inches of Lake Superior evaporated. On Wednesday, Thursday, Friday, and Saturday, there was condensation all day.
Question: Which day did the environment in the community have a higher cooling: Thursday or Monday?

Background Paragraph: The water cycle involves the exchange of energy, which leads to temperature changes. When water evaporates, it takes up energy from its surroundings and cools the environment. When it condenses, it releases energy and warms the environment. These heat exchanges influence climate.
Story: The community around Lake Michigan experienced an insane weather week. On Sunday, 2 inches of Lake Charles evaporated. On Monday, another inch of Lake Charles evaporated. On Tuesday, 3 more inches of Lake Charles evaporated. On Wednesday, Thursday, Friday, and Saturday, there was condensation all day.
Question: Which day did the environment in the town have a higher cooling: Thursday or Monday?

Background Paragraph: Lake-effect snow is produced during cooler atmospheric conditions when a cold air mass moves across long expanses of warmer lake water, warming the lower layer of air which picks up water vapor from the lake, rises up through the colder air above, freezes and is deposited on the leeward (downwind) shores.[1]

The same effect also occurs over bodies of salt water, when it is termed ocean-effect or bay-effect snow. The effect is enhanced when the moving air mass is uplifted by the orographic influence of higher elevations on the downwind shores. This uplifting can produce narrow but very intense bands of precipitation, which deposit at a rate of many inches of snow each hour, often resulting in a large amount of total snowfall.
Story: Hammond and Trip were two cities on the Eastern and Western shores of lake Michigan. They both get lots of snow during winter, but the lake effect snow which adds feet of snow to the yearly total, lingers much longer on the eastern side of the lake.
Question: Which city has more snow days during winter?

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: Inbreeding is the production of offspring from the mating or breeding of individuals or organisms that are closely related genetically.[2] By analogy, the term is used in human reproduction, but more commonly refers to the genetic disorders and other consequences that may arise from expression of deleterious or recessive traits resulting from incestuous sexual relationships and consanguinity.

Inbreeding results in homozygosity, which can increase the chances of offspring being affected by deleterious or recessive traits.[3] This usually leads to at least temporarily decreased biological fitness of a population[4][5] (called inbreeding depression), which is its ability to survive and reproduce. An individual who inherits such deleterious traits is colloquially referred to as inbred. The avoidance of expression of such deleterious recessive alleles caused by inbreeding, via inbreeding avoidance mechanisms, is the main selective reason for outcrossing.[6][7] Crossbreeding between populations also often has positive effects on fitness-related traits,[8] but also sometimes leads to negative effects known as outbreeding depression. However increased homozygosity increases probability of fixing beneficial alleles and also slightly decreases probability of fixing deleterious alleles in population.[9] Inbreeding can result in purging of deleterious alleles from a population through purifying selection.[10][11][12].
Story: Two farmers both had ten cattle each. Bill decided to use inbreeding as a method to breed his cattle, but James didn't because he knew about the consequences. Two years later Bill's farm had 12 sick cattle and James' had 30 healthy cattle.
Question: Which farmer's cattle had more deleterious or recessive traits?

Background Paragraph: Inbreeding is the production of offspring from the mating or breeding of individuals or organisms that are closely related genetically.[2] By analogy, the term is used in human reproduction, but more commonly refers to the genetic disorders and other consequences that may arise from expression of deleterious or recessive traits resulting from incestuous sexual relationships and consanguinity.

Inbreeding results in homozygosity, which can increase the chances of offspring being affected by deleterious or recessive traits.[3] This usually leads to at least temporarily decreased biological fitness of a population[4][5] (called inbreeding depression), which is its ability to survive and reproduce. An individual who inherits such deleterious traits is colloquially referred to as inbred. The avoidance of expression of such deleterious recessive alleles caused by inbreeding, via inbreeding avoidance mechanisms, is the main selective reason for outcrossing.[6][7] Crossbreeding between populations also often has positive effects on fitness-related traits,[8] but also sometimes leads to negative effects known as outbreeding depression. However increased homozygosity increases probability of fixing beneficial alleles and also slightly decreases probability of fixing deleterious alleles in population.[9] Inbreeding can result in purging of deleterious alleles from a population through purifying selection.[10][11][12].
Story: Two farmers both had ten cattle each. Bill decided to interbreed his cattle, but James didn't because he knew about the consequences. Two years later Bill had 12 cattle and James had 30 healthy cattle.
Question: Which farmer used consanguinity to breed his cattle?

