{"query": "Background Paragraph: Passive transport occurs when a substance passes through the cell membrane without needing any energy to pass through. This happens when a substance moves from an area where it is more concentrated to an area where it is less concentrated. Concentration is the number of particles of a substance in a given volume. Let's say you dissolve a teaspoon of salt in a cup of water. Then you dissolve two teaspoons of salt in another cup of water. The second solution will have a higher concentration of salt. \nStory: A man put two cups, cup A and cup B, filled with equal amounts of water on to a table and walked away to go check his mail. His son came along and saw the two cups and decided to put some sugar in them to make a tasty drink. The child poured two spoonfuls of sugar into cup A and three spoonfuls of sugar into cup B. \nQuestion: Which cup has a higher concentration of sugar?", "pos": "Background Paragraph: Passive transport occurs when a substance passes through the cell membrane without needing any energy to pass through. This happens when a substance moves from an area where it is more concentrated to an area where it is less concentrated. Concentration is the number of particles of a substance in a given volume. Let's say you dissolve a teaspoon of salt in a cup of water. Then you dissolve two teaspoons of salt in another cup of water. The second solution will have a higher concentration of salt. \nStory: A man put two cups, cup A and cup B, filled with equal amounts of water on to a table and walked away to go check his mail. His son came along and saw the two cups and decided to put some sugar in them to make a tasty drink. The child poured two spoonfuls of sugar into cup A and three spoonfuls of sugar into cup B. \nQuestion: Which cup has a lower concentration of sugar?", "neg": "Background Paragraph: Active transport occurs when a substance passes through the cell membrane with the help of extra energy. This happens when a substance moves from an area where it is less concentrated to an area where it is more concentrated. This is the opposite of diffusion. The substance moves up, instead of down, the concentration gradient. Like rolling a ball uphill, this requires an input of energy. The energy comes from the molecule named ATP (adenosine triphosphate). The energy allows special transport proteins called pumps to move substances to areas of higher concentration. An example is the sodium-potassium pump. \nStory: John is trying to figure out how substance passes through the cell membrane. He noticed two different cases, case A and case B. In case A active transport is involved, but in case B diffusion is involved. He needs to do further study to learn about the details of these processes. \nQuestion: In case A, would the substance move up or down the concentration gradient than in case 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."}
{"query": "Background Paragraph: Passive transport occurs when a substance passes through the cell membrane without needing any energy to pass through. This happens when a substance moves from an area where it is more concentrated to an area where it is less concentrated. Concentration is the number of particles of a substance in a given volume. Let's say you dissolve a teaspoon of salt in a cup of water. Then you dissolve two teaspoons of salt in another cup of water. The second solution will have a higher concentration of salt. \nStory: A man put two cups, cup A and cup B, filled with equal amounts of water on to a table and walked away to go check his mail. His son came along and saw the two cups and decided to put some sugar in them to make a tasty drink. The child poured two spoonfuls of sugar into cup A and three spoonfuls of sugar into cup B. \nQuestion: Which cup has a lower concentration of sugar?", "pos": "Background Paragraph: Passive transport occurs when a substance passes through the cell membrane without needing any energy to pass through. This happens when a substance moves from an area where it is more concentrated to an area where it is less concentrated. Concentration is the number of particles of a substance in a given volume. Let's say you dissolve a teaspoon of salt in a cup of water. Then you dissolve two teaspoons of salt in another cup of water. The second solution will have a higher concentration of salt. \nStory: A man put two cups, cup A and cup B, filled with equal amounts of water on to a table and walked away to go check his mail. His son came along and saw the two cups and decided to put some sugar in them to make a tasty drink. The child poured two spoonfuls of sugar into cup A and three spoonfuls of sugar into cup B. \nQuestion: Which cup has a higher concentration of sugar?", "neg": "Background Paragraph: Active transport occurs when a substance passes through the cell membrane with the help of extra energy. This happens when a substance moves from an area where it is less concentrated to an area where it is more concentrated. This is the opposite of diffusion. The substance moves up, instead of down, the concentration gradient. Like rolling a ball uphill, this requires an input of energy. The energy comes from the molecule named ATP (adenosine triphosphate). The energy allows special transport proteins called pumps to move substances to areas of higher concentration. An example is the sodium-potassium pump. \nStory: John is trying to figure out how substance passes through the cell membrane. He noticed two different cases, case A and case B. In case A active transport is involved, but in case B diffusion is involved. He needs to do further study to learn about the details of these processes. \nQuestion: In case A, would the substance move up or down the concentration gradient than in case 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."}
{"query": "Background Paragraph: As a cell grows, its volume increases more quickly than its surface area. If a cell was to get very large, the small surface area would not allow enough nutrients to enter the cell quickly enough for the cell’s needs. This idea is explained in Figure below . However, large cells have a way of dealing with some size challenges. Big cells, such as some white blood cells, often grow more nuclei so that they can supply enough proteins and RNA for the cell’s requirements. Large, metabolically active cells often have lots of cell protrusions, resulting in many folds throughout the membrane. These folds increase the surface area available for transport of materials into or out of the cell. Such cell types are found lining your small intestine, where they absorb nutrients from your food through protrusions called microvilli . \nStory: There are two cells inside a Petri dish in a laboratory, cell X and cell Z. These cells are from the same organism, but are not the same age. Cell X was created two weeks ago, and cell Z was created one month ago. Therefore, cell Z has had two extra weeks of growth compared to cell X. \nQuestion: Which cell has a larger volume?", "pos": "Background Paragraph: As a cell grows, its volume increases more quickly than its surface area. If a cell was to get very large, the small surface area would not allow enough nutrients to enter the cell quickly enough for the cell’s needs. This idea is explained in Figure below . However, large cells have a way of dealing with some size challenges. Big cells, such as some white blood cells, often grow more nuclei so that they can supply enough proteins and RNA for the cell’s requirements. Large, metabolically active cells often have lots of cell protrusions, resulting in many folds throughout the membrane. These folds increase the surface area available for transport of materials into or out of the cell. Such cell types are found lining your small intestine, where they absorb nutrients from your food through protrusions called microvilli . \nStory: There are two cells inside a Petri dish in a laboratory, cell X and cell Z. These cells are from the same organism, but have different characteristics. For example, cell Z is smaller than cell X. Furthermore, scientists studying the two cells have recorded that cell X is more metabolically active than cell Z. \nQuestion: Which cell has fewer nuclei?", "neg": "Background Paragraph: As a cell grows, its volume increases more quickly than its surface area. If a cell was to get very large, the small surface area would not allow enough nutrients to enter the cell quickly enough for the cell’s needs. This idea is explained in Figure below . However, large cells have a way of dealing with some size challenges. Big cells, such as some white blood cells, often grow more nuclei so that they can supply enough proteins and RNA for the cell’s requirements. Large, metabolically active cells often have lots of cell protrusions, resulting in many folds throughout the membrane. These folds increase the surface area available for transport of materials into or out of the cell. Such cell types are found lining your small intestine, where they absorb nutrients from your food through protrusions called microvilli . \nStory: Mike is studying for his biology exam. He found that all body cells are not equal in size - some are large and some are small. He labeled the large cells as class A cells. Then he labeled the small cells as class B cells. He is now prepared to find the differences between them. \nQuestion: Would class A cells have more or less nuclei than class B cells?", "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."}
{"query": "Background Paragraph: As a cell grows, its volume increases more quickly than its surface area. If a cell was to get very large, the small surface area would not allow enough nutrients to enter the cell quickly enough for the cell’s needs. This idea is explained in Figure below . However, large cells have a way of dealing with some size challenges. Big cells, such as some white blood cells, often grow more nuclei so that they can supply enough proteins and RNA for the cell’s requirements. Large, metabolically active cells often have lots of cell protrusions, resulting in many folds throughout the membrane. These folds increase the surface area available for transport of materials into or out of the cell. Such cell types are found lining your small intestine, where they absorb nutrients from your food through protrusions called microvilli . \nStory: There are two cells inside a Petri dish in a laboratory, cell X and cell Z. These cells are from the same organism, but are not the same age. Cell X was created two weeks ago, and cell Z was created one month ago. Therefore, cell Z has had two extra weeks of growth compared to cell X. \nQuestion: Which cell has a smaller volume?", "pos": "Background Paragraph: As a cell grows, its volume increases more quickly than its surface area. If a cell was to get very large, the small surface area would not allow enough nutrients to enter the cell quickly enough for the cell’s needs. This idea is explained in Figure below . However, large cells have a way of dealing with some size challenges. Big cells, such as some white blood cells, often grow more nuclei so that they can supply enough proteins and RNA for the cell’s requirements. Large, metabolically active cells often have lots of cell protrusions, resulting in many folds throughout the membrane. These folds increase the surface area available for transport of materials into or out of the cell. Such cell types are found lining your small intestine, where they absorb nutrients from your food through protrusions called microvilli . \nStory: There are two cells inside a Petri dish in a laboratory, cell X and cell Z. These cells are from the same organism, but have different characteristics. For example, cell Z is smaller than cell X. Furthermore, scientists studying the two cells have recorded that cell X is more metabolically active than cell Z. \nQuestion: Which cell has more nuclei?", "neg": "Background Paragraph: As a cell grows, its volume increases more quickly than its surface area. If a cell was to get very large, the small surface area would not allow enough nutrients to enter the cell quickly enough for the cell’s needs. This idea is explained in Figure below . However, large cells have a way of dealing with some size challenges. Big cells, such as some white blood cells, often grow more nuclei so that they can supply enough proteins and RNA for the cell’s requirements. Large, metabolically active cells often have lots of cell protrusions, resulting in many folds throughout the membrane. These folds increase the surface area available for transport of materials into or out of the cell. Such cell types are found lining your small intestine, where they absorb nutrients from your food through protrusions called microvilli . \nStory: There are two cells inside a Petri dish in a laboratory, cell X and cell Z. These cells are from the same organism, but have different characteristics. For example, cell Z is smaller than cell X. Furthermore, scientists studying the two cells have recorded that cell X is more metabolically active than cell Z. \nQuestion: Will cell X have a larger or smaller surface area to transport materials?", "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."}
{"query": "Background Paragraph: As a cell grows, its volume increases more quickly than its surface area. If a cell was to get very large, the small surface area would not allow enough nutrients to enter the cell quickly enough for the cell’s needs. This idea is explained in Figure below . However, large cells have a way of dealing with some size challenges. Big cells, such as some white blood cells, often grow more nuclei so that they can supply enough proteins and RNA for the cell’s requirements. Large, metabolically active cells often have lots of cell protrusions, resulting in many folds throughout the membrane. These folds increase the surface area available for transport of materials into or out of the cell. Such cell types are found lining your small intestine, where they absorb nutrients from your food through protrusions called microvilli . \nStory: There are two cells inside a Petri dish in a laboratory, cell X and cell Z. These cells are from the same organism, but have different characteristics. For example, cell Z is smaller than cell X. Furthermore, scientists studying the two cells have recorded that cell X is more metabolically active than cell Z. \nQuestion: Which cell has more nuclei?", "pos": "Background Paragraph: As a cell grows, its volume increases more quickly than its surface area. If a cell was to get very large, the small surface area would not allow enough nutrients to enter the cell quickly enough for the cell’s needs. This idea is explained in Figure below . However, large cells have a way of dealing with some size challenges. Big cells, such as some white blood cells, often grow more nuclei so that they can supply enough proteins and RNA for the cell’s requirements. Large, metabolically active cells often have lots of cell protrusions, resulting in many folds throughout the membrane. These folds increase the surface area available for transport of materials into or out of the cell. Such cell types are found lining your small intestine, where they absorb nutrients from your food through protrusions called microvilli . \nStory: There are two cells inside a Petri dish in a laboratory, cell X and cell Z. These cells are from the same organism, but have different characteristics. For example, cell Z is smaller than cell X. Furthermore, scientists studying the two cells have recorded that cell X is more metabolically active than cell Z. \nQuestion: Which cell will have more folds throughout the membrane?", "neg": "Background Paragraph: As a cell grows, its volume increases more quickly than its surface area. If a cell was to get very large, the small surface area would not allow enough nutrients to enter the cell quickly enough for the cell’s needs. This idea is explained in Figure below . However, large cells have a way of dealing with some size challenges. Big cells, such as some white blood cells, often grow more nuclei so that they can supply enough proteins and RNA for the cell’s requirements. Large, metabolically active cells often have lots of cell protrusions, resulting in many folds throughout the membrane. These folds increase the surface area available for transport of materials into or out of the cell. Such cell types are found lining your small intestine, where they absorb nutrients from your food through protrusions called microvilli . \nStory: There are two cells inside a Petri dish in a laboratory, cell X and cell Z. These cells are from the same organism, but have different characteristics. For example, cell Z is smaller than cell X. Furthermore, scientists studying the two cells have recorded that cell X is more metabolically active than cell Z. \nQuestion: Will cell X have a larger or smaller surface area to transport materials?", "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."}
{"query": "Background Paragraph: As a cell grows, its volume increases more quickly than its surface area. If a cell was to get very large, the small surface area would not allow enough nutrients to enter the cell quickly enough for the cell’s needs. This idea is explained in Figure below . However, large cells have a way of dealing with some size challenges. Big cells, such as some white blood cells, often grow more nuclei so that they can supply enough proteins and RNA for the cell’s requirements. Large, metabolically active cells often have lots of cell protrusions, resulting in many folds throughout the membrane. These folds increase the surface area available for transport of materials into or out of the cell. Such cell types are found lining your small intestine, where they absorb nutrients from your food through protrusions called microvilli . \nStory: There are two cells inside a Petri dish in a laboratory, cell X and cell Z. These cells are from the same organism, but have different characteristics. For example, cell Z is smaller than cell X. Furthermore, scientists studying the two cells have recorded that cell X is more metabolically active than cell Z. \nQuestion: Which cell has fewer nuclei?", "pos": "Background Paragraph: As a cell grows, its volume increases more quickly than its surface area. If a cell was to get very large, the small surface area would not allow enough nutrients to enter the cell quickly enough for the cell’s needs. This idea is explained in Figure below . However, large cells have a way of dealing with some size challenges. Big cells, such as some white blood cells, often grow more nuclei so that they can supply enough proteins and RNA for the cell’s requirements. Large, metabolically active cells often have lots of cell protrusions, resulting in many folds throughout the membrane. These folds increase the surface area available for transport of materials into or out of the cell. Such cell types are found lining your small intestine, where they absorb nutrients from your food through protrusions called microvilli . \nStory: There are two cells inside a Petri dish in a laboratory, cell X and cell Z. These cells are from the same organism, but have different characteristics. For example, cell Z is smaller than cell X. Furthermore, scientists studying the two cells have recorded that cell X is more metabolically active than cell Z. \nQuestion: Which cell will have fewer folds throughout the membrane?", "neg": "Background Paragraph: As a cell grows, its volume increases more quickly than its surface area. If a cell was to get very large, the small surface area would not allow enough nutrients to enter the cell quickly enough for the cell’s needs. This idea is explained in Figure below . However, large cells have a way of dealing with some size challenges. Big cells, such as some white blood cells, often grow more nuclei so that they can supply enough proteins and RNA for the cell’s requirements. Large, metabolically active cells often have lots of cell protrusions, resulting in many folds throughout the membrane. These folds increase the surface area available for transport of materials into or out of the cell. Such cell types are found lining your small intestine, where they absorb nutrients from your food through protrusions called microvilli . \nStory: There are two cells inside a Petri dish in a laboratory, cell X and cell Z. These cells are from the same organism, but have different characteristics. For example, cell Z is smaller than cell X. Furthermore, scientists studying the two cells have recorded that cell X is more metabolically active than cell Z. \nQuestion: Will cell X have a larger or smaller surface area to transport materials?", "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."}
{"query": "Background Paragraph: As a cell grows, its volume increases more quickly than its surface area. If a cell was to get very large, the small surface area would not allow enough nutrients to enter the cell quickly enough for the cell’s needs. This idea is explained in Figure below . However, large cells have a way of dealing with some size challenges. Big cells, such as some white blood cells, often grow more nuclei so that they can supply enough proteins and RNA for the cell’s requirements. Large, metabolically active cells often have lots of cell protrusions, resulting in many folds throughout the membrane. These folds increase the surface area available for transport of materials into or out of the cell. Such cell types are found lining your small intestine, where they absorb nutrients from your food through protrusions called microvilli . \nStory: There are two cells inside a Petri dish in a laboratory, cell X and cell Z. These cells are from the same organism, but have different characteristics. For example, cell Z is smaller than cell X. Furthermore, scientists studying the two cells have recorded that cell X is more metabolically active than cell Z. \nQuestion: Which cell will have more folds throughout the membrane?", "pos": "Background Paragraph: As a cell grows, its volume increases more quickly than its surface area. If a cell was to get very large, the small surface area would not allow enough nutrients to enter the cell quickly enough for the cell’s needs. This idea is explained in Figure below . However, large cells have a way of dealing with some size challenges. Big cells, such as some white blood cells, often grow more nuclei so that they can supply enough proteins and RNA for the cell’s requirements. Large, metabolically active cells often have lots of cell protrusions, resulting in many folds throughout the membrane. These folds increase the surface area available for transport of materials into or out of the cell. Such cell types are found lining your small intestine, where they absorb nutrients from your food through protrusions called microvilli . \nStory: There are two cells inside a Petri dish in a laboratory, cell X and cell Z. These cells are from the same organism, but have different characteristics. For example, cell Z is smaller than cell X. Furthermore, scientists studying the two cells have recorded that cell X is more metabolically active than cell Z. \nQuestion: Which cell has more nuclei?", "neg": "Background Paragraph: As a cell grows, its volume increases more quickly than its surface area. If a cell was to get very large, the small surface area would not allow enough nutrients to enter the cell quickly enough for the cell’s needs. This idea is explained in Figure below . However, large cells have a way of dealing with some size challenges. Big cells, such as some white blood cells, often grow more nuclei so that they can supply enough proteins and RNA for the cell’s requirements. Large, metabolically active cells often have lots of cell protrusions, resulting in many folds throughout the membrane. These folds increase the surface area available for transport of materials into or out of the cell. Such cell types are found lining your small intestine, where they absorb nutrients from your food through protrusions called microvilli . \nStory: There are two cells inside a Petri dish in a laboratory, cell X and cell Z. These cells are from the same organism, but have different characteristics. For example, cell Z is smaller than cell X. Furthermore, scientists studying the two cells have recorded that cell X is more metabolically active than cell Z. \nQuestion: Will cell X have a larger or smaller surface area to transport materials?", "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."}
{"query": "Background Paragraph: As a cell grows, its volume increases more quickly than its surface area. If a cell was to get very large, the small surface area would not allow enough nutrients to enter the cell quickly enough for the cell’s needs. This idea is explained in Figure below . However, large cells have a way of dealing with some size challenges. Big cells, such as some white blood cells, often grow more nuclei so that they can supply enough proteins and RNA for the cell’s requirements. Large, metabolically active cells often have lots of cell protrusions, resulting in many folds throughout the membrane. These folds increase the surface area available for transport of materials into or out of the cell. Such cell types are found lining your small intestine, where they absorb nutrients from your food through protrusions called microvilli . \nStory: There are two cells inside a Petri dish in a laboratory, cell X and cell Z. These cells are from the same organism, but have different characteristics. For example, cell Z is smaller than cell X. Furthermore, scientists studying the two cells have recorded that cell X is more metabolically active than cell Z. \nQuestion: Which cell will have fewer folds throughout the membrane?", "pos": "Background Paragraph: As a cell grows, its volume increases more quickly than its surface area. If a cell was to get very large, the small surface area would not allow enough nutrients to enter the cell quickly enough for the cell’s needs. This idea is explained in Figure below . However, large cells have a way of dealing with some size challenges. Big cells, such as some white blood cells, often grow more nuclei so that they can supply enough proteins and RNA for the cell’s requirements. Large, metabolically active cells often have lots of cell protrusions, resulting in many folds throughout the membrane. These folds increase the surface area available for transport of materials into or out of the cell. Such cell types are found lining your small intestine, where they absorb nutrients from your food through protrusions called microvilli . \nStory: There are two cells inside a Petri dish in a laboratory, cell X and cell Z. These cells are from the same organism, but have different characteristics. For example, cell Z is smaller than cell X. Furthermore, scientists studying the two cells have recorded that cell X is more metabolically active than cell Z. \nQuestion: Which cell has fewer nuclei?", "neg": "Background Paragraph: As a cell grows, its volume increases more quickly than its surface area. If a cell was to get very large, the small surface area would not allow enough nutrients to enter the cell quickly enough for the cell’s needs. This idea is explained in Figure below . However, large cells have a way of dealing with some size challenges. Big cells, such as some white blood cells, often grow more nuclei so that they can supply enough proteins and RNA for the cell’s requirements. Large, metabolically active cells often have lots of cell protrusions, resulting in many folds throughout the membrane. These folds increase the surface area available for transport of materials into or out of the cell. Such cell types are found lining your small intestine, where they absorb nutrients from your food through protrusions called microvilli . \nStory: There are two cells inside a Petri dish in a laboratory, cell X and cell Z. These cells are from the same organism, but have different characteristics. For example, cell Z is smaller than cell X. Furthermore, scientists studying the two cells have recorded that cell X is more metabolically active than cell Z. \nQuestion: Will cell X have a larger or smaller surface area to transport materials?", "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."}
{"query": "Background Paragraph: As a cell grows, its volume increases more quickly than its surface area. If a cell was to get very large, the small surface area would not allow enough nutrients to enter the cell quickly enough for the cell’s needs. This idea is explained in Figure below . However, large cells have a way of dealing with some size challenges. Big cells, such as some white blood cells, often grow more nuclei so that they can supply enough proteins and RNA for the cell’s requirements. Large, metabolically active cells often have lots of cell protrusions, resulting in many folds throughout the membrane. These folds increase the surface area available for transport of materials into or out of the cell. Such cell types are found lining your small intestine, where they absorb nutrients from your food through protrusions called microvilli . \nStory: There are two cells inside a Petri dish in a laboratory, cell X and cell Z. These cells are from the same organism, but have different characteristics. For example, cell Z is smaller than cell X. Furthermore, scientists studying the two cells have recorded that cell X is more metabolically active than cell Z. \nQuestion: Will cell Z have a larger or smaller surface area to transport materials?", "pos": "Background Paragraph: As a cell grows, its volume increases more quickly than its surface area. If a cell was to get very large, the small surface area would not allow enough nutrients to enter the cell quickly enough for the cell’s needs. This idea is explained in Figure below . However, large cells have a way of dealing with some size challenges. Big cells, such as some white blood cells, often grow more nuclei so that they can supply enough proteins and RNA for the cell’s requirements. Large, metabolically active cells often have lots of cell protrusions, resulting in many folds throughout the membrane. These folds increase the surface area available for transport of materials into or out of the cell. Such cell types are found lining your small intestine, where they absorb nutrients from your food through protrusions called microvilli . \nStory: Mike is studying for his biology exam. He found that all body cells are not equal in size - some are large and some are small. He labeled the large cells as class A cells. Then he labeled the small cells as class B cells. He is now prepared to find the differences between them. \nQuestion: Would class B cells have more or less nuclei than class A cells?", "neg": "Background Paragraph: As a cell grows, its volume increases more quickly than its surface area. If a cell was to get very large, the small surface area would not allow enough nutrients to enter the cell quickly enough for the cell’s needs. This idea is explained in Figure below . However, large cells have a way of dealing with some size challenges. Big cells, such as some white blood cells, often grow more nuclei so that they can supply enough proteins and RNA for the cell’s requirements. Large, metabolically active cells often have lots of cell protrusions, resulting in many folds throughout the membrane. These folds increase the surface area available for transport of materials into or out of the cell. Such cell types are found lining your small intestine, where they absorb nutrients from your food through protrusions called microvilli . \nStory: There are two cells inside a Petri dish in a laboratory, cell X and cell Z. These cells are from the same organism, but are not the same age. Cell X was created two weeks ago, and cell Z was created one month ago. Therefore, cell Z has had two extra weeks of growth compared to cell X. \nQuestion: Which cell has a smaller volume?", "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."}
{"query": "Background Paragraph: As a cell grows, its volume increases more quickly than its surface area. If a cell was to get very large, the small surface area would not allow enough nutrients to enter the cell quickly enough for the cell’s needs. This idea is explained in Figure below . However, large cells have a way of dealing with some size challenges. Big cells, such as some white blood cells, often grow more nuclei so that they can supply enough proteins and RNA for the cell’s requirements. Large, metabolically active cells often have lots of cell protrusions, resulting in many folds throughout the membrane. These folds increase the surface area available for transport of materials into or out of the cell. Such cell types are found lining your small intestine, where they absorb nutrients from your food through protrusions called microvilli . \nStory: There are two cells inside a Petri dish in a laboratory, cell X and cell Z. These cells are from the same organism, but have different characteristics. For example, cell Z is smaller than cell X. Furthermore, scientists studying the two cells have recorded that cell X is more metabolically active than cell Z. \nQuestion: Will cell X have a larger or smaller surface area to transport materials?", "pos": "Background Paragraph: As a cell grows, its volume increases more quickly than its surface area. If a cell was to get very large, the small surface area would not allow enough nutrients to enter the cell quickly enough for the cell’s needs. This idea is explained in Figure below . However, large cells have a way of dealing with some size challenges. Big cells, such as some white blood cells, often grow more nuclei so that they can supply enough proteins and RNA for the cell’s requirements. Large, metabolically active cells often have lots of cell protrusions, resulting in many folds throughout the membrane. These folds increase the surface area available for transport of materials into or out of the cell. Such cell types are found lining your small intestine, where they absorb nutrients from your food through protrusions called microvilli . \nStory: There are two cells inside a Petri dish in a laboratory, cell X and cell Z. These cells are from the same organism, but have different characteristics. For example, cell Z is smaller than cell X. Furthermore, scientists studying the two cells have recorded that cell X is more metabolically active than cell Z. \nQuestion: Will cell Z have a larger or smaller surface area to transport materials?", "neg": "Background Paragraph: As a cell grows, its volume increases more quickly than its surface area. If a cell was to get very large, the small surface area would not allow enough nutrients to enter the cell quickly enough for the cell’s needs. This idea is explained in Figure below . However, large cells have a way of dealing with some size challenges. Big cells, such as some white blood cells, often grow more nuclei so that they can supply enough proteins and RNA for the cell’s requirements. Large, metabolically active cells often have lots of cell protrusions, resulting in many folds throughout the membrane. These folds increase the surface area available for transport of materials into or out of the cell. Such cell types are found lining your small intestine, where they absorb nutrients from your food through protrusions called microvilli . \nStory: There are two cells inside a Petri dish in a laboratory, cell X and cell Z. These cells are from the same organism, but have different characteristics. For example, cell Z is smaller than cell X. Furthermore, scientists studying the two cells have recorded that cell X is more metabolically active than cell Z. \nQuestion: Which cell will have fewer folds throughout the membrane?", "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."}
{"query": "Background Paragraph: As a cell grows, its volume increases more quickly than its surface area. If a cell was to get very large, the small surface area would not allow enough nutrients to enter the cell quickly enough for the cell’s needs. This idea is explained in Figure below . However, large cells have a way of dealing with some size challenges. Big cells, such as some white blood cells, often grow more nuclei so that they can supply enough proteins and RNA for the cell’s requirements. Large, metabolically active cells often have lots of cell protrusions, resulting in many folds throughout the membrane. These folds increase the surface area available for transport of materials into or out of the cell. Such cell types are found lining your small intestine, where they absorb nutrients from your food through protrusions called microvilli . \nStory: Gary, a high school student, is supposed to be studying two different cells under a microscope during his biology class. Gary doesn't like biology class at all though and can't find the motivation to look at the cells in detail. In his homework where students are supposed to write what they observed, Gary simply wrote down the first thing he saw under the microscope which was that Cell A is larger than cell B. It won't get him a great grade, but Gary is hoping it will at least get him a pass on the assignment. \nQuestion: Which cell has more volume?", "pos": "Background Paragraph: As a cell grows, its volume increases more quickly than its surface area. If a cell was to get very large, the small surface area would not allow enough nutrients to enter the cell quickly enough for the cell’s needs. This idea is explained in Figure below . However, large cells have a way of dealing with some size challenges. Big cells, such as some white blood cells, often grow more nuclei so that they can supply enough proteins and RNA for the cell’s requirements. Large, metabolically active cells often have lots of cell protrusions, resulting in many folds throughout the membrane. These folds increase the surface area available for transport of materials into or out of the cell. Such cell types are found lining your small intestine, where they absorb nutrients from your food through protrusions called microvilli . \nStory: Gary, a high school student, is supposed to be studying two different cells under a microscope during his biology class. Gary doesn't like biology class at all though and can't find the motivation to look at the cells in detail. In his homework where students are supposed to write what they observed, Gary simply wrote down the first thing he saw under the microscope which was that Cell A is larger than cell B. It won't get him a great grade, but Gary is hoping it will at least get him a pass on the assignment. \nQuestion: Which cell has more protrusions?", "neg": "Background Paragraph: As a cell grows, its volume increases more quickly than its surface area. If a cell was to get very large, the small surface area would not allow enough nutrients to enter the cell quickly enough for the cell’s needs. This idea is explained in Figure below . However, large cells have a way of dealing with some size challenges. Big cells, such as some white blood cells, often grow more nuclei so that they can supply enough proteins and RNA for the cell’s requirements. Large, metabolically active cells often have lots of cell protrusions, resulting in many folds throughout the membrane. These folds increase the surface area available for transport of materials into or out of the cell. Such cell types are found lining your small intestine, where they absorb nutrients from your food through protrusions called microvilli . \nStory: Gary, a high school student, is supposed to be studying two different cells under a microscope during his biology class. Gary doesn't like biology class at all though and can't find the motivation to look at the cells in detail. In his homework where students are supposed to write what they observed, Gary simply wrote down the first thing he saw under the microscope which was that Cell A is larger than cell B. It won't get him a great grade, but Gary is hoping it will at least get him a pass on the assignment. \nQuestion: Does Cell A have more or less nuclei than Cell 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."}
{"query": "Background Paragraph: As a cell grows, its volume increases more quickly than its surface area. If a cell was to get very large, the small surface area would not allow enough nutrients to enter the cell quickly enough for the cell’s needs. This idea is explained in Figure below . However, large cells have a way of dealing with some size challenges. Big cells, such as some white blood cells, often grow more nuclei so that they can supply enough proteins and RNA for the cell’s requirements. Large, metabolically active cells often have lots of cell protrusions, resulting in many folds throughout the membrane. These folds increase the surface area available for transport of materials into or out of the cell. Such cell types are found lining your small intestine, where they absorb nutrients from your food through protrusions called microvilli . \nStory: Gary, a high school student, is supposed to be studying two different cells under a microscope during his biology class. Gary doesn't like biology class at all though and can't find the motivation to look at the cells in detail. In his homework where students are supposed to write what they observed, Gary simply wrote down the first thing he saw under the microscope which was that Cell A is larger than cell B. It won't get him a great grade, but Gary is hoping it will at least get him a pass on the assignment. \nQuestion: Which cell has less volume?", "pos": "Background Paragraph: As a cell grows, its volume increases more quickly than its surface area. If a cell was to get very large, the small surface area would not allow enough nutrients to enter the cell quickly enough for the cell’s needs. This idea is explained in Figure below . However, large cells have a way of dealing with some size challenges. Big cells, such as some white blood cells, often grow more nuclei so that they can supply enough proteins and RNA for the cell’s requirements. Large, metabolically active cells often have lots of cell protrusions, resulting in many folds throughout the membrane. These folds increase the surface area available for transport of materials into or out of the cell. Such cell types are found lining your small intestine, where they absorb nutrients from your food through protrusions called microvilli . \nStory: Gary, a high school student, is supposed to be studying two different cells under a microscope during his biology class. Gary doesn't like biology class at all though and can't find the motivation to look at the cells in detail. In his homework where students are supposed to write what they observed, Gary simply wrote down the first thing he saw under the microscope which was that Cell A is larger than cell B. It won't get him a great grade, but Gary is hoping it will at least get him a pass on the assignment. \nQuestion: Which cell has less protrusions?", "neg": "Background Paragraph: As a cell grows, its volume increases more quickly than its surface area. If a cell was to get very large, the small surface area would not allow enough nutrients to enter the cell quickly enough for the cell’s needs. This idea is explained in Figure below . However, large cells have a way of dealing with some size challenges. Big cells, such as some white blood cells, often grow more nuclei so that they can supply enough proteins and RNA for the cell’s requirements. Large, metabolically active cells often have lots of cell protrusions, resulting in many folds throughout the membrane. These folds increase the surface area available for transport of materials into or out of the cell. Such cell types are found lining your small intestine, where they absorb nutrients from your food through protrusions called microvilli . \nStory: Gary, a high school student, is supposed to be studying two different cells under a microscope during his biology class. Gary doesn't like biology class at all though and can't find the motivation to look at the cells in detail. In his homework where students are supposed to write what they observed, Gary simply wrote down the first thing he saw under the microscope which was that Cell A is larger than cell B. It won't get him a great grade, but Gary is hoping it will at least get him a pass on the assignment. \nQuestion: Does Cell A have more or less nuclei than Cell 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."}
{"query": "Background Paragraph: As a cell grows, its volume increases more quickly than its surface area. If a cell was to get very large, the small surface area would not allow enough nutrients to enter the cell quickly enough for the cell’s needs. This idea is explained in Figure below . However, large cells have a way of dealing with some size challenges. Big cells, such as some white blood cells, often grow more nuclei so that they can supply enough proteins and RNA for the cell’s requirements. Large, metabolically active cells often have lots of cell protrusions, resulting in many folds throughout the membrane. These folds increase the surface area available for transport of materials into or out of the cell. Such cell types are found lining your small intestine, where they absorb nutrients from your food through protrusions called microvilli . \nStory: Gary, a high school student, is supposed to be studying two different cells under a microscope during his biology class. Gary doesn't like biology class at all though and can't find the motivation to look at the cells in detail. In his homework where students are supposed to write what they observed, Gary simply wrote down the first thing he saw under the microscope which was that Cell A is larger than cell B. It won't get him a great grade, but Gary is hoping it will at least get him a pass on the assignment. \nQuestion: Does Cell A have more or less nuclei than Cell B?", "pos": "Background Paragraph: As a cell grows, its volume increases more quickly than its surface area. If a cell was to get very large, the small surface area would not allow enough nutrients to enter the cell quickly enough for the cell’s needs. This idea is explained in Figure below . However, large cells have a way of dealing with some size challenges. Big cells, such as some white blood cells, often grow more nuclei so that they can supply enough proteins and RNA for the cell’s requirements. Large, metabolically active cells often have lots of cell protrusions, resulting in many folds throughout the membrane. These folds increase the surface area available for transport of materials into or out of the cell. Such cell types are found lining your small intestine, where they absorb nutrients from your food through protrusions called microvilli . \nStory: Mike is studying for his biology exam. He found that all body cells are not equal in size - some are large and some are small. He labeled the large cells as class A cells. Then he labeled the small cells as class B cells. He is now prepared to find the differences between them. \nQuestion: Would class A cells have more or less nuclei than class B cells?", "neg": "Background Paragraph: As a cell grows, its volume increases more quickly than its surface area. If a cell was to get very large, the small surface area would not allow enough nutrients to enter the cell quickly enough for the cell’s needs. This idea is explained in Figure below . However, large cells have a way of dealing with some size challenges. Big cells, such as some white blood cells, often grow more nuclei so that they can supply enough proteins and RNA for the cell’s requirements. Large, metabolically active cells often have lots of cell protrusions, resulting in many folds throughout the membrane. These folds increase the surface area available for transport of materials into or out of the cell. Such cell types are found lining your small intestine, where they absorb nutrients from your food through protrusions called microvilli . \nStory: Gary, a high school student, is supposed to be studying two different cells under a microscope during his biology class. Gary doesn't like biology class at all though and can't find the motivation to look at the cells in detail. In his homework where students are supposed to write what they observed, Gary simply wrote down the first thing he saw under the microscope which was that Cell A is larger than cell B. It won't get him a great grade, but Gary is hoping it will at least get him a pass on the assignment. \nQuestion: Does Cell A or Cell B have more folds across the membrane?", "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."}
{"query": "Background Paragraph: As a cell grows, its volume increases more quickly than its surface area. If a cell was to get very large, the small surface area would not allow enough nutrients to enter the cell quickly enough for the cell’s needs. This idea is explained in Figure below . However, large cells have a way of dealing with some size challenges. Big cells, such as some white blood cells, often grow more nuclei so that they can supply enough proteins and RNA for the cell’s requirements. Large, metabolically active cells often have lots of cell protrusions, resulting in many folds throughout the membrane. These folds increase the surface area available for transport of materials into or out of the cell. Such cell types are found lining your small intestine, where they absorb nutrients from your food through protrusions called microvilli . \nStory: Gary, a high school student, is supposed to be studying two different cells under a microscope during his biology class. Gary doesn't like biology class at all though and can't find the motivation to look at the cells in detail. In his homework where students are supposed to write what they observed, Gary simply wrote down the first thing he saw under the microscope which was that Cell A is larger than cell B. It won't get him a great grade, but Gary is hoping it will at least get him a pass on the assignment. \nQuestion: Does Cell B have more or less nuclei than Cell A?", "pos": "Background Paragraph: As a cell grows, its volume increases more quickly than its surface area. If a cell was to get very large, the small surface area would not allow enough nutrients to enter the cell quickly enough for the cell’s needs. This idea is explained in Figure below . However, large cells have a way of dealing with some size challenges. Big cells, such as some white blood cells, often grow more nuclei so that they can supply enough proteins and RNA for the cell’s requirements. Large, metabolically active cells often have lots of cell protrusions, resulting in many folds throughout the membrane. These folds increase the surface area available for transport of materials into or out of the cell. Such cell types are found lining your small intestine, where they absorb nutrients from your food through protrusions called microvilli . \nStory: Mike is studying for his biology exam. He found that all body cells are not equal in size - some are large and some are small. He labeled the large cells as class A cells. Then he labeled the small cells as class B cells. He is now prepared to find the differences between them. \nQuestion: Would class B cells have more or less nuclei than class A cells?", "neg": "Background Paragraph: As a cell grows, its volume increases more quickly than its surface area. If a cell was to get very large, the small surface area would not allow enough nutrients to enter the cell quickly enough for the cell’s needs. This idea is explained in Figure below . However, large cells have a way of dealing with some size challenges. Big cells, such as some white blood cells, often grow more nuclei so that they can supply enough proteins and RNA for the cell’s requirements. Large, metabolically active cells often have lots of cell protrusions, resulting in many folds throughout the membrane. These folds increase the surface area available for transport of materials into or out of the cell. Such cell types are found lining your small intestine, where they absorb nutrients from your food through protrusions called microvilli . \nStory: Gary, a high school student, is supposed to be studying two different cells under a microscope during his biology class. Gary doesn't like biology class at all though and can't find the motivation to look at the cells in detail. In his homework where students are supposed to write what they observed, Gary simply wrote down the first thing he saw under the microscope which was that Cell A is larger than cell B. It won't get him a great grade, but Gary is hoping it will at least get him a pass on the assignment. \nQuestion: Does Cell A or Cell B have less folds across the membrane?", "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."}