Background Paragraph: Inbreeding is the production of offspring from the mating or breeding of individuals or organisms that are closely related genetically.[2] By analogy, the term is used in human reproduction, but more commonly refers to the genetic disorders and other consequences that may arise from expression of deleterious or recessive traits resulting from incestuous sexual relationships and consanguinity.

Inbreeding results in homozygosity, which can increase the chances of offspring being affected by deleterious or recessive traits.[3] This usually leads to at least temporarily decreased biological fitness of a population[4][5] (called inbreeding depression), which is its ability to survive and reproduce. An individual who inherits such deleterious traits is colloquially referred to as inbred. The avoidance of expression of such deleterious recessive alleles caused by inbreeding, via inbreeding avoidance mechanisms, is the main selective reason for outcrossing.[6][7] Crossbreeding between populations also often has positive effects on fitness-related traits,[8] but also sometimes leads to negative effects known as outbreeding depression. However increased homozygosity increases probability of fixing beneficial alleles and also slightly decreases probability of fixing deleterious alleles in population.[9] Inbreeding can result in purging of deleterious alleles from a population through purifying selection.[10][11][12].
Story: Ralph owns a farm with a small population of cows on it. He needs to breed them to expand his population but is unsure how to do it. He finds out that most of his cows are closely related in some way and has a small amount of diversity. His friend from another farm however has a diverse set of cows and offers to help with Ralph's breeding problem for an extra cost.
Question: Will Ralph more than likely have better or worse results if he pays extra to have a diverse set of cows to breed with his own?

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: Quicksand forms in saturated loose sand when the sand is suddenly agitated. When water in the sand cannot escape, it creates a liquefied soil that loses strength and cannot support weight. Quicksand can form in standing water or in upwards flowing water (as from an artesian spring). In the case of upwards flowing water, forces oppose the force of gravity and suspend the soil particles.

The saturated sediment may appear quite solid until a sudden change in pressure or shock initiates liquefaction. This causes the sand to form a suspension and lose strength. The cushioning of water gives quicksand, and other liquefied sediments, a spongy, fluid-like texture. Objects in liquefied sand sink to the level at which the weight of the object is equal to the weight of the displaced soil/water mix and the submerged object floats due to its buoyancy.
Story: Rob is competing in a cross country race. After running about a mile he reached a place with two signs, sign A and sign B. Sign A says that it's a quicksand. But sign B says that it's not a quicksand. He has to decide which way to go.
Question: Would sign A have liquefied soil or not have liquefied soil?

Background Paragraph: Quicksand forms in saturated loose sand when the sand is suddenly agitated. When water in the sand cannot escape, it creates a liquefied soil that loses strength and cannot support weight. Quicksand can form in standing water or in upwards flowing water (as from an artesian spring). In the case of upwards flowing water, forces oppose the force of gravity and suspend the soil particles.

The saturated sediment may appear quite solid until a sudden change in pressure or shock initiates liquefaction. This causes the sand to form a suspension and lose strength. The cushioning of water gives quicksand, and other liquefied sediments, a spongy, fluid-like texture. Objects in liquefied sand sink to the level at which the weight of the object is equal to the weight of the displaced soil/water mix and the submerged object floats due to its buoyancy.
Story: Rob is competing in a cross country race. After running about a mile he reached a place with two signs, sign A and sign B. Sign A says that it's a quicksand. But sign B says that it's not a quicksand. He has to decide which way to go.
Question: Would sing B indicate spongy texture or not spongy texture of the soil?

Background Paragraph: Quicksand forms in saturated loose sand when the sand is suddenly agitated. When water in the sand cannot escape, it creates a liquefied soil that loses strength and cannot support weight. Quicksand can form in standing water or in upwards flowing water (as from an artesian spring). In the case of upwards flowing water, forces oppose the force of gravity and suspend the soil particles.