{"query": "Background Paragraph: As a cell grows, its volume increases more quickly than its surface area. If a cell was to get very large, the small surface area would not allow enough nutrients to enter the cell quickly enough for the cell’s needs. This idea is explained in Figure below . However, large cells have a way of dealing with some size challenges. Big cells, such as some white blood cells, often grow more nuclei so that they can supply enough proteins and RNA for the cell’s requirements. Large, metabolically active cells often have lots of cell protrusions, resulting in many folds throughout the membrane. These folds increase the surface area available for transport of materials into or out of the cell. Such cell types are found lining your small intestine, where they absorb nutrients from your food through protrusions called microvilli . \nStory: Gary, a high school student, is supposed to be studying two different cells under a microscope during his biology class. Gary doesn't like biology class at all though and can't find the motivation to look at the cells in detail. In his homework where students are supposed to write what they observed, Gary simply wrote down the first thing he saw under the microscope which was that Cell A is larger than cell B. It won't get him a great grade, but Gary is hoping it will at least get him a pass on the assignment. \nQuestion: Which cell has more protrusions?", "pos": "Background Paragraph: As a cell grows, its volume increases more quickly than its surface area. If a cell was to get very large, the small surface area would not allow enough nutrients to enter the cell quickly enough for the cell’s needs. This idea is explained in Figure below . However, large cells have a way of dealing with some size challenges. Big cells, such as some white blood cells, often grow more nuclei so that they can supply enough proteins and RNA for the cell’s requirements. Large, metabolically active cells often have lots of cell protrusions, resulting in many folds throughout the membrane. These folds increase the surface area available for transport of materials into or out of the cell. Such cell types are found lining your small intestine, where they absorb nutrients from your food through protrusions called microvilli . \nStory: Gary, a high school student, is supposed to be studying two different cells under a microscope during his biology class. Gary doesn't like biology class at all though and can't find the motivation to look at the cells in detail. In his homework where students are supposed to write what they observed, Gary simply wrote down the first thing he saw under the microscope which was that Cell A is larger than cell B. It won't get him a great grade, but Gary is hoping it will at least get him a pass on the assignment. \nQuestion: Which cell has more volume?", "neg": "Background Paragraph: As a cell grows, its volume increases more quickly than its surface area. If a cell was to get very large, the small surface area would not allow enough nutrients to enter the cell quickly enough for the cell’s needs. This idea is explained in Figure below . However, large cells have a way of dealing with some size challenges. Big cells, such as some white blood cells, often grow more nuclei so that they can supply enough proteins and RNA for the cell’s requirements. Large, metabolically active cells often have lots of cell protrusions, resulting in many folds throughout the membrane. These folds increase the surface area available for transport of materials into or out of the cell. Such cell types are found lining your small intestine, where they absorb nutrients from your food through protrusions called microvilli . \nStory: Gary, a high school student, is supposed to be studying two different cells under a microscope during his biology class. Gary doesn't like biology class at all though and can't find the motivation to look at the cells in detail. In his homework where students are supposed to write what they observed, Gary simply wrote down the first thing he saw under the microscope which was that Cell A is larger than cell B. It won't get him a great grade, but Gary is hoping it will at least get him a pass on the assignment. \nQuestion: Does Cell A have more or less nuclei than Cell 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."}
{"query": "Background Paragraph: As a cell grows, its volume increases more quickly than its surface area. If a cell was to get very large, the small surface area would not allow enough nutrients to enter the cell quickly enough for the cell’s needs. This idea is explained in Figure below . However, large cells have a way of dealing with some size challenges. Big cells, such as some white blood cells, often grow more nuclei so that they can supply enough proteins and RNA for the cell’s requirements. Large, metabolically active cells often have lots of cell protrusions, resulting in many folds throughout the membrane. These folds increase the surface area available for transport of materials into or out of the cell. Such cell types are found lining your small intestine, where they absorb nutrients from your food through protrusions called microvilli . \nStory: Gary, a high school student, is supposed to be studying two different cells under a microscope during his biology class. Gary doesn't like biology class at all though and can't find the motivation to look at the cells in detail. In his homework where students are supposed to write what they observed, Gary simply wrote down the first thing he saw under the microscope which was that Cell A is larger than cell B. It won't get him a great grade, but Gary is hoping it will at least get him a pass on the assignment. \nQuestion: Which cell has less protrusions?", "pos": "Background Paragraph: As a cell grows, its volume increases more quickly than its surface area. If a cell was to get very large, the small surface area would not allow enough nutrients to enter the cell quickly enough for the cell’s needs. This idea is explained in Figure below . However, large cells have a way of dealing with some size challenges. Big cells, such as some white blood cells, often grow more nuclei so that they can supply enough proteins and RNA for the cell’s requirements. Large, metabolically active cells often have lots of cell protrusions, resulting in many folds throughout the membrane. These folds increase the surface area available for transport of materials into or out of the cell. Such cell types are found lining your small intestine, where they absorb nutrients from your food through protrusions called microvilli . \nStory: Gary, a high school student, is supposed to be studying two different cells under a microscope during his biology class. Gary doesn't like biology class at all though and can't find the motivation to look at the cells in detail. In his homework where students are supposed to write what they observed, Gary simply wrote down the first thing he saw under the microscope which was that Cell A is larger than cell B. It won't get him a great grade, but Gary is hoping it will at least get him a pass on the assignment. \nQuestion: Which cell has less volume?", "neg": "Background Paragraph: As a cell grows, its volume increases more quickly than its surface area. If a cell was to get very large, the small surface area would not allow enough nutrients to enter the cell quickly enough for the cell’s needs. This idea is explained in Figure below . However, large cells have a way of dealing with some size challenges. Big cells, such as some white blood cells, often grow more nuclei so that they can supply enough proteins and RNA for the cell’s requirements. Large, metabolically active cells often have lots of cell protrusions, resulting in many folds throughout the membrane. These folds increase the surface area available for transport of materials into or out of the cell. Such cell types are found lining your small intestine, where they absorb nutrients from your food through protrusions called microvilli . \nStory: Gary, a high school student, is supposed to be studying two different cells under a microscope during his biology class. Gary doesn't like biology class at all though and can't find the motivation to look at the cells in detail. In his homework where students are supposed to write what they observed, Gary simply wrote down the first thing he saw under the microscope which was that Cell A is larger than cell B. It won't get him a great grade, but Gary is hoping it will at least get him a pass on the assignment. \nQuestion: Does Cell A have more or less nuclei than Cell 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."}
{"query": "Background Paragraph: As a cell grows, its volume increases more quickly than its surface area. If a cell was to get very large, the small surface area would not allow enough nutrients to enter the cell quickly enough for the cell’s needs. This idea is explained in Figure below . However, large cells have a way of dealing with some size challenges. Big cells, such as some white blood cells, often grow more nuclei so that they can supply enough proteins and RNA for the cell’s requirements. Large, metabolically active cells often have lots of cell protrusions, resulting in many folds throughout the membrane. These folds increase the surface area available for transport of materials into or out of the cell. Such cell types are found lining your small intestine, where they absorb nutrients from your food through protrusions called microvilli . \nStory: Gary, a high school student, is supposed to be studying two different cells under a microscope during his biology class. Gary doesn't like biology class at all though and can't find the motivation to look at the cells in detail. In his homework where students are supposed to write what they observed, Gary simply wrote down the first thing he saw under the microscope which was that Cell A is larger than cell B. It won't get him a great grade, but Gary is hoping it will at least get him a pass on the assignment. \nQuestion: Does Cell A or Cell B have more folds across the membrane?", "pos": "Background Paragraph: As a cell grows, its volume increases more quickly than its surface area. If a cell was to get very large, the small surface area would not allow enough nutrients to enter the cell quickly enough for the cell’s needs. This idea is explained in Figure below . However, large cells have a way of dealing with some size challenges. Big cells, such as some white blood cells, often grow more nuclei so that they can supply enough proteins and RNA for the cell’s requirements. Large, metabolically active cells often have lots of cell protrusions, resulting in many folds throughout the membrane. These folds increase the surface area available for transport of materials into or out of the cell. Such cell types are found lining your small intestine, where they absorb nutrients from your food through protrusions called microvilli . \nStory: Gary, a high school student, is supposed to be studying two different cells under a microscope during his biology class. Gary doesn't like biology class at all though and can't find the motivation to look at the cells in detail. In his homework where students are supposed to write what they observed, Gary simply wrote down the first thing he saw under the microscope which was that Cell A is larger than cell B. It won't get him a great grade, but Gary is hoping it will at least get him a pass on the assignment. \nQuestion: Which cell has more volume?", "neg": "Background Paragraph: As a cell grows, its volume increases more quickly than its surface area. If a cell was to get very large, the small surface area would not allow enough nutrients to enter the cell quickly enough for the cell’s needs. This idea is explained in Figure below . However, large cells have a way of dealing with some size challenges. Big cells, such as some white blood cells, often grow more nuclei so that they can supply enough proteins and RNA for the cell’s requirements. Large, metabolically active cells often have lots of cell protrusions, resulting in many folds throughout the membrane. These folds increase the surface area available for transport of materials into or out of the cell. Such cell types are found lining your small intestine, where they absorb nutrients from your food through protrusions called microvilli . \nStory: Gary, a high school student, is supposed to be studying two different cells under a microscope during his biology class. Gary doesn't like biology class at all though and can't find the motivation to look at the cells in detail. In his homework where students are supposed to write what they observed, Gary simply wrote down the first thing he saw under the microscope which was that Cell A is larger than cell B. It won't get him a great grade, but Gary is hoping it will at least get him a pass on the assignment. \nQuestion: Does Cell A have more or less nuclei than Cell 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."}
{"query": "Background Paragraph: As a cell grows, its volume increases more quickly than its surface area. If a cell was to get very large, the small surface area would not allow enough nutrients to enter the cell quickly enough for the cell’s needs. This idea is explained in Figure below . However, large cells have a way of dealing with some size challenges. Big cells, such as some white blood cells, often grow more nuclei so that they can supply enough proteins and RNA for the cell’s requirements. Large, metabolically active cells often have lots of cell protrusions, resulting in many folds throughout the membrane. These folds increase the surface area available for transport of materials into or out of the cell. Such cell types are found lining your small intestine, where they absorb nutrients from your food through protrusions called microvilli . \nStory: Gary, a high school student, is supposed to be studying two different cells under a microscope during his biology class. Gary doesn't like biology class at all though and can't find the motivation to look at the cells in detail. In his homework where students are supposed to write what they observed, Gary simply wrote down the first thing he saw under the microscope which was that Cell A is larger than cell B. It won't get him a great grade, but Gary is hoping it will at least get him a pass on the assignment. \nQuestion: Does Cell A or Cell B have less folds across the membrane?", "pos": "Background Paragraph: As a cell grows, its volume increases more quickly than its surface area. If a cell was to get very large, the small surface area would not allow enough nutrients to enter the cell quickly enough for the cell’s needs. This idea is explained in Figure below . However, large cells have a way of dealing with some size challenges. Big cells, such as some white blood cells, often grow more nuclei so that they can supply enough proteins and RNA for the cell’s requirements. Large, metabolically active cells often have lots of cell protrusions, resulting in many folds throughout the membrane. These folds increase the surface area available for transport of materials into or out of the cell. Such cell types are found lining your small intestine, where they absorb nutrients from your food through protrusions called microvilli . \nStory: Gary, a high school student, is supposed to be studying two different cells under a microscope during his biology class. Gary doesn't like biology class at all though and can't find the motivation to look at the cells in detail. In his homework where students are supposed to write what they observed, Gary simply wrote down the first thing he saw under the microscope which was that Cell A is larger than cell B. It won't get him a great grade, but Gary is hoping it will at least get him a pass on the assignment. \nQuestion: Which cell has less protrusions?", "neg": "Background Paragraph: As a cell grows, its volume increases more quickly than its surface area. If a cell was to get very large, the small surface area would not allow enough nutrients to enter the cell quickly enough for the cell’s needs. This idea is explained in Figure below . However, large cells have a way of dealing with some size challenges. Big cells, such as some white blood cells, often grow more nuclei so that they can supply enough proteins and RNA for the cell’s requirements. Large, metabolically active cells often have lots of cell protrusions, resulting in many folds throughout the membrane. These folds increase the surface area available for transport of materials into or out of the cell. Such cell types are found lining your small intestine, where they absorb nutrients from your food through protrusions called microvilli . \nStory: Gary, a high school student, is supposed to be studying two different cells under a microscope during his biology class. Gary doesn't like biology class at all though and can't find the motivation to look at the cells in detail. In his homework where students are supposed to write what they observed, Gary simply wrote down the first thing he saw under the microscope which was that Cell A is larger than cell B. It won't get him a great grade, but Gary is hoping it will at least get him a pass on the assignment. \nQuestion: Does Cell A have more or less nuclei than Cell 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."}
{"query": "Background Paragraph: As a cell grows, its volume increases more quickly than its surface area. If a cell was to get very large, the small surface area would not allow enough nutrients to enter the cell quickly enough for the cell’s needs. This idea is explained in Figure below . However, large cells have a way of dealing with some size challenges. Big cells, such as some white blood cells, often grow more nuclei so that they can supply enough proteins and RNA for the cell’s requirements. Large, metabolically active cells often have lots of cell protrusions, resulting in many folds throughout the membrane. These folds increase the surface area available for transport of materials into or out of the cell. Such cell types are found lining your small intestine, where they absorb nutrients from your food through protrusions called microvilli . \nStory: Gary, a high school student, is supposed to be studying two different cells under a microscope during his biology class. Gary doesn't like biology class at all though and can't find the motivation to look at the cells in detail. In his homework where students are supposed to write what they observed, Gary simply wrote down the first thing he saw under the microscope which was that Cell A is larger than cell B. It won't get him a great grade, but Gary is hoping it will at least get him a pass on the assignment. \nQuestion: Will Cell B have an easier or harder time transporting materials than cell A?", "pos": "Background Paragraph: As a cell grows, its volume increases more quickly than its surface area. If a cell was to get very large, the small surface area would not allow enough nutrients to enter the cell quickly enough for the cell’s needs. This idea is explained in Figure below . However, large cells have a way of dealing with some size challenges. Big cells, such as some white blood cells, often grow more nuclei so that they can supply enough proteins and RNA for the cell’s requirements. Large, metabolically active cells often have lots of cell protrusions, resulting in many folds throughout the membrane. These folds increase the surface area available for transport of materials into or out of the cell. Such cell types are found lining your small intestine, where they absorb nutrients from your food through protrusions called microvilli . \nStory: Gary, a high school student, is supposed to be studying two different cells under a microscope during his biology class. Gary doesn't like biology class at all though and can't find the motivation to look at the cells in detail. In his homework where students are supposed to write what they observed, Gary simply wrote down the first thing he saw under the microscope which was that Cell A is larger than cell B. It won't get him a great grade, but Gary is hoping it will at least get him a pass on the assignment. \nQuestion: Will Cell A have an easier or harder time transporting materials than cell B?", "neg": "Background Paragraph: As a cell grows, its volume increases more quickly than its surface area. If a cell was to get very large, the small surface area would not allow enough nutrients to enter the cell quickly enough for the cell’s needs. This idea is explained in Figure below . However, large cells have a way of dealing with some size challenges. Big cells, such as some white blood cells, often grow more nuclei so that they can supply enough proteins and RNA for the cell’s requirements. Large, metabolically active cells often have lots of cell protrusions, resulting in many folds throughout the membrane. These folds increase the surface area available for transport of materials into or out of the cell. Such cell types are found lining your small intestine, where they absorb nutrients from your food through protrusions called microvilli . \nStory: Gary, a high school student, is supposed to be studying two different cells under a microscope during his biology class. Gary doesn't like biology class at all though and can't find the motivation to look at the cells in detail. In his homework where students are supposed to write what they observed, Gary simply wrote down the first thing he saw under the microscope which was that Cell A is larger than cell B. It won't get him a great grade, but Gary is hoping it will at least get him a pass on the assignment. \nQuestion: Which cell has more protrusions?", "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."}
{"query": "Background Paragraph: As a cell grows, its volume increases more quickly than its surface area. If a cell was to get very large, the small surface area would not allow enough nutrients to enter the cell quickly enough for the cell’s needs. This idea is explained in Figure below . However, large cells have a way of dealing with some size challenges. Big cells, such as some white blood cells, often grow more nuclei so that they can supply enough proteins and RNA for the cell’s requirements. Large, metabolically active cells often have lots of cell protrusions, resulting in many folds throughout the membrane. These folds increase the surface area available for transport of materials into or out of the cell. Such cell types are found lining your small intestine, where they absorb nutrients from your food through protrusions called microvilli . \nStory: Gary, a high school student, is supposed to be studying two different cells under a microscope during his biology class. Gary doesn't like biology class at all though and can't find the motivation to look at the cells in detail. In his homework where students are supposed to write what they observed, Gary simply wrote down the first thing he saw under the microscope which was that Cell A is larger than cell B. It won't get him a great grade, but Gary is hoping it will at least get him a pass on the assignment. \nQuestion: Will Cell A have an easier or harder time transporting materials than cell B?", "pos": "Background Paragraph: As a cell grows, its volume increases more quickly than its surface area. If a cell was to get very large, the small surface area would not allow enough nutrients to enter the cell quickly enough for the cell’s needs. This idea is explained in Figure below . However, large cells have a way of dealing with some size challenges. Big cells, such as some white blood cells, often grow more nuclei so that they can supply enough proteins and RNA for the cell’s requirements. Large, metabolically active cells often have lots of cell protrusions, resulting in many folds throughout the membrane. These folds increase the surface area available for transport of materials into or out of the cell. Such cell types are found lining your small intestine, where they absorb nutrients from your food through protrusions called microvilli . \nStory: Gary, a high school student, is supposed to be studying two different cells under a microscope during his biology class. Gary doesn't like biology class at all though and can't find the motivation to look at the cells in detail. In his homework where students are supposed to write what they observed, Gary simply wrote down the first thing he saw under the microscope which was that Cell A is larger than cell B. It won't get him a great grade, but Gary is hoping it will at least get him a pass on the assignment. \nQuestion: Will Cell B have an easier or harder time transporting materials than cell A?", "neg": "Background Paragraph: As a cell grows, its volume increases more quickly than its surface area. If a cell was to get very large, the small surface area would not allow enough nutrients to enter the cell quickly enough for the cell’s needs. This idea is explained in Figure below . However, large cells have a way of dealing with some size challenges. Big cells, such as some white blood cells, often grow more nuclei so that they can supply enough proteins and RNA for the cell’s requirements. Large, metabolically active cells often have lots of cell protrusions, resulting in many folds throughout the membrane. These folds increase the surface area available for transport of materials into or out of the cell. Such cell types are found lining your small intestine, where they absorb nutrients from your food through protrusions called microvilli . \nStory: Gary, a high school student, is supposed to be studying two different cells under a microscope during his biology class. Gary doesn't like biology class at all though and can't find the motivation to look at the cells in detail. In his homework where students are supposed to write what they observed, Gary simply wrote down the first thing he saw under the microscope which was that Cell A is larger than cell B. It won't get him a great grade, but Gary is hoping it will at least get him a pass on the assignment. \nQuestion: Does Cell A or Cell B have less folds across the membrane?", "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."}
{"query": "Background Paragraph: Rural development is the process of improving the quality of life and economic well-being of people living in rural areas, often relatively isolated and sparsely populated areas.[1]\n\nRural development has traditionally centered on the exploitation of land-intensive natural resources such as agriculture and forestry. However, changes in global production networks and increased urbanization have changed the character of rural areas. Increasingly tourism, niche manufacturers, and recreation have replaced resource extraction and agriculture as dominant economic drivers.[2] The need for rural communities to approach development from a wider perspective has created more focus on a broad range of development goals rather than merely creating incentive for agricultural or resource based businesses. Education, entrepreneurship, physical infrastructure, and social infrastructure all play an important role in developing rural regions.[3] Rural development is also characterized by its emphasis on locally produced economic development strategies.[4] In contrast to urban regions, which have many similarities, rural areas are highly distinctive from one another. For this reason there are a large variety of rural development approaches used globally.[5]\n\nRural development is a comprehensive term. It essentially focuses on action for the development of areas outside the mainstream urban economic system. we should think of what type of rural development is needed because modernization of village leads to urbanization and village environment disappears. \nStory: Two rural communities from Jones county took different approaches on rural development as a means of adapting to increasing urbanization. Kent village remained  traditionally centered on the exploitation of land-intensive natural resources such as agriculture and forestry. The villagers of Long Grove on the other hand took a wider perspective and created more focus on a broad range of development goals rather than merely creating incentive for agricultural or resource based businesses. Education, entrepreneurship, physical infrastructure, and social infrastructure all played an important role in developing Long Grove village. \nQuestion: Which villagers have a higher economic well-being as a consequence of their rural development strategy?", "pos": "Background Paragraph: Rural development is the process of improving the quality of life and economic well-being of people living in rural areas, often relatively isolated and sparsely populated areas.[1]\n\nRural development has traditionally centered on the exploitation of land-intensive natural resources such as agriculture and forestry. However, changes in global production networks and increased urbanization have changed the character of rural areas. Increasingly tourism, niche manufacturers, and recreation have replaced resource extraction and agriculture as dominant economic drivers.[2] The need for rural communities to approach development from a wider perspective has created more focus on a broad range of development goals rather than merely creating incentive for agricultural or resource based businesses. Education, entrepreneurship, physical infrastructure, and social infrastructure all play an important role in developing rural regions.[3] Rural development is also characterized by its emphasis on locally produced economic development strategies.[4] In contrast to urban regions, which have many similarities, rural areas are highly distinctive from one another. For this reason there are a large variety of rural development approaches used globally.[5]\n\nRural development is a comprehensive term. It essentially focuses on action for the development of areas outside the mainstream urban economic system. we should think of what type of rural development is needed because modernization of village leads to urbanization and village environment disappears. \nStory: Two rural communities from Jones county took different approaches on rural development as a means of adapting to increasing urbanization. Kent village remained  traditionally centered on the exploitation of land-intensive natural resources such as agriculture and forestry. The villagers of Long Grove on the other hand took a wider perspective and created more focus on a broad range of development goals rather than merely creating incentive for agricultural or resource based businesses. Education, entrepreneurship, physical infrastructure, and social infrastructure all played an important role in developing Long Grove village. \nQuestion: Which villagers have a better quality of life as a consequence of their rural development strategy?", "neg": "Background Paragraph: Rural development is the process of improving the quality of life and economic well-being of people living in rural areas, often relatively isolated and sparsely populated areas.[1]\n\nRural development has traditionally centered on the exploitation of land-intensive natural resources such as agriculture and forestry. However, changes in global production networks and increased urbanization have changed the character of rural areas. Increasingly tourism, niche manufacturers, and recreation have replaced resource extraction and agriculture as dominant economic drivers.[2] The need for rural communities to approach development from a wider perspective has created more focus on a broad range of development goals rather than merely creating incentive for agricultural or resource based businesses. Education, entrepreneurship, physical infrastructure, and social infrastructure all play an important role in developing rural regions.[3] Rural development is also characterized by its emphasis on locally produced economic development strategies.[4] In contrast to urban regions, which have many similarities, rural areas are highly distinctive from one another. For this reason there are a large variety of rural development approaches used globally.[5]\n\nRural development is a comprehensive term. It essentially focuses on action for the development of areas outside the mainstream urban economic system. we should think of what type of rural development is needed because modernization of village leads to urbanization and village environment disappears. \nStory: Two rural communities from Jones county took different approaches on rural development as a means of adapting to increasing urbanization. Kent village remained  traditionally centered on the exploitation of land-intensive natural resources such as agriculture and forestry. The villagers of Long Grove on the other hand took a wider perspective and created more focus on a broad range of development goals rather than merely creating incentive for agricultural or resource based businesses. Education, entrepreneurship, physical infrastructure, and social infrastructure all played an important role in developing Long Grove village. \nQuestion: Which village has a lower quality of life as a consequence of their rural development strategy?", "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."}
{"query": "Background Paragraph: When peer feedback is established it allows students to interact with their peers and creates high social skills while learning material more effectively. Interaction with other students allows students to have better social approaches when interacting. Learning by peer feedback gives students more of an opportunity to work as a unit instead of individuals working alone. Working in groups gives students more useful life skill that well help prepare them for the future. Peer feedback gives more control to the student, the student can decide if they want to use the criticism their peers are giving them or not. When given options more students are more likely to give and absorb more feedback. Peer feedback has confirmed an increase in affect; students that have increasing responsibilities have more drive towards their work and a spike in confidence.[6] Furthermore, Kristanto (2018) found that peer feedback is an essential element of peer assessment. In peer assessment, feedback from peers can provide suggestions or correction for students' future works as companion of the received grade.[7]. \nStory: Two college groups did a one year experiment on each other. One group called Group Alpha spend more time and worked together. Group Beta let it's members study on their own and be less dependent on the group. Group Alpha had better results. \nQuestion: Which group experienced more peer assessment?", "pos": "Background Paragraph: When peer feedback is established it allows students to interact with their peers and creates high social skills while learning material more effectively. Interaction with other students allows students to have better social approaches when interacting. Learning by peer feedback gives students more of an opportunity to work as a unit instead of individuals working alone. Working in groups gives students more useful life skill that well help prepare them for the future. Peer feedback gives more control to the student, the student can decide if they want to use the criticism their peers are giving them or not. When given options more students are more likely to give and absorb more feedback. Peer feedback has confirmed an increase in affect; students that have increasing responsibilities have more drive towards their work and a spike in confidence.[6] Furthermore, Kristanto (2018) found that peer feedback is an essential element of peer assessment. In peer assessment, feedback from peers can provide suggestions or correction for students' future works as companion of the received grade.[7]. \nStory: Two college groups did a one year experiment on each other. One group called Group Alpha spend more time and worked together. Group Beta let it's members study on their own and be less dependent on the group. Group Alpha had better results. \nQuestion: Which group experienced more suggestions for future works?", "neg": "Background Paragraph: When peer feedback is established it allows students to interact with their peers and creates high social skills while learning material more effectively. Interaction with other students allows students to have better social approaches when interacting. Learning by peer feedback gives students more of an opportunity to work as a unit instead of individuals working alone. Working in groups gives students more useful life skill that well help prepare them for the future. Peer feedback gives more control to the student, the student can decide if they want to use the criticism their peers are giving them or not. When given options more students are more likely to give and absorb more feedback. Peer feedback has confirmed an increase in affect; students that have increasing responsibilities have more drive towards their work and a spike in confidence.[6] Furthermore, Kristanto (2018) found that peer feedback is an essential element of peer assessment. In peer assessment, feedback from peers can provide suggestions or correction for students' future works as companion of the received grade.[7]. \nStory: Two school districts adopted two different strategies in educating their students. Park's district made the students work in groups at all times, the students from Lake's district were instructed to work by themselves and in isolation. \nQuestion: Which district's students had more drive towards their 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."}
{"query": "Background Paragraph: The major zones in river ecosystems are determined by the river bed's gradient or by the velocity of the current. Faster moving turbulent water typically contains greater concentrations of dissolved oxygen, which supports greater biodiversity than the slow moving water of pools. These distinctions form the basis for the division of rivers into upland and lowland rivers. The food base of streams within riparian forests is mostly derived from the trees, but wider streams and those that lack a canopy derive the majority of their food base from algae. Anadromous fish are also an important source of nutrients. Environmental threats to rivers include loss of water, dams, chemical pollution and introduced species. A dam produces negative effects that continue down the watershed. The most important negative effects are the reduction of spring flooding, which damages wetlands, and the retention of sediment, which leads to loss of deltaic wetlands. \nStory: Two rivers spring from the same mountain. Olt was a fast moving river, while Mures river was slow moving and deep. Both rivers are very important for the local economies. \nQuestion: Which river didn't have a food source mostly derived from the trees?", "pos": "Background Paragraph: The major zones in river ecosystems are determined by the river bed's gradient or by the velocity of the current. Faster moving turbulent water typically contains greater concentrations of dissolved oxygen, which supports greater biodiversity than the slow moving water of pools. These distinctions form the basis for the division of rivers into upland and lowland rivers. The food base of streams within riparian forests is mostly derived from the trees, but wider streams and those that lack a canopy derive the majority of their food base from algae. Anadromous fish are also an important source of nutrients. Environmental threats to rivers include loss of water, dams, chemical pollution and introduced species. A dam produces negative effects that continue down the watershed. The most important negative effects are the reduction of spring flooding, which damages wetlands, and the retention of sediment, which leads to loss of deltaic wetlands. \nStory: Two rivers spring from the same mountain. Olt was a fast moving river, while Mures river was slow moving and deep. Both rivers are very important for the local economies. \nQuestion: Which river had a water that contains lower concentrations of dissolved oxygen?", "neg": "Background Paragraph: The major zones in river ecosystems are determined by the river bed's gradient or by the velocity of the current. Faster moving turbulent water typically contains greater concentrations of dissolved oxygen, which supports greater biodiversity than the slow moving water of pools. These distinctions form the basis for the division of rivers into upland and lowland rivers. The food base of streams within riparian forests is mostly derived from the trees, but wider streams and those that lack a canopy derive the majority of their food base from algae. Anadromous fish are also an important source of nutrients. Environmental threats to rivers include loss of water, dams, chemical pollution and introduced species. A dam produces negative effects that continue down the watershed. The most important negative effects are the reduction of spring flooding, which damages wetlands, and the retention of sediment, which leads to loss of deltaic wetlands. \nStory: Two rivers spring from the same mountain. Olt was a fast moving river, while Mures river was slow moving and deep. Both rivers are very important for the local economies. \nQuestion: Which river had a water that supports greater biodiversity?", "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."}
{"query": "Background Paragraph: Since AM fungi are biotrophic, they are dependent on plants for the growth of their hyphal networks. Growing a cover crop extends the time for AM growth into the autumn, winter, and spring. Promotion of hyphal growth creates a more extensive hyphal network. The mycorrhizal colonization increase found in cover crops systems may be largely attributed to an increase in the extraradical hyphal network that can colonize the roots of the new crop (Boswell et al. 1998). The extraradical mycelia are able to survive the winter, providing rapid spring colonization and early season symbiosis (McGonigle and Miller 1999). This early symbiosis allows plants to tap into the well-established hyphal network and be supplied with adequate phosphorus nutrition during early growth, which greatly improves the crop yield. \nStory: Bubba and Dean are two farmers which realized the benefits of having AM fungi in their soil. Dean, however, took active steps in helping the growth of AM fungi so he grew cover crops on his lands. \nQuestion: Which farmer extended AM fungi growth into the winter?", "pos": "Background Paragraph: Since AM fungi are biotrophic, they are dependent on plants for the growth of their hyphal networks. Growing a cover crop extends the time for AM growth into the autumn, winter, and spring. Promotion of hyphal growth creates a more extensive hyphal network. The mycorrhizal colonization increase found in cover crops systems may be largely attributed to an increase in the extraradical hyphal network that can colonize the roots of the new crop (Boswell et al. 1998). The extraradical mycelia are able to survive the winter, providing rapid spring colonization and early season symbiosis (McGonigle and Miller 1999). This early symbiosis allows plants to tap into the well-established hyphal network and be supplied with adequate phosphorus nutrition during early growth, which greatly improves the crop yield. \nStory: Bubba and Dean are two farmers which realized the benefits of having AM fungi in their soil. Dean, however, took active steps in helping the growth of AM fungi so he grew cover crops on his lands. \nQuestion: Which farmer extended AM fungi growth into the autumn?", "neg": "Background Paragraph: Since AM fungi are biotrophic, they are dependent on plants for the growth of their hyphal networks. Growing a cover crop extends the time for AM growth into the autumn, winter, and spring. Promotion of hyphal growth creates a more extensive hyphal network. The mycorrhizal colonization increase found in cover crops systems may be largely attributed to an increase in the extraradical hyphal network that can colonize the roots of the new crop (Boswell et al. 1998). The extraradical mycelia are able to survive the winter, providing rapid spring colonization and early season symbiosis (McGonigle and Miller 1999). This early symbiosis allows plants to tap into the well-established hyphal network and be supplied with adequate phosphorus nutrition during early growth, which greatly improves the crop yield. \nStory: Two farms used AM fungi for the plants. Brown farm also decided to grow cover crops on those parcels of land to help mycorrhizal growth. Orange farm didn't grow cover crops. \nQuestion: Which farm promoted hyphal growth less?", "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."}
{"query": "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. \nStory: Doctors studied two groups of individuals: group O with people over 65, and group S with people under 65 years old. They published the results in a magazine. \nQuestion: Which group had fewer people that have free time for hobbies?", "pos": "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. \nStory: Doctors studied two groups of individuals: group O with people over 65, and group S with people under 65 years old. They published the results in a magazine. \nQuestion: Which group had fewer people with decreased reflex time?", "neg": "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. \nStory: 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. \nQuestion: Which uncle had more strength and stamina?", "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."}
{"query": "Background Paragraph: Desertification is a type of land degradation in which a relatively dry area of land becomes a desert, typically losing its bodies of water as well as vegetation and wildlife.[2] It is caused by a variety of factors, such as through climate change (particularly the current global warming)[3] and through the overexploitation of soil through human activity.[4] When deserts appear automatically over the natural course of a planet's life cycle, then it can be called a natural phenomenon; however, when deserts emerge due to the rampant and unchecked depletion of nutrients in soil that are essential for it to remain arable, then a virtual \"soil death\" can be spoken of,[5] which traces its cause back to human overexploitation. Desertification is a significant global ecological and environmental problem with far reaching consequences on socio-economic and political conditions.[6]. \nStory: People in Iran used extensive grazing, fell most of their trees so they have lots of problems with desertification. Iraq took a more mindful approach to land use, they preserved native species, planted trees and didn't overgraze the land. \nQuestion: Which country was more exposed to land degradation?", "pos": "Background Paragraph: Desertification is a type of land degradation in which a relatively dry area of land becomes a desert, typically losing its bodies of water as well as vegetation and wildlife.[2] It is caused by a variety of factors, such as through climate change (particularly the current global warming)[3] and through the overexploitation of soil through human activity.[4] When deserts appear automatically over the natural course of a planet's life cycle, then it can be called a natural phenomenon; however, when deserts emerge due to the rampant and unchecked depletion of nutrients in soil that are essential for it to remain arable, then a virtual \"soil death\" can be spoken of,[5] which traces its cause back to human overexploitation. Desertification is a significant global ecological and environmental problem with far reaching consequences on socio-economic and political conditions.[6]. \nStory: People in Iran used extensive grazing, fell most of their trees so they have lots of problems with desertification. Iraq took a more mindful approach to land use, they preserved native species, planted trees and didn't overgraze the land. \nQuestion: Which country destroyed more land through overexploitation?", "neg": "Background Paragraph: Soil piping is a particular form of soil erosion that occurs below the soil surface. It causes levee and dam failure, as well as sink hole formation. Turbulent flow removes soil starting at the mouth of the seep flow and the subsoil erosion advances up-gradient. The term sand boil is used to describe the appearance of the discharging end of an active soil pipe.Soil salination is the accumulation of free salts to such an extent that it leads to degradation of the agricultural value of soils and vegetation. Consequences include corrosion damage, reduced plant growth, erosion due to loss of plant cover and soil structure, and water quality problems due to sedimentation. Salination occurs due to a combination of natural and human-caused processes. Arid conditions favour salt accumulation. This is especially apparent when soil parent material is saline. Irrigation of arid lands is especially problematic. All irrigation water has some level of salinity. Irrigation, especially when it involves leakage from canals and overirrigation in the field, often raises the underlying water table. Rapid salination occurs when the land surface is within the capillary fringe of saline groundwater. Soil salinity control involves watertable control and flushing with higher levels of applied water in combination with tile drainage or another form of subsurface drainage. \nStory: The city of Lampo is currently experiencing some soil piping in the ground. The government officials of Lampo are currently looking to start a casino to bring in extra revenue to the town. They are currently consulting with a company that is located in Himpton, a city that is not experiencing soil piping. The company is a well respected leader in the casino industry and is eager to work with Lampo. \nQuestion: Are sink holes more or less likely to form in Lampo?", "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."}
{"query": "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]. \nStory: The Roach Runners met to discuss their experiences. They all said they always had a great experience using roach and used the same amount each time. They told how many times they used roach. Chris used it 12 times, Johnny used it 22 times, Earl used it 32 times, Jimmy used it 42 times, Antonio used it 52 times, Danny used it 62 times, and Bryan used it 72 times. \nQuestion: Who has a higher tolerance for roach: Jimmy or Danny?", "pos": "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]. \nStory: The Roach Runners met to discuss their experiences. They all said they always had a great experience using roach and used the same amount each time. They told how many times they used roach. Chris used it 12 times, Johnny used it 22 times, Earl used it 32 times, Jimmy used it 42 times, Antonio used it 52 times, Danny used it 62 times, and Bryan used it 72 times. \nQuestion: Who has a higher tolerance for roach: Antonio or Danny?", "neg": "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]. \nStory: James just tried heroin for the first time. He had a great time and felt like it was an amazing experience. He would like to feel this way again, and plans on buying some more soon. \nQuestion: Will James tolerance for heroin increase or decrease as he uses more of 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."}
{"query": "Background Paragraph: Often, foreign exchange controls can result in the creation of black markets to exchange the weaker currency for stronger currencies. This leads to a situation where the exchange rate for the foreign currency is much higher than the rate set by the government, and therefore creates a shadow currency exchange market. As such, it is unclear whether governments have the ability to enact effective exchange controls.[1]. \nStory: On March 2015 Japans economy soared. There was a likelihood that the Japanese yen would rise in value. In the wake of this event, Japanese Government adjusted \nthe price of Japanese Currency Yen in accordance with the going market price. On the other hand, at he same time, UK was having economic downturn. There was a likelihood that the UK Currency Pound Sterling would go down. Fearing public backlash, UK Government kept the price of the Pound Sterling at the same level. \nQuestion: Which country would most likely see a formation of shadow currency exchange market, Japan or UK?", "pos": "Background Paragraph: Often, foreign exchange controls can result in the creation of black markets to exchange the weaker currency for stronger currencies. This leads to a situation where the exchange rate for the foreign currency is much higher than the rate set by the government, and therefore creates a shadow currency exchange market. As such, it is unclear whether governments have the ability to enact effective exchange controls.[1]. \nStory: On March 2015 Japans economy soared. There was a likelihood that the Japanese yen would rise in value. In the wake of this event, Japanese Government adjusted \nthe price of Japanese Currency Yen in accordance with the going market price. On the other hand, at he same time, UK was having economic downturn. There was a likelihood that the UK Currency Pound Sterling would go down. Fearing public backlash, UK Government kept the price of the Pound Sterling at the same level. \nQuestion: Which Government took the wrong step to combat their currency being traded in the black market?", "neg": "Background Paragraph: Often, foreign exchange controls can result in the creation of black markets to exchange the weaker currency for stronger currencies. This leads to a situation where the exchange rate for the foreign currency is much higher than the rate set by the government, and therefore creates a shadow currency exchange market. As such, it is unclear whether governments have the ability to enact effective exchange controls.[1]. \nStory: On March 2015 Japans economy soared. There was a likelihood that the Japanese yen would rise in value. In the wake of this event, Japanese Government adjusted \nthe price of Japanese Currency Yen in accordance with the going market price. On the other hand, at he same time, UK was having economic downturn. There was a likelihood that the UK Currency Pound Sterling would go down. Fearing public backlash, UK Government kept the price of the Pound Sterling at the same level. \nQuestion: Which currency would most likely not be exchanged in the black market, Pound Sterling or Yen?", "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."}
{"query": "Background Paragraph: Protozoa generally feed by engulfing and digesting other organisms. As consumers, they have various roles in food chains and webs. Some are predators. They prey upon other single-celled organisms, such as bacteria. In fact, protozoa predators keep many bacterial populations in check. Other protozoa are herbivores. They graze on algae. Still others are decomposers. They consume dead organic matter. There are also parasitic protozoa that live in or on living hosts. For example, the protozoan that causes malaria lives inside a human host. For their part, protozoa are important food sources for many larger organisms, including insects and worms. \nStory: Two biologists studied different living creatures. Matt studied protozoa, while his friend Greg studied nematodes and insects. \nQuestion: Which friend studied more about predatory protozoa?", "pos": "Background Paragraph: Protozoa generally feed by engulfing and digesting other organisms. As consumers, they have various roles in food chains and webs. Some are predators. They prey upon other single-celled organisms, such as bacteria. In fact, protozoa predators keep many bacterial populations in check. Other protozoa are herbivores. They graze on algae. Still others are decomposers. They consume dead organic matter. There are also parasitic protozoa that live in or on living hosts. For example, the protozoan that causes malaria lives inside a human host. For their part, protozoa are important food sources for many larger organisms, including insects and worms. \nStory: Two biologists studied different living creatures. Matt studied protozoa, while his friend Greg studied nematodes and insects. \nQuestion: Which friend studied more about predatory protozoa preying upon other single-celled organisms, such as bacteria ?", "neg": "Background Paragraph: Protozoa generally feed by engulfing and digesting other organisms. As consumers, they have various roles in food chains and webs. Some are predators. They prey upon other single-celled organisms, such as bacteria. In fact, protozoa predators keep many bacterial populations in check. Other protozoa are herbivores. They graze on algae. Still others are decomposers. They consume dead organic matter. There are also parasitic protozoa that live in or on living hosts. For example, the protozoan that causes malaria lives inside a human host. For their part, protozoa are important food sources for many larger organisms, including insects and worms. \nStory: Two groups of students learned about protozoa for a school project. Group P studied more about predatory protozoa, while group G studied about grazing and parasitic protozoa, plus portozoa as food sources. \nQuestion: Which group learned more about protozoa that graze on algae?", "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."}
{"query": "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!. \nStory: Two students studied the atmosphere of Earth and other planets from our solar system. Zack learned about Earth's atmosphere, while Ken learned about the atmospheric conditions on planet Venus. \nQuestion: Which student learned more about water vapor clouds?", "pos": "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!. \nStory: Two students studied the atmosphere of Earth and other planets from our solar system. Zack learned about Earth's atmosphere, while Ken learned about the atmospheric conditions on planet Venus. \nQuestion: Which student learned less about carbon dioxide clouds?", "neg": "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!. \nStory: 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. \nQuestion: 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."}
{"query": "Background Paragraph: There is a zone of the atmosphere in which ozone absorbs some 98% of non-ionizing but dangerous UV-C and UV-B. This so-called ozone layer starts at about 20 miles (32 km) and extends upward. Some of the ultraviolet spectrum that does reach the ground (the part that begins above energies of 3.1 eV, a wavelength less than 400 nm) is non-ionizing, but is still biologically hazardous due to the ability of single photons of this energy to cause electronic excitation in biological molecules, and thus damage them by means of unwanted reactions. An example is the formation of pyrimidine dimers in DNA, which begins at wavelengths below 365 nm (3.4 eV), which is well below ionization energy. This property gives the ultraviolet spectrum some of the dangers of ionizing radiation in biological systems without actual ionization occurring. In contrast, visible light and longer-wavelength electromagnetic radiation, such as infrared, microwaves, and radio waves, consists of photons with too little energy to cause damaging molecular excitation, and thus this radiation is far less hazardous per unit of energy. \nStory: John was interested in the Sun's radiations that Earth receives. One of the radiations was in the ultraviolet spectrum. He categorized it as spec A. The other radiation was the visible light. He categorized it as spec B. He then searched online to find the pros and cons of each of them. \nQuestion: In spec B, would the photons have less or more energy than in spec A?", "pos": "Background Paragraph: There is a zone of the atmosphere in which ozone absorbs some 98% of non-ionizing but dangerous UV-C and UV-B. This so-called ozone layer starts at about 20 miles (32 km) and extends upward. Some of the ultraviolet spectrum that does reach the ground (the part that begins above energies of 3.1 eV, a wavelength less than 400 nm) is non-ionizing, but is still biologically hazardous due to the ability of single photons of this energy to cause electronic excitation in biological molecules, and thus damage them by means of unwanted reactions. An example is the formation of pyrimidine dimers in DNA, which begins at wavelengths below 365 nm (3.4 eV), which is well below ionization energy. This property gives the ultraviolet spectrum some of the dangers of ionizing radiation in biological systems without actual ionization occurring. In contrast, visible light and longer-wavelength electromagnetic radiation, such as infrared, microwaves, and radio waves, consists of photons with too little energy to cause damaging molecular excitation, and thus this radiation is far less hazardous per unit of energy. \nStory: John was interested in the Sun's radiations that Earth receives. One of the radiations was in the ultraviolet spectrum. He categorized it as spec A. The other radiation was the visible light. He categorized it as spec B. He then searched online to find the pros and cons of each of them. \nQuestion: In spec B, would the radiation be less or more hazardous than in spec A?", "neg": "Background Paragraph: There is a zone of the atmosphere in which ozone absorbs some 98% of non-ionizing but dangerous UV-C and UV-B. This so-called ozone layer starts at about 20 miles (32 km) and extends upward. Some of the ultraviolet spectrum that does reach the ground (the part that begins above energies of 3.1 eV, a wavelength less than 400 nm) is non-ionizing, but is still biologically hazardous due to the ability of single photons of this energy to cause electronic excitation in biological molecules, and thus damage them by means of unwanted reactions. An example is the formation of pyrimidine dimers in DNA, which begins at wavelengths below 365 nm (3.4 eV), which is well below ionization energy. This property gives the ultraviolet spectrum some of the dangers of ionizing radiation in biological systems without actual ionization occurring. In contrast, visible light and longer-wavelength electromagnetic radiation, such as infrared, microwaves, and radio waves, consists of photons with too little energy to cause damaging molecular excitation, and thus this radiation is far less hazardous per unit of energy. \nStory: John was interested in the Sun's radiations that Earth receives. One of the radiations was in the ultraviolet spectrum. He categorized it as spec A. The other radiation was the visible light. He categorized it as spec B. He then searched online to find the pros and cons of each of them. \nQuestion: In which case photons would have less energy, spec A or spec 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."}
{"query": "Background Paragraph: Common foodborne viruses include norovirus and hepatitis A virus. Norovirus, which causes inflammation of the stomach and intestines, has been a recent issue on cruise ships, infecting hundreds of passengers and crew on certain voyages. Hepatitis A causes inflammation of the liver, which is treated with rest and diet changes. Parasites are tiny organisms that live inside another organism. Giardia is a parasite spread through water contaminated with the stools of people or animals who are infected. Food preparers who are infected with parasites can also contaminate food if they do not thoroughly wash their hands after using the bathroom and before handling food. Trichinella is a type of roundworm parasite. People may be infected with this parasite by consuming raw or undercooked pork or wild game. \nStory: Two brothers had very bad luck when they attended a wedding. Tom fell violently ill after eating some tainted food, and he was rushed to the hospital. His brother Rob felt sick later, after eating the main course. Tom was infected with norovirus and hepatitis A, while Rob was infected with Giardia and Trichinella. \nQuestion: Which brother experienced less inflammation of the liver?", "pos": "Background Paragraph: Common foodborne viruses include norovirus and hepatitis A virus. Norovirus, which causes inflammation of the stomach and intestines, has been a recent issue on cruise ships, infecting hundreds of passengers and crew on certain voyages. Hepatitis A causes inflammation of the liver, which is treated with rest and diet changes. Parasites are tiny organisms that live inside another organism. Giardia is a parasite spread through water contaminated with the stools of people or animals who are infected. Food preparers who are infected with parasites can also contaminate food if they do not thoroughly wash their hands after using the bathroom and before handling food. Trichinella is a type of roundworm parasite. People may be infected with this parasite by consuming raw or undercooked pork or wild game. \nStory: Two brothers had very bad luck when they attended a wedding. Tom fell violently ill after eating some tainted food, and he was rushed to the hospital. His brother Rob felt sick later, after eating the main course. Tom was infected with norovirus and hepatitis A, while Rob was infected with Giardia and Trichinella. \nQuestion: Which brother was infected by food preparers who didn't wash their hands?", "neg": "Background Paragraph: Common foodborne viruses include norovirus and hepatitis A virus. Norovirus, which causes inflammation of the stomach and intestines, has been a recent issue on cruise ships, infecting hundreds of passengers and crew on certain voyages. Hepatitis A causes inflammation of the liver, which is treated with rest and diet changes. Parasites are tiny organisms that live inside another organism. Giardia is a parasite spread through water contaminated with the stools of people or animals who are infected. Food preparers who are infected with parasites can also contaminate food if they do not thoroughly wash their hands after using the bathroom and before handling food. Trichinella is a type of roundworm parasite. People may be infected with this parasite by consuming raw or undercooked pork or wild game. \nStory: Two groups of tourists went on two different cruise ships Group J  had some members contract Norovirus and hepatitis A, while group K got many cases of giardia and trichinella infections. \nQuestion: Which group didn't have people treated with rest and diet changes?", "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."}
{"query": "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]. \nStory: The Speed Squad met to discuss their experiences. They all said they always had a great experience using speed and used the same amount each time. They told how many times they used speed. Todd used it 36 times, Jesse used it 40 times, Craig used it 44 times, Alan used it 56 times, Shawn used it 69 times, Clarence used it 78 times, and Sean used it 86 times. \nQuestion: Who has a higher tolerance for speed: Shawn or Sean?", "pos": "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]. \nStory: The Speed Squad met to discuss their experiences. They all said they always had a great experience using speed and used the same amount each time. They told how many times they used speed. Todd used it 36 times, Jesse used it 40 times, Craig used it 44 times, Alan used it 56 times, Shawn used it 69 times, Clarence used it 78 times, and Sean used it 86 times. \nQuestion: Who has a higher tolerance for speed: Jesse or Sean?", "neg": "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]. \nStory: James just tried heroin for the first time. He had a great time and felt like it was an amazing experience. He would like to feel this way again, and plans on buying some more soon. \nQuestion: Will James tolerance for heroin increase or decrease as he uses more of 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."}
{"query": "Background Paragraph: Natural resources include energy, minerals and other materials. Natural resources may be renewable or non-renewable. Non-renewable resources cannot be replaced. When they're gone, they're gone. Renewable resources can be replaced. They can supply human activities forever. Fossil fuels are crucial for modern human society. Fossil fuels are essential for transportation, industry and agriculture. Renewable energy resources tend to be clean. They emit fewer pollutants and greenhouse gases than fossil fuels. Renewable resources often have other problems. They are more costly and less efficient than fossil fuels. Still, they have many advantages. Research is going into developing renewable resources. Conservation is the best way to increase resource availability. Anyone can conserve! You and your family can. Society can. The world can. Just reduce, reuse, recycle. \nStory: A recent study compared the amount of pollution in the air of two towns, Kaya and Arcfield. Arcfield is mostly powered by solar panels. Kaya on the other hand uses fossil fuels to power most of the town. \nQuestion: Given a third town, Shooze, has recently switched to using solar panels for energy, will the amount of pollution increase or decrease?", "pos": "Background Paragraph: In the U.S., the majority of electricity is produced by burning coal or other fossil fuels. This causes air pollution, acid rain, and global warming. Fossil fuels are also limited and may eventually run out. Like fossil fuels, radioactive elements are limited. In fact, they are relatively rare, so they could run out sooner rather than later. On the other hand, nuclear fission does not release air pollution or cause the other environmental problems associated with burning fossil fuels. This is the major advantage of using nuclear fission as a source of energy. \nStory: In the town of Hawkings they get all of their power from a Nuclear power plant. Across the country another town called Gideon relies solely on the burning of fossil fuels. Gideon intents to switch to nuclear power soon. \nQuestion: Given Gideon goes through with its plan to switch to nuclear power, will the amount of air pollution it creates increase or decrease?", "neg": "Background Paragraph: Natural resources include energy, minerals and other materials. Natural resources may be renewable or non-renewable. Non-renewable resources cannot be replaced. When they're gone, they're gone. Renewable resources can be replaced. They can supply human activities forever. Fossil fuels are crucial for modern human society. Fossil fuels are essential for transportation, industry and agriculture. Renewable energy resources tend to be clean. They emit fewer pollutants and greenhouse gases than fossil fuels. Renewable resources often have other problems. They are more costly and less efficient than fossil fuels. Still, they have many advantages. Research is going into developing renewable resources. Conservation is the best way to increase resource availability. Anyone can conserve! You and your family can. Society can. The world can. Just reduce, reuse, recycle. \nStory: A recent study compared the amount of pollution in the air of two towns, Kaya and Arcfield. Arcfield is mostly powered by solar panels. Kaya on the other hand uses fossil fuels to power most of the town. \nQuestion: Which town has more pollution, Kaya or Arcfield?", "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."}
{"query": "Background Paragraph: Glaciers, while geographically restricted, are effective agents of landscape change. The gradual movement of ice down a valley causes abrasion and plucking of the underlying rock. Abrasion produces fine sediment, termed glacial flour. The debris transported by the glacier, when the glacier recedes, is termed a moraine. Glacial erosion is responsible for U-shaped valleys, as opposed to the V-shaped valleys of fluvial origin.The way glacial processes interact with other landscape elements, particularly hillslope and fluvial processes, is an important aspect of Plio-Pleistocene landscape evolution and its sedimentary record in many high mountain environments. Environments that have been relatively recently glaciated but are no longer may still show elevated landscape change rates compared to those that have never been glaciated. Nonglacial geomorphic processes which nevertheless have been conditioned by past glaciation are termed paraglacial processes. This concept contrasts with periglacial processes, which are directly driven by formation or melting of ice or frost. \nStory: Two geologists were researching agents of landscape change. Danny studied glaciated environments, while Manny researched those that have never been glaciated. They later compared and exchanged data. \nQuestion: Which researcher studied more about plucking of the underlying rock?", "pos": "Background Paragraph: Glaciers, while geographically restricted, are effective agents of landscape change. The gradual movement of ice down a valley causes abrasion and plucking of the underlying rock. Abrasion produces fine sediment, termed glacial flour. The debris transported by the glacier, when the glacier recedes, is termed a moraine. Glacial erosion is responsible for U-shaped valleys, as opposed to the V-shaped valleys of fluvial origin.The way glacial processes interact with other landscape elements, particularly hillslope and fluvial processes, is an important aspect of Plio-Pleistocene landscape evolution and its sedimentary record in many high mountain environments. Environments that have been relatively recently glaciated but are no longer may still show elevated landscape change rates compared to those that have never been glaciated. Nonglacial geomorphic processes which nevertheless have been conditioned by past glaciation are termed paraglacial processes. This concept contrasts with periglacial processes, which are directly driven by formation or melting of ice or frost. \nStory: Two geologists were researching agents of landscape change. Danny studied glaciated environments, while Manny researched those that have never been glaciated. They later compared and exchanged data. \nQuestion: Which researcher studied more about glaciers?", "neg": "Background Paragraph: Plucking, also referred to as quarrying, is a glacial phenomenon that is responsible for the erosion and transportation of individual pieces of bedrock, especially large \"joint blocks\". This occurs in a type of glacier called a \"valley glacier\". As a glacier moves down a valley, friction causes the basal ice of the glacier to melt and infiltrate joints (cracks) in the bedrock. The freezing and thawing action of the ice enlarges, widens, or causes further cracks in the bedrock as it changes volume across the ice/water phase transition (a form of hydraulic wedging), gradually loosening the rock between the joints. This produces large pieces of rock called joint blocks. Eventually these joint blocks come loose and become trapped in the glacier. \nStory: Rob likes to visit high mountainous locations. Last year he visited the the Alps mountains in Austria. There he saw an unique type of glacier called valley glacier. This year he went further east to visit the Ural mountains in Russia. There he didn't see any valley glacier. \nQuestion: If Rob is interested in seeing joint blocks trapped in the glacier next year, which mountain should he visit, Alps or ural?", "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."}
{"query": "Background Paragraph: Boys and girls between the ages of 9 and 13 should get 9 mg of iron every day. Girls between the ages of 14 and 18 should get 15 mg of iron every day. Boys between the ages of 14 and 18 should get 11 mg of iron every day. Pregnant women need the most iron—27 mg daily. Good sources of iron include shellfish, such as clams and oysters. Red meats, such as beef, are also a good source of iron. Non-animal sources of iron include seeds, nuts, and legumes. Breakfast cereals often have iron added to them in a process called fortification. Some good sources of iron are listed below ( Table below ). Eating vitamin C along with iron-containing food increases the amount of iron that the body can absorb. \nStory: David works as a nutritionist with the public health department. He categorized the certain sections of his county's population. First he categorized boys and girls between nine and thirteen years as cat A. Then he put girls between fourteen and eighteen years in cat B, and boys of the same age in cat C. Lastly, he categorized pregnant women as cat D. He needs to recommend healthy diet, especially iron intake, for each group. \nQuestion: For which group David would recommend more iron rich foods, cat B or cat C?", "pos": "Background Paragraph: Boys and girls between the ages of 9 and 13 should get 9 mg of iron every day. Girls between the ages of 14 and 18 should get 15 mg of iron every day. Boys between the ages of 14 and 18 should get 11 mg of iron every day. Pregnant women need the most iron—27 mg daily. Good sources of iron include shellfish, such as clams and oysters. Red meats, such as beef, are also a good source of iron. Non-animal sources of iron include seeds, nuts, and legumes. Breakfast cereals often have iron added to them in a process called fortification. Some good sources of iron are listed below ( Table below ). Eating vitamin C along with iron-containing food increases the amount of iron that the body can absorb. \nStory: David works as a nutritionist with the public health department. He categorized the certain sections of his county's population. First he categorized boys and girls between nine and thirteen years as cat A. Then he put girls between fourteen and eighteen years in cat B, and boys of the same age in cat C. Lastly, he categorized pregnant women as cat D. He needs to recommend healthy diet, especially iron intake, for each group. \nQuestion: Which group would need more iron, cat B or cat C?", "neg": "Background Paragraph: Boys and girls between the ages of 9 and 13 should get 9 mg of iron every day. Girls between the ages of 14 and 18 should get 15 mg of iron every day. Boys between the ages of 14 and 18 should get 11 mg of iron every day. Pregnant women need the most iron—27 mg daily. Good sources of iron include shellfish, such as clams and oysters. Red meats, such as beef, are also a good source of iron. Non-animal sources of iron include seeds, nuts, and legumes. Breakfast cereals often have iron added to them in a process called fortification. Some good sources of iron are listed below ( Table below ). Eating vitamin C along with iron-containing food increases the amount of iron that the body can absorb. \nStory: David works as a nutritionist with the public health department. He categorized the certain sections of his county's population. First he categorized boys and girls between nine and thirteen years as cat A. Then he put girls between fourteen and eighteen years in cat B, and boys of the same age in cat C. Lastly, he categorized pregnant women as cat D. He needs to recommend healthy diet, especially iron intake, for each group. \nQuestion: Would cat B need less or more iron than cat 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."}
{"query": "Background Paragraph: The theory of plate tectonics demonstrates that the continents of the Earth are moving across the surface at the rate of a few centimeters per year. This is expected to continue, causing the plates to relocate and collide. Continental drift is facilitated by two factors: the energy generation within the planet and the presence of a hydrosphere. With the loss of either of these, continental drift will come to a halt. The production of heat through radiogenic processes is sufficient to maintain mantle convection and plate subduction for at least the next 1.1 billion years.At present, the continents of North and South America are moving westward from Africa and Europe. Researchers have produced several scenarios about how this will continue in the future. These geodynamic models can be distinguished by the subduction flux, whereby the oceanic crust moves under a continent. In the introversion model, the younger, interior, Atlantic ocean becomes preferentially subducted and the current migration of North and South America is reversed. In the extroversion model, the older, exterior, Pacific ocean remains preferentially subducted and North and South America migrate toward eastern Asia.As the understanding of geodynamics improves, these models will be subject to revision. In 2008, for example, a computer simulation was used to predict that a reorganization of the mantle convection will occur over the next 100 million years, causing a supercontinent composed of Africa, Eurasia, Australia, Antarctica and South America to form around Antarctica.Regardless of the outcome of the continental migration, the continued subduction process causes water to be transported to the mantle. After a billion years from the present, a geophysical model gives an estimate that 27% of the current ocean mass will have been subducted. If this process were to continue unmodified into the future, the subduction and release would reach an equilibrium after 65% of the current ocean mass has been subducted. \nStory: Two friends were in college. Hank studied plate tectonics, while his buddy Alex studied Earth's atmosphere. They were both very fascinated by the subjects. \nQuestion: Which student learned more about plate subduction?", "pos": "Background Paragraph: The theory of plate tectonics demonstrates that the continents of the Earth are moving across the surface at the rate of a few centimeters per year. This is expected to continue, causing the plates to relocate and collide. Continental drift is facilitated by two factors: the energy generation within the planet and the presence of a hydrosphere. With the loss of either of these, continental drift will come to a halt. The production of heat through radiogenic processes is sufficient to maintain mantle convection and plate subduction for at least the next 1.1 billion years.At present, the continents of North and South America are moving westward from Africa and Europe. Researchers have produced several scenarios about how this will continue in the future. These geodynamic models can be distinguished by the subduction flux, whereby the oceanic crust moves under a continent. In the introversion model, the younger, interior, Atlantic ocean becomes preferentially subducted and the current migration of North and South America is reversed. In the extroversion model, the older, exterior, Pacific ocean remains preferentially subducted and North and South America migrate toward eastern Asia.As the understanding of geodynamics improves, these models will be subject to revision. In 2008, for example, a computer simulation was used to predict that a reorganization of the mantle convection will occur over the next 100 million years, causing a supercontinent composed of Africa, Eurasia, Australia, Antarctica and South America to form around Antarctica.Regardless of the outcome of the continental migration, the continued subduction process causes water to be transported to the mantle. After a billion years from the present, a geophysical model gives an estimate that 27% of the current ocean mass will have been subducted. If this process were to continue unmodified into the future, the subduction and release would reach an equilibrium after 65% of the current ocean mass has been subducted. \nStory: Two friends were in college. Hank studied plate tectonics, while his buddy Alex studied Earth's atmosphere. They were both very fascinated by the subjects. \nQuestion: Which student learned more about the production of heat through radiogenic processes?", "neg": "Background Paragraph: The theory of plate tectonics demonstrates that the continents of the Earth are moving across the surface at the rate of a few centimeters per year. This is expected to continue, causing the plates to relocate and collide. Continental drift is facilitated by two factors: the energy generation within the planet and the presence of a hydrosphere. With the loss of either of these, continental drift will come to a halt. The production of heat through radiogenic processes is sufficient to maintain mantle convection and plate subduction for at least the next 1.1 billion years.At present, the continents of North and South America are moving westward from Africa and Europe. Researchers have produced several scenarios about how this will continue in the future. These geodynamic models can be distinguished by the subduction flux, whereby the oceanic crust moves under a continent. In the introversion model, the younger, interior, Atlantic ocean becomes preferentially subducted and the current migration of North and South America is reversed. In the extroversion model, the older, exterior, Pacific ocean remains preferentially subducted and North and South America migrate toward eastern Asia.As the understanding of geodynamics improves, these models will be subject to revision. In 2008, for example, a computer simulation was used to predict that a reorganization of the mantle convection will occur over the next 100 million years, causing a supercontinent composed of Africa, Eurasia, Australia, Antarctica and South America to form around Antarctica.Regardless of the outcome of the continental migration, the continued subduction process causes water to be transported to the mantle. After a billion years from the present, a geophysical model gives an estimate that 27% of the current ocean mass will have been subducted. If this process were to continue unmodified into the future, the subduction and release would reach an equilibrium after 65% of the current ocean mass has been subducted. \nStory: Two friends were in college. Hank studied plate tectonics, while his buddy Alex studied Earth's atmosphere. They were both very fascinated by the subjects. \nQuestion: Which student learned less about the continents of 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."}
{"query": "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!. \nStory: Two friends studied different planets for their school project. Sean studied Earth's atmosphere, while Bill studied Venus's and Mercury's. \nQuestion: Which friend studied more about clouds made of water vapor?", "pos": "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!. \nStory: Two friends studied different planets for their school project. Sean studied Earth's atmosphere, while Bill studied Venus's and Mercury's. \nQuestion: Which friend studied less about clouds made of sulfur dioxide?", "neg": "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!. \nStory: Two teams of students studied Earth's atmosphere in class. They also started studying Venus' atmosphere. They were fascinated by the subject and learned a lot. Team A studied Earth, team B studied planet Venus. \nQuestion: Which team learned about large amounts of sulfuric acid?", "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."}
{"query": "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.\n\nThe 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. \nStory: 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. \nQuestion: In which way Rob would most probably sink, sign A or sign B?", "pos": "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.\n\nThe 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. \nStory: 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. \nQuestion: Which way would most probably not have liquefied soil, sign A or sign B?", "neg": "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.\n\nThe 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. \nStory: 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. \nQuestion: Would sign A have liquefied soil or not have liquefied soil?", "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."}
{"query": "Background Paragraph: Thermoclines, or sudden changes in temperature. Where the air temperature is higher than the water temperature, shallow water may be warmed by the air and the sunlight but deeper water remains cold resulting in a lowering of temperature as the diver descends. This temperature change may be concentrated over a small vertical interval, when it is called a thermocline.[3][4]\nWhere cold, fresh water enters a warmer sea the fresh water may float over the denser saline water, so the temperature rises as the diver descends.[3]\nIn lakes exposed to geothermal activity, the temperature of the deeper water may be warmer than the surface water. This will usually lead to convection currents.[3]. \nStory: Ryan explored two lakes; Big lake, and Arrow lake to the south. Arrow lake had a river flowing into it, while Big lake presented evidence of underwater geothermal activity. Many divers drowned in Arrow lake because of temperature shock. \nQuestion: Which lake had more geothermal activity?", "pos": "Background Paragraph: Thermoclines, or sudden changes in temperature. Where the air temperature is higher than the water temperature, shallow water may be warmed by the air and the sunlight but deeper water remains cold resulting in a lowering of temperature as the diver descends. This temperature change may be concentrated over a small vertical interval, when it is called a thermocline.[3][4]\nWhere cold, fresh water enters a warmer sea the fresh water may float over the denser saline water, so the temperature rises as the diver descends.[3]\nIn lakes exposed to geothermal activity, the temperature of the deeper water may be warmer than the surface water. This will usually lead to convection currents.[3]. \nStory: Ryan explored two lakes; Big lake, and Arrow lake to the south. Arrow lake had a river flowing into it, while Big lake presented evidence of underwater geothermal activity. Many divers drowned in Arrow lake because of temperature shock. \nQuestion: Which lake had less of a temperature change concentrated over a small vertical interval?", "neg": "Background Paragraph: Thermoclines, or sudden changes in temperature. Where the air temperature is higher than the water temperature, shallow water may be warmed by the air and the sunlight but deeper water remains cold resulting in a lowering of temperature as the diver descends. This temperature change may be concentrated over a small vertical interval, when it is called a thermocline.[3][4]\nWhere cold, fresh water enters a warmer sea the fresh water may float over the denser saline water, so the temperature rises as the diver descends.[3]\nIn lakes exposed to geothermal activity, the temperature of the deeper water may be warmer than the surface water. This will usually lead to convection currents.[3]. \nStory: The underwater fishing teams picked their spots early. Team Bob went at the mouth of the river, where the freshwater met the salty seawater in the hope that more turbidity from the river and more nutrients will attract more fish. Team Dan went south where they knew there was less of a thermocline, so they could catch fish without taking risks. \nQuestion: Which team had more chances get temperature shock?", "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."}
{"query": "Background Paragraph: In the U.S., the majority of electricity is produced by burning coal or other fossil fuels. This causes air pollution that harms the health of living things. The air pollution also causes acid rain and contributes to global warming. In addition, fossil fuels are nonrenewable resources, so if we keep using them, they will eventually run out. The main advantage of nuclear energy is that it doesn’t release air pollution or cause the other environmental problems associated with the burning of fossil fuels. On the other other hand, radioactive elements are nonrenewable like fossil fuels and could eventually be used up. \nStory: The U.S. produces its energy using fossil fuels, while Germany uses nuclear power plants as their main energy source. The two countries impact the environment in different ways. \nQuestion: Which country doesn't cause other environmental problems associated with the burning of fossil fuels?", "pos": "Background Paragraph: In the U.S., the majority of electricity is produced by burning coal or other fossil fuels. This causes air pollution that harms the health of living things. The air pollution also causes acid rain and contributes to global warming. In addition, fossil fuels are nonrenewable resources, so if we keep using them, they will eventually run out. The main advantage of nuclear energy is that it doesn’t release air pollution or cause the other environmental problems associated with the burning of fossil fuels. On the other other hand, radioactive elements are nonrenewable like fossil fuels and could eventually be used up. \nStory: The U.S. produces its energy using fossil fuels, while Germany uses nuclear power plants as their main energy source. The two countries impact the environment in different ways. \nQuestion: Which country causes less harm to the health of living things?", "neg": "Background Paragraph: In the U.S., the majority of electricity is produced by burning coal or other fossil fuels. This causes air pollution that harms the health of living things. The air pollution also causes acid rain and contributes to global warming. In addition, fossil fuels are nonrenewable resources, so if we keep using them, they will eventually run out. The main advantage of nuclear energy is that it doesn’t release air pollution or cause the other environmental problems associated with the burning of fossil fuels. On the other other hand, radioactive elements are nonrenewable like fossil fuels and could eventually be used up. \nStory: Thorn county used fossil fuels for their energy needs, while Plant county used nuclear power. They both polluted the environment in different ways. \nQuestion: Which county released more air pollution?", "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."}
{"query": "Background Paragraph: Groundwater salinization compromises buffering properties. Vegetation clearance, along with irrigation, causes serious issues. Irrigation increases the water table and mobilizes salts, and vegetation clearance allows it to come in contact with water habitats and vegetation. This stresses species not adapted to high salinity. High levels of salinity reduces water uptake in plants, by causing stomatal closure, reducing photosynthesis. Forests undergo decline in areas of high salinity and shallow groundwater depths because these conditions make them more susceptible to droughts. Forests undergo decline in areas of high salinity and shallow groundwater depths making them more susceptible to droughts. \nStory: A local farm has set up shop in the nearby town of Calico. They have cleared some vegetation and irrigated through nearby Calico Forest. Steven's Forest on the other side of town has not been touched however, and remains as it has been. \nQuestion: Which forest is more likely to experience a drought?", "pos": "Background Paragraph: Groundwater salinization compromises buffering properties. Vegetation clearance, along with irrigation, causes serious issues. Irrigation increases the water table and mobilizes salts, and vegetation clearance allows it to come in contact with water habitats and vegetation. This stresses species not adapted to high salinity. High levels of salinity reduces water uptake in plants, by causing stomatal closure, reducing photosynthesis. Forests undergo decline in areas of high salinity and shallow groundwater depths because these conditions make them more susceptible to droughts. Forests undergo decline in areas of high salinity and shallow groundwater depths making them more susceptible to droughts. \nStory: A local farm has set up shop in the nearby town of Calico. They have cleared some vegetation and irrigated through nearby Calico Forest. Steven's Forest on the other side of town has not been touched however, and remains as it has been. \nQuestion: Which forest more than likely has lower levels of salinity?", "neg": "Background Paragraph: Groundwater salinization compromises buffering properties. Vegetation clearance, along with irrigation, causes serious issues. Irrigation increases the water table and mobilizes salts, and vegetation clearance allows it to come in contact with water habitats and vegetation. This stresses species not adapted to high salinity. High levels of salinity reduces water uptake in plants, by causing stomatal closure, reducing photosynthesis. Forests undergo decline in areas of high salinity and shallow groundwater depths because these conditions make them more susceptible to droughts. Forests undergo decline in areas of high salinity and shallow groundwater depths making them more susceptible to droughts. \nStory: Roger has been wanting to make a difference in the world, and has decided he wants to start a forested area in the country side. He has some areas that he has mapped out, and is trying to decide where he would like to start his new growth. The Bilton Valley area has recently been cleared of vegetation and has some irrigation channels installed for a near by farm. The other area he is looking at in an uncleared pasture called Stevens Pasture. \nQuestion: Will Bilton Valley have a higher or lower susceptibility to droughts than Stevens pasture?", "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."}
{"query": "Background Paragraph: Almost all earthquakes occur at plate boundaries. All types of plate boundaries have earthquakes. Convection within the Earth causes the plates to move. As the plates move, stresses build. When the stresses build too much, the rocks break. The break releases the energy that was stored in the rocks. The sudden release of energy is an earthquake. During an earthquake the rocks usually move several centimeters. Rarely, they may move as much as a few meters. Elastic rebound theory describes how earthquakes occur ( Figure below ). \nStory: Two nearby villages are experiencing earthquakes. Bow village gets a lot of earthquakes annually, while Arrow village gets only a few. \nQuestion: Which village experiences less stress build up in the rocks?", "pos": "Background Paragraph: Almost all earthquakes occur at plate boundaries. All types of plate boundaries have earthquakes. Convection within the Earth causes the plates to move. As the plates move, stresses build. When the stresses build too much, the rocks break. The break releases the energy that was stored in the rocks. The sudden release of energy is an earthquake. During an earthquake the rocks usually move several centimeters. Rarely, they may move as much as a few meters. Elastic rebound theory describes how earthquakes occur ( Figure below ). \nStory: Two nearby villages are experiencing earthquakes. Bow village gets a lot of earthquakes annually, while Arrow village gets only a few. \nQuestion: Which village experiences fewer sudden releases of energy?", "neg": "Background Paragraph: Almost all earthquakes occur at plate boundaries. All types of plate boundaries have earthquakes. Convection within the Earth causes the plates to move. As the plates move, stresses build. When the stresses build too much, the rocks break. The break releases the energy that was stored in the rocks. The sudden release of energy is an earthquake. During an earthquake the rocks usually move several centimeters. Rarely, they may move as much as a few meters. Elastic rebound theory describes how earthquakes occur ( Figure below ). \nStory: Geologists have been contemplating on the question - why some places are more susceptible to earthquakes. To understand the differences, they have made a chart where they divided the earth into two regions, region A and region B. In region A many earthquakes happen, but in region B no earthquakes happen. \nQuestion: Which region is most likely further from a plate boundary, region A or region 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."}
{"query": "Background Paragraph: You generally can’t see, smell, taste, hear, or feel radiation. Fortunately, there are devices such as Geiger counters that can detect radiation. A Geiger counter, like the one pictured in the Figure below , contains atoms of a gas that is ionized if it encounters radiation. When this happens, the gas atoms change to ions that can carry an electric current. The current causes the Geiger counter to click. The faster the clicks occur, the higher the level of radiation. You can see a video about the Geiger counter and how it was invented at the URL below. \nStory: Keith landed a job with the EPA. As part of his training he needed to learn how the Geiger counter works. To learn more about the counter he tested it in three different locations, location A, location B, and location C. Location A had very high radiation; location B had low radiation; and location C didn't have any radiation. Keith learned how the counter works in locations with varying degrees of radiation. \nQuestion: In which location the counter would have electirc current, location B or location C?", "pos": "Background Paragraph: You generally can’t see, smell, taste, hear, or feel radiation. Fortunately, there are devices such as Geiger counters that can detect radiation. A Geiger counter, like the one pictured in the Figure below , contains atoms of a gas that is ionized if it encounters radiation. When this happens, the gas atoms change to ions that can carry an electric current. The current causes the Geiger counter to click. The faster the clicks occur, the higher the level of radiation. You can see a video about the Geiger counter and how it was invented at the URL below. \nStory: Keith landed a job with the EPA. As part of his training he needed to learn how the Geiger counter works. To learn more about the counter he tested it in three different locations, location A, location B, and location C. Location A had very high radiation; location B had low radiation; and location C didn't have any radiation. Keith learned how the counter works in locations with varying degrees of radiation. \nQuestion: Which location would have slower clicks, location A or location B?", "neg": "Background Paragraph: You generally can’t see, smell, taste, hear, or feel radiation. Fortunately, there are devices such as Geiger counters that can detect radiation. A Geiger counter, like the one pictured in the Figure below , contains atoms of a gas that is ionized if it encounters radiation. When this happens, the gas atoms change to ions that can carry an electric current. The current causes the Geiger counter to click. The faster the clicks occur, the higher the level of radiation. You can see a video about the Geiger counter and how it was invented at the URL below. \nStory: Keith landed a job with the EPA. As part of his training he needed to learn how the Geiger counter works. To learn more about the counter he tested it in three different locations, location A, location B, and location C. Location A had very high radiation; location B had low radiation; and location C didn't have any radiation. Keith learned how the counter works in locations with varying degrees of radiation. \nQuestion: Would location B have faster or slower clicks than location 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."}
{"query": "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. \nStory: Large birds are natural predators of rodents. Unfortunately, rodents consume crops in farmlands. In recent years, use of chemicals in agriculture has seen reduced number of large birds in Germany. But in some places in France farmers are cautions about using chemicals in agriculture. As a result, large bird population had been stable in France. \nQuestion: In which country ecosystem would be more balanced, France or Germany?", "pos": "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. \nStory: Large birds are natural predators of rodents. Unfortunately, rodents consume crops in farmlands. In recent years, use of chemicals in agriculture has seen reduced number of large birds in Germany. But in some places in France farmers are cautions about using chemicals in agriculture. As a result, large bird population had been stable in France. \nQuestion: Which country would see less rodents in agricultural lands, France or Germany?", "neg": "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. \nStory: Large birds are natural predators of rodents. Unfortunately, rodents consume crops in farmlands. In recent years, use of chemicals in agriculture has seen reduced number of large birds in Germany. But in some places in France farmers are cautions about using chemicals in agriculture. As a result, large bird population had been stable in France. \nQuestion: Would France see less or more rodents in agricultural lands than Germany?", "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."}
{"query": "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. \nStory: 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. \nQuestion: Would sample A be warmer or colder than sample B?", "pos": "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. \nStory: 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. \nQuestion: Would sample B be warmer or colder than sample A?", "neg": "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. \nStory: 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. \nQuestion: Which sample would be colder, sample C or sample D?", "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."}
{"query": "Background Paragraph: Hepatitis B is a disease of the liver. It is caused by a virus called hepatitis B, which can be passed through sexual activity. Hepatitis B causes vomiting. It also causes yellowing of the skin and eyes. The disease goes away on its own in some people. Other people are sick for the rest of their lives. In these people, the virus usually damages the liver. It may also lead to liver cancer. Medicines can help prevent liver damage in these people. There is also a vaccine to protect against hepatitis B. \nStory: Two sexually active men are currently at the doctor getting checked for sexually transmitted diseases. Before performing the actual tests, the doctor takes a brief physical examination of the men. The doctor notices that Jake's heart is beating irregularly and his arm appears to have a rash on it. While examining Scully, the doctor takes note of how yellow Scully's eyes are, and Scully also reports to the doctor that he has been throwing up lately. After the physical, the doctor has the men both pee into a cup so that he can run a standard STD test for them. \nQuestion: Which man is more likely to have Hepatitis B?", "pos": "Background Paragraph: Hepatitis B is a disease of the liver. It is caused by a virus called hepatitis B, which can be passed through sexual activity. Hepatitis B causes vomiting. It also causes yellowing of the skin and eyes. The disease goes away on its own in some people. Other people are sick for the rest of their lives. In these people, the virus usually damages the liver. It may also lead to liver cancer. Medicines can help prevent liver damage in these people. There is also a vaccine to protect against hepatitis B. \nStory: Two sexually active men are currently at the doctor getting checked for sexually transmitted diseases. Before performing the actual tests, the doctor takes a brief physical examination of the men. The doctor notices that Jake's heart is beating irregularly and his arm appears to have a rash on it. While examining Scully, the doctor takes note of how yellow Scully's eyes are, and Scully also reports to the doctor that he has been throwing up lately. After the physical, the doctor has the men both pee into a cup so that he can run a standard STD test for them. \nQuestion: Which man is less likely to have Hepatitis B?", "neg": "Background Paragraph: Hepatitis B is a disease of the liver. It is caused by a virus called hepatitis B, which can be passed through sexual activity. Hepatitis B causes vomiting. It also causes yellowing of the skin and eyes. The disease goes away on its own in some people. Other people are sick for the rest of their lives. In these people, the virus usually damages the liver. It may also lead to liver cancer. Medicines can help prevent liver damage in these people. There is also a vaccine to protect against hepatitis B. \nStory: Two sexually active men are currently at the doctor getting checked for sexually transmitted diseases. Before performing the actual tests, the doctor takes a brief physical examination of the men. The doctor notices that Jake's heart is beating irregularly and his arm appears to have a rash on it. While examining Scully, the doctor takes note of how yellow Scully's eyes are, and Scully also reports to the doctor that he has been throwing up lately. After the physical, the doctor has the men both pee into a cup so that he can run a standard STD test for them. \nQuestion: Does Jake have a higher or lower chance than Scully of contracting liver cancer?", "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."}