The saturated sediment may appear quite solid until a sudden change in pressure or shock initiates liquefaction. This causes the sand to form a suspension and lose strength. The cushioning of water gives quicksand, and other liquefied sediments, a spongy, fluid-like texture. Objects in liquefied sand sink to the level at which the weight of the object is equal to the weight of the displaced soil/water mix and the submerged object floats due to its buoyancy.
Story: Rob is competing in a cross country race. After running about a mile he reached a place with two signs, sign A and sign B. Sign A says that it's a quicksand. But sign B says that it's not a quicksand. He has to decide which way to go.
Question: In which way Rob would most probably sink, sign A or sign 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: Biodiversity is determined by many things, and one of them is abiotic stress. If an environment is highly stressful, biodiversity tends to be low. If abiotic stress does not have a strong presence in an area, the biodiversity will be much higher.This idea leads into the understanding of how abiotic stress and endangered species are related. It has been observed through a variety of environments that as the level of abiotic stress increases, the number of species decreases. This means that species are more likely to become population threatened, endangered, and even extinct, when and where abiotic stress is especially harsh.
Story: Italy had two distinct regions. Northern region where the animals are exposed to a lot of abiotic stress, and the southern region, where the animals experience almost no abiotic stress.
Question: Which region had fewer endangered species?

Background Paragraph: Biodiversity is determined by many things, and one of them is abiotic stress. If an environment is highly stressful, biodiversity tends to be low. If abiotic stress does not have a strong presence in an area, the biodiversity will be much higher.This idea leads into the understanding of how abiotic stress and endangered species are related. It has been observed through a variety of environments that as the level of abiotic stress increases, the number of species decreases. This means that species are more likely to become population threatened, endangered, and even extinct, when and where abiotic stress is especially harsh.
Story: Italy had two distinct regions. Northern region where the animals are exposed to a lot of abiotic stress, and the southern region, where the animals experience almost no abiotic stress.
Question: Which region had fewer species with populations threatened?

Background Paragraph: Biodiversity is determined by many things, and one of them is abiotic stress. If an environment is highly stressful, biodiversity tends to be low. If abiotic stress does not have a strong presence in an area, the biodiversity will be much higher.This idea leads into the understanding of how abiotic stress and endangered species are related. It has been observed through a variety of environments that as the level of abiotic stress increases, the number of species decreases. This means that species are more likely to become population threatened, endangered, and even extinct, when and where abiotic stress is especially harsh.
Story: Henry is currently writing a research paper for his biology class. The subject of the paper is abiotic stress. For his paper, he is analyzing two different forests of differing stress levels and writing about the differences seen in the environments. For the area with a low level of stress Henry chose the Narshe Forest, located near the mountains of Harkal. The area of high stress that Henry will be looking at is the Midgar forest. After choosing the two areas, Henry feels he deserves a break from his paper and goes to watch a baseball game.
Question: Which forest has more likely seen more species extinctions?

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: Apex predators can have profound effects on ecosystems, as the consequences of both controlling prey density and restricting smaller predators, and may be capable of self-regulation. They are central to the functioning of ecosystems, the regulation of disease, and the maintenance of biodiversity. When introduced to subarctic islands, for example, Arctic foxes' predation of seabirds has been shown to turn grassland into tundra. Such wide-ranging effects on lower levels of an ecosystem are termed trophic cascades. The removal of top-level predators, often through human agency, can cause or disrupt trophic cascades. For example, reduction in the population of sperm whales, apex predators with a fractional trophic level of 4.7, by hunting has caused an increase in the population of large squid, trophic level over 4 (carnivores that eat other carnivores). This effect, called mesopredator release, occurs in terrestrial and marine ecosystems; for instance, in North America, the ranges of all apex carnivores have contracted whereas those of 60% of mesopredators have grown in the past two centuries.
Story: John was studying the species in Siberia. He found that the Siberian tiger is an apex predator. It had a pretty stable population during the sixteenth century. He noted that information as case A. Then with the introduction of guns the number of Siberian tigers decreased in the seventeenth century. He noted that information as case B.
Question: In which case biodiversity would increase, case A or case B?