{"query": "Background Paragraph: As time passes, the number of HIV copies keeps increasing, while the number of helper T cells keeps decreasing. The graph in Figure below shows how the number of T cells typically declines over a period of many years following the initial HIV infection. As the number of T cells decreases, so does the ability of the immune system to defend the body. As a result, an HIV-infected person develops frequent infections. Medicines can slow down the virus but not get rid of it, so there is no cure at present for HIV infections or AIDS. There also is no vaccine to immunize people against HIV infection, but scientists are working to develop one. \nStory: A doctor tested two people for HIV. Tom had the virus in his blood, while Nick didn't have HIV, he was healthy. Tom has apparently had the virus for 20 years. \nQuestion: Which person didn't have the ability of the immune system to defend the body decreasing?", "pos": "Background Paragraph: As time passes, the number of HIV copies keeps increasing, while the number of helper T cells keeps decreasing. The graph in Figure below shows how the number of T cells typically declines over a period of many years following the initial HIV infection. As the number of T cells decreases, so does the ability of the immune system to defend the body. As a result, an HIV-infected person develops frequent infections. Medicines can slow down the virus but not get rid of it, so there is no cure at present for HIV infections or AIDS. There also is no vaccine to immunize people against HIV infection, but scientists are working to develop one. \nStory: A doctor tested two people for HIV. Tom had the virus in his blood, while Nick didn't have HIV, he was healthy. Tom has apparently had the virus for 20 years. \nQuestion: Which person didn't have the number of HIV copies increasing as time passed?", "neg": "Background Paragraph: As time passes, the number of HIV copies keeps increasing, while the number of helper T cells keeps decreasing. The graph in Figure below shows how the number of T cells typically declines over a period of many years following the initial HIV infection. As the number of T cells decreases, so does the ability of the immune system to defend the body. As a result, an HIV-infected person develops frequent infections. Medicines can slow down the virus but not get rid of it, so there is no cure at present for HIV infections or AIDS. There also is no vaccine to immunize people against HIV infection, but scientists are working to develop one. \nStory: Mike is a physician who treats HIV-infected patients. Today, he is seeing two patients, patient A and patient B. Patient A is infected with HIV, but patient B is not infected with HIV. Mike is trying to figure out how HIV-infected patient is different from the patient who is not infected with HIV. \nQuestion: Would patient A have more or less T cells 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."}
{"query": "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. \nStory: Two neighboring villages were living mostly off the land. Boar village was full of fat people, because they would overeat lots of animal products. Leap village was inhabited by vegetarians and vegans.Their food consumption was moderate. \nQuestion: Which village had fewer people with B.M.I. over 30?", "pos": "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. \nStory: Two neighboring villages were living mostly off the land. Boar village was full of fat people, because they would overeat lots of animal products. Leap village was inhabited by vegetarians and vegans.Their food consumption was moderate. \nQuestion: Which village had fewer people with increased risk of hypertension?", "neg": "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. \nStory: Two neighboring villages were living mostly off the land. Boar village was full of fat people, because they would overeat lots of animal products. Leap village was inhabited by vegetarians and vegans.Their food consumption was moderate. \nQuestion: Which village had more people with B.M.I. over 30?", "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."}
{"query": "Background Paragraph: Often, foreign exchange controls can result in the creation of black markets to exchange the weaker currency for stronger currencies. This leads to a situation where the exchange rate for the foreign currency is much higher than the rate set by the government, and therefore creates a shadow currency exchange market. As such, it is unclear whether governments have the ability to enact effective exchange controls.[1]. \nStory: Pakistan tried to control the foreign exchange market and India didn't. By creating the foreign exchange control department, Pakistan tried to stop the devaluation of their currency. India chose to not interfere and let the exchange market regulate itself. \nQuestion: Which country had a higher exchange rate for currencies?", "pos": "Background Paragraph: Often, foreign exchange controls can result in the creation of black markets to exchange the weaker currency for stronger currencies. This leads to a situation where the exchange rate for the foreign currency is much higher than the rate set by the government, and therefore creates a shadow currency exchange market. As such, it is unclear whether governments have the ability to enact effective exchange controls.[1]. \nStory: Pakistan tried to control the foreign exchange market and India didn't. By creating the foreign exchange control department, Pakistan tried to stop the devaluation of their currency. India chose to not interfere and let the exchange market regulate itself. \nQuestion: Which country was more regulated in regards to foreign currency exchange?", "neg": "Background Paragraph: Often, foreign exchange controls can result in the creation of black markets to exchange the weaker currency for stronger currencies. This leads to a situation where the exchange rate for the foreign currency is much higher than the rate set by the government, and therefore creates a shadow currency exchange market. As such, it is unclear whether governments have the ability to enact effective exchange controls.[1]. \nStory: In the beginning of this century there was scandal in the financial market regarding black market trading. A trader named Trader A was working for Bank A. He noticed country M has pegged its currency to a fixed price while country N did not do that. He opted to trade country M currency. Across the aisle his colleague trader B was working for bank B. He traded country N's currency. \nQuestion: Which trader would not most likely be engaged in black market trading, trader A or trader 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."}
{"query": "Background Paragraph: Fish reproduce sexually. They lay eggs that can be fertilized either inside or outside of the body. In most fish, the eggs develop outside of the mother's body. In the majority of these species, fertilization also takes place outside the mother's body. The male and female fish release their gametes into the surrounding water, where fertilization occurs. Female fish release very high numbers of eggs to increase the chances of fertilization. \nStory: Tammy and Moe were two school mates. Moe learned about mammalian reproduction in school. Tammy learned about fish reproduction. \nQuestion: Which student learned more about female fish releasing their gametes into the surrounding water?", "pos": "Background Paragraph: Fish reproduce sexually. They lay eggs that can be fertilized either inside or outside of the body. In most fish, the eggs develop outside of the mother's body. In the majority of these species, fertilization also takes place outside the mother's body. The male and female fish release their gametes into the surrounding water, where fertilization occurs. Female fish release very high numbers of eggs to increase the chances of fertilization. \nStory: Tammy and Moe were two school mates. Moe learned about mammalian reproduction in school. Tammy learned about fish reproduction. \nQuestion: Which student learned more about male fish releasing their gametes into the surrounding water?", "neg": "Background Paragraph: Fish reproduce sexually. They lay eggs that can be fertilized either inside or outside of the body. In most fish, the eggs develop outside of the mother's body. In the majority of these species, fertilization also takes place outside the mother's body. The male and female fish release their gametes into the surrounding water, where fertilization occurs. Female fish release very high numbers of eggs to increase the chances of fertilization. \nStory: Two students read about reproduction for biology class. Vic read more about reptile reproduction, while Fox read more about fish reproduction. \nQuestion: Which student learned less about fertilization taking place outside of the mother's body?", "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."}
{"query": "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. \nStory: 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. \nQuestion: Which region had fewer species inhabiting it?", "pos": "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. \nStory: 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. \nQuestion: Which region had a lower biodiversity?", "neg": "Background Paragraph: \"There is now unequivocal evidence that biodiversity loss reduces the efficiency by which ecological communities capture biologically essential resources, produce biomass, decompose and recycle biologically essential nutrients... There is mounting evidence that biodiversity increases the stability of ecosystem functions through time... Diverse communities are more productive because they contain key species that have a large influence on productivity and differences in functional traits among organisms increase total resource capture... The impacts of diversity loss on ecological processes might be sufficiently large to rival the impacts of many other global drivers of environmental change... Maintaining multiple ecosystem processes at multiple places and times requires higher levels of biodiversity than does a single process at a single place and time.\". \nStory: Nicaragua is one of the most biodiverse countries in the Americas. They boast over five hundred species of birds, and thousands of species of plants. Across the pond in England the situation is completely different. Centuries of extensive farming, industrialization, and urban sprawls have made it one of the least biodiverse place on Earth. \nQuestion: Would the ecosystem functions be less or more stable in Nicaragua than in England?", "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."}
{"query": "Background Paragraph: Electromagnetic radiation is energy that travels in waves across space as well as through matter. Most of the electromagnetic radiation on Earth comes from the sun. Like other waves, electromagnetic waves are characterized by certain wavelengths and wave frequencies. Wavelength is the distance between two corresponding points on adjacent waves. Wave frequency is the number of waves that pass a fixed point in a given amount of time. Electromagnetic waves with shorter wavelengths have higher frequencies and more energy. \nStory: David is experimenting with electromagnetic waves. He has four different waves to study, wave A, wave B, wave C, and wave D. In wave A, distance between two corresponding points on adjacent waves is greater than that of wave B.\nIn wave C, the number of waves that pass a fixed point in a given time is greater than that of wave D. \nQuestion: Which wave has more energy, wave A or wave B?", "pos": "Background Paragraph: Electromagnetic radiation is energy that travels in waves across space as well as through matter. Most of the electromagnetic radiation on Earth comes from the sun. Like other waves, electromagnetic waves are characterized by certain wavelengths and wave frequencies. Wavelength is the distance between two corresponding points on adjacent waves. Wave frequency is the number of waves that pass a fixed point in a given amount of time. Electromagnetic waves with shorter wavelengths have higher frequencies and more energy. \nStory: David is experimenting with electromagnetic waves. He has four different waves to study, wave A, wave B, wave C, and wave D. In wave A, distance between two corresponding points on adjacent waves is greater than that of wave B.\nIn wave C, the number of waves that pass a fixed point in a given time is greater than that of wave D. \nQuestion: Which wave has less energy, wave A or wave B?", "neg": "Background Paragraph: Electromagnetic radiation is energy that travels in waves across space as well as through matter. Most of the electromagnetic radiation on Earth comes from the sun. Like other waves, electromagnetic waves are characterized by certain wavelengths and wave frequencies. Wavelength is the distance between two corresponding points on adjacent waves. Wave frequency is the number of waves that pass a fixed point in a given amount of time. Electromagnetic waves with shorter wavelengths have higher frequencies and more energy. \nStory: David is experimenting with electromagnetic waves. He has four different waves to study, wave A, wave B, wave C, and wave D. In wave A, distance between two corresponding points on adjacent waves is greater than that of wave B.\nIn wave C, the number of waves that pass a fixed point in a given time is greater than that of wave D. \nQuestion: Would wave A have less or more energy than wave 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."}
{"query": "Background Paragraph: Another major cause of extinction is global warming , which is also known as global climate change. During the past century, the Earth's average temperature has risen by almost 1°C (about 1.3°F). You may not think that is significant, but to organisms that live in the wild and are constantly adapting to their environments, any climate change can be hazardous. Recall that burning fossil fuels releases gasses into the atmosphere that warm the Earth. Our increased use of fossil fuels, such as coal and oil, is changing the Earth’s climate. Any long-term change in the climate can destroy the habitat of a species. Even a brief change in climate may be too stressful for an organism to survive. For example, if the seas increase in temperature, even briefly, it may be too warm for certain types of fish to reproduce. \nStory: There are two neighboring planets in another solar system. The people of Mandron use many fossil fuels to power things that require electricity. The people of Liptar have found a way to use water as a source of power and they barely use any fossil fuels at all. \nQuestion: Which planet will have a lower average global temperature?", "pos": "Background Paragraph: Another major cause of extinction is global warming , which is also known as global climate change. During the past century, the Earth's average temperature has risen by almost 1°C (about 1.3°F). You may not think that is significant, but to organisms that live in the wild and are constantly adapting to their environments, any climate change can be hazardous. Recall that burning fossil fuels releases gasses into the atmosphere that warm the Earth. Our increased use of fossil fuels, such as coal and oil, is changing the Earth’s climate. Any long-term change in the climate can destroy the habitat of a species. Even a brief change in climate may be too stressful for an organism to survive. For example, if the seas increase in temperature, even briefly, it may be too warm for certain types of fish to reproduce. \nStory: There are two neighboring planets in another solar system. The people of Mandron use many fossil fuels to power things that require electricity. The people of Liptar have found a way to use water as a source of power and they barely use any fossil fuels at all. \nQuestion: The habitats of which planet's animals are in less danger?", "neg": "Background Paragraph: Another major cause of extinction is global warming , which is also known as global climate change. During the past century, the Earth's average temperature has risen by almost 1°C (about 1.3°F). You may not think that is significant, but to organisms that live in the wild and are constantly adapting to their environments, any climate change can be hazardous. Recall that burning fossil fuels releases gasses into the atmosphere that warm the Earth. Our increased use of fossil fuels, such as coal and oil, is changing the Earth’s climate. Any long-term change in the climate can destroy the habitat of a species. Even a brief change in climate may be too stressful for an organism to survive. For example, if the seas increase in temperature, even briefly, it may be too warm for certain types of fish to reproduce. \nStory: There are two neighboring planets in another solar system. The people of Mandron use many fossil fuels to power things that require electricity. The people of Liptar have found a way to use water as a source of power and they barely use any fossil fuels at all. \nQuestion: Does Liptar send more or less gas into the atmosphere than Mandron?", "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."}
{"query": "Background Paragraph: The Hawaiian Islands ( Figure above ) are in the central Pacific Ocean. The islands are volcanoes that increase in age from southeast to northwest. The youngest island is the Big Island of Hawaii at the southeast end of the chain. The volcanoes get older through Maui, Kahoolawe, Lanai, Molokai, Oahu, Kauai, and Niihau Islands through the northwest. The Kilauea volcano on Hawaii has been erupting almost continuously since 1983. There are also eruptions at an underwater volcano called Loih. \nStory: Two cousins lived 10,000 miles away from each other but often talked about visiting the Hawaiian islands together. Lilly lived in Maine, while Heather lived in Hawaii. \nQuestion: Which cousin lived closer to the Big Island of Hawaii?", "pos": "Background Paragraph: The Hawaiian Islands ( Figure above ) are in the central Pacific Ocean. The islands are volcanoes that increase in age from southeast to northwest. The youngest island is the Big Island of Hawaii at the southeast end of the chain. The volcanoes get older through Maui, Kahoolawe, Lanai, Molokai, Oahu, Kauai, and Niihau Islands through the northwest. The Kilauea volcano on Hawaii has been erupting almost continuously since 1983. There are also eruptions at an underwater volcano called Loih. \nStory: Two cousins lived 10,000 miles away from each other but often talked about visiting the Hawaiian islands together. Lilly lived in Maine, while Heather lived in Hawaii. \nQuestion: Which cousin lived closer to Maui?", "neg": "Background Paragraph: The Hawaiian Islands ( Figure above ) are in the central Pacific Ocean. The islands are volcanoes that increase in age from southeast to northwest. The youngest island is the Big Island of Hawaii at the southeast end of the chain. The volcanoes get older through Maui, Kahoolawe, Lanai, Molokai, Oahu, Kauai, and Niihau Islands through the northwest. The Kilauea volcano on Hawaii has been erupting almost continuously since 1983. There are also eruptions at an underwater volcano called Loih. \nStory: Tom and Brad were good friends but lived far away from each other. Tom lived in Hawaii so he visited all the islands and the volcanoes frequently. Brad lived on the East Coast, and he never visited The Hawaiian Islands. \nQuestion: Which friend lived closer to the Big Island of Hawaii?", "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."}
{"query": "Background Paragraph: Pressures are given in a multitude of units. We've already discussed Pascals, and we know that another unit for pressure is the atmosphere (1 atm = 101.3 x 10 5 Pa). The third commonly used pressure unit is the torr (symbol Torr). 760 torr is 1 atm, but 1 torr is also the increase in pressure necessary to cause liquid mercury to rise by 1 mm. For that reason, torr is also commonly referred to as \"millimeters mercury.\" Another pressure unit commonly used in our everyday world is psi, or pounds per square inch, though neither psi nor torr are SI units. \nStory: Mike is studying for his physics exam. He realizes that the best way to learn physics is to solve problems. To that end, he needs to to convert pressure of objects from one unit to another. In one problem, four scenarios are given for the same object, scenario A, scenario B, scenario C, and scenario D. In scenario A the pressure is given in Pascals. In scenario B the pressure is given in the atm. In scenario C the pressure is given in torr. Lastly, in scenario D the pressure is given in psi. \nQuestion: Which scenario's unit would most likely not be used in everyday world, scenario A or scenario D?", "pos": "Background Paragraph: Pressures are given in a multitude of units. We've already discussed Pascals, and we know that another unit for pressure is the atmosphere (1 atm = 101.3 x 10 5 Pa). The third commonly used pressure unit is the torr (symbol Torr). 760 torr is 1 atm, but 1 torr is also the increase in pressure necessary to cause liquid mercury to rise by 1 mm. For that reason, torr is also commonly referred to as \"millimeters mercury.\" Another pressure unit commonly used in our everyday world is psi, or pounds per square inch, though neither psi nor torr are SI units. \nStory: Mike is studying for his physics exam. He realizes that the best way to learn physics is to solve problems. To that end, he needs to to convert pressure of objects from one unit to another. In one problem, four scenarios are given for the same object, scenario A, scenario B, scenario C, and scenario D. In scenario A the pressure is given in Pascals. In scenario B the pressure is given in the atm. In scenario C the pressure is given in torr. Lastly, in scenario D the pressure is given in psi. \nQuestion: In which scenario mercury may not be a factor in devising the unit, scenario A or scenario C?", "neg": "Background Paragraph: Pressures are given in a multitude of units. We've already discussed Pascals, and we know that another unit for pressure is the atmosphere (1 atm = 101.3 x 10 5 Pa). The third commonly used pressure unit is the torr (symbol Torr). 760 torr is 1 atm, but 1 torr is also the increase in pressure necessary to cause liquid mercury to rise by 1 mm. For that reason, torr is also commonly referred to as \"millimeters mercury.\" Another pressure unit commonly used in our everyday world is psi, or pounds per square inch, though neither psi nor torr are SI units. \nStory: John is a world traveler. Recently, he visited two countries, France and Germany. He noticed that in France they use atmosphere and Pascal as pressure units. In Germany they use torr as a pressure unit. Back in the United States, he noticed psi is used as a pressure unit. He needs to figure out how they correlate with each other. \nQuestion: Which county is using a unit established by mesuring the rise of mercury, Germany or United States?", "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."}
{"query": "Background Paragraph: All fluids exert pressure like the air inside a tire. The particles of fluids are constantly moving in all directions at random. As the particles move, they keep bumping into each other and into anything else in their path. These collisions cause pressure, and the pressure is exerted equally in all directions. When particles are crowded together in one part of an enclosed space, such as the air particles first entering a tire, they quickly spread out to fill all the available space. That’s because particles of fluids always move from an area of higher pressure to an area of lower pressure. This explains why air entering a tire through a tiny opening quickly fills the entire tire. \nStory: Catherine is throwing her friend a birthday party and is starting to put up decorations. She has finished hanging streamers and now she has to fill the balloons. Having never used a helium tank before, she wants to test how much to fill each balloon. \nQuestion: If one balloon is larger than another will it require more or less helium to fill?", "pos": "Background Paragraph: Gas pressure results from collisions between gas particles and the inside walls of their container. If more gas is added to a rigid container, the gas pressure increases. The identities of the two gases do not matter. John Dalton, the English chemist who proposed the atomic theory, also studied mixtures of gases. He found that each gas in a mixture exerts a pressure independently of every other gas in the mixture. For example, our atmosphere is composed of about 78% nitrogen and 21% oxygen, with smaller amounts of several other gases making up the rest. Since nitrogen makes up 78% of the gas particles in a given sample of air, it exerts 78% of the pressure. If the overall atmospheric pressure is 1.00 atm, then the pressure of just the nitrogen in the air is 0.78 atm. The pressure of the oxygen in the air is 0.21 atm. \nStory: Mike is a high school student who loves science and as a hobby studies various chemistry, biology and physics experiments. Currently, Mike has a container in his garage that is filled with two different gases. A large portion of the gas is Mologen and a smaller portion is the gas Hamogen. \nQuestion: If the pressure inside the container was increased, would particles collide with the container more or less frequently?", "neg": "Background Paragraph: All fluids exert pressure like the air inside a tire. The particles of fluids are constantly moving in all directions at random. As the particles move, they keep bumping into each other and into anything else in their path. These collisions cause pressure, and the pressure is exerted equally in all directions. When particles are crowded together in one part of an enclosed space, such as the air particles first entering a tire, they quickly spread out to fill all the available space. That’s because particles of fluids always move from an area of higher pressure to an area of lower pressure. This explains why air entering a tire through a tiny opening quickly fills the entire tire. \nStory: Catherine is throwing her friend a birthday party and is starting to put up decorations. She has finished hanging streamers and now she has to fill the balloons. Having never used a helium tank before, she wants to test how much to fill each balloon. \nQuestion: If it only took two seconds to fill a balloon at first, but now it takes three seconds has the tank pressure increased or decreased?", "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."}
{"query": "Background Paragraph: Soil piping is a particular form of soil erosion that occurs below the soil surface. It causes levee and dam failure, as well as sink hole formation. Turbulent flow removes soil starting at the mouth of the seep flow and the subsoil erosion advances up-gradient. The term sand boil is used to describe the appearance of the discharging end of an active soil pipe.Soil salination is the accumulation of free salts to such an extent that it leads to degradation of the agricultural value of soils and vegetation. Consequences include corrosion damage, reduced plant growth, erosion due to loss of plant cover and soil structure, and water quality problems due to sedimentation. Salination occurs due to a combination of natural and human-caused processes. Arid conditions favour salt accumulation. This is especially apparent when soil parent material is saline. Irrigation of arid lands is especially problematic. All irrigation water has some level of salinity. Irrigation, especially when it involves leakage from canals and overirrigation in the field, often raises the underlying water table. Rapid salination occurs when the land surface is within the capillary fringe of saline groundwater. Soil salinity control involves watertable control and flushing with higher levels of applied water in combination with tile drainage or another form of subsurface drainage. \nStory: The city of Reslie is known for its grilled cheese sandwiches. People come from all over the world to taste their sandwiches. The mayor of Reslie, while having a meeting about how to spend the excess funds from tourism this year, was told that the city is experiencing soil piping. The neighboring city, Tichago, consumes many of Reslie's grilled cheese sandwiches. The mayor of Tichago has just received a phone call from the mayor of Reslie asking if Tichago is also having soil piping. Tichago's mayor replies that no, they are not. \nQuestion: Citizens of which city should be less concerned about sink holes?", "pos": "Background Paragraph: Soil piping is a particular form of soil erosion that occurs below the soil surface. It causes levee and dam failure, as well as sink hole formation. Turbulent flow removes soil starting at the mouth of the seep flow and the subsoil erosion advances up-gradient. The term sand boil is used to describe the appearance of the discharging end of an active soil pipe.Soil salination is the accumulation of free salts to such an extent that it leads to degradation of the agricultural value of soils and vegetation. Consequences include corrosion damage, reduced plant growth, erosion due to loss of plant cover and soil structure, and water quality problems due to sedimentation. Salination occurs due to a combination of natural and human-caused processes. Arid conditions favour salt accumulation. This is especially apparent when soil parent material is saline. Irrigation of arid lands is especially problematic. All irrigation water has some level of salinity. Irrigation, especially when it involves leakage from canals and overirrigation in the field, often raises the underlying water table. Rapid salination occurs when the land surface is within the capillary fringe of saline groundwater. Soil salinity control involves watertable control and flushing with higher levels of applied water in combination with tile drainage or another form of subsurface drainage. \nStory: The city of Reslie is known for its grilled cheese sandwiches. People come from all over the world to taste their sandwiches. The mayor of Reslie, while having a meeting about how to spend the excess funds from tourism this year, was told that the city is experiencing soil piping. The neighboring city, Tichago, consumes many of Reslie's grilled cheese sandwiches. The mayor of Tichago has just received a phone call from the mayor of Reslie asking if Tichago is also having soil piping. Tichago's mayor replies that no, they are not. \nQuestion: Which city will need to inspect their dams less often?", "neg": "Background Paragraph: Soil piping is a particular form of soil erosion that occurs below the soil surface. It causes levee and dam failure, as well as sink hole formation. Turbulent flow removes soil starting at the mouth of the seep flow and the subsoil erosion advances up-gradient. The term sand boil is used to describe the appearance of the discharging end of an active soil pipe.Soil salination is the accumulation of free salts to such an extent that it leads to degradation of the agricultural value of soils and vegetation. Consequences include corrosion damage, reduced plant growth, erosion due to loss of plant cover and soil structure, and water quality problems due to sedimentation. Salination occurs due to a combination of natural and human-caused processes. Arid conditions favour salt accumulation. This is especially apparent when soil parent material is saline. Irrigation of arid lands is especially problematic. All irrigation water has some level of salinity. Irrigation, especially when it involves leakage from canals and overirrigation in the field, often raises the underlying water table. Rapid salination occurs when the land surface is within the capillary fringe of saline groundwater. Soil salinity control involves watertable control and flushing with higher levels of applied water in combination with tile drainage or another form of subsurface drainage. \nStory: The city of Lampo is currently experiencing some soil piping in the ground. The government officials of Lampo are currently looking to start a casino to bring in extra revenue to the town. They are currently consulting with a company that is located in Himpton, a city that is not experiencing soil piping. The company is a well respected leader in the casino industry and is eager to work with Lampo. \nQuestion: Are sink holes more or less likely to form in Lampo?", "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."}
{"query": "Background Paragraph: The Figure below shows decibel levels of several different sounds. As decibel levels get higher, sound waves have greater intensity and sounds are louder. For every 10-decibel increase in the intensity of sound, loudness is 10 times greater. Therefore, a 30-decibel “quiet” room is 10 times louder than a 20-decibel whisper, and a 40-decibel light rainfall is 100 times louder than the whisper. High-decibel sounds are dangerous. They can damage the ears and cause loss of hearing. \nStory: Mark was attending the music festival in his city. First, he went to stage one, where the music was playing in high decibel. Then he went to stage two. There the music was playing in low decibel. He kind of liked the latter one. \nQuestion: Which stage would be quieter, stage one or stage two?", "pos": "Background Paragraph: The Figure below shows decibel levels of several different sounds. As decibel levels get higher, sound waves have greater intensity and sounds are louder. For every 10-decibel increase in the intensity of sound, loudness is 10 times greater. Therefore, a 30-decibel “quiet” room is 10 times louder than a 20-decibel whisper, and a 40-decibel light rainfall is 100 times louder than the whisper. High-decibel sounds are dangerous. They can damage the ears and cause loss of hearing. \nStory: Mark was attending the music festival in his city. First, he went to stage one, where the music was playing in high decibel. Then he went to stage two. There the music was playing in low decibel. He kind of liked the latter one. \nQuestion: Which stage would be louder, stage one or stage two?", "neg": "Background Paragraph: The Figure below shows decibel levels of several different sounds. As decibel levels get higher, sound waves have greater intensity and sounds are louder. For every 10-decibel increase in the intensity of sound, loudness is 10 times greater. Therefore, a 30-decibel “quiet” room is 10 times louder than a 20-decibel whisper, and a 40-decibel light rainfall is 100 times louder than the whisper. High-decibel sounds are dangerous. They can damage the ears and cause loss of hearing. \nStory: Jeremy works on a construction site operating a jackhammer and a large welding machine. Jeremy is frequently exposed to sounds with high decibel levels due to being around these machines so often. Jeremy's brother, Alexander, on the other hand works in a library. Unlike Jeremy, Alexander is frequently exposed to sounds with very low decibel levels during his work. \nQuestion: Who is exposed to sound waves with greater intensity?", "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."}
{"query": "Background Paragraph: Storing large volumes of data – When storing XML to either file or database, the volume of data a system produces can often exceed reasonable limits, with a number of detriments: the access times go up as more data is read, CPU load goes up as XML data takes more power to process, and storage costs go up. By storing XML data in Fast Infoset format, data volume may be reduced by as much as 80 percent. \nStory: Eliseo had a busy day storing XML. In the morning, he filled up many hard drives with XML. In the afternoon, he filled up a few hard drives with XML. At night, he filled up a hard drive with XML. \nQuestion: What time did storage costs go up the least: morning or afternoon?", "pos": "Background Paragraph: Storing large volumes of data – When storing XML to either file or database, the volume of data a system produces can often exceed reasonable limits, with a number of detriments: the access times go up as more data is read, CPU load goes up as XML data takes more power to process, and storage costs go up. By storing XML data in Fast Infoset format, data volume may be reduced by as much as 80 percent. \nStory: Eliseo had a busy day storing XML. In the morning, he filled up many hard drives with XML. In the afternoon, he filled up a few hard drives with XML. At night, he filled up a hard drive with XML. \nQuestion: What time did storage costs go up the most: afternoon or night?", "neg": "Background Paragraph: Storing large volumes of data – When storing XML to either file or database, the volume of data a system produces can often exceed reasonable limits, with a number of detriments: the access times go up as more data is read, CPU load goes up as XML data takes more power to process, and storage costs go up. By storing XML data in Fast Infoset format, data volume may be reduced by as much as 80 percent. \nStory: Bob works for a data storage company. He has now three projects, project A, project B, and project C, simultaneously going on. All of them involves storing \nXML data. Project A has small volume of data, but project B and project C has large volume of data. He applied Fast Infoset format for project B, but didn't apply that format for project C. \nQuestion: Which project would have higher access times, project A or project 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."}
{"query": "Background Paragraph: For most substances, when the temperature of the solid is raised high enough, the substance changes to a liquid, and when the temperature of the liquid is raised high enough, the substance changes to a gas. We typically visualize a solid as tiny particles in constant motion held together by attractive forces. As we add heat to the solid, the motion, or the kinetic energy, of the particles increases. At some temperature, the motion of the particles becomes great enough to overcome the attractive forces. The thermal energy that was added to the solid up to this point was absorbed by the solid as kinetic energy, increasing the speed of the molecules. The lowest temperature at which the particles are able to exist in the liquid form is called the melting point . \nStory: As a science experiment for his school homework, Kendra is putting two ice cubes on separate pans and then putting those pans on burners set to different temperatures. Ice cube A is set on top of a burner set to a low temperature, and ice cube B is placed on a burner set quite a bite higher. One minute later, Kendra begins writing down what she sees happening to the ice cubes. \nQuestion: Has ice cube A absorbed more or less thermal energy than ice cube B?", "pos": "Background Paragraph: For most substances, when the temperature of the solid is raised high enough, the substance changes to a liquid, and when the temperature of the liquid is raised high enough, the substance changes to a gas. We typically visualize a solid as tiny particles in constant motion held together by attractive forces. As we add heat to the solid, the motion, or the kinetic energy, of the particles increases. At some temperature, the motion of the particles becomes great enough to overcome the attractive forces. The thermal energy that was added to the solid up to this point was absorbed by the solid as kinetic energy, increasing the speed of the molecules. The lowest temperature at which the particles are able to exist in the liquid form is called the melting point . \nStory: As a science experiment for his school homework, Kendra is putting two ice cubes on separate pans and then putting those pans on burners set to different temperatures. Ice cube A is set on top of a burner set to a low temperature, and ice cube B is placed on a burner set quite a bite higher. One minute later, Kendra begins writing down what she sees happening to the ice cubes. \nQuestion: Does ice cube A have more or less kinetic energy than ice cube B?", "neg": "Background Paragraph: For most substances, when the temperature of the solid is raised high enough, the substance changes to a liquid, and when the temperature of the liquid is raised high enough, the substance changes to a gas. We typically visualize a solid as tiny particles in constant motion held together by attractive forces. As we add heat to the solid, the motion, or the kinetic energy, of the particles increases. At some temperature, the motion of the particles becomes great enough to overcome the attractive forces. The thermal energy that was added to the solid up to this point was absorbed by the solid as kinetic energy, increasing the speed of the molecules. The lowest temperature at which the particles are able to exist in the liquid form is called the melting point . \nStory: As a science experiment for his school homework, Kendra is putting two ice cubes on separate pans and then putting those pans on burners set to different temperatures. Ice cube A is set on top of a burner set to a low temperature, and ice cube B is placed on a burner set quite a bite higher. One minute later, Kendra begins writing down what she sees happening to the ice cubes. \nQuestion: Is ice cube A or ice cube B closer to its melting point?", "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."}
{"query": "Background Paragraph: The brains of all mammals have a unique layer of nerve cells covering the cerebrum. This layer is called the neocortex (the pink region of the brains in Figure above ). The neocortex plays an important role in many complex brain functions. In some mammals, such as rats, the neocortex is relatively smooth. In other mammals, especially humans, the neocortex has many folds. The folds increase the surface area of the neocortex. The larger this area is, the greater the mental abilities of an animal. \nStory: Two students read about brains in the animal kingdom. Tom read more about the brains of mammals, while Reed learned more about the brains of amphibians. \nQuestion: Which student learned more about the neocortex?", "pos": "Background Paragraph: The brains of all mammals have a unique layer of nerve cells covering the cerebrum. This layer is called the neocortex (the pink region of the brains in Figure above ). The neocortex plays an important role in many complex brain functions. In some mammals, such as rats, the neocortex is relatively smooth. In other mammals, especially humans, the neocortex has many folds. The folds increase the surface area of the neocortex. The larger this area is, the greater the mental abilities of an animal. \nStory: Two students read about brains in the animal kingdom. Tom read more about the brains of mammals, while Reed learned more about the brains of amphibians. \nQuestion: Which student learned more about a unique layer of nerve cells covering the cerebrum?", "neg": "Background Paragraph: The brains of all mammals have a unique layer of nerve cells covering the cerebrum. This layer is called the neocortex (the pink region of the brains in Figure above ). The neocortex plays an important role in many complex brain functions. In some mammals, such as rats, the neocortex is relatively smooth. In other mammals, especially humans, the neocortex has many folds. The folds increase the surface area of the neocortex. The larger this area is, the greater the mental abilities of an animal. \nStory: Two students read about brains in the animal kingdom. Tom read more about the brains of mammals, while Reed learned more about the brains of amphibians. \nQuestion: Which student learned less about the neocortex?", "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."}
{"query": "Background Paragraph: Beginning in the late 1970’s, ozone depletion was recognized as a significant environmental issue. The most dramatic decrease in ozone occurs seasonally over the continent of Antarctica. The size and duration of the ozone hole steadily increased, with the largest hole recorded in 2006. Fortunately, most countries have recognized the danger of CFCs and dramatically curtailed their use in recent years. It is hoped that ozone depletion will slow and that the ozone layer may eventually be restored to its earlier levels. \nStory: Ben and Harry were studying about the climatic history of Earth. Ben was more attracted to learning about early Ice Ages, while Harry was curious about the Earth atmosphere and read about ozone depletion and its consequences. \nQuestion: Which person learned less about the danger of CFCs?", "pos": "Background Paragraph: Beginning in the late 1970’s, ozone depletion was recognized as a significant environmental issue. The most dramatic decrease in ozone occurs seasonally over the continent of Antarctica. The size and duration of the ozone hole steadily increased, with the largest hole recorded in 2006. Fortunately, most countries have recognized the danger of CFCs and dramatically curtailed their use in recent years. It is hoped that ozone depletion will slow and that the ozone layer may eventually be restored to its earlier levels. \nStory: Ben and Harry were studying about the climatic history of Earth. Ben was more attracted to learning about early Ice Ages, while Harry was curious about the Earth atmosphere and read about ozone depletion and its consequences. \nQuestion: Which person learned less about the duration of the ozone hole over Antarctica?", "neg": "Background Paragraph: Beginning in the late 1970’s, ozone depletion was recognized as a significant environmental issue. The most dramatic decrease in ozone occurs seasonally over the continent of Antarctica. The size and duration of the ozone hole steadily increased, with the largest hole recorded in 2006. Fortunately, most countries have recognized the danger of CFCs and dramatically curtailed their use in recent years. It is hoped that ozone depletion will slow and that the ozone layer may eventually be restored to its earlier levels. \nStory: Factories around the world produce lots of CFCs which deplete the ozone layer. One year a large number of these factories decided they would implement efforts to reduce the amount of CFCs they release into the atmosphere. As a result the depletion of the ozone layer greatly decreased. However, the companies realized that this was hurting profits too much and reverted their decision. As a result the ozone layer began to rapidly deplete again. \nQuestion: Given the ozone layer starts to deplete much faster than before, has the amount of CFCs released into the atmosphere increased or decreased?", "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."}
{"query": "Background Paragraph: Friction between the atmosphere and the Earth's surface causes a 20% reduction in the wind at the surface of the Earth.[10] Surface roughness also leads to significant variation of wind speeds. Over land, winds maximize at hill or mountain crests, while sheltering leads to lower wind speeds in valleys and lee slopes.[11] Compared to over water, maximum sustained winds over land average 8% lower.[12] More specifically, over a city or rough terrain, the wind gradient effect could cause a reduction of 40% to 50% of the geostrophic wind speed aloft; while over open water or ice, the reduction is between 10% and 30%.[8][13][14]. \nStory: Bill is going on vacation this week, and is visiting two local sites. One, is Deep Valley, and the other is Mount Tall. He will be going to Deep Valley on Monday and Tuesday, and then visit Mount Tall on Thursday and Friday. He has decided that on his trip he wants to fly his kite at some point, but also wants to have a picnic on the other days. He would prefer an area of high wind for flying his kite, and an area of low winds to have his picnic so his food doesn't blow asunder. \nQuestion: Which place should Bill fly his kite while on vacation?", "pos": "Background Paragraph: Friction between the atmosphere and the Earth's surface causes a 20% reduction in the wind at the surface of the Earth.[10] Surface roughness also leads to significant variation of wind speeds. Over land, winds maximize at hill or mountain crests, while sheltering leads to lower wind speeds in valleys and lee slopes.[11] Compared to over water, maximum sustained winds over land average 8% lower.[12] More specifically, over a city or rough terrain, the wind gradient effect could cause a reduction of 40% to 50% of the geostrophic wind speed aloft; while over open water or ice, the reduction is between 10% and 30%.[8][13][14]. \nStory: The Johnson Family is planning a couple of excursions next week. On Wednesday they will be going to Tulsa Valley, and on Friday they are going to Albert's Peak, a small mountain in the area. Mr. Johnson has been wanting to fly some kites if there are some good wind conditions for doing so. He also wants to treat his family to a picnic and would like a more serene setting, with little to no wind to disrupt their picnic. \nQuestion: Which place will more likely be more windy?", "neg": "Background Paragraph: Friction between the atmosphere and the Earth's surface causes a 20% reduction in the wind at the surface of the Earth.[10] Surface roughness also leads to significant variation of wind speeds. Over land, winds maximize at hill or mountain crests, while sheltering leads to lower wind speeds in valleys and lee slopes.[11] Compared to over water, maximum sustained winds over land average 8% lower.[12] More specifically, over a city or rough terrain, the wind gradient effect could cause a reduction of 40% to 50% of the geostrophic wind speed aloft; while over open water or ice, the reduction is between 10% and 30%.[8][13][14]. \nStory: Bill is going on vacation this week, and is visiting two local sites. One, is Deep Valley, and the other is Mount Tall. He will be going to Deep Valley on Monday and Tuesday, and then visit Mount Tall on Thursday and Friday. He has decided that on his trip he wants to fly his kite at some point, but also wants to have a picnic on the other days. He would prefer an area of high wind for flying his kite, and an area of low winds to have his picnic so his food doesn't blow asunder. \nQuestion: Will there be more or less wind where Bill goes on Tuesday than Friday?", "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."}
{"query": "Background Paragraph: Turner et al (2006) derived crash prediction models for this report’s predecessor and found a\npronounced ‘safety in numbers’ effect in the models. Using the crash prediction model for mid-block\nlocations, generic motorist and cyclist volumes can be used to demonstrate the impacts on the\nexpected crash rate of varying motor vehicle and cycle volumes. As shown in figure 2.20, an increase\nin the proportion of cyclists to the overall traffic volume causes an increase in expected crashes at\nmid-block locations, but the crash rate increases at a decreasing rate. That is to say, the crash rate per\ncyclist goes down as the cycle volume increases. \nStory: There were a lot of motorcycles on Interstate 2 last week. On Friday, there were 1000 motorcyclists. On Saturday, there were 1200 motorcyclists. On Sunday, there were 1400 motorcyclists. On Monday, there were 1600 motorcyclists. On Tuesday, there were 1800 motorcyclists. On Wednesday, there were 2000 motorcyclists. On Thursday, there were 2500 motorcyclists. \nQuestion: What day had a lower crash rate per cyclist: Wednesday or Friday?", "pos": "Background Paragraph: Turner et al (2006) derived crash prediction models for this report’s predecessor and found a\npronounced ‘safety in numbers’ effect in the models. Using the crash prediction model for mid-block\nlocations, generic motorist and cyclist volumes can be used to demonstrate the impacts on the\nexpected crash rate of varying motor vehicle and cycle volumes. As shown in figure 2.20, an increase\nin the proportion of cyclists to the overall traffic volume causes an increase in expected crashes at\nmid-block locations, but the crash rate increases at a decreasing rate. That is to say, the crash rate per\ncyclist goes down as the cycle volume increases. \nStory: There were a lot of motorcycles on Interstate 12 last week. On Thursday, there were 1501 motorcyclists. On Friday, there were 2501 motorcyclists. On Saturday, there were 3501 motorcyclists. On Sunday, there were 4501 motorcyclists. On Monday, there were 5501 motorcyclists. On Tuesday, there were 6501 motorcyclists. On Wednesday, there were 7501 motorcyclists. \nQuestion: What day had a lower crash rate per cyclist: Friday or Wednesday?", "neg": "Background Paragraph: Turner et al (2006) derived crash prediction models for this report’s predecessor and found a\npronounced ‘safety in numbers’ effect in the models. Using the crash prediction model for mid-block\nlocations, generic motorist and cyclist volumes can be used to demonstrate the impacts on the\nexpected crash rate of varying motor vehicle and cycle volumes. As shown in figure 2.20, an increase\nin the proportion of cyclists to the overall traffic volume causes an increase in expected crashes at\nmid-block locations, but the crash rate increases at a decreasing rate. That is to say, the crash rate per\ncyclist goes down as the cycle volume increases. \nStory: Berg village and Hill village are renowned for the high number of cyclists living there. Berg village dealt with many traffic casualties because of narrower streets and lanes, While Hill village had wide streets, more traffic signals and a greater number of cyclists. \nQuestion: Which village had a higher crash per cyclist ratio?", "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."}
{"query": "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. \nStory: 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. \nQuestion: Which P.D. took a less conservative approach in fighting crime?", "pos": "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. \nStory: 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. \nQuestion: Which P.D. took a less modern approach in fighting crime?", "neg": "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. \nStory: 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. \nQuestion: 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."}
{"query": "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. \nStory: 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. \nQuestion: Will Brad's blood pressure or Jason's blood pressure be more predictable throughout the day?", "pos": "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. \nStory: 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. \nQuestion: Whose circadian rhythm will be less consistent?", "neg": "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. \nStory: 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. \nQuestion: 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."}
{"query": "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:. \nStory: 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. \nQuestion: Would Neptune have slower or faster speed than Earth?", "pos": "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:. \nStory: 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. \nQuestion: Would Earth travel shorter or longer distance than Neptune?", "neg": "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:. \nStory: 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. \nQuestion: 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."}
{"query": "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. \nStory: 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. \nQuestion: Which uncle had a decreased reflex time?", "pos": "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. \nStory: 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. \nQuestion: Which uncle had lower strength and stamina?", "neg": "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. \nStory: 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. \nQuestion: 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."}
{"query": "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. \nStory: Two students from the same class, studies different types of animals. Bill studied predators, while John studied grazers. \nQuestion: Which student studied more about wolves?", "pos": "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. \nStory: Two students from the same class, studies different types of animals. Bill studied predators, while John studied grazers. \nQuestion: Which student studied species that play an important role in an ecosystem?", "neg": "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. \nStory: Two teams studied two types of animals: team A studied predators, while team B studied grazers. They learned a lot from this experience. \nQuestion: 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."}
{"query": "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. \nStory: 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. \nQuestion: Will the Stillman edition of art most likely cost more or less than the Grossman edition?", "pos": "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. \nStory: 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. \nQuestion: As more Grossman editions become available for sale will they become more or less expensive?", "neg": "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. \nStory: 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. \nQuestion: 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."}
{"query": "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. \nStory: 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. \nQuestion: Which country causes the entry into the sea of more potentially hazardous particles?", "pos": "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. \nStory: 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. \nQuestion: Which country causes the entry into the sea of more potentially hazardous chemicals?", "neg": "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. \nStory: 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. \nQuestion: 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."}
{"query": "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. \nStory: 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. \nQuestion: Which experiment would have higher reaction rate, experiment A or experiment B?", "pos": "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. \nStory: 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. \nQuestion: Which experiment would have lower reaction rate, experiment A or experiment B?", "neg": "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. \nStory: 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. \nQuestion: 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."}
{"query": "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. \nStory: 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. \nQuestion: Which area, Texas or Seattle, will have lower wind speeds at the time of the fire?", "pos": "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. \nStory: 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. \nQuestion: Which wildfire, the one in Texas or the one in Seattle, will have lower intensity?", "neg": "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. \nStory: 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. \nQuestion: 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."}
{"query": "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. \nStory: 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. \nQuestion: Which group of plants gave pollinators nectar?", "pos": "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. \nStory: 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. \nQuestion: Which group of plants didn't give the pollinators nectar?", "neg": "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. \nStory: 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. \nQuestion: 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."}
{"query": "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. \nStory: 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. \nQuestion: Given James sees the yellow street light light up, which type of vapor light is it likely to be, Mercury or Sodium?", "pos": "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. \nStory: 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. \nQuestion: Given the street lights are sodium vapor lights, will these lights have a long life or short life?", "neg": "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. \nStory: 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. \nQuestion: 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."}
{"query": "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. \nStory: 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. \nQuestion: Which group of organisms has individuals that are an exact copy of the parent?", "pos": "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. \nStory: 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. \nQuestion: Which group of organisms has individuals which have the DNA from one parent?", "neg": "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. \nStory: 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. \nQuestion: 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."}
{"query": "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. \nStory: 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. \nQuestion: Which period would see higher global temperature, time A or time B?", "pos": "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. \nStory: 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. \nQuestion: Which period would see more trapped terrestrial radiation, time A or time B?", "neg": "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. \nStory: 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. \nQuestion: 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."}
{"query": "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. \nStory: 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. \nQuestion: Which parcel had more top layers of soil in contact with the freshest water?", "pos": "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. \nStory: 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. \nQuestion: Which parcel had more water pass through the soil?", "neg": "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. \nStory: Two students at the Agricultural Institute studied pedology. Bob studied soil weathering, while Dan studied types of soil. \nQuestion: 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."}
{"query": "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. \nStory: 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. \nQuestion: Which patient had higher HDL levels?", "pos": "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. \nStory: 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. \nQuestion: Which patient had a lower chance of having a heart attack?", "neg": "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. \nStory: 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. \nQuestion: 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."}
{"query": "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. \nStory: 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. \nQuestion: Which day did the environment in the community have a higher cooling: Thursday or Monday?", "pos": "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. \nStory: 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. \nQuestion: Which day did the environment in the town have a higher cooling: Thursday or Monday?", "neg": "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]\n\nThe 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. \nStory: 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. \nQuestion: 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."}
{"query": "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.\n\nInbreeding 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]. \nStory: 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. \nQuestion: Which farmer's cattle had more deleterious or recessive traits?", "pos": "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.\n\nInbreeding 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]. \nStory: 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. \nQuestion: Which farmer used consanguinity to breed his cattle?", "neg": "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.\n\nInbreeding 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]. \nStory: 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. \nQuestion: 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."}
{"query": "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.\n\nThe 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. \nStory: 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. \nQuestion: Would sign A have liquefied soil or not have liquefied soil?", "pos": "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.\n\nThe 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. \nStory: 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. \nQuestion: Would sing B indicate spongy texture or not spongy texture of the soil?", "neg": "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.\n\nThe 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. \nStory: 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. \nQuestion: 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."}
{"query": "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. \nStory: 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. \nQuestion: Which region had fewer endangered species?", "pos": "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. \nStory: 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. \nQuestion: Which region had fewer species with populations threatened?", "neg": "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. \nStory: 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. \nQuestion: 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."}
{"query": "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. \nStory: 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. \nQuestion: In which case biodiversity would increase, case A or case B?", "pos": "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. \nStory: 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. \nQuestion: In which case the number of mesopredators would decrease, case A or case B?", "neg": "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. \nStory: 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. \nQuestion: 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."}
{"query": "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. \nStory: 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. \nQuestion: Which person studied more about the composition of our atmosphere?", "pos": "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. \nStory: 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. \nQuestion: Which person studied more about the stable state?", "neg": "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. \nStory: 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. \nQuestion: 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."}
{"query": "Background Paragraph: Wildfire smoke contains particulate matter that may have adverse effects upon the human respiratory system. Evidence of the health effects of wildfire smoke should be relayed to the public so that exposure may be limited. Evidence of health effects can also be used to influence policy to promote positive health outcomes.Inhalation of smoke from a wildfire can be a health hazard. Wildfire smoke is composed of combustion products i.e. carbon dioxide, carbon monoxide, water vapor, particulate matter, organic chemicals, nitrogen oxides and other compounds. The principal health concern is the inhalation of particulate matter and carbon monoxide.Particulate matter (PM) is a type of air pollution made up of particles of dust and liquid droplets. They are characterized into three categories based on the diameter of the particle: coarse PM, fine PM, and ultrafine PM. Coarse particles are between 2.5 micrometers and 10 micrometers, fine particles measure 0.1 to 2.5 micrometers, and ultrafine particle are less than 0.1 micrometer.  Each size can enter the body through inhalation, but the PM impact on the body varies by size. Coarse particles are filtered by the upper airways and these particles can accumulate and cause pulmonary inflammation. This can result in eye and sinus irritation as well as sore throat and coughing. Coarse PM is often composed of materials that are heavier and more toxic that lead to short-term effects with stronger impact.Smaller particulate moves further into the respiratory system creating issues deep into the lungs and the bloodstream. In asthma patients, PM2.5 causes inflammation but also increases oxidative stress in the epithelial cells. These particulates also cause apoptosis and autophagy in lung epithelial cells. Both processes cause the cells to be damaged and impacts the cell function. This damage impacts those with respiratory conditions such as asthma where the lung tissues and function are already compromised. The third PM type is ultra-fine PM (UFP). UFP can enter the bloodstream like PM2.5 however studies show that it works into the blood much quicker. The inflammation and epithelial damage done by UFP has also shown to be much more severe. PM2.5 is of the largest concern in regards to wildfire. This is particularly hazardous to the very young, elderly and those with chronic conditions such as asthma, chronic obstructive pulmonary disease (COPD), cystic fibrosis and cardiovascular conditions. The illnesses most commonly with exposure to fine particle from wildfire smoke are bronchitis, exacerbation of asthma or COPD, and pneumonia. Symptoms of these complications include wheezing and shortness of breath and cardiovascular symptoms include chest pain, rapid heart rate and fatigue. \nStory: Ben visited two states. Washington state, which had many wildfires year-round, and Oregon, state which had almost no wildfires. Ben enjoyed the visit and planned to return. \nQuestion: Which state had more people inhaling carbon dioxide from the wildfire smoke?", "pos": "Background Paragraph: Wildfire smoke contains particulate matter that may have adverse effects upon the human respiratory system. Evidence of the health effects of wildfire smoke should be relayed to the public so that exposure may be limited. Evidence of health effects can also be used to influence policy to promote positive health outcomes.Inhalation of smoke from a wildfire can be a health hazard. Wildfire smoke is composed of combustion products i.e. carbon dioxide, carbon monoxide, water vapor, particulate matter, organic chemicals, nitrogen oxides and other compounds. The principal health concern is the inhalation of particulate matter and carbon monoxide.Particulate matter (PM) is a type of air pollution made up of particles of dust and liquid droplets. They are characterized into three categories based on the diameter of the particle: coarse PM, fine PM, and ultrafine PM. Coarse particles are between 2.5 micrometers and 10 micrometers, fine particles measure 0.1 to 2.5 micrometers, and ultrafine particle are less than 0.1 micrometer.  Each size can enter the body through inhalation, but the PM impact on the body varies by size. Coarse particles are filtered by the upper airways and these particles can accumulate and cause pulmonary inflammation. This can result in eye and sinus irritation as well as sore throat and coughing. Coarse PM is often composed of materials that are heavier and more toxic that lead to short-term effects with stronger impact.Smaller particulate moves further into the respiratory system creating issues deep into the lungs and the bloodstream. In asthma patients, PM2.5 causes inflammation but also increases oxidative stress in the epithelial cells. These particulates also cause apoptosis and autophagy in lung epithelial cells. Both processes cause the cells to be damaged and impacts the cell function. This damage impacts those with respiratory conditions such as asthma where the lung tissues and function are already compromised. The third PM type is ultra-fine PM (UFP). UFP can enter the bloodstream like PM2.5 however studies show that it works into the blood much quicker. The inflammation and epithelial damage done by UFP has also shown to be much more severe. PM2.5 is of the largest concern in regards to wildfire. This is particularly hazardous to the very young, elderly and those with chronic conditions such as asthma, chronic obstructive pulmonary disease (COPD), cystic fibrosis and cardiovascular conditions. The illnesses most commonly with exposure to fine particle from wildfire smoke are bronchitis, exacerbation of asthma or COPD, and pneumonia. Symptoms of these complications include wheezing and shortness of breath and cardiovascular symptoms include chest pain, rapid heart rate and fatigue. \nStory: Ben visited two states. Washington state, which had many wildfires year-round, and Oregon, state which had almost no wildfires. Ben enjoyed the visit and planned to return. \nQuestion: Which state had more people inhaling organic chemicals from the wildfire smoke?", "neg": "Background Paragraph: Wildfire smoke contains particulate matter that may have adverse effects upon the human respiratory system. Evidence of the health effects of wildfire smoke should be relayed to the public so that exposure may be limited. Evidence of health effects can also be used to influence policy to promote positive health outcomes.Inhalation of smoke from a wildfire can be a health hazard. Wildfire smoke is composed of combustion products i.e. carbon dioxide, carbon monoxide, water vapor, particulate matter, organic chemicals, nitrogen oxides and other compounds. The principal health concern is the inhalation of particulate matter and carbon monoxide.Particulate matter (PM) is a type of air pollution made up of particles of dust and liquid droplets. They are characterized into three categories based on the diameter of the particle: coarse PM, fine PM, and ultrafine PM. Coarse particles are between 2.5 micrometers and 10 micrometers, fine particles measure 0.1 to 2.5 micrometers, and ultrafine particle are less than 0.1 micrometer.  Each size can enter the body through inhalation, but the PM impact on the body varies by size. Coarse particles are filtered by the upper airways and these particles can accumulate and cause pulmonary inflammation. This can result in eye and sinus irritation as well as sore throat and coughing. Coarse PM is often composed of materials that are heavier and more toxic that lead to short-term effects with stronger impact.Smaller particulate moves further into the respiratory system creating issues deep into the lungs and the bloodstream. In asthma patients, PM2.5 causes inflammation but also increases oxidative stress in the epithelial cells. These particulates also cause apoptosis and autophagy in lung epithelial cells. Both processes cause the cells to be damaged and impacts the cell function. This damage impacts those with respiratory conditions such as asthma where the lung tissues and function are already compromised. The third PM type is ultra-fine PM (UFP). UFP can enter the bloodstream like PM2.5 however studies show that it works into the blood much quicker. The inflammation and epithelial damage done by UFP has also shown to be much more severe. PM2.5 is of the largest concern in regards to wildfire. This is particularly hazardous to the very young, elderly and those with chronic conditions such as asthma, chronic obstructive pulmonary disease (COPD), cystic fibrosis and cardiovascular conditions. The illnesses most commonly with exposure to fine particle from wildfire smoke are bronchitis, exacerbation of asthma or COPD, and pneumonia. Symptoms of these complications include wheezing and shortness of breath and cardiovascular symptoms include chest pain, rapid heart rate and fatigue. \nStory: Bobby and Sally are siblings that currently live in different cities. Bobby lives in a city that has wildfires on a regular basis. The local government is effective at combating these fires, but there are still quite a few over the course of a year. Sally lives somewhere that has never had a wildfire before, and she wasn't even aware they existed until her brother started talking about them. \nQuestion: Who is more likely to experience eye irritation?", "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."}
{"query": "Background Paragraph: When soil is flooded, hypoxia develops, as soil microorganisms consume oxygen faster than diffusion occurs. The presence of hypoxic soils is one of the defining characteristics of wetlands. Many wetland plants possess aerenchyma, and in some, such as water-lilies, there is mass flow of atmospheric air through leaves and rhizomes. There are many other chemical consequences of hypoxia. For example, nitrification is inhibited as low oxygen occurs and toxic compounds are formed, as anaerobic bacteria use nitrate, manganese, and sulfate as alternative electron acceptors. The reduction-oxidation potential of the rhizhosphere decreases and metal ions such as iron and manganese precipitate. Aerenchyma is a modification of the parenchyma. \nStory: John is a soil scientist. He has been studying the lands near Mississippi delta. He noticed cases of hypoxia in that are. He labeled that study as case A. To compare that to other areas he visited Arizona. There he didn't see any occurrence of hypoxia. He labeled that case as case B. \nQuestion: Would wetlands see less or more of case B than case A?", "pos": "Background Paragraph: When soil is flooded, hypoxia develops, as soil microorganisms consume oxygen faster than diffusion occurs. The presence of hypoxic soils is one of the defining characteristics of wetlands. Many wetland plants possess aerenchyma, and in some, such as water-lilies, there is mass flow of atmospheric air through leaves and rhizomes. There are many other chemical consequences of hypoxia. For example, nitrification is inhibited as low oxygen occurs and toxic compounds are formed, as anaerobic bacteria use nitrate, manganese, and sulfate as alternative electron acceptors. The reduction-oxidation potential of the rhizhosphere decreases and metal ions such as iron and manganese precipitate. Aerenchyma is a modification of the parenchyma. \nStory: United States has varied geographical characteristics. Take for example, the Mississippi Delta. The delta has vast wetland that gets inundated every year. On the contrary, farther west, the Mojave Desert in Nevada sees very little precipitation or floodwater. Both places are beautiful in their own right, and attract many tourists every year. \nQuestion: Would Mojave Desert be less or more prone to hypoxia than Mississippi Delta?", "neg": "Background Paragraph: When soil is flooded, hypoxia develops, as soil microorganisms consume oxygen faster than diffusion occurs. The presence of hypoxic soils is one of the defining characteristics of wetlands. Many wetland plants possess aerenchyma, and in some, such as water-lilies, there is mass flow of atmospheric air through leaves and rhizomes. There are many other chemical consequences of hypoxia. For example, nitrification is inhibited as low oxygen occurs and toxic compounds are formed, as anaerobic bacteria use nitrate, manganese, and sulfate as alternative electron acceptors. The reduction-oxidation potential of the rhizhosphere decreases and metal ions such as iron and manganese precipitate. Aerenchyma is a modification of the parenchyma. \nStory: John is a soil scientist. He has been studying the lands near Mississippi delta. He noticed cases of hypoxia in that are. He labeled that study as case A. To compare that to other areas he visited Arizona. There he didn't see any occurrence of hypoxia. He labeled that case as case B. \nQuestion: In which case microorganisms would cause less oxygen in the soil, case A or case 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."}
{"query": "Background Paragraph: HIV , or human immunodeficiency virus, causes AIDS. AIDS stands for \"acquired immune deficiency syndrome.\" It is a condition that causes death and does not have a known cure. AIDS usually develops 10 to 15 years after a person is first infected with HIV. The development of AIDS can be delayed with proper medicines. The delay can be well over 20 years with the right medicines. Today, individuals who acquire HIV after 50 years of age can expect to reach an average human life span. \nStory: The police arrested two homeless people. James was 35 and had been HIV positive for 20 years, and Bill, who was 54 and was not HIV positive. They booked them and let them go. \nQuestion: Which person had an incurable disease?", "pos": "Background Paragraph: HIV , or human immunodeficiency virus, causes AIDS. AIDS stands for \"acquired immune deficiency syndrome.\" It is a condition that causes death and does not have a known cure. AIDS usually develops 10 to 15 years after a person is first infected with HIV. The development of AIDS can be delayed with proper medicines. The delay can be well over 20 years with the right medicines. Today, individuals who acquire HIV after 50 years of age can expect to reach an average human life span. \nStory: The police arrested two homeless people. James was 35 and had been HIV positive for 20 years, and Bill, who was 54 and was not HIV positive. They booked them and let them go. \nQuestion: Which person had a disease that causes death?", "neg": "Background Paragraph: HIV , or human immunodeficiency virus, causes AIDS. AIDS stands for \"acquired immune deficiency syndrome.\" It is a condition that causes death and does not have a known cure. AIDS usually develops 10 to 15 years after a person is first infected with HIV. The development of AIDS can be delayed with proper medicines. The delay can be well over 20 years with the right medicines. Today, individuals who acquire HIV after 50 years of age can expect to reach an average human life span. \nStory: The police arrested two homeless people. James was 35 and had been HIV positive for 20 years, and Bill, who was 54 and was not HIV positive. They booked them and let them go. \nQuestion: Which person didn't have an incurable disease?", "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."}
{"query": "Background Paragraph: Another major cause of extinction is global warming , which is also known as global climate change. During the past century, the Earth's average temperature has risen by almost 1°C (about 1.3°F). You may not think that is significant, but to organisms that live in the wild and are constantly adapting to their environments, any climate change can be hazardous. Recall that burning fossil fuels releases gasses into the atmosphere that warm the Earth. Our increased use of fossil fuels, such as coal and oil, is changing the Earth’s climate. Any long-term change in the climate can destroy the habitat of a species. Even a brief change in climate may be too stressful for an organism to survive. For example, if the seas increase in temperature, even briefly, it may be too warm for certain types of fish to reproduce. \nStory: Two neighboring islands Grey island and Sand island both contributed to global warming by their actions. Grey island contributed way more because they were more careless. \nQuestion: Which island contributed more to extinction?", "pos": "Background Paragraph: Another major cause of extinction is global warming , which is also known as global climate change. During the past century, the Earth's average temperature has risen by almost 1°C (about 1.3°F). You may not think that is significant, but to organisms that live in the wild and are constantly adapting to their environments, any climate change can be hazardous. Recall that burning fossil fuels releases gasses into the atmosphere that warm the Earth. Our increased use of fossil fuels, such as coal and oil, is changing the Earth’s climate. Any long-term change in the climate can destroy the habitat of a species. Even a brief change in climate may be too stressful for an organism to survive. For example, if the seas increase in temperature, even briefly, it may be too warm for certain types of fish to reproduce. \nStory: Two neighboring islands Grey island and Sand island both contributed to global warming by their actions. Grey island contributed way more because they were more careless. \nQuestion: Which island used more oil?", "neg": "Background Paragraph: Another major cause of extinction is global warming , which is also known as global climate change. During the past century, the Earth's average temperature has risen by almost 1°C (about 1.3°F). You may not think that is significant, but to organisms that live in the wild and are constantly adapting to their environments, any climate change can be hazardous. Recall that burning fossil fuels releases gasses into the atmosphere that warm the Earth. Our increased use of fossil fuels, such as coal and oil, is changing the Earth’s climate. Any long-term change in the climate can destroy the habitat of a species. Even a brief change in climate may be too stressful for an organism to survive. For example, if the seas increase in temperature, even briefly, it may be too warm for certain types of fish to reproduce. \nStory: Keith was reading a book on climate. He found an interesting table that showed the climatic conditions of the earth in two different times, time A and time B. Time A showed earth's climatic condition in the previous century. And, time B showed earth's climatic condition in the present century. Keith was amazed to see how the world has changed in just a century. \nQuestion: Which period would see higher average temperature, 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."}
{"query": "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. \nStory: 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. \nQuestion: Which had fewer people freeing up their time for grandchildren?", "pos": "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. \nStory: 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. \nQuestion: Which had fewer people freeing up their time for hobbies?", "neg": "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. \nStory: 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. \nQuestion: Which uncle had more strength and stamina?", "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."}
{"query": "Background Paragraph: Human beings invented agriculture about 10,000 years ago. This provided a bigger, more dependable food supply. It also allowed people to settle down in villages and cities for the first time. Birth rates went up because there was more food and settled life had other advantages. Death rates also rose because of crowded living conditions and diseases that spread from domestic animals. Because the higher birth rates were matched by higher death rates, the human population continued to grow very slowly. \nStory: Gary researched two old human settlements. Village A was smaller, it existed about 12,000 years ago. He also studied village B, which existed about 6,000 years ago. The village was much bigger and better developed. \nQuestion: Which village had higher death rates?", "pos": "Background Paragraph: Human beings invented agriculture about 10,000 years ago. This provided a bigger, more dependable food supply. It also allowed people to settle down in villages and cities for the first time. Birth rates went up because there was more food and settled life had other advantages. Death rates also rose because of crowded living conditions and diseases that spread from domestic animals. Because the higher birth rates were matched by higher death rates, the human population continued to grow very slowly. \nStory: Gary researched two old human settlements. Village A was smaller, it existed about 12,000 years ago. He also studied village B, which existed about 6,000 years ago. The village was much bigger and better developed. \nQuestion: Which village had higher birth rates?", "neg": "Background Paragraph: Human beings invented agriculture about 10,000 years ago. This provided a bigger, more dependable food supply. It also allowed people to settle down in villages and cities for the first time. Birth rates went up because there was more food and settled life had other advantages. Death rates also rose because of crowded living conditions and diseases that spread from domestic animals. Because the higher birth rates were matched by higher death rates, the human population continued to grow very slowly. \nStory: Brad studied ancient human settlements from 100,000 years ago. His colleague Phil studied human settlement from 8-10,000 years ago. They were both fascinated by their findings. \nQuestion: Which colleague studied that more people settled down in cities?", "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."}
{"query": "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]. \nStory: The Blow Brigade met to discuss their experiences. They all said they always had a great experience using blow and used the same amount each time. They told how many times they used blow. Gloria used it 20 times, Evelyn used it 25 times, Jean used it 37 times, Cheryl used it 48 times, Mildred used it 56 times, Katherine used it 64 times, and Joan used it 70 times. \nQuestion: Who has a higher tolerance for blow: Cheryl or Katherine?", "pos": "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]. \nStory: The Blow Brigade met to discuss their experiences. They all said they always had a great experience using blow and used the same amount each time. They told how many times they used blow. Gloria used it 20 times, Evelyn used it 25 times, Jean used it 37 times, Cheryl used it 48 times, Mildred used it 56 times, Katherine used it 64 times, and Joan used it 70 times. \nQuestion: Who has a higher tolerance for blow: Gloria or Katherine?", "neg": "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]. \nStory: The Soap Squad met to discuss their experiences. They all said they always had a great experience using soap and used the same amount each time. They told how many times they used soap. Milo used it 22 times, Anibal used it 32 times, Olen used it 42 times, Zachariah used it 52 times, Dannie used it 62 times, Mauro used it 72 times, and Orval used it 82 times. \nQuestion: Who has a higher tolerance for soap: Zachariah or Mauro?", "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."}
{"query": "Background Paragraph: A plant's first line of defense against abiotic stress is in its roots. If the soil holding the plant is healthy and biologically diverse, the plant will have a higher chance of surviving stressful conditions.The plant responses to stress are dependent on the tissue or organ affected by the stress. For example, transcriptional responses to stress are tissue or cell specific in roots and are quite different depending on the stress involved.One of the primary responses to abiotic stress such as high salinity is the disruption of the Na+/K+ ratio in the cytoplasm of the plant cell. High concentrations of Na+, for example, can decrease the capacity for the plant to take up water and also alter enzyme and transporter functions. Evolved adaptations to efficiently restore cellular ion homeostasis has led to a wide variety of stress tolerant plants.Facilitation, or the positive interactions between different species of plants, is an intricate web of association in a natural environment. It is how plants work together. In areas of high stress, the level of facilitation is especially high as well. This could possibly be because the plants need a stronger network to survive in a harsher environment, so their interactions between species, such as cross-pollination or mutualistic actions, become more common to cope with the severity of their habitat.Plants also adapt very differently from one another, even from a plant living in the same area. When a group of different plant species was prompted by a variety of different stress signals, such as drought or cold, each plant responded uniquely. Hardly any of the responses were similar, even though the plants had become accustomed to exactly the same home environment.Rice (Oryza sativa) is a classic example. Rice is a staple food throughout the world, especially in China and India. Rice plants experience different types of abiotic stresses, like drought and high salinity. These stress conditions have a negative impact on rice production. Genetic diversity has been studied among several rice varieties with different genotypes using molecular markers. \nStory: Danny owned two parcels of land. parcel A had a soil with high salinity levels, while parcel B had a rich and healthy soil. \nQuestion: Which parcel had plants with higher chances of surviving stressful conditions?", "pos": "Background Paragraph: A plant's first line of defense against abiotic stress is in its roots. If the soil holding the plant is healthy and biologically diverse, the plant will have a higher chance of surviving stressful conditions.The plant responses to stress are dependent on the tissue or organ affected by the stress. For example, transcriptional responses to stress are tissue or cell specific in roots and are quite different depending on the stress involved.One of the primary responses to abiotic stress such as high salinity is the disruption of the Na+/K+ ratio in the cytoplasm of the plant cell. High concentrations of Na+, for example, can decrease the capacity for the plant to take up water and also alter enzyme and transporter functions. Evolved adaptations to efficiently restore cellular ion homeostasis has led to a wide variety of stress tolerant plants.Facilitation, or the positive interactions between different species of plants, is an intricate web of association in a natural environment. It is how plants work together. In areas of high stress, the level of facilitation is especially high as well. This could possibly be because the plants need a stronger network to survive in a harsher environment, so their interactions between species, such as cross-pollination or mutualistic actions, become more common to cope with the severity of their habitat.Plants also adapt very differently from one another, even from a plant living in the same area. When a group of different plant species was prompted by a variety of different stress signals, such as drought or cold, each plant responded uniquely. Hardly any of the responses were similar, even though the plants had become accustomed to exactly the same home environment.Rice (Oryza sativa) is a classic example. Rice is a staple food throughout the world, especially in China and India. Rice plants experience different types of abiotic stresses, like drought and high salinity. These stress conditions have a negative impact on rice production. Genetic diversity has been studied among several rice varieties with different genotypes using molecular markers. \nStory: Danny owned two parcels of land. parcel A had a soil with high salinity levels, while parcel B had a rich and healthy soil. \nQuestion: Which parcel had more plants which presented a disruption in the Na+/K+ ratio in the cytoplasm of the plant cell?", "neg": "Background Paragraph: A plant's first line of defense against abiotic stress is in its roots. If the soil holding the plant is healthy and biologically diverse, the plant will have a higher chance of surviving stressful conditions.The plant responses to stress are dependent on the tissue or organ affected by the stress. For example, transcriptional responses to stress are tissue or cell specific in roots and are quite different depending on the stress involved.One of the primary responses to abiotic stress such as high salinity is the disruption of the Na+/K+ ratio in the cytoplasm of the plant cell. High concentrations of Na+, for example, can decrease the capacity for the plant to take up water and also alter enzyme and transporter functions. Evolved adaptations to efficiently restore cellular ion homeostasis has led to a wide variety of stress tolerant plants.Facilitation, or the positive interactions between different species of plants, is an intricate web of association in a natural environment. It is how plants work together. In areas of high stress, the level of facilitation is especially high as well. This could possibly be because the plants need a stronger network to survive in a harsher environment, so their interactions between species, such as cross-pollination or mutualistic actions, become more common to cope with the severity of their habitat.Plants also adapt very differently from one another, even from a plant living in the same area. When a group of different plant species was prompted by a variety of different stress signals, such as drought or cold, each plant responded uniquely. Hardly any of the responses were similar, even though the plants had become accustomed to exactly the same home environment.Rice (Oryza sativa) is a classic example. Rice is a staple food throughout the world, especially in China and India. Rice plants experience different types of abiotic stresses, like drought and high salinity. These stress conditions have a negative impact on rice production. Genetic diversity has been studied among several rice varieties with different genotypes using molecular markers. \nStory: Two farmers provide a neighboring city with plenty of produce every year. Brick farm has a lot of plant problems, their plants experience abiotic stress. Boulder farm had a good production because their plants presented almost no signs of abiotic stress. \nQuestion: Which farm has fewer plants displaying altered enzyme functions?", "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."}
{"query": "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. \nStory: Two elementary school classmates, Clarence and Molly, are sitting in the back row of the classroom while the teacher lectures. They are both paying attention and reading what the teacher is writing on the board, but Molly is finding it difficult to read what is on the board since it appears blurry. She asks Clarence if the chalkboard looks blurry and he says that it looks clear to him. Molly will ask her mom about it when she gets home from school today. \nQuestion: Which child is more likely to have spent a lot of time using a computer?", "pos": "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. \nStory: 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. \nQuestion: Which sibling had a difficulty seeing distant objects?", "neg": "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. \nStory: Two elementary school classmates, Clarence and Molly, are sitting in the back row of the classroom while the teacher lectures. They are both paying attention and reading what the teacher is writing on the board, but Molly is finding it difficult to read what is on the board since it appears blurry. She asks Clarence if the chalkboard looks blurry and he says that it looks clear to him. Molly will ask her mom about it when she gets home from school today. \nQuestion: Are Clarence's parents more or less likely than Molly's parents to wear glasses?", "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."}
{"query": "Background Paragraph: As the thermal expansion is the key factor to the sea level variability, decreased heat content should result in a reduction in global mean sea levelon a decadal time scale.[2] However, Grinsted [2007] argued that a significant sea level rise is the first direct response to the volcanic eruption, and after that sea level becomes to drop. One possible explanation for this phenomenon is the imbalance of ocean mass fluxes. After the volcano eruption, evaporation over ocean becomes lower, because it is largely determined by the ocean skin temperature change. The quick response of evaporation to the surface cooling and the delayed response of river runoff to the associated lower precipitation lead to an increased sea level. About 1~2 years later, river discharge becomes less due to the reduced precipitation and less sea ice melting, which cause sea level to drop.[9]. \nStory: In the beginning of year 1000 mount Etna had a huge volcanic eruption. To test the effect of volcanic eruption on sea level scientists measured geological data through carbon dating. They measured the data for four different time point - for year 998, year 1000, year 1002, and year 1010. Scientists now need to compare and analyze these data. \nQuestion: Without considering Grinsted's theory, which year would have higher sea level, year 998 or year 1010?", "pos": "Background Paragraph: As the thermal expansion is the key factor to the sea level variability, decreased heat content should result in a reduction in global mean sea levelon a decadal time scale.[2] However, Grinsted [2007] argued that a significant sea level rise is the first direct response to the volcanic eruption, and after that sea level becomes to drop. One possible explanation for this phenomenon is the imbalance of ocean mass fluxes. After the volcano eruption, evaporation over ocean becomes lower, because it is largely determined by the ocean skin temperature change. The quick response of evaporation to the surface cooling and the delayed response of river runoff to the associated lower precipitation lead to an increased sea level. About 1~2 years later, river discharge becomes less due to the reduced precipitation and less sea ice melting, which cause sea level to drop.[9]. \nStory: In the beginning of year 1000 mount Etna had a huge volcanic eruption. To test the effect of volcanic eruption on sea level scientists measured geological data through carbon dating. They measured the data for four different time point - for year 998, year 1000, year 1002, and year 1010. Scientists now need to compare and analyze these data. \nQuestion: Which year would have higher sea level, year 998 or year 1000?", "neg": "Background Paragraph: As the thermal expansion is the key factor to the sea level variability, decreased heat content should result in a reduction in global mean sea levelon a decadal time scale.[2] However, Grinsted [2007] argued that a significant sea level rise is the first direct response to the volcanic eruption, and after that sea level becomes to drop. One possible explanation for this phenomenon is the imbalance of ocean mass fluxes. After the volcano eruption, evaporation over ocean becomes lower, because it is largely determined by the ocean skin temperature change. The quick response of evaporation to the surface cooling and the delayed response of river runoff to the associated lower precipitation lead to an increased sea level. About 1~2 years later, river discharge becomes less due to the reduced precipitation and less sea ice melting, which cause sea level to drop.[9]. \nStory: In the beginning of year 1000 mount Etna had a huge volcanic eruption. To test the effect of volcanic eruption on sea level scientists measured geological data through carbon dating. They measured the data for four different time point - for year 998, year 1000, year 1002, and year 1010. Scientists now need to compare and analyze these data. \nQuestion: In the year 1002, would the sea level be higher or lower than year 1000?", "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."}
{"query": "Background Paragraph: As for the public health or food safety concern, organic foods are intended to be healthy, free of contaminations and free from agents that could cause human diseases. Organic milk is meant to have no chemical residues to consumers, and the restrictions on the use of antibiotics and chemicals in organic food production has the purpose to accomplish this goal. Although dairy cows in both organic and conventional farming practices can be exposed to pathogens, it has been shown that, because antibiotics are not permitted as a preventative measure in organic practices, there are far fewer antibiotic resistant pathogens on organic farms. This dramatically increases the efficacy of antibiotics when/if they are necessary. \nStory: Two farmers sold their produce and milk on a large nearby market. John practiced organic farming and also produced organic milk, while Danny sold non-organic produce and milk. \nQuestion: Which farmer sold fewer foods free of contaminations?", "pos": "Background Paragraph: As for the public health or food safety concern, organic foods are intended to be healthy, free of contaminations and free from agents that could cause human diseases. Organic milk is meant to have no chemical residues to consumers, and the restrictions on the use of antibiotics and chemicals in organic food production has the purpose to accomplish this goal. Although dairy cows in both organic and conventional farming practices can be exposed to pathogens, it has been shown that, because antibiotics are not permitted as a preventative measure in organic practices, there are far fewer antibiotic resistant pathogens on organic farms. This dramatically increases the efficacy of antibiotics when/if they are necessary. \nStory: Two farmers sold their produce and milk on a large nearby market. John practiced organic farming and also produced organic milk, while Danny sold non-organic produce and milk. \nQuestion: Which farmer sold fewer foods free from agents that could cause human diseases?", "neg": "Background Paragraph: As for the public health or food safety concern, organic foods are intended to be healthy, free of contaminations and free from agents that could cause human diseases. Organic milk is meant to have no chemical residues to consumers, and the restrictions on the use of antibiotics and chemicals in organic food production has the purpose to accomplish this goal. Although dairy cows in both organic and conventional farming practices can be exposed to pathogens, it has been shown that, because antibiotics are not permitted as a preventative measure in organic practices, there are far fewer antibiotic resistant pathogens on organic farms. This dramatically increases the efficacy of antibiotics when/if they are necessary. \nStory: Two farms were growing food for several nearby cities. Vole farm grew organic produce and produced organic milk, while Anthill farm did not possess the USDA organic certification. \nQuestion: Which farm produces more milk with no antibiotics?", "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."}
{"query": "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. \nStory: Iceland and Ireland both used agriculture as a the main component of their economies. Ireland used lots of fertilizer and had big environmental problems as a result. Iceland does a lot of greenhouse agriculture using geothermal energy, so it is more protective towards the environment. \nQuestion: Which country had less nitrogen in their waters?", "pos": "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. \nStory: Iceland and Ireland both used agriculture as a the main component of their economies. Ireland used lots of fertilizer and had big environmental problems as a result. Iceland does a lot of greenhouse agriculture using geothermal energy, so it is more protective towards the environment. \nQuestion: Which country caused fewer algae to grow out of control?", "neg": "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. \nStory: Bobby and Kenny are two prolific farmers from Arkansas who have ponds located down stream from their farm sites. Bobby recently received a large order of potatoes from a neighboring city. Because of this order, Bobby has dramatically increased the amount of fertilizer he is using on his farm. Kenny mainly grows tomatoes, which are not in season right now, so his use of fertilizer is currently low. Over the past month there has been a large amount of rain falling on both Bobby and Kenny's farms. \nQuestion: Who will cause more algae to grow in the ponds near their farm?", "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."}