Background Paragraph: Apex predators can have profound effects on ecosystems, as the consequences of both controlling prey density and restricting smaller predators, and may be capable of self-regulation. They are central to the functioning of ecosystems, the regulation of disease, and the maintenance of biodiversity. When introduced to subarctic islands, for example, Arctic foxes' predation of seabirds has been shown to turn grassland into tundra. Such wide-ranging effects on lower levels of an ecosystem are termed trophic cascades. The removal of top-level predators, often through human agency, can cause or disrupt trophic cascades. For example, reduction in the population of sperm whales, apex predators with a fractional trophic level of 4.7, by hunting has caused an increase in the population of large squid, trophic level over 4 (carnivores that eat other carnivores). This effect, called mesopredator release, occurs in terrestrial and marine ecosystems; for instance, in North America, the ranges of all apex carnivores have contracted whereas those of 60% of mesopredators have grown in the past two centuries.
Story: John was studying the species in Siberia. He found that the Siberian tiger is an apex predator. It had a pretty stable population during the sixteenth century. He noted that information as case A. Then with the introduction of guns the number of Siberian tigers decreased in the seventeenth century. He noted that information as case B.
Question: In which case the number of mesopredators would decrease, case A or case B?

Background Paragraph: Apex predators can have profound effects on ecosystems, as the consequences of both controlling prey density and restricting smaller predators, and may be capable of self-regulation. They are central to the functioning of ecosystems, the regulation of disease, and the maintenance of biodiversity. When introduced to subarctic islands, for example, Arctic foxes' predation of seabirds has been shown to turn grassland into tundra. Such wide-ranging effects on lower levels of an ecosystem are termed trophic cascades. The removal of top-level predators, often through human agency, can cause or disrupt trophic cascades. For example, reduction in the population of sperm whales, apex predators with a fractional trophic level of 4.7, by hunting has caused an increase in the population of large squid, trophic level over 4 (carnivores that eat other carnivores). This effect, called mesopredator release, occurs in terrestrial and marine ecosystems; for instance, in North America, the ranges of all apex carnivores have contracted whereas those of 60% of mesopredators have grown in the past two centuries.
Story: John was studying the species in Siberia. He found that the Siberian tiger is an apex predator. It had a pretty stable population during the sixteenth century. He noted that information as case A. Then with the introduction of guns the number of Siberian tigers decreased in the seventeenth century. He noted that information as case B.
Question: In case B, would the number of mesopredators be less or more than in case 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: The Gaia hypothesis states that the biosphere is its own living organism. The hypothesis suggests that the Earth is self-regulating and tends to achieve a stable state, known as homeostasis . For example the composition of our atmosphere stays fairly consistent, providing the ideal conditions for life. When carbon dioxide levels increase in the atmosphere, plants grow more quickly. As their growth continues, they remove more carbon dioxide from the atmosphere. In this way, the amount of carbon dioxide stays fairly constant without human intervention.
Story: Two neighbors Paul and Dean studied toghether often. this week they got together and Paul started studying about the Gaia hypothesis, while Dean studied Einstein's Theory of Relativity.
Question: Which person studied more about the composition of our atmosphere?

Background Paragraph: The Gaia hypothesis states that the biosphere is its own living organism. The hypothesis suggests that the Earth is self-regulating and tends to achieve a stable state, known as homeostasis . For example the composition of our atmosphere stays fairly consistent, providing the ideal conditions for life. When carbon dioxide levels increase in the atmosphere, plants grow more quickly. As their growth continues, they remove more carbon dioxide from the atmosphere. In this way, the amount of carbon dioxide stays fairly constant without human intervention.
Story: Two neighbors Paul and Dean studied toghether often. this week they got together and Paul started studying about the Gaia hypothesis, while Dean studied Einstein's Theory of Relativity.
Question: Which person studied more about the stable state?

Background Paragraph: The Gaia hypothesis states that the biosphere is its own living organism. The hypothesis suggests that the Earth is self-regulating and tends to achieve a stable state, known as homeostasis . For example the composition of our atmosphere stays fairly consistent, providing the ideal conditions for life. When carbon dioxide levels increase in the atmosphere, plants grow more quickly. As their growth continues, they remove more carbon dioxide from the atmosphere. In this way, the amount of carbon dioxide stays fairly constant without human intervention.
Story: Two neighbors Paul and Dean studied toghether often. this week they got together and Paul started studying about the Gaia hypothesis, while Dean studied Einstein's Theory of Relativity.
Question: Which person studied less about the stable state?

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.