{"query": "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. \nStory: Two islands were situated in different oceans. Hill island used fossil fuels and released a lot of carbon dioxide into the atmosphere, while Coral island was very protective towards the air and the ocean. \nQuestion: Which island contributed less to the death of shellfish?", "pos": "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. \nStory: Two islands were situated in different oceans. Hill island  used fossil fuels and released a lot of carbon dioxide into the atmosphere, while Coral island was very protective towards the air and the ocean. \nQuestion: Which island contributed less to an increase in carbon dioxide levels?", "neg": "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. \nStory: Two islands were situated in different oceans. Hill island used fossil fuels and released a lot of carbon dioxide into the atmosphere, while Coral island was very protective towards the air and the ocean. \nQuestion: Which island contributed more to the death of shellfish?", "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."}
{"query": "Background Paragraph: Declines in population size can result in a loss of genetic diversity, and owing to genetic variation's role in the evolutionary potential of a species, this could in turn result in an observable Allee effect. As a species' population becomes smaller, its gene pool will be reduced in size as well. One possible outcome from this genetic bottleneck is a reduction in fitness of the species through the process of genetic drift, as well as inbreeding depression. This overall fitness decrease of a species is caused by an accumulation of deleterious mutations throughout the population. Genetic variation within a species could range from beneficial to detrimental. Nevertheless, in a smaller sized gene pool, there is a higher chance of a stochastic event in which deleterious alleles become fixed (genetic drift). While evolutionary theory states that expressed deleterious alleles should be purged through natural selection, purging would be most efficient only at eliminating alleles that are highly detrimental or harmful. Mildly deleterious alleles such as those that act later in life would be less likely to be removed by natural selection, and conversely, newly acquired beneficial mutations are more likely to be lost by random chance in smaller genetic pools than larger ones.Although the long-term population persistence of several species with low genetic variation has recently prompted debate on the generality of inbreeding depression, there are various empirical evidences for genetic Allee effects. One such case was observed in the endangered Florida panther (Puma concolor coryi). The Florida panther experienced a genetic bottleneck in the early 1990s where the population was reduced to ≈25 adult individuals. This reduction in genetic diversity was correlated with defects that include lower sperm quality, abnormal testosterone levels, cowlicks, and kinked tails. In response, a genetic rescue plan was put in motion and several female pumas from Texas were introduced into the Florida population. This action quickly led to the reduction in the prevalence of the defects previously associated with inbreeding depression. Although the timescale for this inbreeding depression is larger than of those more immediate Allee effects, it has significant implications on the long-term persistence of a species. \nStory: Dan is a geneticist and studied two villages from 2,000 years ago. Village A displayed traces of a large population that grew larger over the years, while village B had a small and declining population and was more isolated geographically. \nQuestion: Which village experienced inbreeding depression?", "pos": "Background Paragraph: Declines in population size can result in a loss of genetic diversity, and owing to genetic variation's role in the evolutionary potential of a species, this could in turn result in an observable Allee effect. As a species' population becomes smaller, its gene pool will be reduced in size as well. One possible outcome from this genetic bottleneck is a reduction in fitness of the species through the process of genetic drift, as well as inbreeding depression. This overall fitness decrease of a species is caused by an accumulation of deleterious mutations throughout the population. Genetic variation within a species could range from beneficial to detrimental. Nevertheless, in a smaller sized gene pool, there is a higher chance of a stochastic event in which deleterious alleles become fixed (genetic drift). While evolutionary theory states that expressed deleterious alleles should be purged through natural selection, purging would be most efficient only at eliminating alleles that are highly detrimental or harmful. Mildly deleterious alleles such as those that act later in life would be less likely to be removed by natural selection, and conversely, newly acquired beneficial mutations are more likely to be lost by random chance in smaller genetic pools than larger ones.Although the long-term population persistence of several species with low genetic variation has recently prompted debate on the generality of inbreeding depression, there are various empirical evidences for genetic Allee effects. One such case was observed in the endangered Florida panther (Puma concolor coryi). The Florida panther experienced a genetic bottleneck in the early 1990s where the population was reduced to ≈25 adult individuals. This reduction in genetic diversity was correlated with defects that include lower sperm quality, abnormal testosterone levels, cowlicks, and kinked tails. In response, a genetic rescue plan was put in motion and several female pumas from Texas were introduced into the Florida population. This action quickly led to the reduction in the prevalence of the defects previously associated with inbreeding depression. Although the timescale for this inbreeding depression is larger than of those more immediate Allee effects, it has significant implications on the long-term persistence of a species. \nStory: Dan is a geneticist and studied two villages from 2,000 years ago. Village A displayed traces of a large population that grew larger over the years, while village B had a small and declining population and was more isolated geographically. \nQuestion: Which village displayed a loss of genetic diversity?", "neg": "Background Paragraph: Declines in population size can result in a loss of genetic diversity, and owing to genetic variation's role in the evolutionary potential of a species, this could in turn result in an observable Allee effect. As a species' population becomes smaller, its gene pool will be reduced in size as well. One possible outcome from this genetic bottleneck is a reduction in fitness of the species through the process of genetic drift, as well as inbreeding depression. This overall fitness decrease of a species is caused by an accumulation of deleterious mutations throughout the population. Genetic variation within a species could range from beneficial to detrimental. Nevertheless, in a smaller sized gene pool, there is a higher chance of a stochastic event in which deleterious alleles become fixed (genetic drift). While evolutionary theory states that expressed deleterious alleles should be purged through natural selection, purging would be most efficient only at eliminating alleles that are highly detrimental or harmful. Mildly deleterious alleles such as those that act later in life would be less likely to be removed by natural selection, and conversely, newly acquired beneficial mutations are more likely to be lost by random chance in smaller genetic pools than larger ones.Although the long-term population persistence of several species with low genetic variation has recently prompted debate on the generality of inbreeding depression, there are various empirical evidences for genetic Allee effects. One such case was observed in the endangered Florida panther (Puma concolor coryi). The Florida panther experienced a genetic bottleneck in the early 1990s where the population was reduced to ≈25 adult individuals. This reduction in genetic diversity was correlated with defects that include lower sperm quality, abnormal testosterone levels, cowlicks, and kinked tails. In response, a genetic rescue plan was put in motion and several female pumas from Texas were introduced into the Florida population. This action quickly led to the reduction in the prevalence of the defects previously associated with inbreeding depression. Although the timescale for this inbreeding depression is larger than of those more immediate Allee effects, it has significant implications on the long-term persistence of a species. \nStory: Bobby and Will were two friends attending a genetics course.  Bobby studied a small, isolated group of mammals. Will studied a large, healthy population of the same species. \nQuestion: Which person didn't observe any loss in genetic diversity?", "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."}
{"query": "Background Paragraph: Regions on the Earth's surface (or in its atmosphere) that are high above mean sea level are referred to as high altitude. High altitude is sometimes defined to begin at 2,400 meters (8,000 ft) above sea level.[5][6][7]\n\nAt high altitude, atmospheric pressure is lower than that at sea level. This is due to two competing physical effects: gravity, which causes the air to be as close as possible to the ground; and the heat content of the air, which causes the molecules to bounce off each other and expand.[8]. \nStory: There was a competition for who can get their yellow kite the highest into the air. Team V got it 3,355 ft. Team W got it 4,455 ft. Team X go it 5,555 ft. Team Y got it 6,635 ft. Team Z got it 11,625 ft. Team A got it 14,775 ft. Team B got it 15,885 ft. \nQuestion: What team got their kite into high altitude: Team W or Team B?", "pos": "Background Paragraph: Regions on the Earth's surface (or in its atmosphere) that are high above mean sea level are referred to as high altitude. High altitude is sometimes defined to begin at 2,400 meters (8,000 ft) above sea level.[5][6][7]\n\nAt high altitude, atmospheric pressure is lower than that at sea level. This is due to two competing physical effects: gravity, which causes the air to be as close as possible to the ground; and the heat content of the air, which causes the molecules to bounce off each other and expand.[8]. \nStory: There was a competition for who can get their yellow kite the highest into the air. Team V got it 3,355 ft. Team W got it 4,455 ft. Team X go it 5,555 ft. Team Y got it 6,635 ft. Team Z got it 11,625 ft. Team A got it 14,775 ft. Team B got it 15,885 ft. \nQuestion: What team got their kite into high altitude: Team V or Team B?", "neg": "Background Paragraph: Regions on the Earth's surface (or in its atmosphere) that are high above mean sea level are referred to as high altitude. High altitude is sometimes defined to begin at 2,400 meters (8,000 ft) above sea level.[5][6][7]\n\nAt high altitude, atmospheric pressure is lower than that at sea level. This is due to two competing physical effects: gravity, which causes the air to be as close as possible to the ground; and the heat content of the air, which causes the molecules to bounce off each other and expand.[8]. \nStory: Ken is an avid mountain climber. This year he reached the summits of two mountains, mountain A and mountain B. Mountain A is only 5000 ft tall while mountain B is \n15000 ft tall. He has also learned a fun fact that water boils faster and at lower temperature at low atmospheric pressure. \nQuestion: Would mountain summit B need higher temperature or lower temperature to boil water compared to mountain summit 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."}
{"query": "Background Paragraph: The primary role of red blood cells in the circulatory system is to transport oxygen to the tissues. The actual carrier of oxygen molecules is the protein hemoglobin, which binds to the oxygen and moves it throughout the body, releasing it in areas where the concentration of dissolved oxygen is low. A certain mutation in the gene for hemoglobin causes a slight change in the structure of this crucial protein, resulting in a disease called sickle-cell anemia. For people with this mutation, the hemoglobin produced by their red blood cells has a tendency to clump together, distorting the shape of the red blood cells and giving rise to the crescent-shaped cells seen above. By understanding the changes in structure that are the underlying cause of this disease, we have developed various ways to treat and manage this illness. \nStory: Doctors studied Dan, a normal patient, whit a normal number of red blood cells, and Jim, a patient that had sickle-cell anemia. The differences were remarkable in terms of overall well-being and health. \nQuestion: Which patient had more clumped together hemoglobin, Dan or Jim?", "pos": "Background Paragraph: The primary role of red blood cells in the circulatory system is to transport oxygen to the tissues. The actual carrier of oxygen molecules is the protein hemoglobin, which binds to the oxygen and moves it throughout the body, releasing it in areas where the concentration of dissolved oxygen is low. A certain mutation in the gene for hemoglobin causes a slight change in the structure of this crucial protein, resulting in a disease called sickle-cell anemia. For people with this mutation, the hemoglobin produced by their red blood cells has a tendency to clump together, distorting the shape of the red blood cells and giving rise to the crescent-shaped cells seen above. By understanding the changes in structure that are the underlying cause of this disease, we have developed various ways to treat and manage this illness. \nStory: Doctors studied Dan, a normal patient, whit a normal number of red blood cells, and Jim, a patient that had sickle-cell anemia. The differences were remarkable in terms of overall well-being and health. \nQuestion: Which patient had fewer normal shaped red blood cells, Dan or Jim?", "neg": "Background Paragraph: The primary role of red blood cells in the circulatory system is to transport oxygen to the tissues. The actual carrier of oxygen molecules is the protein hemoglobin, which binds to the oxygen and moves it throughout the body, releasing it in areas where the concentration of dissolved oxygen is low. A certain mutation in the gene for hemoglobin causes a slight change in the structure of this crucial protein, resulting in a disease called sickle-cell anemia. For people with this mutation, the hemoglobin produced by their red blood cells has a tendency to clump together, distorting the shape of the red blood cells and giving rise to the crescent-shaped cells seen above. By understanding the changes in structure that are the underlying cause of this disease, we have developed various ways to treat and manage this illness. \nStory: Dr. Bill studies 2 groups of patients, group S composed of individuals with siclke-cell anemia, and group N with normal blood and no health issues. \nQuestion: Which group had people with more cells distorted by hemoglobin?", "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."}
{"query": "Background Paragraph: One reason radiation is dangerous is that it can’t be detected with the senses. You normally can’t see it, smell it, hear it, or feel it. Fortunately, there are devices such as Geiger counters that can detect radiation. A Geiger counter, like the one in Figure below , has a tube that contains atoms of a gas. If radiation enters the tube, it turns gas atoms to ions that carry electric current. The current causes the Geiger counter to click. The faster the clicks occur, the higher the level of radiation. \nStory: David was visiting Japan. First, he went to Fukushima where the recent nuclear plant disaster happened. He found the city still had very high radiation. Then he visited Hiroshima. He found that Hiroshima had some low radiation. Finally, he visited the capital city Tokyo. He found that Tokyo did not have any radiation. \nQuestion: In which city a Geiger counter would not start clicking, Hiroshima or Tokyo?", "pos": "Background Paragraph: One reason radiation is dangerous is that it can’t be detected with the senses. You normally can’t see it, smell it, hear it, or feel it. Fortunately, there are devices such as Geiger counters that can detect radiation. A Geiger counter, like the one in Figure below , has a tube that contains atoms of a gas. If radiation enters the tube, it turns gas atoms to ions that carry electric current. The current causes the Geiger counter to click. The faster the clicks occur, the higher the level of radiation. \nStory: David was visiting Japan. First, he went to Fukushima where the recent nuclear plant disaster happened. He found the city still had very high radiation. Then he visited Hiroshima. He found that Hiroshima had some low radiation. Finally, he visited the capital city Tokyo. He found that Tokyo did not have any radiation. \nQuestion: In which city a Geiger counter would not produce electirc current, Fukushima or Tokyo?", "neg": "Background Paragraph: One reason radiation is dangerous is that it can’t be detected with the senses. You normally can’t see it, smell it, hear it, or feel it. Fortunately, there are devices such as Geiger counters that can detect radiation. A Geiger counter, like the one in Figure below , has a tube that contains atoms of a gas. If radiation enters the tube, it turns gas atoms to ions that carry electric current. The current causes the Geiger counter to click. The faster the clicks occur, the higher the level of radiation. \nStory: David was visiting Japan. First, he went to Fukushima where the recent nuclear plant disaster happened. He found the city still had very high radiation. Then he visited Hiroshima. He found that Hiroshima had some low radiation. Finally, he visited the capital city Tokyo. He found that Tokyo did not have any radiation. \nQuestion: In Hiroshima would a Geiger counter click faster or slower than Fukushima?", "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."}
{"query": "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:. \nStory: 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. \nQuestion: Which planet would be more affected by Sun's gravity, Neptune or Earth?", "pos": "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:. \nStory: 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. \nQuestion: Which planet would have faster speed, Neptune or Earth?", "neg": "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:. \nStory: John is an amateur astronomer. Last week he was observing the sky with his telescope. First he pointed his telescope at planet Mars. He noted it as case A. Then he pointed his telescope to planet Jupiter, which is farther form the Sun than Mars is. He noted it as case C. Finally, he pointed the telescope to a faraway planet called WASP-17b. He noted that as case B. \nQuestion: Which case would see clockwise movement, case A or case 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."}
{"query": "Background Paragraph: The Tasmanian devil is a nocturnal and crepuscular hunter, spending the days in dense bush or in a hole.[64] It has been speculated that nocturnalism may have been adopted to avoid predation by eagles and humans.[65] Young devils are predominantly crepuscular.[66] There is no evidence of torpor.[67]\n\nYoung devils can climb trees, but this becomes more difficult as they grow larger.[68][69] Devils can scale trees of trunk diameter larger than 40 cm (16 in), which tend to have no small side branches to hang onto, up to a height of around 2.5–3 m (8.2–9.8 ft). Devils that are yet to reach maturity can climb shrubs to a height of 4 metres (13.1 ft), and can climb a tree to 7 m (23 ft) if it is not vertical.[70] Adult devils may eat young devils if they are very hungry, so this climbing behaviour may be an adaptation to allow young devils to escape.[71] Devils can also swim and have been observed crossing rivers that are 50 metres (160 ft) in width, including icy cold waterways, apparently enthusiastically. \nStory: The scientists examined both the Eastern and the Western slopes of the mountain. They reached the conclusion that the Western slope was inhabited by many more adult Tasmanian devils than the Eastern slope. \nQuestion: Which slope had more adult devils present?", "pos": "Background Paragraph: The Tasmanian devil is a nocturnal and crepuscular hunter, spending the days in dense bush or in a hole.[64] It has been speculated that nocturnalism may have been adopted to avoid predation by eagles and humans.[65] Young devils are predominantly crepuscular.[66] There is no evidence of torpor.[67]\n\nYoung devils can climb trees, but this becomes more difficult as they grow larger.[68][69] Devils can scale trees of trunk diameter larger than 40 cm (16 in), which tend to have no small side branches to hang onto, up to a height of around 2.5–3 m (8.2–9.8 ft). Devils that are yet to reach maturity can climb shrubs to a height of 4 metres (13.1 ft), and can climb a tree to 7 m (23 ft) if it is not vertical.[70] Adult devils may eat young devils if they are very hungry, so this climbing behaviour may be an adaptation to allow young devils to escape.[71] Devils can also swim and have been observed crossing rivers that are 50 metres (160 ft) in width, including icy cold waterways, apparently enthusiastically. \nStory: The scientists examined both the Eastern and the Western slopes of the mountain. They reached the conclusion that the Western slope was inhabited by many more adult Tasmanian devils than the Eastern slope. \nQuestion: Which slope had more instances of devils eating young devils?", "neg": "Background Paragraph: Animals may avoid becoming prey by living out of sight of predators, whether in caves, burrows, or by being nocturnal. Nocturnality is an animal behavior characterized by activity during the night and sleeping during the day. This is a behavioral form of detection avoidance called crypsis used by animals to either avoid predation or to enhance prey hunting. Predation risk has long been recognized as critical in shaping behavioral decisions. For example, this predation risk is of prime importance in determining the time of evening emergence in echolocating bats. Although early access during brighter times permits easier foraging, it also leads to a higher predation risk from bat hawks and bat falcons. This results in an optimum evening emergence time that is a compromise between the conflicting demands.Another nocturnal adaptation can be seen in kangaroo rats. They forage in relatively open habitats, and reduce their activity outside their nest burrows in response to moonlight. During a full moon, they shift their activity towards areas of relatively dense cover to compensate for the extra brightness. \nStory: Nate and Andy were two zoologists. They have been studying the characteristics of nocturnal and diurnal animals. Andy studied nocturnal animals, while Nate studied diurnal animals. \nQuestion: Which zoologist learned less about bats?", "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."}
{"query": "Background Paragraph: Regions on the Earth's surface (or in its atmosphere) that are high above mean sea level are referred to as high altitude. High altitude is sometimes defined to begin at 2,400 meters (8,000 ft) above sea level.[5][6][7]\n\nAt high altitude, atmospheric pressure is lower than that at sea level. This is due to two competing physical effects: gravity, which causes the air to be as close as possible to the ground; and the heat content of the air, which causes the molecules to bounce off each other and expand.[8]. \nStory: There was a competition for who can get the kite highest into the air. Team A got it 2,000 ft. Team B got it 3,000 ft. Team C go it 6,000 ft. Team D got it 9,000 ft. Team E got it 10,000 ft.  Team F got it 11,000 ft. Team G got it 12,000 ft. Team G won the contest and got a gold trophy as the prize. \nQuestion: What team got their kite into high altitude: Team A or Team F?", "pos": "Background Paragraph: Regions on the Earth's surface (or in its atmosphere) that are high above mean sea level are referred to as high altitude. High altitude is sometimes defined to begin at 2,400 meters (8,000 ft) above sea level.[5][6][7]\n\nAt high altitude, atmospheric pressure is lower than that at sea level. This is due to two competing physical effects: gravity, which causes the air to be as close as possible to the ground; and the heat content of the air, which causes the molecules to bounce off each other and expand.[8]. \nStory: There was a competition for who can get the kite highest into the air. Team A got it 2,000 ft. Team B got it 3,000 ft. Team C go it 6,000 ft. Team D got it 9,000 ft. Team E got it 10,000 ft.  Team F got it 11,000 ft. Team G got it 12,000 ft. Team G won the contest and got a gold trophy as the prize. \nQuestion: What team got their kite into high altitude: Team C or Team F?", "neg": "Background Paragraph: Regions on the Earth's surface (or in its atmosphere) that are high above mean sea level are referred to as high altitude. High altitude is sometimes defined to begin at 2,400 meters (8,000 ft) above sea level.[5][6][7]\n\nAt high altitude, atmospheric pressure is lower than that at sea level. This is due to two competing physical effects: gravity, which causes the air to be as close as possible to the ground; and the heat content of the air, which causes the molecules to bounce off each other and expand.[8]. \nStory: Ken is an avid mountain climber. This year he reached the summits of two mountains, mountain A and mountain B. Mountain A is only 5000 ft tall while mountain B is \n15000 ft tall. He has also learned a fun fact that water boils faster and at lower temperature at low atmospheric pressure. \nQuestion: Would mountain summit B need higher temperature or lower temperature to boil water compared to mountain summit 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."}
{"query": "Background Paragraph: Another example of incomplete dominance is with sickle cell anemia, a disease in which a blood protein called hemoglobin is produced incorrectly. This causes the red blood cells to have a sickle shape, making it difficult for these misshapen cells to pass through the smallest blood vessels. A person that is homozygous recessive ( ss ) for the sickle cell trait will have red blood cells that all have the incorrect hemoglobin. A person who is homozygous dominant ( SS ) will have normal red blood cells. \nStory: Two sisters named Mary and Ann went in for a blood test and found out that Mary had sickle cell anemia. Ann was normal. \nQuestion: Which sister had incomplete dominance?", "pos": "Background Paragraph: Another example of incomplete dominance is with sickle cell anemia, a disease in which a blood protein called hemoglobin is produced incorrectly. This causes the red blood cells to have a sickle shape, making it difficult for these misshapen cells to pass through the smallest blood vessels. A person that is homozygous recessive ( ss ) for the sickle cell trait will have red blood cells that all have the incorrect hemoglobin. A person who is homozygous dominant ( SS ) will have normal red blood cells. \nStory: Two sisters named Mary and Ann went in for a blood test and found out that Mary had sickle cell anemia. Ann was normal. \nQuestion: Which sister had a disease in which a blood protein called hemoglobin is produced incorrectly?", "neg": "Background Paragraph: Another example of incomplete dominance is with sickle cell anemia, a disease in which a blood protein called hemoglobin is produced incorrectly. This causes the red blood cells to have a sickle shape, making it difficult for these misshapen cells to pass through the smallest blood vessels. A person that is homozygous recessive ( ss ) for the sickle cell trait will have red blood cells that all have the incorrect hemoglobin. A person who is homozygous dominant ( SS ) will have normal red blood cells. \nStory: Trisha has a doctors appointment to get some blood work done. She goes to see her doctor and he takes a blood sample. Sadly when he comes back he reports to her that her blood cells are misshapen and look like small sickles, as well as her hemoglobin is being produced incorrectly. \nQuestion: Will Trisha's red blood cells have an easier or harder time traveling though the smallest blood vessels?", "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."}
{"query": "Background Paragraph: Allergy symptoms can range from mild to severe. Mild symptoms might include itchy eyes, sneezing, and a runny nose. Severe symptoms can cause difficulty breathing, which may be life threatening. Keep in mind that it is the immune system and not the allergen that causes the allergy symptoms. Allergy symptoms can be treated with medications such as antihistamines. Severe allergic reactions may require an injection of the hormone epinephrine. These treatments lessen or counter the immune system’s response. \nStory: Two groups of students went on a field trip. Group Scouts visited a bee farm, while group Bears went to a salmon hatchery. Group Scouts had children experiencing mild allergic reactions, while one student had severe allergic reactions to a bee sting. \nQuestion: Which group had more students experiencing sneezing?", "pos": "Background Paragraph: Allergy symptoms can range from mild to severe. Mild symptoms might include itchy eyes, sneezing, and a runny nose. Severe symptoms can cause difficulty breathing, which may be life threatening. Keep in mind that it is the immune system and not the allergen that causes the allergy symptoms. Allergy symptoms can be treated with medications such as antihistamines. Severe allergic reactions may require an injection of the hormone epinephrine. These treatments lessen or counter the immune system’s response. \nStory: Two groups of students went on a field trip. Group Scouts visited a bee farm, while group Bears went to a salmon hatchery. Group Scouts had children experiencing mild allergic reactions, while one student had severe allergic reactions to a bee sting. \nQuestion: Which group had more students experiencing itchy eyes?", "neg": "Background Paragraph: Allergy symptoms can range from mild to severe. Mild symptoms might include itchy eyes, sneezing, and a runny nose. Severe symptoms can cause difficulty breathing, which may be life threatening. Keep in mind that it is the immune system and not the allergen that causes the allergy symptoms. Allergy symptoms can be treated with medications such as antihistamines. Severe allergic reactions may require an injection of the hormone epinephrine. These treatments lessen or counter the immune system’s response. \nStory: Bill and Chad both displayed allergic reactions. Bill had mild symptoms, while Chad displayed severe allergic reactions and was rushed to the hospital. \nQuestion: Which person displayed fewer symptoms, such as sneezing?", "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."}
{"query": "Background Paragraph: There is an evolution in tennis training that employs the use of low compression balls and in some cases modified court sizes. Organizations around the world have begun to use lower compression balls and modified court sizes as a way to reach out to younger tennis players interested in tennis. The use of low compression balls and modified court sizes is meant to ease the process into becoming a competitive or amateur tennis player. The low compression balls are colored differently to indicate the level of compression. Young players and beginners are likely to find the game easier to learn because the balls do not bounce as high or travel as fast as \"normal\" balls. The modified smaller courts make covering the court, or reaching the opponents shot, easier as well. \nStory: Jordan and his brother William are going to a special school for learning tennis. When they arrive the instructor asks each of them what level they believe they are as players. William has attended tournaments in the past so he believes himself to be competitive. Jordan on the other hand is just learning so he says he is an amateur. The instructor then hands each of them a tube of tennis balls. William gets a tube of normal tennis balls. Jordan gets a tube of tennis balls that are colored slightly different and labeled \"low compression\". They practice side by side and Jordan notices that when he hits his tennis balls they do not bounce as high or as fast as Williams normal tennis balls. He ask William if he can try one of his and the balls bounce much higher and faster. \nQuestion: Will a competative tennis player use a normal tennis ball or a low compression tennis ball.?", "pos": "Background Paragraph: There is an evolution in tennis training that employs the use of low compression balls and in some cases modified court sizes. Organizations around the world have begun to use lower compression balls and modified court sizes as a way to reach out to younger tennis players interested in tennis. The use of low compression balls and modified court sizes is meant to ease the process into becoming a competitive or amateur tennis player. The low compression balls are colored differently to indicate the level of compression. Young players and beginners are likely to find the game easier to learn because the balls do not bounce as high or travel as fast as \"normal\" balls. The modified smaller courts make covering the court, or reaching the opponents shot, easier as well. \nStory: Jordan and his brother William are going to a special school for learning tennis. When they arrive the instructor asks each of them what level they believe they are as players. William has attended tournaments in the past so he believes himself to be competitive. Jordan on the other hand is just learning so he says he is an amateur. The instructor then hands each of them a tube of tennis balls. William gets a tube of normal tennis balls. Jordan gets a tube of tennis balls that are colored slightly different and labeled \"low compression\". They practice side by side and Jordan notices that when he hits his tennis balls they do not bounce as high or as fast as Williams normal tennis balls. He ask William if he can try one of his and the balls bounce much higher and faster. \nQuestion: Will switching from a low compression tennis ball to a normal one increase or decrease how high it bounces.?", "neg": "Background Paragraph: The balls used in squash are small rubber balls that can differ in terms of diameter, weight and softness. These features determine the speed and bouncing amplitude of the ball, with softer balls being generally slower than the harder balls. The temperature of the ball also affects the amount of bounce: the warmer the ball, the more it bounces.[3] Because cold squash balls have little bounce, the squash balls are hit multiple times at the beginning of a game to warm them up. It also means that a game becomes gradually faster as it advances and that softer balls may be too slow to be used in colder climates.[4]. \nStory: Thomas and Joseph, two experienced squash players, are having a disagreement about which types of squash balls they should use in their match. Both have different preferences for the type of ball used. Joseph prefers a ball that bounces less and travels more slowly. Thomas, on the other hand, prefers a ball that travels more quickly and bounces more. \nQuestion: Which player would prefer playing with softer balls?", "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."}
{"query": "Background Paragraph: Since AM fungi are biotrophic, they are dependent on plants for the growth of their hyphal networks. Growing a cover crop extends the time for AM growth into the autumn, winter, and spring. Promotion of hyphal growth creates a more extensive hyphal network. The mycorrhizal colonization increase found in cover crops systems may be largely attributed to an increase in the extraradical hyphal network that can colonize the roots of the new crop (Boswell et al. 1998). The extraradical mycelia are able to survive the winter, providing rapid spring colonization and early season symbiosis (McGonigle and Miller 1999). This early symbiosis allows plants to tap into the well-established hyphal network and be supplied with adequate phosphorus nutrition during early growth, which greatly improves the crop yield. \nStory: Bubba and Dean are two farmers which realized the benefits of having AM fungi in their soil. Dean, however, took active steps in helping the growth of AM fungi so he grew cover crops on his lands. \nQuestion: Which farmer didn't increase the extraradical hyphal network that can colonize the roots of the new crop?", "pos": "Background Paragraph: Since AM fungi are biotrophic, they are dependent on plants for the growth of their hyphal networks. Growing a cover crop extends the time for AM growth into the autumn, winter, and spring. Promotion of hyphal growth creates a more extensive hyphal network. The mycorrhizal colonization increase found in cover crops systems may be largely attributed to an increase in the extraradical hyphal network that can colonize the roots of the new crop (Boswell et al. 1998). The extraradical mycelia are able to survive the winter, providing rapid spring colonization and early season symbiosis (McGonigle and Miller 1999). This early symbiosis allows plants to tap into the well-established hyphal network and be supplied with adequate phosphorus nutrition during early growth, which greatly improves the crop yield. \nStory: Bubba and Dean are two farmers which realized the benefits of having AM fungi in their soil. Dean, however, took active steps in helping the growth of AM fungi so he grew cover crops on his lands. \nQuestion: Which farmer didn't extend AM fungi growth into the autumn?", "neg": "Background Paragraph: Since AM fungi are biotrophic, they are dependent on plants for the growth of their hyphal networks. Growing a cover crop extends the time for AM growth into the autumn, winter, and spring. Promotion of hyphal growth creates a more extensive hyphal network. The mycorrhizal colonization increase found in cover crops systems may be largely attributed to an increase in the extraradical hyphal network that can colonize the roots of the new crop (Boswell et al. 1998). The extraradical mycelia are able to survive the winter, providing rapid spring colonization and early season symbiosis (McGonigle and Miller 1999). This early symbiosis allows plants to tap into the well-established hyphal network and be supplied with adequate phosphorus nutrition during early growth, which greatly improves the crop yield. \nStory: Ted had two farmlands. Hill land had good mycorrhizal colonization because ted used cover crops, while Meadow land had fewer AM fungi present in the soil. \nQuestion: Which land had a less extensive hyphal network.?", "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."}
{"query": "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.\n\nInbreeding 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]. \nStory: 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. \nQuestion: Which farmer used consanguinity to breed his cattle?", "pos": "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.\n\nInbreeding 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]. \nStory: 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. \nQuestion: Which farmer's cattle had more deleterious or recessive traits?", "neg": "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.\n\nInbreeding 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]. \nStory: 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. \nQuestion: 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."}
{"query": "Background Paragraph: Recall that air pollution is due to chemical substances and particles released into the air mainly by human actions. When most people think of air pollution, they think of the pollution outdoors. But it is just as easy to have indoor air pollution. Your home or school classroom probably doesn't get much fresh air. Sealing up your home reduces heating and cooling costs. But this also causes air pollution to stay trapped indoors. And people today usually spend a majority of their time indoors. So exposure to indoor air pollution can become a significant health risk. \nStory: Two neighboring cities had very different health related problems. Twin city had increased air pollution, their people experiencing all kinds of respiratory diseases, while Pine city had problems with age related diseases. \nQuestion: Which city had more people exposed to chemical substances released into the air by human actions?", "pos": "Background Paragraph: Recall that air pollution is due to chemical substances and particles released into the air mainly by human actions. When most people think of air pollution, they think of the pollution outdoors. But it is just as easy to have indoor air pollution. Your home or school classroom probably doesn't get much fresh air. Sealing up your home reduces heating and cooling costs. But this also causes air pollution to stay trapped indoors. And people today usually spend a majority of their time indoors. So exposure to indoor air pollution can become a significant health risk. \nStory: Two neighboring cities had very different health related problems. Twin city had increased air pollution, their people experiencing all kinds of respiratory diseases, while Pine city had problems with age related diseases. \nQuestion: Which city had more people exposed to chemical particles released into the air by human actions?", "neg": "Background Paragraph: Recall that air pollution is due to chemical substances and particles released into the air mainly by human actions. When most people think of air pollution, they think of the pollution outdoors. But it is just as easy to have indoor air pollution. Your home or school classroom probably doesn't get much fresh air. Sealing up your home reduces heating and cooling costs. But this also causes air pollution to stay trapped indoors. And people today usually spend a majority of their time indoors. So exposure to indoor air pollution can become a significant health risk. \nStory: Two neighboring cities had very different health related problems. Twin city had increased air pollution, their people experiencing all kinds of respiratory diseases, while Pine city had problems with age related diseases. \nQuestion: Which city had fewer people exposed to home or school classroom pollution?", "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."}
{"query": "Background Paragraph: Soil is well developed in the forest as suggested by the thick humus layers, rich diversity of large trees and animals that live there. In forests, precipitation exceeds evapotranspiration which results in an excess of water that percolates downward through the soil layers. Slow rates of decomposition leads to large amounts of fulvic acid, greatly enhancing chemical weathering. The downward percolation, in conjunction with chemical weathering leaches magnesium (Mg), iron (Fe), and aluminum (Al) from the soil and transports them downward, a process known as podzolization. This process leads to marked contrasts in the appearance and chemistry of the soil layers. \nStory: Two students learned about soils in school. Brad had to study forest soils, while his colleague Frank had to study grasslands. They both did a good job and received A's for their efforts and accumulated knowledge. \nQuestion: Which student read less about a rich diversity of large trees?", "pos": "Background Paragraph: Soil is well developed in the forest as suggested by the thick humus layers, rich diversity of large trees and animals that live there. In forests, precipitation exceeds evapotranspiration which results in an excess of water that percolates downward through the soil layers. Slow rates of decomposition leads to large amounts of fulvic acid, greatly enhancing chemical weathering. The downward percolation, in conjunction with chemical weathering leaches magnesium (Mg), iron (Fe), and aluminum (Al) from the soil and transports them downward, a process known as podzolization. This process leads to marked contrasts in the appearance and chemistry of the soil layers. \nStory: Two students learned about soils in school. Brad had to study forest soils, while his colleague Frank had to study grasslands. They both did a good job and received A's for their efforts and accumulated knowledge. \nQuestion: Which student read less about precipitation that exceeds evapotranspiration?", "neg": "Background Paragraph: Soil is well developed in the forest as suggested by the thick humus layers, rich diversity of large trees and animals that live there. In forests, precipitation exceeds evapotranspiration which results in an excess of water that percolates downward through the soil layers. Slow rates of decomposition leads to large amounts of fulvic acid, greatly enhancing chemical weathering. The downward percolation, in conjunction with chemical weathering leaches magnesium (Mg), iron (Fe), and aluminum (Al) from the soil and transports them downward, a process known as podzolization. This process leads to marked contrasts in the appearance and chemistry of the soil layers. \nStory: Two brothers owned two adjacent parcels of land. Tom's land was forested, while Bill's was covered with grasslands. \nQuestion: Which parcel of land had soil with faster rates of decomposition?", "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."}
{"query": "Background Paragraph: Geologists study earthquake waves to “see” Earth's interior. Waves of energy radiate out from an earthquake’s focus. These waves are called seismic waves ( Figure below ). Seismic waves go different speeds through different materials. They change speed when they go from one type of material to another. This causes them to bend. Some seismic waves do not travel through liquids or gases. They just stop. Scientists use information from seismic waves to understand what makes up the Earth’s interior. \nStory: Two friends met after 20 years and had a beer together. Vlad was a geologist and studied earthquakes. Mort was a pedologist and studied soils. They had some interesting conversations that night. \nQuestion: Which friend studied less about waves of energy radiating out from an earthquake’s focus?", "pos": "Background Paragraph: Geologists study earthquake waves to “see” Earth's interior. Waves of energy radiate out from an earthquake’s focus. These waves are called seismic waves ( Figure below ). Seismic waves go different speeds through different materials. They change speed when they go from one type of material to another. This causes them to bend. Some seismic waves do not travel through liquids or gases. They just stop. Scientists use information from seismic waves to understand what makes up the Earth’s interior. \nStory: Two friends met after 20 years and had a beer together. Vlad was a geologist and studied earthquakes. Mort was a pedologist and studied soils. They had some interesting conversations that night. \nQuestion: Which friend studied less about seismic waves?", "neg": "Background Paragraph: Geologists study earthquake waves to “see” Earth's interior. Waves of energy radiate out from an earthquake’s focus. These waves are called seismic waves ( Figure below ). Seismic waves go different speeds through different materials. They change speed when they go from one type of material to another. This causes them to bend. Some seismic waves do not travel through liquids or gases. They just stop. Scientists use information from seismic waves to understand what makes up the Earth’s interior. \nStory: Two friends met after 20 years and had a beer together. Vlad was a geologist and studied earthquakes. Mort was a pedologist and studied soils. They had some interesting conversations that night. \nQuestion: Which friend studied more about earthquake waves?", "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."}
{"query": "Background Paragraph: Common foodborne viruses include norovirus and hepatitis A virus. Norovirus, which causes inflammation of the stomach and intestines, has been a recent issue on cruise ships, infecting hundreds of passengers and crew on certain voyages. Hepatitis A causes inflammation of the liver, which is treated with rest and diet changes. Parasites are tiny organisms that live inside another organism. Giardia is a parasite spread through water contaminated with the stools of people or animals who are infected. Food preparers who are infected with parasites can also contaminate food if they do not thoroughly wash their hands after using the bathroom and before handling food. Trichinella is a type of roundworm parasite. People may be infected with this parasite by consuming raw or undercooked pork or wild game. \nStory: Two sisters attended a wedding. Ann got very sick early on, after eating the appetizer. She was infected with norovirus and with hepatitis A. Bianca danced for a while then ate the main course and fell ill. She found out she was infected with Giardia and trichinella. \nQuestion: Which sister didn't have an inflammation of the intestines?", "pos": "Background Paragraph: Common foodborne viruses include norovirus and hepatitis A virus. Norovirus, which causes inflammation of the stomach and intestines, has been a recent issue on cruise ships, infecting hundreds of passengers and crew on certain voyages. Hepatitis A causes inflammation of the liver, which is treated with rest and diet changes. Parasites are tiny organisms that live inside another organism. Giardia is a parasite spread through water contaminated with the stools of people or animals who are infected. Food preparers who are infected with parasites can also contaminate food if they do not thoroughly wash their hands after using the bathroom and before handling food. Trichinella is a type of roundworm parasite. People may be infected with this parasite by consuming raw or undercooked pork or wild game. \nStory: Two sisters attended a wedding. Ann got very sick early on, after eating the appetizer. She was infected with norovirus and with hepatitis A. Bianca danced for a while then ate the main course and fell ill. She found out she was infected with Giardia and trichinella. \nQuestion: Which sister didn't have an inflammation of the liver?", "neg": "Background Paragraph: Common foodborne viruses include norovirus and hepatitis A virus. Norovirus, which causes inflammation of the stomach and intestines, has been a recent issue on cruise ships, infecting hundreds of passengers and crew on certain voyages. Hepatitis A causes inflammation of the liver, which is treated with rest and diet changes. Parasites are tiny organisms that live inside another organism. Giardia is a parasite spread through water contaminated with the stools of people or animals who are infected. Food preparers who are infected with parasites can also contaminate food if they do not thoroughly wash their hands after using the bathroom and before handling food. Trichinella is a type of roundworm parasite. People may be infected with this parasite by consuming raw or undercooked pork or wild game. \nStory: Two groups of tourists went on two different cruise ships Group J  had some members contract Norovirus and hepatitis A, while group K got many cases of giardia and trichinella infections. \nQuestion: Which group didn't have people treated with rest and diet changes?", "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."}
{"query": "Background Paragraph: The primary advantage held by a player in late position is that he will have more information with which to make better decisions than players in early position, who will have to act first, without the benefit of this extra information. This advantage has led to many players in heads-up play raising on the button with an extremely wide range of hands because of this positional advantage.[3] Also, as earlier opponents fold, the probability of a hand being the best goes up as the number of opponents goes down. \nStory: Bill is in a poker tournament this week, and is very much wants to win. He has been placed randomly in certain positions for each day he is playing. On Monday and Tuesday he will be in an early position at the table. On Thursday and Friday he has been placed in a late position. \nQuestion: Does Bill have a better or worse advantage on Tuesday than Friday?", "pos": "Background Paragraph: The primary advantage held by a player in late position is that he will have more information with which to make better decisions than players in early position, who will have to act first, without the benefit of this extra information. This advantage has led to many players in heads-up play raising on the button with an extremely wide range of hands because of this positional advantage.[3] Also, as earlier opponents fold, the probability of a hand being the best goes up as the number of opponents goes down. \nStory: Bill is in a poker tournament this week, and is very much wants to win. He has been placed randomly in certain positions for each day he is playing. On Monday and Tuesday he will be in an early position at the table. On Thursday and Friday he has been placed in a late position. \nQuestion: Does Bill have a better or worse advantage on Tuesday than Thursday?", "neg": "Background Paragraph: The primary advantage held by a player in late position is that he will have more information with which to make better decisions than players in early position, who will have to act first, without the benefit of this extra information. This advantage has led to many players in heads-up play raising on the button with an extremely wide range of hands because of this positional advantage.[3] Also, as earlier opponents fold, the probability of a hand being the best goes up as the number of opponents goes down. \nStory: Bill is in a poker tournament this week, and is very much wants to win. He has been placed randomly in certain positions for each day he is playing. On Monday and Tuesday he will be in an early position at the table. On Thursday and Friday he has been placed in a late position. \nQuestion: What days does Bill have the best advantage based on his position?", "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."}
{"query": "Background Paragraph: As time passes, the number of HIV copies keeps increasing, while the number of helper T cells keeps decreasing. The graph in Figure below shows how the number of T cells typically declines over a period of many years following the initial HIV infection. As the number of T cells decreases, so does the ability of the immune system to defend the body. As a result, an HIV-infected person develops frequent infections. Medicines can slow down the virus but not get rid of it, so there is no cure at present for HIV infections or AIDS. There also is no vaccine to immunize people against HIV infection, but scientists are working to develop one. \nStory: A doctor tested two people for HIV. Tom had the virus in his blood, while Nick didn't have HIV, he was healthy. Tom has apparently had the virus for 20 years. \nQuestion: Which person didn't develop frequent infections?", "pos": "Background Paragraph: As time passes, the number of HIV copies keeps increasing, while the number of helper T cells keeps decreasing. The graph in Figure below shows how the number of T cells typically declines over a period of many years following the initial HIV infection. As the number of T cells decreases, so does the ability of the immune system to defend the body. As a result, an HIV-infected person develops frequent infections. Medicines can slow down the virus but not get rid of it, so there is no cure at present for HIV infections or AIDS. There also is no vaccine to immunize people against HIV infection, but scientists are working to develop one. \nStory: A doctor tested two people for HIV. Tom had the virus in his blood, while Nick didn't have HIV, he was healthy. Tom has apparently had the virus for 20 years. \nQuestion: Which person didn't have the number of helper T cells decreasing?", "neg": "Background Paragraph: As time passes, the number of HIV copies keeps increasing, while the number of helper T cells keeps decreasing. The graph in Figure below shows how the number of T cells typically declines over a period of many years following the initial HIV infection. As the number of T cells decreases, so does the ability of the immune system to defend the body. As a result, an HIV-infected person develops frequent infections. Medicines can slow down the virus but not get rid of it, so there is no cure at present for HIV infections or AIDS. There also is no vaccine to immunize people against HIV infection, but scientists are working to develop one. \nStory: Mike is a physician who treats HIV-infected patients. Today, he is seeing two patients, patient A and patient B. Patient A is infected with HIV, but patient B is not infected with HIV. Mike is trying to figure out how HIV-infected patient is different from the patient who is not infected with HIV. \nQuestion: Would patient A have more or less T cells 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."}
{"query": "Background Paragraph: Although some lipids in the diet are essential, excess dietary lipids can be harmful. Because lipids are very high in energy, eating too many may lead to unhealthy weight gain. A high-fat diet may also increase lipid levels in the blood. This, in turn, can increase the risk for health problems such as cardiovascular disease. The dietary lipids of most concern are saturated fatty acids, trans fats, and cholesterol. For example, cholesterol is the lipid mainly responsible for narrowing arteries and causing the disease atherosclerosis. \nStory: Greg is a doctor with the city hospital. Today, he is seeing two patients, patient A and patient B. Patient A maintains a high-fat diet, but patient B does not maintain a high fat diet. Greg is advising the patients how lifestyle change can improve their health. \nQuestion: Would patient B have more or less lipid in the blood than patient A?", "pos": "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. \nStory: 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. \nQuestion: Would patient B be more or less at risk for developing type 2 diabetes than patient A?", "neg": "Background Paragraph: Although some lipids in the diet are essential, excess dietary lipids can be harmful. Because lipids are very high in energy, eating too many may lead to unhealthy weight gain. A high-fat diet may also increase lipid levels in the blood. This, in turn, can increase the risk for health problems such as cardiovascular disease. The dietary lipids of most concern are saturated fatty acids, trans fats, and cholesterol. For example, cholesterol is the lipid mainly responsible for narrowing arteries and causing the disease atherosclerosis. \nStory: Greg is a doctor with the city hospital. Today, he is seeing two patients, patient A and patient B. Patient A maintains a high-fat diet, but patient B does not maintain a high fat diet. Greg is advising the patients how lifestyle change can improve their health. \nQuestion: Which patient would have more lipid in the blood, patient A or 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."}
{"query": "Background Paragraph: Tropical forests (rainforests) receive more insolation and rainfall over longer growing seasons than any other environment on earth. With these elevated temperatures, insolation and rainfall, biomass is extremely productive leading to the production of as much as 800 grams of carbon per square meter per year. Higher temperatures and larger amounts of water contribute to higher rates of chemical weathering. Increased rates of decomposition cause smaller amounts of fulvic acid to percolate and leach metals from the zone of active weathering. Thus, in stark contrast to soil in forests, tropical forests have little to no podzolization and therefore do not have marked visual and chemical contrasts with the soil layers. Instead, the mobile metals Mg, Fe and Al are precipitated as oxide minerals giving the soil a rusty red color. \nStory: The Farlook forest is classified as a tropical forest, and the Celeste forest is not a tropical forest. Jessica is currently looking for a forest to go camping in and is trying to choose which of these two forests she will visit for a week. Jessica despises camping in the rain and also prefers a more moderate temperature. Luckily, her trip isn't for several months so she has plenty of time to make up her mind. \nQuestion: Is the Celeste forest warmer or colder than the Farlook forest?", "pos": "Background Paragraph: Tropical forests (rainforests) receive more insolation and rainfall over longer growing seasons than any other environment on earth. With these elevated temperatures, insolation and rainfall, biomass is extremely productive leading to the production of as much as 800 grams of carbon per square meter per year. Higher temperatures and larger amounts of water contribute to higher rates of chemical weathering. Increased rates of decomposition cause smaller amounts of fulvic acid to percolate and leach metals from the zone of active weathering. Thus, in stark contrast to soil in forests, tropical forests have little to no podzolization and therefore do not have marked visual and chemical contrasts with the soil layers. Instead, the mobile metals Mg, Fe and Al are precipitated as oxide minerals giving the soil a rusty red color. \nStory: David is an environmental scientist. Last summer he visited the tropical forest in Brazil. He labeled that part of his study as forest A. To understand the differences between forests he then visited the temperate forest in Germany. He labeled that part of his study as forest B. He found significant differences in these two types of forests. \nQuestion: Would forest B get less or more insolation than forest A?", "neg": "Background Paragraph: Tropical forests (rainforests) receive more insolation and rainfall over longer growing seasons than any other environment on earth. With these elevated temperatures, insolation and rainfall, biomass is extremely productive leading to the production of as much as 800 grams of carbon per square meter per year. Higher temperatures and larger amounts of water contribute to higher rates of chemical weathering. Increased rates of decomposition cause smaller amounts of fulvic acid to percolate and leach metals from the zone of active weathering. Thus, in stark contrast to soil in forests, tropical forests have little to no podzolization and therefore do not have marked visual and chemical contrasts with the soil layers. Instead, the mobile metals Mg, Fe and Al are precipitated as oxide minerals giving the soil a rusty red color. \nStory: The Farlook forest is classified as a tropical forest, and the Celeste forest is not a tropical forest. Jessica is currently looking for a forest to go camping in and is trying to choose which of these two forests she will visit for a week. Jessica despises camping in the rain and also prefers a more moderate temperature. Luckily, her trip isn't for several months so she has plenty of time to make up her mind. \nQuestion: Which forest's soil will not be colored red?", "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."}
{"query": "Background Paragraph: Reactions are favorable when they result in a decrease in enthalpy and an increase in entropy of the system. When both of these conditions are met, the reaction occurs naturally. A spontaneous reaction is a reaction that favors the formation of products at the conditions under which the reaction is occurring. A roaring bonfire is an example of a spontaneous reaction, since it is exothermic (there is a decrease in the energy of the system as energy is released to the surroundings as heat). The products of a fire are composed partly of gases such as carbon dioxide and water vapor. The entropy of the system increases during a combustion reaction. The combination of energy decrease and entropy increase dictates that combustion reactions are spontaneous reactions. \nStory: Mike and his family are going on a camping trip. Mike being the outdoors-man he is decides to bring an axe along so they can make an authentic campfire. When they get to the site he chops some wood, piles it up and lights it creating a nice strong flame. \nQuestion: Will enthalpy increase or decrease when lighting a campfire?", "pos": "Background Paragraph: Reactions are favorable when they result in a decrease in enthalpy and an increase in entropy of the system. When both of these conditions are met, the reaction occurs naturally. A spontaneous reaction is a reaction that favors the formation of products at the conditions under which the reaction is occurring. A roaring bonfire is an example of a spontaneous reaction, since it is exothermic (there is a decrease in the energy of the system as energy is released to the surroundings as heat). The products of a fire are composed partly of gases such as carbon dioxide and water vapor. The entropy of the system increases during a combustion reaction. The combination of energy decrease and entropy increase dictates that combustion reactions are spontaneous reactions. \nStory: Mike and his family are going on a camping trip. Mike being the outdoors-man he is decides to bring an axe along so they can make an authentic campfire. When they get to the site he chops some wood, piles it up and lights it creating a nice strong flame. \nQuestion: Will entropy increase or decrease when lighting a campfire?", "neg": "Background Paragraph: Reactions are favorable when they result in a decrease in enthalpy and an increase in entropy of the system. When both of these conditions are met, the reaction occurs naturally. A spontaneous reaction is a reaction that favors the formation of products at the conditions under which the reaction is occurring. A roaring bonfire is an example of a spontaneous reaction, since it is exothermic (there is a decrease in the energy of the system as energy is released to the surroundings as heat). The products of a fire are composed partly of gases such as carbon dioxide and water vapor. The entropy of the system increases during a combustion reaction. The combination of energy decrease and entropy increase dictates that combustion reactions are spontaneous reactions. \nStory: Mike and his family are going on a camping trip. Mike being the outdoors-man he is decides to bring an axe along so they can make an authentic campfire. When they get to the site he chops some wood, piles it up and lights it creating a nice strong flame. \nQuestion: Which would be considered entropy, the wood being consumed in the fire or the heat of the fire?", "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."}
{"query": "Background Paragraph: There is worldwide concern about the relationship between climate change and the use of fossil fuels. Many scientists believe that increased use of these fuels (in vehicles and other gas-powered equipment) has the potential to irreversibly damage our environment. In addition to the environmental concerns, supplies of fossil fuels are finite, and because they are non-renewable energy sources, we will eventually need alternatives. New developments in batteries and other energy storage devices are being explored to help deal with these issues. Electrochemical processes are at the heart of these new technologies. \nStory: Two countries used different fuels as power sources for their activities. Alsacia used fossil fuels, while Lorena devised more advanced energy storage devices, therefore relying on electricity. \nQuestion: Which country used more non-renewable energy sources?", "pos": "Background Paragraph: There is worldwide concern about the relationship between climate change and the use of fossil fuels. Many scientists believe that increased use of these fuels (in vehicles and other gas-powered equipment) has the potential to irreversibly damage our environment. In addition to the environmental concerns, supplies of fossil fuels are finite, and because they are non-renewable energy sources, we will eventually need alternatives. New developments in batteries and other energy storage devices are being explored to help deal with these issues. Electrochemical processes are at the heart of these new technologies. \nStory: Two countries used different fuels as power sources for their activities. Alsacia used fossil fuels, while Lorena devised more advanced energy storage devices, therefore relying on electricity. \nQuestion: Which country caused more environmental concerns?", "neg": "Background Paragraph: There is worldwide concern about the relationship between climate change and the use of fossil fuels. Many scientists believe that increased use of these fuels (in vehicles and other gas-powered equipment) has the potential to irreversibly damage our environment. In addition to the environmental concerns, supplies of fossil fuels are finite, and because they are non-renewable energy sources, we will eventually need alternatives. New developments in batteries and other energy storage devices are being explored to help deal with these issues. Electrochemical processes are at the heart of these new technologies. \nStory: Two countries used different fuels as power sources for their activities. Alsacia used fossil fuels, while Lorena devised more advanced energy storage devices, therefore relying on electricity. \nQuestion: Which country used more alternative energy sources?", "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."}
{"query": "Background Paragraph: Alkali, or Alkaline, soils are clay soils with high pH (> 8.5), a poor soil structure and a low infiltration capacity. Often they have a hard calcareous layer at 0.5 to 1 metre depth. Alkali soils owe their unfavorable physico-chemical properties mainly to the dominating presence of sodium carbonate, which causes the soil to swell[1] and difficult to clarify/settle. They derive their name from the alkali metal group of elements, to which sodium belongs, and which can induce basicity. Sometimes these soils are also referred to as alkaline sodic soils.\nAlkaline soils are basic, but not all basic soils are alkaline. \nStory: Mike grew tomatoes on his parcel of land and so did John. Mike's attempt was very successful, because he adjusted the soil's pH to a viable level for growing vegetables, and John didn't. Both parcels had soils with lots of sodium carbonate in them. John's experiment failed. \nQuestion: Which parcel had a more alkaline soil?", "pos": "Background Paragraph: Alkali, or Alkaline, soils are clay soils with high pH (> 8.5), a poor soil structure and a low infiltration capacity. Often they have a hard calcareous layer at 0.5 to 1 metre depth. Alkali soils owe their unfavorable physico-chemical properties mainly to the dominating presence of sodium carbonate, which causes the soil to swell[1] and difficult to clarify/settle. They derive their name from the alkali metal group of elements, to which sodium belongs, and which can induce basicity. Sometimes these soils are also referred to as alkaline sodic soils.\nAlkaline soils are basic, but not all basic soils are alkaline. \nStory: Mike grew tomatoes on his parcel of land and so did John. Mike's attempt was very successful, because he adjusted the soil's pH to a viable level for growing vegetables, and John didn't. Both parcels had soils with lots of sodium carbonate in them. John's experiment failed. \nQuestion: Which soil had more unfavorable physico-chemical properties?", "neg": "Background Paragraph: Alkali, or Alkaline, soils are clay soils with high pH (> 8.5), a poor soil structure and a low infiltration capacity. Often they have a hard calcareous layer at 0.5 to 1 metre depth. Alkali soils owe their unfavorable physico-chemical properties mainly to the dominating presence of sodium carbonate, which causes the soil to swell[1] and difficult to clarify/settle. They derive their name from the alkali metal group of elements, to which sodium belongs, and which can induce basicity. Sometimes these soils are also referred to as alkaline sodic soils.\nAlkaline soils are basic, but not all basic soils are alkaline. \nStory: Albert is planning on having a garden soon. He has done his research and find out that he cannot buy soil that is above a pH of seven. He sees several options for sale, including Alkali soil and a basic soil. \nQuestion: Which soil should Albert avoid buying because of high pH value?", "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."}
{"query": "Background Paragraph: Before iodized salt was developed, some people experienced a number of developmental difficulties, including problems with thyroid gland function and mental retardation. In the 1920s, we learned that these conditions could usually be treated easily with the addition of iodide anion to the diet. One easy way to increase iodide intake was to add the anion to table salt. This simple step greatly enhanced health and development. Large amounts of iodide ion are also found in seaweed such as kelp (see picture above) and saltwater fish. \nStory: People in the coastal area naturally get more iodide from food items because the soil has more iodized salt. But farther we go inland, the soil lacks necessary iodine. As a result, inland population do not get enough iodine naturally. \nQuestion: Where people are more at risk of mental retardation, coastal area or inland?", "pos": "Background Paragraph: Before iodized salt was developed, some people experienced a number of developmental difficulties, including problems with thyroid gland function and mental retardation. In the 1920s, we learned that these conditions could usually be treated easily with the addition of iodide anion to the diet. One easy way to increase iodide intake was to add the anion to table salt. This simple step greatly enhanced health and development. Large amounts of iodide ion are also found in seaweed such as kelp (see picture above) and saltwater fish. \nStory: People in the coastal area naturally get more iodide from food items because the soil has more iodized salt. But farther we go inland, the soil lacks necessary iodine. As a result, inland population do not get enough iodine naturally. \nQuestion: Where people are in acute need of added iodide, coastal area or inland?", "neg": "Background Paragraph: Before iodized salt was developed, some people experienced a number of developmental difficulties, including problems with thyroid gland function and mental retardation. In the 1920s, we learned that these conditions could usually be treated easily with the addition of iodide anion to the diet. One easy way to increase iodide intake was to add the anion to table salt. This simple step greatly enhanced health and development. Large amounts of iodide ion are also found in seaweed such as kelp (see picture above) and saltwater fish. \nStory: People in the coastal area naturally get more iodide from food items because the soil has more iodized salt. But farther we go inland, the soil lacks necessary iodine. As a result, inland population do not get enough iodine naturally. \nQuestion: Would inland people be less or more at risk of mental retardation than the people in coastal area?", "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."}
{"query": "Background Paragraph: Research has shown an inverse link between income inequality and social cohesion. In more equal societies, people are much more likely to trust each other, measures of social capital (the benefits of goodwill, fellowship, mutual sympathy and social connectedness among groups who make up a social units) suggest greater community involvement, and homicide rates are consistently lower. \nStory: Ron, a sociologist, traveled to two very different societies, society A and society B, for several months each and wrote down his observations. Ron is now examining the data he gathered from the two societies in an attempt to draw scientific conclusions, and write up a paper. In society A, he found that there were high levels of income inequality, while society B had low levels of income inequality. \nQuestion: Will society A have higher or lower rates of homicide compared to society B?", "pos": "Background Paragraph: Research has shown an inverse link between income inequality and social cohesion. In more equal societies, people are much more likely to trust each other, measures of social capital (the benefits of goodwill, fellowship, mutual sympathy and social connectedness among groups who make up a social units) suggest greater community involvement, and homicide rates are consistently lower. \nStory: Ron, a sociologist, traveled to two very different societies, society A and society B, for several months each and wrote down his observations. Ron is now examining the data he gathered from the two societies in an attempt to draw scientific conclusions, and write up a paper. In society A, he found that there were high levels of income inequality, while society B had low levels of income inequality. \nQuestion: Will society B have higher or lower rates of homicide compared to society A?", "neg": "Background Paragraph: Research has shown an inverse link between income inequality and social cohesion. In more equal societies, people are much more likely to trust each other, measures of social capital (the benefits of goodwill, fellowship, mutual sympathy and social connectedness among groups who make up a social units) suggest greater community involvement, and homicide rates are consistently lower. \nStory: Ron, a sociologist, traveled to two very different societies, society A and society B, for several months each and wrote down his observations. Ron is now examining the data he gathered from the two societies in an attempt to draw scientific conclusions, and write up a paper. In society A, he found that there were high levels of income inequality, while society B had low levels of income inequality. \nQuestion: Which society will have lower rates of homicide?", "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."}
{"query": "Background Paragraph: In many ways, bacterial metabolism provides traits that are useful for ecological stability and for human society. One example is that some bacteria have the ability to fix nitrogen gas using the enzyme nitrogenase. This environmentally important trait can be found in bacteria of most metabolic types listed above. This leads to the ecologically important processes of denitrification, sulfate reduction, and acetogenesis, respectively. Bacterial metabolic processes are also important in biological responses to pollution; for example, sulfate-reducing bacteria are largely responsible for the production of the highly toxic forms of mercury (methyl- and dimethylmercury) in the environment. Non-respiratory anaerobes use fermentation to generate energy and reducing power, secreting metabolic by-products (such as ethanol in brewing) as waste. Facultative anaerobes can switch between fermentation and different terminal electron acceptors depending on the environmental conditions in which they find themselves. \nStory: Brett and Scott were both studying bacteria for their exam. Scott read more about nitrogen-fixating and sulfate-reducing bacteria, while his colleague Brett read more about non-respiratory anaerobe bacteria and facultative anaerobes. \nQuestion: Which student read more about sulfate reduction?", "pos": "Background Paragraph: In many ways, bacterial metabolism provides traits that are useful for ecological stability and for human society. One example is that some bacteria have the ability to fix nitrogen gas using the enzyme nitrogenase. This environmentally important trait can be found in bacteria of most metabolic types listed above. This leads to the ecologically important processes of denitrification, sulfate reduction, and acetogenesis, respectively. Bacterial metabolic processes are also important in biological responses to pollution; for example, sulfate-reducing bacteria are largely responsible for the production of the highly toxic forms of mercury (methyl- and dimethylmercury) in the environment. Non-respiratory anaerobes use fermentation to generate energy and reducing power, secreting metabolic by-products (such as ethanol in brewing) as waste. Facultative anaerobes can switch between fermentation and different terminal electron acceptors depending on the environmental conditions in which they find themselves. \nStory: Brett and Scott were both studying bacteria for their exam. Scott read more about nitrogen-fixating and sulfate-reducing bacteria, while his colleague Brett read more about non-respiratory anaerobe bacteria and facultative anaerobes. \nQuestion: Which student read more about acetogenesis?", "neg": "Background Paragraph: In many ways, bacterial metabolism provides traits that are useful for ecological stability and for human society. One example is that some bacteria have the ability to fix nitrogen gas using the enzyme nitrogenase. This environmentally important trait can be found in bacteria of most metabolic types listed above. This leads to the ecologically important processes of denitrification, sulfate reduction, and acetogenesis, respectively. Bacterial metabolic processes are also important in biological responses to pollution; for example, sulfate-reducing bacteria are largely responsible for the production of the highly toxic forms of mercury (methyl- and dimethylmercury) in the environment. Non-respiratory anaerobes use fermentation to generate energy and reducing power, secreting metabolic by-products (such as ethanol in brewing) as waste. Facultative anaerobes can switch between fermentation and different terminal electron acceptors depending on the environmental conditions in which they find themselves. \nStory: Two regions, region A and region B, shared a common border, a river. Region A was favorable for sulfate-reducing bacteria and nitrogen fixing bacteria, while region B was more favorable for the developement of Non-respiratory anaerobes and facultative anaerobes. \nQuestion: Which region had less sulfate reduction?", "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."}
{"query": "Background Paragraph: Genetically modified organisms (GMO) are organisms whose genetic material has been altered by genetic engineering techniques generally known as recombinant DNA technology. Genetic engineering has expanded the genes available to breeders to utilize in creating desired germlines for new crops. Increased durability, nutritional content, insect and virus resistance and herbicide tolerance are a few of the attributes bred into crops through genetic engineering. For some, GMO crops cause food safety and food labeling concerns. Numerous countries have placed restrictions on the production, import or use of GMO foods and crops. Currently a global treaty, the Biosafety Protocol, regulates the trade of GMOs. There is ongoing discussion regarding the labeling of foods made from GMOs, and while the EU currently requires all GMO foods to be labeled, the US does not.Herbicide-resistant seed has a gene implanted into its genome that allows the plants to tolerate exposure to herbicides, including glyphosate. These seeds allow the farmer to grow a crop that can be sprayed with herbicides to control weeds without harming the resistant crop. Herbicide-tolerant crops are used by farmers worldwide. With the increasing use of herbicide-tolerant crops, comes an increase in the use of glyphosate-based herbicide sprays. In some areas glyphosate resistant weeds have developed, causing farmers to switch to other herbicides. Some studies also link widespread glyphosate usage to iron deficiencies in some crops, which is both a crop production and a nutritional quality concern, with potential economic and health implications.Other GMO crops used by growers include insect-resistant crops, which have a gene from the soil bacterium Bacillus thuringiensis (Bt), which produces a toxin specific to insects. These crops resist damage by insects. Some believe that similar or better pest-resistance traits can be acquired through traditional breeding practices, and resistance to various pests can be gained through hybridization or cross-pollination with wild species. In some cases, wild species are the primary source of resistance traits; some tomato cultivars that have gained resistance to at least 19 diseases did so through crossing with wild populations of tomatoes. \nStory: Keith is a biotech scientist. He had developed a GMO crop that he labeled as crop A. To see how his GMO crop compare with another crop he selected crop B. Crop B was a non-GMO crop. Keith needed to find the pros and cons of both crops. \nQuestion: Would crop A more likely or less likely raise food labeling concerns than crop B?", "pos": "Background Paragraph: Genetically modified organisms (GMO) are organisms whose genetic material has been altered by genetic engineering techniques generally known as recombinant DNA technology. Genetic engineering has expanded the genes available to breeders to utilize in creating desired germlines for new crops. Increased durability, nutritional content, insect and virus resistance and herbicide tolerance are a few of the attributes bred into crops through genetic engineering. For some, GMO crops cause food safety and food labeling concerns. Numerous countries have placed restrictions on the production, import or use of GMO foods and crops. Currently a global treaty, the Biosafety Protocol, regulates the trade of GMOs. There is ongoing discussion regarding the labeling of foods made from GMOs, and while the EU currently requires all GMO foods to be labeled, the US does not.Herbicide-resistant seed has a gene implanted into its genome that allows the plants to tolerate exposure to herbicides, including glyphosate. These seeds allow the farmer to grow a crop that can be sprayed with herbicides to control weeds without harming the resistant crop. Herbicide-tolerant crops are used by farmers worldwide. With the increasing use of herbicide-tolerant crops, comes an increase in the use of glyphosate-based herbicide sprays. In some areas glyphosate resistant weeds have developed, causing farmers to switch to other herbicides. Some studies also link widespread glyphosate usage to iron deficiencies in some crops, which is both a crop production and a nutritional quality concern, with potential economic and health implications.Other GMO crops used by growers include insect-resistant crops, which have a gene from the soil bacterium Bacillus thuringiensis (Bt), which produces a toxin specific to insects. These crops resist damage by insects. Some believe that similar or better pest-resistance traits can be acquired through traditional breeding practices, and resistance to various pests can be gained through hybridization or cross-pollination with wild species. In some cases, wild species are the primary source of resistance traits; some tomato cultivars that have gained resistance to at least 19 diseases did so through crossing with wild populations of tomatoes. \nStory: Keith is a biotech scientist. He had developed a GMO crop that he labeled as crop A. To see how his GMO crop compare with another crop he selected crop B. Crop B was a non-GMO crop. Keith needed to find the pros and cons of both crops. \nQuestion: Would crop B more likely or less likely be virus resistant than crop A?", "neg": "Background Paragraph: Genetically modified organisms (GMO) are organisms whose genetic material has been altered by genetic engineering techniques generally known as recombinant DNA technology. Genetic engineering has expanded the genes available to breeders to utilize in creating desired germlines for new crops. Increased durability, nutritional content, insect and virus resistance and herbicide tolerance are a few of the attributes bred into crops through genetic engineering. For some, GMO crops cause food safety and food labeling concerns. Numerous countries have placed restrictions on the production, import or use of GMO foods and crops. Currently a global treaty, the Biosafety Protocol, regulates the trade of GMOs. There is ongoing discussion regarding the labeling of foods made from GMOs, and while the EU currently requires all GMO foods to be labeled, the US does not.Herbicide-resistant seed has a gene implanted into its genome that allows the plants to tolerate exposure to herbicides, including glyphosate. These seeds allow the farmer to grow a crop that can be sprayed with herbicides to control weeds without harming the resistant crop. Herbicide-tolerant crops are used by farmers worldwide. With the increasing use of herbicide-tolerant crops, comes an increase in the use of glyphosate-based herbicide sprays. In some areas glyphosate resistant weeds have developed, causing farmers to switch to other herbicides. Some studies also link widespread glyphosate usage to iron deficiencies in some crops, which is both a crop production and a nutritional quality concern, with potential economic and health implications.Other GMO crops used by growers include insect-resistant crops, which have a gene from the soil bacterium Bacillus thuringiensis (Bt), which produces a toxin specific to insects. These crops resist damage by insects. Some believe that similar or better pest-resistance traits can be acquired through traditional breeding practices, and resistance to various pests can be gained through hybridization or cross-pollination with wild species. In some cases, wild species are the primary source of resistance traits; some tomato cultivars that have gained resistance to at least 19 diseases did so through crossing with wild populations of tomatoes. \nStory: Two neighboring farms used different farming methods. Hill farm used GMO seeds, fertilizers and pesticides. Valley farm used only organic methods and non-GMO seeds. \nQuestion: Which farm had more iron deficiencies in some crops?", "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."}
{"query": "Background Paragraph: Antifreeze could also be called “antiboil” because it also raises the boiling point of the water in a car radiator. Hot weather combined with a hot engine can easily raise the temperature of the water in the radiator above 100 °C, which is the boiling point of pure water. If the water boils, it could cause the engine to overheat and become seriously damaged. However, if antifreeze has been added to the water, the boiling point is much higher. For example a 50 percent antifreeze solution has a boiling point of 129 °C. Unless the water gets hotter than this, it won’t boil and ruin the engine. \nStory: Alex and Bob both took their cars to a mechanic because they were having engine troubles. The mechanic decided that both need the water in their radiator replaced. The mechanic added a large amount of antifreeze to the water he put into Alex's radiator. Because he wanted to save money, the mechanic only added a small amount of antifreeze to the water he placed into Bob's radiator. \nQuestion: Which person's radiator, Alex's or Bob's, would have water with a higher boiling point?", "pos": "Background Paragraph: Antifreeze could also be called “antiboil” because it also raises the boiling point of the water in a car radiator. Hot weather combined with a hot engine can easily raise the temperature of the water in the radiator above 100 °C, which is the boiling point of pure water. If the water boils, it could cause the engine to overheat and become seriously damaged. However, if antifreeze has been added to the water, the boiling point is much higher. For example a 50 percent antifreeze solution has a boiling point of 129 °C. Unless the water gets hotter than this, it won’t boil and ruin the engine. \nStory: Alex and Bob both took their cars to a mechanic because they were having engine troubles. The mechanic decided that both need the water in their radiator replaced. The mechanic added a large amount of antifreeze to the water he put into Alex's radiator. Because he wanted to save money, the mechanic only added a small amount of antifreeze to the water he placed into Bob's radiator. \nQuestion: Which person's engine, Alex's or Bob's, is less at risk of becoming damaged if it becomes very hot?", "neg": "Background Paragraph: Antifreeze could also be called “antiboil” because it also raises the boiling point of the water in a car radiator. Hot weather combined with a hot engine can easily raise the temperature of the water in the radiator above 100 °C, which is the boiling point of pure water. If the water boils, it could cause the engine to overheat and become seriously damaged. However, if antifreeze has been added to the water, the boiling point is much higher. For example a 50 percent antifreeze solution has a boiling point of 129 °C. Unless the water gets hotter than this, it won’t boil and ruin the engine. \nStory: Rob is an auto mechanic. He was checking the radiators of his car and truck. He put antifreeze into the car radiator, but didn't put any antifreeze into the truck radiator. He was wondering how the vehicles would fare in coming hot weather. \nQuestion: Would the car's engine less likely or more likely be damaged than truck's engine?", "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."}
{"query": "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]. \nStory: The Rope Lopers met to discuss their experiences. They all said they always had a great experience using rope and used the same amount each time. They told how many times they used rope. Sung used it 82 times, Hank used it 72 times, Robt used it 62 times, Jerrold used it 52 times, Jonah used it 42 times, Mac used it 32 times, and Dee used it 22 times. \nQuestion: Who has a higher tolerance for rope: Jonah or Sung?", "pos": "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]. \nStory: The Rope Lopers met to discuss their experiences. They all said they always had a great experience using rope and used the same amount each time. They told how many times they used rope. Sung used it 82 times, Hank used it 72 times, Robt used it 62 times, Jerrold used it 52 times, Jonah used it 42 times, Mac used it 32 times, and Dee used it 22 times. \nQuestion: Who has a higher tolerance for rope: Dee or Sung?", "neg": "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]. \nStory: The Rope Lopers met to discuss their experiences. They all said they always had a great experience using rope and used the same amount each time. They told how many times they used rope. Sung used it 82 times, Hank used it 72 times, Robt used it 62 times, Jerrold used it 52 times, Jonah used it 42 times, Mac used it 32 times, and Dee used it 22 times. \nQuestion: Who has a higher tolerance for rope: Jerrold or Hank?", "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."}
{"query": "Background Paragraph: One result of air pollution is acid rain. Acid rain is precipitation with a low (acidic) pH. This rain can be very destructive to wildlife. When acid rain falls in forests, freshwater habitats, or soils, it can kill insects and aquatic life. It causes this damage because of its very low pH. Sulfur oxides and nitrogen oxides in the air both cause acid rain to form ( Figure below ). Sulfur oxides are chemicals that are released from coal-fired power plants. Nitrogen oxides are released from motor vehicle exhaust. \nStory: Two countries were neighbors, separated by a mountain range. Ghana used fossil fuels to produce energy, but one of the consequences of that was increased air pollution and acid rain. Brunei was a country inhabited by nature lovers and tree huggers, so they were very protective of their environment. \nQuestion: Which country had more precipitation that was destructive to wildlife?", "pos": "Background Paragraph: One result of air pollution is acid rain. Acid rain is precipitation with a low (acidic) pH. This rain can be very destructive to wildlife. When acid rain falls in forests, freshwater habitats, or soils, it can kill insects and aquatic life. It causes this damage because of its very low pH. Sulfur oxides and nitrogen oxides in the air both cause acid rain to form ( Figure below ). Sulfur oxides are chemicals that are released from coal-fired power plants. Nitrogen oxides are released from motor vehicle exhaust. \nStory: Two countries were neighbors, separated by a mountain range. Ghana used fossil fuels to produce energy, but one of the consequences of that was increased air pollution and acid rain. Brunei was a country inhabited by nature lovers and tree huggers, so they were very protective of their environment. \nQuestion: Which country had higher levels of nitrogen oxides in the atmosphere?", "neg": "Background Paragraph: One result of air pollution is acid rain. Acid rain is precipitation with a low (acidic) pH. This rain can be very destructive to wildlife. When acid rain falls in forests, freshwater habitats, or soils, it can kill insects and aquatic life. It causes this damage because of its very low pH. Sulfur oxides and nitrogen oxides in the air both cause acid rain to form ( Figure below ). Sulfur oxides are chemicals that are released from coal-fired power plants. Nitrogen oxides are released from motor vehicle exhaust. \nStory: Hydrologists studied two samples of rain water. Jim studied an acid rain sample from a nearby city, and Dan studied a sample of water from another town. \nQuestion: Which hydrologist learned more about precipitation with a low (acidic) pH?", "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."}
{"query": "Background Paragraph: Another example of incomplete dominance is with sickle cell anemia, a disease in which a blood protein called hemoglobin is produced incorrectly. This causes the red blood cells to have a sickle shape, making it difficult for these misshapen cells to pass through the smallest blood vessels. A person that is homozygous recessive ( ss ) for the sickle cell trait will have red blood cells that all have the incorrect hemoglobin. A person who is homozygous dominant ( SS ) will have normal red blood cells. \nStory: Doctors studied  the blood of 2 sisters, Ann and Julie. Ann had sickle cell anemia, Julie did not. \nQuestion: Which sister had more hemoglobin that was produced incorrectly?", "pos": "Background Paragraph: Another example of incomplete dominance is with sickle cell anemia, a disease in which a blood protein called hemoglobin is produced incorrectly. This causes the red blood cells to have a sickle shape, making it difficult for these misshapen cells to pass through the smallest blood vessels. A person that is homozygous recessive ( ss ) for the sickle cell trait will have red blood cells that all have the incorrect hemoglobin. A person who is homozygous dominant ( SS ) will have normal red blood cells. \nStory: Doctors studied  the blood of 2 sisters, Ann and Julie. Ann had sickle cell anemia, Julie did not. \nQuestion: Which sister was homozygous recessive ( ss ) for the sickle cell trait?", "neg": "Background Paragraph: Another example of incomplete dominance is with sickle cell anemia, a disease in which a blood protein called hemoglobin is produced incorrectly. This causes the red blood cells to have a sickle shape, making it difficult for these misshapen cells to pass through the smallest blood vessels. A person that is homozygous recessive ( ss ) for the sickle cell trait will have red blood cells that all have the incorrect hemoglobin. A person who is homozygous dominant ( SS ) will have normal red blood cells. \nStory: Trisha has a doctors appointment to get some blood work done. She goes to see her doctor and he takes a blood sample. Sadly when he comes back he reports to her that her blood cells are misshapen and look like small sickles, as well as her hemoglobin is being produced incorrectly. \nQuestion: Will Trisha's red blood cells have an easier or harder time traveling though the smallest blood vessels?", "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."}
{"query": "Background Paragraph: Compared to conventional milk production, organic milk production tends to have lower eutrophication potential per ton of milk or per hectare of farmland, because it potentially reduces leaching of nitrates (NO3−) and phosphates (PO4−) due to lower fertilizer application rates. Because organic milk production reduces pesticides utilization, it increases land use per ton of milk due to decreased crop yields per hectare. Mainly due to the lower level of concentrates given to cows in organic herds, organic dairy farms generally produce less milk per cow than conventional dairy farms. Because of the increased use of roughage and the, on-average, lower milk production level per cow, some research has connected organic milk production with increases in the emission of methane.Animal welfare issues vary among dairy farms and are not necessarily related to the way of producing milk (organically or conventionally). \nStory: Two neighboring dairy farms produced milk for half the state.  Berry farm produced conventional milk, while Rose farm produced organic milk. \nQuestion: Which farm had milk production which reduced fertilizer application rates?", "pos": "Background Paragraph: Compared to conventional milk production, organic milk production tends to have lower eutrophication potential per ton of milk or per hectare of farmland, because it potentially reduces leaching of nitrates (NO3−) and phosphates (PO4−) due to lower fertilizer application rates. Because organic milk production reduces pesticides utilization, it increases land use per ton of milk due to decreased crop yields per hectare. Mainly due to the lower level of concentrates given to cows in organic herds, organic dairy farms generally produce less milk per cow than conventional dairy farms. Because of the increased use of roughage and the, on-average, lower milk production level per cow, some research has connected organic milk production with increases in the emission of methane.Animal welfare issues vary among dairy farms and are not necessarily related to the way of producing milk (organically or conventionally). \nStory: Two neighboring dairy farms produced milk for half the state.  Berry farm produced conventional milk, while Rose farm produced organic milk. \nQuestion: Which farm had milk production which reduced pesticides utilization?", "neg": "Background Paragraph: Compared to conventional milk production, organic milk production tends to have lower eutrophication potential per ton of milk or per hectare of farmland, because it potentially reduces leaching of nitrates (NO3−) and phosphates (PO4−) due to lower fertilizer application rates. Because organic milk production reduces pesticides utilization, it increases land use per ton of milk due to decreased crop yields per hectare. Mainly due to the lower level of concentrates given to cows in organic herds, organic dairy farms generally produce less milk per cow than conventional dairy farms. Because of the increased use of roughage and the, on-average, lower milk production level per cow, some research has connected organic milk production with increases in the emission of methane.Animal welfare issues vary among dairy farms and are not necessarily related to the way of producing milk (organically or conventionally). \nStory: There are two dairy farms in the town of Milkton and both are about the same size. Farm A produces only organic milk. Farm B does not but they are considering switching production to organic milk. \nQuestion: Which farm likely has higher milk yields, farm A or 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."}
{"query": "Background Paragraph: In slippery conditions some riders prefer to ride fixed because they believe the transmission provides increased feedback on back tire grip. However, there is also an increased risk of loss of control in such conditions. This is especially so when taking into account the large number of riders who ride brakeless. These riders must brake entirely through the drivetrain. Ideally this is done by resisting the forward motion of the pedals, shedding speed while the bike is still moving. Alternatively, though far less efficiently, one can brake by stopping the motion of the pedals in mid-rotation, causing the rear wheel to lock in place, allowing the bicycle to skid and slow down from kinetic friction (see below).[22]\n\nDescending any significant gradient is more difficult as the rider must spin the cranks at high speed (sometimes at 170 rpm or more), or use the brakes to slow down. Some consider that the enforced fast spin when descending increases suppleness or flexibility, which is said to improve pedalling performance on any type of bicycle; however the performance boost is negligible compared to the benefits of riding a free wheel.[23]. \nStory: Two villages are inhabited by lots of people that ride bicycles. Hill village is located on a mountain and gets lots of rain, and Low village is situated in a valley, and has more sunny days. \nQuestion: Which village has fewer cyclists going downhill?", "pos": "Background Paragraph: In slippery conditions some riders prefer to ride fixed because they believe the transmission provides increased feedback on back tire grip. However, there is also an increased risk of loss of control in such conditions. This is especially so when taking into account the large number of riders who ride brakeless. These riders must brake entirely through the drivetrain. Ideally this is done by resisting the forward motion of the pedals, shedding speed while the bike is still moving. Alternatively, though far less efficiently, one can brake by stopping the motion of the pedals in mid-rotation, causing the rear wheel to lock in place, allowing the bicycle to skid and slow down from kinetic friction (see below).[22]\n\nDescending any significant gradient is more difficult as the rider must spin the cranks at high speed (sometimes at 170 rpm or more), or use the brakes to slow down. Some consider that the enforced fast spin when descending increases suppleness or flexibility, which is said to improve pedalling performance on any type of bicycle; however the performance boost is negligible compared to the benefits of riding a free wheel.[23]. \nStory: Two villages are inhabited by lots of people that ride bicycles. Hill village is located on a mountain and gets lots of rain, and Low village is situated in a valley, and has more sunny days. \nQuestion: Which village has less dangerous cycling conditions?", "neg": "Background Paragraph: In slippery conditions some riders prefer to ride fixed because they believe the transmission provides increased feedback on back tire grip. However, there is also an increased risk of loss of control in such conditions. This is especially so when taking into account the large number of riders who ride brakeless. These riders must brake entirely through the drivetrain. Ideally this is done by resisting the forward motion of the pedals, shedding speed while the bike is still moving. Alternatively, though far less efficiently, one can brake by stopping the motion of the pedals in mid-rotation, causing the rear wheel to lock in place, allowing the bicycle to skid and slow down from kinetic friction (see below).[22]\n\nDescending any significant gradient is more difficult as the rider must spin the cranks at high speed (sometimes at 170 rpm or more), or use the brakes to slow down. Some consider that the enforced fast spin when descending increases suppleness or flexibility, which is said to improve pedalling performance on any type of bicycle; however the performance boost is negligible compared to the benefits of riding a free wheel.[23]. \nStory: Two brothers had bike repair shops in neighboring towns. Bob's was located in a hilly area, with more precipitation and full of bike trails, so he had more people coming in, while Rob's was in the valley, near the parks. \nQuestion: Which town had fewer cyclists riding in slippery conditions?", "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."}
{"query": "Background Paragraph: The theory of evolution by natural selection was proposed at about the same time by both Charles Darwin and Alfred Russel Wallace, shown in Figure below , and was set out in detail in Darwin's 1859 book On the Origin of Species . Natural selection is a process that causes heritable traits that are helpful for survival and reproduction to become more common, and harmful traits, or traits that are not helpful or advantageous for survival to become more rare in a population of organisms. This occurs because organisms with advantageous traits are more \"fit\" to survive in a particular environment and have \"adapted\" to the conditions of that environment. These individuals will have greater reproductive success than organisms less fit for survival in the environment. This will lead to an increase in the number of organisms with the advantageous trait(s) over time. Over many generations, adaptations occur through a combination of successive, small, random changes in traits, and natural selection of those variants best-suited for their environment. Natural selection is one of the cornerstones of modern biology. \nStory: In sub-Saharan Africa there are two predominant groups of antelope present. The first group of antelope, group A, have long necks and strong teeth. The second group of antelope, group B, have shorter necks and weaker teeth. Because of their longer necks and stronger teeth, the antelope from group A are more easily able to pick fruit and leaves from the tall trees in the region compared to antelope from group B. \nQuestion: Which group of antelope will have greater reproductive success?", "pos": "Background Paragraph: The theory of evolution by natural selection was proposed at about the same time by both Charles Darwin and Alfred Russel Wallace, shown in Figure below , and was set out in detail in Darwin's 1859 book On the Origin of Species . Natural selection is a process that causes heritable traits that are helpful for survival and reproduction to become more common, and harmful traits, or traits that are not helpful or advantageous for survival to become more rare in a population of organisms. This occurs because organisms with advantageous traits are more \"fit\" to survive in a particular environment and have \"adapted\" to the conditions of that environment. These individuals will have greater reproductive success than organisms less fit for survival in the environment. This will lead to an increase in the number of organisms with the advantageous trait(s) over time. Over many generations, adaptations occur through a combination of successive, small, random changes in traits, and natural selection of those variants best-suited for their environment. Natural selection is one of the cornerstones of modern biology. \nStory: In sub-Saharan Africa there are two predominant groups of antelope present. The first group of antelope, group A, have long necks and strong teeth. The second group of antelope, group B, have shorter necks and weaker teeth. Because of their longer necks and stronger teeth, the antelope from group A are more easily able to pick fruit and leaves from the tall trees in the region compared to antelope from group B. \nQuestion: Which group of antelope is more adapted to the environment?", "neg": "Background Paragraph: The theory of evolution by natural selection was proposed at about the same time by both Charles Darwin and Alfred Russel Wallace, shown in Figure below , and was set out in detail in Darwin's 1859 book On the Origin of Species . Natural selection is a process that causes heritable traits that are helpful for survival and reproduction to become more common, and harmful traits, or traits that are not helpful or advantageous for survival to become more rare in a population of organisms. This occurs because organisms with advantageous traits are more \"fit\" to survive in a particular environment and have \"adapted\" to the conditions of that environment. These individuals will have greater reproductive success than organisms less fit for survival in the environment. This will lead to an increase in the number of organisms with the advantageous trait(s) over time. Over many generations, adaptations occur through a combination of successive, small, random changes in traits, and natural selection of those variants best-suited for their environment. Natural selection is one of the cornerstones of modern biology. \nStory: David wants to revisit the theory of evolution proposed by Darwin and Wallace. He is particularly interested in two species of deer, species A and species B. Species A has some helpful traits, but species B has some harmful traits. He is planning to write a paper on why some species are greater in number while others are smaller in number. \nQuestion: Would species A be less or more in number than species 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."}
{"query": "Background Paragraph: Soil is well developed in the forest as suggested by the thick humus layers, rich diversity of large trees and animals that live there. In forests, precipitation exceeds evapotranspiration which results in an excess of water that percolates downward through the soil layers. Slow rates of decomposition leads to large amounts of fulvic acid, greatly enhancing chemical weathering. The downward percolation, in conjunction with chemical weathering leaches magnesium (Mg), iron (Fe), and aluminum (Al) from the soil and transports them downward, a process known as podzolization. This process leads to marked contrasts in the appearance and chemistry of the soil layers. \nStory: Two  brothers were land owners. Bill owned 40 acres of forest, , with very well developed soil. His brother Rick owned 40 acres of grasslands, with a poor soil. Rick decided to sell his land. \nQuestion: Which brother didn't own a land which had slow rates of decomposition?", "pos": "Background Paragraph: Soil is well developed in the forest as suggested by the thick humus layers, rich diversity of large trees and animals that live there. In forests, precipitation exceeds evapotranspiration which results in an excess of water that percolates downward through the soil layers. Slow rates of decomposition leads to large amounts of fulvic acid, greatly enhancing chemical weathering. The downward percolation, in conjunction with chemical weathering leaches magnesium (Mg), iron (Fe), and aluminum (Al) from the soil and transports them downward, a process known as podzolization. This process leads to marked contrasts in the appearance and chemistry of the soil layers. \nStory: Two  brothers were land owners. Bill owned 40 acres of forest, , with very well developed soil. His brother Rick owned 40 acres of grasslands, with a poor soil. Rick decided to sell his land. \nQuestion: Which brother owned a land which had lower amounts of fulvic acid?", "neg": "Background Paragraph: Soil is well developed in the forest as suggested by the thick humus layers, rich diversity of large trees and animals that live there. In forests, precipitation exceeds evapotranspiration which results in an excess of water that percolates downward through the soil layers. Slow rates of decomposition leads to large amounts of fulvic acid, greatly enhancing chemical weathering. The downward percolation, in conjunction with chemical weathering leaches magnesium (Mg), iron (Fe), and aluminum (Al) from the soil and transports them downward, a process known as podzolization. This process leads to marked contrasts in the appearance and chemistry of the soil layers. \nStory: Two brothers owned two adjacent parcels of land. Tom's land was forested, while Bill's was covered with grasslands. \nQuestion: Which parcel of land had soil with slower rates of decomposition?", "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."}
{"query": "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. \nStory: Two teams studied two types of animals: team A studied predators, while team B studied grazers. They learned a lot from this experience. \nQuestion: Which team learned more about wolves?", "pos": "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. \nStory: Two teams studied two types of animals: team A studied predators, while team B studied grazers. They learned a lot from this experience. \nQuestion: Which team learned about keystone species?", "neg": "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. \nStory: Dan and Joe studied animals for biology class. Joe had to study predator animals, while Dan studied herbivores and grazers. \nQuestion: Which student learned more about the balance of organisms in an ecosystem?", "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."}
{"query": "Background Paragraph: Animals and some bacteria and fungi carry out lactic acid fermentation. Lactic acid is a waste product of this process. Our muscles perform lactic acid fermentation during strenuous exercise, since oxygen cannot be delivered to the muscles quickly enough. The buildup of lactic acid is believed to make your muscles sore after exercise. Bacteria that produce lactic acid are used to make cheese and yogurt. The lactic acid causes the proteins in milk to thicken. Lactic acid also causes tooth decay, because bacteria use the sugars in your mouth for energy. \nStory: Two students had to study fermentation processes for a school project. Ned studied lactic fermentation, while Kat studied alcoholic fermentation. \nQuestion: Which student read less about human muscles carrying out lactic acid fermentation?", "pos": "Background Paragraph: Animals and some bacteria and fungi carry out lactic acid fermentation. Lactic acid is a waste product of this process. Our muscles perform lactic acid fermentation during strenuous exercise, since oxygen cannot be delivered to the muscles quickly enough. The buildup of lactic acid is believed to make your muscles sore after exercise. Bacteria that produce lactic acid are used to make cheese and yogurt. The lactic acid causes the proteins in milk to thicken. Lactic acid also causes tooth decay, because bacteria use the sugars in your mouth for energy. \nStory: Two students had to study fermentation processes for a school project. Ned studied lactic fermentation, while Kat studied alcoholic fermentation. \nQuestion: Which student read more about bacteria carrying out lactic acid fermentation?", "neg": "Background Paragraph: Animals and some bacteria and fungi carry out lactic acid fermentation. Lactic acid is a waste product of this process. Our muscles perform lactic acid fermentation during strenuous exercise, since oxygen cannot be delivered to the muscles quickly enough. The buildup of lactic acid is believed to make your muscles sore after exercise. Bacteria that produce lactic acid are used to make cheese and yogurt. The lactic acid causes the proteins in milk to thicken. Lactic acid also causes tooth decay, because bacteria use the sugars in your mouth for energy. \nStory: Two groups of microbiology students studied about the fermentation process. Group A studied about alcoholic and acetic fermentation, while group B studied about lactic fermentation. \nQuestion: Which group learned less about proteins in milk thickening?", "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."}
{"query": "Background Paragraph: Adiabatic cooling occurs when one or more of three possible lifting agents – cyclonic/frontal, convective, or orographic – causes a parcel of air containing invisible water vapor to rise and cool to its dew point, the temperature at which the air becomes saturated. The main mechanism behind this process is adiabatic cooling. As the air is cooled to its dew point and becomes saturated, water vapor normally condenses to form cloud drops. This condensation normally occurs on cloud condensation nuclei such as salt or dust particles that are small enough to be held aloft by normal circulation of the air.Frontal and cyclonic lift occur when stable air is forced aloft at weather fronts and around centers of low pressure by a process called convergence. Warm fronts associated with extratropical cyclones tend to generate mostly cirriform and stratiform clouds over a wide area unless the approaching warm airmass is unstable, in which case cumulus congestus or cumulonimbus clouds will usually be embedded in the main precipitating cloud layer. Cold fronts are usually faster moving and generate a narrower line of clouds which are mostly stratocumuliform, cumuliform, or cumulonimbiform depending on the stability of the warm air mass just ahead of the front. \nStory: A meteorologist is analyzing the weather patterns of two different countries. She notices that all signs indicate that Milshen is experiencing adiabatic cooling. She doesn't see any indications of adiabatic cooling in Limlen, though. This is important information to relay in her broadcast later tonight to the citizens of both countries and she is glad she noticed it. \nQuestion: The citizens of which country will see more clouds in the sky?", "pos": "Background Paragraph: During mid-summer (July in the northern hemisphere), the westward-moving trade winds south of the northward-moving subtropical ridge expand northwestward from the Caribbean into southeastern North America. When dust from the Sahara moving around the southern periphery of the ridge within the belt of trade winds moves over land, rainfall is suppressed and the sky changes from a blue to a white appearance, which leads to an increase in red sunsets. Its presence negatively impacts air quality by adding to the count of airborne particulates. Over 50% of the African dust that reaches the United States affects Florida. Since 1970, dust outbreaks have worsened because of periods of drought in Africa. There is a large variability in the dust transport to the Caribbean and Florida from year to year. Dust events have been linked to a decline in the health of coral reefs across the Caribbean and Florida, primarily since the 1970s. Similar dust plumes originate in the Gobi Desert, which combined with pollutants, spread large distances downwind, or eastward, into North America.There are local names for winds associated with sand and dust storms. The Calima carries dust on southeast winds into the Canary islands. The Harmattan carries dust during the winter into the Gulf of Guinea. The Sirocco brings dust from north Africa into southern Europe because of the movement of extratropical cyclones through the Mediterranean. Spring storm systems moving across the eastern Mediterranean Sea cause dust to carry across Egypt and the Arabian peninsula, which are locally known as Khamsin. The Shamal is caused by cold fronts lifting dust into the atmosphere for days at a time across the Persian Gulf states. \nStory: Jennifer is looking to move to a new city. She has always wanted to live in a coastal town, and she has narrowed her options down to two. She is looking to live in either Malarn or Trainlan. Malarn is known for its peppersteaks and its active nightlife. Malarn also regularly gets a large amount of dust in the air from a desert located across the ocean. Trainlan has a very famous art museum in its city, and being an art fanatic, that greatly appeals to Jennifer. She is planning to take a trip to both cities sometime in the near future to see them in person before making her decision. \nQuestion: Which city is worse for Jennifer's health?", "neg": "Background Paragraph: Weather conditions include air temperature, humidity, wind speed and direction, and precipitation. Weather is temporary. People in many states have the joke, \"if you don't like the weather, wait five minutes and it will change.\" One way to change the weather is to have a different air mass move over the region. Interactions between air masses bring about a lot of weather. For example, thunderstorms and tornadoes form along a front. A front is where air masses meet. Fronts can bring about blizzards, thunderstorms, tornadoes and other types of weather. Weather prediction is much better than it was in past years. This is due in part to information from satellites. Climate is the long-term average of weather. The climate of a location depends on its latitude, position relative to the atmospheric circulation cells, position on a continent, altitude, and position relative to mountains. Areas with roughly the same climate make up a climate zone. The organisms that live within a climate zone create a unique biome. Earth's climate has changed throughout the planet's history. Earth was frigid at the end of the Pleistocene ice age, but has been warming since then. Since the Industrial Revolution the pace of warming has increased. In the past few decades the rate has really intensified. This is related to greenhouse gas emissions, primary from fossil fuel burning. The destruction of forests also increasing warming. The effects of global warming are already being seen. Treaties and voluntary actions are needed to reduce emissions to lessen the amount of global warming that will take place in the future. \nStory: Rob always confuses the terms climate and weather. He found it's better to compare them if he needs to learn more about their characteristics. To make things easier, he labeled the weather of his city as char A. Then he labeled the climate of this city as char B. Once finished with learning their characteristics, Rob focused on climate change issues. For that, he labeled the climate of present time as char C and climate just before industrial revolution as char D. \nQuestion: Does char B represent longer or shorter time period than char 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."}
{"query": "Background Paragraph: Mantle melting can come about three ways: (1) when the temperature rises, (2) if the pressure lowers (which lowers the melting point), and (3) if water is added, which lowers the melting point. Two of these (1 and 3) might explain why there are volcanoes at convergent plate boundaries the temperature of the subducting plate increases as it sinks into the hot mantle (1). Sediments lying on top of the subducting plate contain water. As the sediments subduct, the water rises into the overlying mantle material. This lowers the melting temperature of the mantle (3). When the mantle above the subducting plate melts, volcanoes form above it. This leads to volcanoes in an island arc or continental arc. \nStory: Two brothers Syd and Dan went to college. Syd studied plate tectonics and mantle melting. His brother Dan got to study types of soil and pedology. \nQuestion: Which brother studied less about the ways the Earth's mantle melts?", "pos": "Background Paragraph: Mantle melting can come about three ways: (1) when the temperature rises, (2) if the pressure lowers (which lowers the melting point), and (3) if water is added, which lowers the melting point. Two of these (1 and 3) might explain why there are volcanoes at convergent plate boundaries the temperature of the subducting plate increases as it sinks into the hot mantle (1). Sediments lying on top of the subducting plate contain water. As the sediments subduct, the water rises into the overlying mantle material. This lowers the melting temperature of the mantle (3). When the mantle above the subducting plate melts, volcanoes form above it. This leads to volcanoes in an island arc or continental arc. \nStory: Two brothers Syd and Dan went to college. Syd studied plate tectonics and mantle melting. His brother Dan got to study types of soil and pedology. \nQuestion: Which brother studied less about the influence sediments have on mantle melting?", "neg": "Background Paragraph: Mantle melting can come about three ways: (1) when the temperature rises, (2) if the pressure lowers (which lowers the melting point), and (3) if water is added, which lowers the melting point. Two of these (1 and 3) might explain why there are volcanoes at convergent plate boundaries the temperature of the subducting plate increases as it sinks into the hot mantle (1). Sediments lying on top of the subducting plate contain water. As the sediments subduct, the water rises into the overlying mantle material. This lowers the melting temperature of the mantle (3). When the mantle above the subducting plate melts, volcanoes form above it. This leads to volcanoes in an island arc or continental arc. \nStory: Two brothers Syd and Dan went to college. Syd studied plate tectonics and mantle melting. His brother Dan got to study types of soil and pedology. \nQuestion: Which brother studied more about the ways the Earth's mantle melts?", "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."}
{"query": "Background Paragraph: Ecology is the study of ecosystems. An ecosystem consists of all the living and nonliving components of the habitat. Whereas nutrients and certain elements are recycled through ecosystems, energy moves in just one direction. Many interactions among species within an ecosystem are centered around the flow of energy. The formation of ecosystems, from new land to current habitats, is usually based on the pioneer species, and these species are able to live in an area due to the nonliving factors, such as the climate, the soil and the amount of rainfall, of that area. The populations within an ecosystem also determine the stability of the system. Recent tremendous increases in the human population have raised many important ecological issues. \nStory: Two friends were into natural sciences. Tom was more into Geology, while Rick studied Ecology. \nQuestion: Which student read more about living components of the habitat?", "pos": "Background Paragraph: Ecology is the study of ecosystems. An ecosystem consists of all the living and nonliving components of the habitat. Whereas nutrients and certain elements are recycled through ecosystems, energy moves in just one direction. Many interactions among species within an ecosystem are centered around the flow of energy. The formation of ecosystems, from new land to current habitats, is usually based on the pioneer species, and these species are able to live in an area due to the nonliving factors, such as the climate, the soil and the amount of rainfall, of that area. The populations within an ecosystem also determine the stability of the system. Recent tremendous increases in the human population have raised many important ecological issues. \nStory: Two friends were into natural sciences. Tom was more into Geology, while Rick studied Ecology. \nQuestion: Which student read more about  the study of ecosystems?", "neg": "Background Paragraph: Ecology is the study of ecosystems. An ecosystem consists of all the living and nonliving components of the habitat. Whereas nutrients and certain elements are recycled through ecosystems, energy moves in just one direction. Many interactions among species within an ecosystem are centered around the flow of energy. The formation of ecosystems, from new land to current habitats, is usually based on the pioneer species, and these species are able to live in an area due to the nonliving factors, such as the climate, the soil and the amount of rainfall, of that area. The populations within an ecosystem also determine the stability of the system. Recent tremendous increases in the human population have raised many important ecological issues. \nStory: Two friends were into natural sciences. Tom was more into Geology, while Rick studied Ecology. \nQuestion: Which student read less about living components of the habitat?", "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."}
{"query": "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. \nStory: Thanks to environmental initiatives, Quebec has grown a large number of forests recently that are densely populated with tall trees. At the same time, Ottawa has been cutting down large numbers of trees in their forests and clearing the land to make room for housing developments and new construction sites. \nQuestion: Which city, Quebec or Ottawa, has released more carbon dioxide through their actions?", "pos": "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. \nStory: Thanks to environmental initiatives, Quebec has grown a large number of forests recently that are densely populated with tall trees. At the same time, Ottawa has been cutting down large numbers of trees in their forests and clearing the land to make room for housing developments and new construction sites. \nQuestion: Which city, Quebec or Ottawa, has decreased their number of autotrophic organisms?", "neg": "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. \nStory: Two cities had different energy source. Big city burned fossil fuels, while Blue city used alternative sources of energy. \nQuestion: Which city produced more carbon dioxide?", "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."}
{"query": "Background Paragraph: Recall that air pollution is due to chemical substances and particles released into the air mainly by human actions. When most people think of air pollution, they think of the pollution outdoors. But it is just as easy to have indoor air pollution. Your home or school classroom probably doesn't get much fresh air. Sealing up your home reduces heating and cooling costs. But this also causes air pollution to stay trapped indoors. And people today usually spend a majority of their time indoors. So exposure to indoor air pollution can become a significant health risk. \nStory: Patty was a runner and liked hiking so she spent a lot of time outdoors. Her friend Fay sealed up her home to save money on energy and spent most of her time indoors. Both friends lived in an area with moderate to high levels of air pollution and attended a seminar where they learned more about the impact of air pollution on human health. \nQuestion: Which friend spent less time breathing fresh air?", "pos": "Background Paragraph: Recall that air pollution is due to chemical substances and particles released into the air mainly by human actions. When most people think of air pollution, they think of the pollution outdoors. But it is just as easy to have indoor air pollution. Your home or school classroom probably doesn't get much fresh air. Sealing up your home reduces heating and cooling costs. But this also causes air pollution to stay trapped indoors. And people today usually spend a majority of their time indoors. So exposure to indoor air pollution can become a significant health risk. \nStory: Patty was a runner and liked hiking so she spent a lot of time outdoors. Her friend Fay sealed up her home and spent most of her time indoors. Both friends lived in an area with moderate to high levels of air pollution and attended a seminar where they learned more about the impact of air pollution on human health. \nQuestion: Which friend was exposed to more indoor pollution?", "neg": "Background Paragraph: Recall that air pollution is due to chemical substances and particles released into the air mainly by human actions. When most people think of air pollution, they think of the pollution outdoors. But it is just as easy to have indoor air pollution. Your home or school classroom probably doesn't get much fresh air. Sealing up your home reduces heating and cooling costs. But this also causes air pollution to stay trapped indoors. And people today usually spend a majority of their time indoors. So exposure to indoor air pollution can become a significant health risk. \nStory: James spent a lot of time indoors, and didn't get out much like Rob, his friend, who loved outdoors stuff. \nQuestion: Which friend breathes more stale air on a daily basis?", "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."}
{"query": "Background Paragraph: One interesting thing that has been found in plants that are consistently exposed to drought, is their ability to form a sort of \"memory\". In a study by Tombesi et al., they found plants who had previously been exposed to drought were able to come up with a sort of strategy to minimize water loss and decrease water use. They found that plants who were exposed to drought conditions actually changed they way the regulated their stomates and what they called \"hydraulic safety margin\" so as to decrease the venerability of the plant. By changing the regulation of stomata and subsequently the transpiration, plants were able to function better in situations where the availability of water decreased. \nStory: Austria had two distinct climactic regions. The eastern region was exposed to a wet climate and had thriving vegetation, while the western region was exposed to drought. \nQuestion: Which region had more plants with an ability to change the way the regulated their stomates?", "pos": "Background Paragraph: One interesting thing that has been found in plants that are consistently exposed to drought, is their ability to form a sort of \"memory\". In a study by Tombesi et al., they found plants who had previously been exposed to drought were able to come up with a sort of strategy to minimize water loss and decrease water use. They found that plants who were exposed to drought conditions actually changed they way the regulated their stomates and what they called \"hydraulic safety margin\" so as to decrease the venerability of the plant. By changing the regulation of stomata and subsequently the transpiration, plants were able to function better in situations where the availability of water decreased. \nStory: Austria had two distinct climactic regions. The eastern region was exposed to a wet climate and had thriving vegetation, while the western region was exposed to drought. \nQuestion: Which region had more plants with an ability to come up with a sort of strategy to decrease water use?", "neg": "Background Paragraph: One interesting thing that has been found in plants that are consistently exposed to drought, is their ability to form a sort of \"memory\". In a study by Tombesi et al., they found plants who had previously been exposed to drought were able to come up with a sort of strategy to minimize water loss and decrease water use. They found that plants who were exposed to drought conditions actually changed they way the regulated their stomates and what they called \"hydraulic safety margin\" so as to decrease the venerability of the plant. By changing the regulation of stomata and subsequently the transpiration, plants were able to function better in situations where the availability of water decreased. \nStory: Drought is major concern in the Midwest. To confront the problem scientists are trying to develop drought-resistant crops. To that end, they took a plant that was not exposed to drought. They labeled it as plant A. Then they took a similar plant, and repeatedly exposed it to drought. They labeled it as plant B. They wanted to find out what makes a plant drought-resistant. \nQuestion: In which plant there would be less water loss, plant A or plant 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."}
{"query": "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. \nStory: Two twin sisters were taken to the doctor's office by their parents. It turned out that Mary had hemophilia while Ann didn't have any blood disease. \nQuestion: Which sister was less exposed to the risk of bleeding to death?", "pos": "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. \nStory: Two twin sisters were taken to the doctor's office by their parents. It turned out that Mary had hemophilia while Ann didn't have any blood disease. \nQuestion: Which sister was less exposed to the risk of internal bleeding?", "neg": "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. \nStory: 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. \nQuestion: 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."}
{"query": "Background Paragraph: New species develop naturally through the process of natural selection . Due to natural selection, organisms with traits that better enable them to adapt to their environment will tend to survive and reproduce in greater numbers. Natural selection causes beneficial heritable traits to become more common in a population and unfavorable heritable traits to become less common. For example, a giraffe’s neck is beneficial because it allows the giraffe to reach leaves high in trees. Natural selection caused this beneficial trait to become more common than short necks. \nStory: Mike lives in a cold mid-western city, where there is not much predator prey interaction. Mike noticed that in his city some squirrels have darker coat, while others have lighter coat. He also knew that darker coats are more suitable in cold environment with less predator prey interaction. He started thinking why the squirrels developed different coat colors. \nQuestion: Which coat would most likely become more common, darker or lighter?", "pos": "Background Paragraph: New species develop naturally through the process of natural selection . Due to natural selection, organisms with traits that better enable them to adapt to their environment will tend to survive and reproduce in greater numbers. Natural selection causes beneficial heritable traits to become more common in a population and unfavorable heritable traits to become less common. For example, a giraffe’s neck is beneficial because it allows the giraffe to reach leaves high in trees. Natural selection caused this beneficial trait to become more common than short necks. \nStory: Mike lives in a cold mid-western city, where there is not much predator prey interaction. Mike noticed that in his city some squirrels have darker coat, while others have lighter coat. He also knew that darker coats are more suitable in cold environment with less predator prey interaction. He started thinking why the squirrels developed different coat colors. \nQuestion: Which coat would most likely become less common, darker or lighter?", "neg": "Background Paragraph: New species develop naturally through the process of natural selection . Due to natural selection, organisms with traits that better enable them to adapt to their environment will tend to survive and reproduce in greater numbers. Natural selection causes beneficial heritable traits to become more common in a population and unfavorable heritable traits to become less common. For example, a giraffe’s neck is beneficial because it allows the giraffe to reach leaves high in trees. Natural selection caused this beneficial trait to become more common than short necks. \nStory: Scientists studied two groups of mammals. Group One developed natural selection after a few decades, while group Two didn't. It was yet to be determined why that happened. \nQuestion: Which group will adapt to their environment better?", "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."}
{"query": "Background Paragraph: One interesting thing that has been found in plants that are consistently exposed to drought, is their ability to form a sort of \"memory\". In a study by Tombesi et al., they found plants who had previously been exposed to drought were able to come up with a sort of strategy to minimize water loss and decrease water use. They found that plants who were exposed to drought conditions actually changed they way the regulated their stomates and what they called \"hydraulic safety margin\" so as to decrease the venerability of the plant. By changing the regulation of stomata and subsequently the transpiration, plants were able to function better in situations where the availability of water decreased. \nStory: Drought is major concern in the Midwest. To confront the problem scientists are trying to develop drought-resistant crops. To that end, they took a plant that was not exposed to drought. They labeled it as plant A. Then they took a similar plant, and repeatedly exposed it to drought. They labeled it as plant B. They wanted to find out what makes a plant drought-resistant. \nQuestion: Would plant A function better or worse with less water than plant B?", "pos": "Background Paragraph: One interesting thing that has been found in plants that are consistently exposed to drought, is their ability to form a sort of \"memory\". In a study by Tombesi et al., they found plants who had previously been exposed to drought were able to come up with a sort of strategy to minimize water loss and decrease water use. They found that plants who were exposed to drought conditions actually changed they way the regulated their stomates and what they called \"hydraulic safety margin\" so as to decrease the venerability of the plant. By changing the regulation of stomata and subsequently the transpiration, plants were able to function better in situations where the availability of water decreased. \nStory: Drought is major concern in the Midwest. To confront the problem scientists are trying to develop drought-resistant crops. To that end, they took a plant that was not exposed to drought. They labeled it as plant A. Then they took a similar plant, and repeatedly exposed it to drought. They labeled it as plant B. They wanted to find out what makes a plant drought-resistant. \nQuestion: Would plant B function better or worse with less water than plant A?", "neg": "Background Paragraph: One interesting thing that has been found in plants that are consistently exposed to drought, is their ability to form a sort of \"memory\". In a study by Tombesi et al., they found plants who had previously been exposed to drought were able to come up with a sort of strategy to minimize water loss and decrease water use. They found that plants who were exposed to drought conditions actually changed they way the regulated their stomates and what they called \"hydraulic safety margin\" so as to decrease the venerability of the plant. By changing the regulation of stomata and subsequently the transpiration, plants were able to function better in situations where the availability of water decreased. \nStory: Drought is major concern in the Midwest. To confront the problem scientists are trying to develop drought-resistant crops. To that end, they took a plant that was not exposed to drought. They labeled it as plant A. Then they took a similar plant, and repeatedly exposed it to drought. They labeled it as plant B. They wanted to find out what makes a plant drought-resistant. \nQuestion: Which plant would function worse with less water, plant A or plant 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."}
{"query": "Background Paragraph: During May, June, and July, the Northern Hemisphere is exposed to more direct sunlight because the hemisphere faces the Sun. The same is true of the Southern Hemisphere in November, December, and January. It is Earth's axial tilt that causes the Sun to be higher in the sky during the summer months, which increases the solar flux. However, due to seasonal lag, June, July, and August are the warmest months in the Northern Hemisphere while December, January, and February are the warmest months in the Southern Hemisphere. \nStory: Bill is planning some trips for his business and his family. His coworkers have informed him that they would like to travel in the summer months of June, July, and August, and prefer the temperature to be at its warmest. Bill is also planning to travel with his family and they would prefer to also go when it is the warmest part of the year, but can only travel in December, January, or February.  The options for travel are in the Chile which is in the Southern Hemisphere, and Arizona in the Northern Hemisphere. \nQuestion: Where should Bill take his family to insure it is the warmest part of the year?", "pos": "Background Paragraph: During May, June, and July, the Northern Hemisphere is exposed to more direct sunlight because the hemisphere faces the Sun. The same is true of the Southern Hemisphere in November, December, and January. It is Earth's axial tilt that causes the Sun to be higher in the sky during the summer months, which increases the solar flux. However, due to seasonal lag, June, July, and August are the warmest months in the Northern Hemisphere while December, January, and February are the warmest months in the Southern Hemisphere. \nStory: Bob is planning a couple of trips for himself. He wants to do some traveling in the Northern and Southern Hemisphere. He decided he wants to go to Arizona and Peru at some point in the year, but only wants to go when it is warmest as he hates cold weather.  He is free for his travel in July and August, and again in December and January, and needs to figure out the best months for each of his trips. \nQuestion: Which place will be warmer in December?", "neg": "Background Paragraph: During May, June, and July, the Northern Hemisphere is exposed to more direct sunlight because the hemisphere faces the Sun. The same is true of the Southern Hemisphere in November, December, and January. It is Earth's axial tilt that causes the Sun to be higher in the sky during the summer months, which increases the solar flux. However, due to seasonal lag, June, July, and August are the warmest months in the Northern Hemisphere while December, January, and February are the warmest months in the Southern Hemisphere. \nStory: Bill is planning some trips for his business and his family. His coworkers have informed him that they would like to travel in the summer months of June, July, and August, and prefer the temperature to be at its warmest. Bill is also planning to travel with his family and they would prefer to also go when it is the warmest part of the year, but can only travel in December, January, or February.  The options for travel are in the Chile which is in the Southern Hemisphere, and Arizona in the Northern Hemisphere. \nQuestion: Will Arizona be warmer or colder than Chile in July?", "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."}
{"query": "Background Paragraph: A mycorrhiza (Greek for \"fungus roots\") is a symbiotic association between a fungus and the roots of a plant. In a mycorrhizal association, the fungus may colonize the roots of a host plant by either growing directly into the root cells, or by growing around the root cells. This association provides the fungus with relatively constant and direct access to glucose, which the plant produces by photosynthesis. The mycelia of the fungi increase the surface area of the plant’s root system. The larger surface area improves water and mineral nutrient absorption from the soil. \nStory: Two mycologists studied about mushrooms. Bert studied mycorrhizal fungi, while Vince studied saprophytic mushrooms. \nQuestion: Which person studied more about fungus colonizing roots of a host plant?", "pos": "Background Paragraph: A mycorrhiza (Greek for \"fungus roots\") is a symbiotic association between a fungus and the roots of a plant. In a mycorrhizal association, the fungus may colonize the roots of a host plant by either growing directly into the root cells, or by growing around the root cells. This association provides the fungus with relatively constant and direct access to glucose, which the plant produces by photosynthesis. The mycelia of the fungi increase the surface area of the plant’s root system. The larger surface area improves water and mineral nutrient absorption from the soil. \nStory: Two mycologists were studying fungi. Jim studied more about wood eating mushrooms and gourmet mushrooms, while George decided to study more about mycorrhiza, and its benefits for humans. \nQuestion: Which mycologist learned more about fungus growing directly into the root cells?", "neg": "Background Paragraph: A mycorrhiza (Greek for \"fungus roots\") is a symbiotic association between a fungus and the roots of a plant. In a mycorrhizal association, the fungus may colonize the roots of a host plant by either growing directly into the root cells, or by growing around the root cells. This association provides the fungus with relatively constant and direct access to glucose, which the plant produces by photosynthesis. The mycelia of the fungi increase the surface area of the plant’s root system. The larger surface area improves water and mineral nutrient absorption from the soil. \nStory: Two plants of the same type are growing near the outskirts of the Jorah forest. The first plant, colored red, is healthy and has no fungus on it. The other plant, colored black, has a fungus growing on the roots of it. These plants have been around for centuries and if crushed into a powder actually make a nice seasoning to add to a meal. \nQuestion: Does the red plant absorb more or less nutrients from the soil than the black plant?", "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."}
{"query": "Background Paragraph: Beginning in the late 1970’s, ozone depletion was recognized as a significant environmental issue. The most dramatic decrease in ozone occurs seasonally over the continent of Antarctica. The size and duration of the ozone hole steadily increased, with the largest hole recorded in 2006. Fortunately, most countries have recognized the danger of CFCs and dramatically curtailed their use in recent years. It is hoped that ozone depletion will slow and that the ozone layer may eventually be restored to its earlier levels. \nStory: Ben and Harry were studying about the climatic history of Earth. Ben was more attracted to learning about early Ice Ages, while Harry was curious about the Earth atmosphere and read about ozone depletion and its consequences. \nQuestion: Which person learned more about the most dramatic decrease in ozone?", "pos": "Background Paragraph: Beginning in the late 1970’s, ozone depletion was recognized as a significant environmental issue. The most dramatic decrease in ozone occurs seasonally over the continent of Antarctica. The size and duration of the ozone hole steadily increased, with the largest hole recorded in 2006. Fortunately, most countries have recognized the danger of CFCs and dramatically curtailed their use in recent years. It is hoped that ozone depletion will slow and that the ozone layer may eventually be restored to its earlier levels. \nStory: Ben and Harry were studying about the climatic history of Earth. Ben was more attracted to learning about early Ice Ages, while Harry was curious about the Earth atmosphere and read about ozone depletion and its consequences. \nQuestion: Which person learned more about the duration of the ozone hole over Antarctica?", "neg": "Background Paragraph: Beginning in the late 1970’s, ozone depletion was recognized as a significant environmental issue. The most dramatic decrease in ozone occurs seasonally over the continent of Antarctica. The size and duration of the ozone hole steadily increased, with the largest hole recorded in 2006. Fortunately, most countries have recognized the danger of CFCs and dramatically curtailed their use in recent years. It is hoped that ozone depletion will slow and that the ozone layer may eventually be restored to its earlier levels. \nStory: Factories around the world produce lots of CFCs which deplete the ozone layer. One year a large number of these factories decided they would implement efforts to reduce the amount of CFCs they release into the atmosphere. As a result the depletion of the ozone layer greatly decreased. However, the companies realized that this was hurting profits too much and reverted their decision. As a result the ozone layer began to rapidly deplete again. \nQuestion: Given that half of the companies decide to reduce the amount of CFCs they release , will ozone depletion 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."}
{"query": "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. \nStory: 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. \nQuestion: Would term A change less or more frequently than term B?", "pos": "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. \nStory: 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. \nQuestion: Is term B characterized by longer or shorter time period than term A?", "neg": "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. \nStory: 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. \nQuestion: Which changes more frequently, 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."}
{"query": "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. \nStory: Mike is studying the predator prey relationship. He is specifically studying three species, species A, species B, and species C. Species A is a predator; species B is the prey; and species C is a plant species that species B lives on. Mike now needs to figure out how the predator prey relationship balance the ecosystem. \nQuestion: If species B population decrease, would species C population increase or decrease?", "pos": "Background Paragraph: Apex predators affect prey species' population dynamics and populations of other predators, both in aquatic and in terrestrial ecosystems. Non-native predatory fish, for instance, have sometimes devastated formerly dominant predators. A lake manipulation study found that when the non-native smallmouth bass was removed, lake trout, the suppressed native apex predator, diversified its prey selection and increased its trophic level. As a terrestrial example, the badger, an apex predator, predates on and also competes with the hedgehog, a mesopredator, for food such as insects, small mammals, reptiles, amphibians and ground-nesting bird's eggs. Removal of badgers (in a trial investigating bovine tuberculosis) caused hedgehog densities to more than double. Predators that exert a top-down control on organisms in their community are often considered keystone species. Humans are not considered apex predators because their diets are typically diverse, although human trophic levels increase with consumption of meat. \nStory: Rob is a biologist who is interested in native species conservation. To that end, he conducted two studies, case A and case B. In case A, a non native apex predator C was introduced in formerly apex predator D's habitat. In case B, same non native apex predator C was removed from formerly apex predator D's habitat. He now needs to analyze the results of these studies. \nQuestion: Would predator D's trophic level increase or decrease in case B than in case A?", "neg": "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. \nStory: Mike is studying the predator prey relationship. He is specifically studying three species, species A, species B, and species C. Species A is a predator; species B is the prey; and species C is a plant species that species B lives on. Mike now needs to figure out how the predator prey relationship balance the ecosystem. \nQuestion: Which species can be regarded as the keystone species, species A, species B, or species 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."}
{"query": "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]. \nStory: The Coke Crew met to discuss their experiences. They all said they always had a great experience using coke and used the same amount each time. They told how many times they used coke. Ashley used it 23 times, Judith used it 27 times, Rose used it 32 times, Janice used it 43 times, Kelly used it 57 times, Nicole used it 65 times, and Judy used it 72 times. \nQuestion: Who has a higher tolerance for coke: Janice or Nicole?", "pos": "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]. \nStory: The Coke Crew met to discuss their experiences. They all said they always had a great experience using coke and used the same amount each time. They told how many times they used coke. Ashley used it 23 times, Judith used it 27 times, Rose used it 32 times, Janice used it 43 times, Kelly used it 57 times, Nicole used it 65 times, and Judy used it 72 times. \nQuestion: Who has a higher tolerance for coke: Judith or Nicole?", "neg": "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]. \nStory: The Rope Lopers met to discuss their experiences. They all said they always had a great experience using rope and used the same amount each time. They told how many times they used rope. Sung used it 82 times, Hank used it 72 times, Robt used it 62 times, Jerrold used it 52 times, Jonah used it 42 times, Mac used it 32 times, and Dee used it 22 times. \nQuestion: Who has a higher tolerance for rope: Jerrold or Hank?", "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."}
{"query": "Background Paragraph: During late adulthood, the risk of developing diseases such as cardiovascular diseases and cancer continues to rise. Most people also have a decline in strength and stamina. Their senses may start failing, and their reflex time typically increases. Their immune system also doesn’t work as well as it used to. As a result, common diseases like the flu may become more serious and even lead to death. The majority of late adults develop arthritis, and as many as one in four develop Alzheimer’s disease. \nStory: Mike is a doctor with a local hospital. Today, he is seeing two patients, patient A and patient B. Patient A is in early adulthood, but patient B is in late adulthood. Mike needs to find the differences between the patients to come up with recommendations for them. \nQuestion: Which patient is less at risk for Alzheimer's disease, patient A or patient B?", "pos": "Background Paragraph: During late adulthood, the risk of developing diseases such as cardiovascular diseases and cancer continues to rise. Most people also have a decline in strength and stamina. Their senses may start failing, and their reflex time typically increases. Their immune system also doesn’t work as well as it used to. As a result, common diseases like the flu may become more serious and even lead to death. The majority of late adults develop arthritis, and as many as one in four develop Alzheimer’s disease. \nStory: Mike is a doctor with a local hospital. Today, he is seeing two patients, patient A and patient B. Patient A is in early adulthood, but patient B is in late adulthood. Mike needs to find the differences between the patients to come up with recommendations for them. \nQuestion: Which patient is less at risk for cancer, patient A or patient B?", "neg": "Background Paragraph: During late adulthood, the risk of developing diseases such as cardiovascular diseases and cancer continues to rise. Most people also have a decline in strength and stamina. Their senses may start failing, and their reflex time typically increases. Their immune system also doesn’t work as well as it used to. As a result, common diseases like the flu may become more serious and even lead to death. The majority of late adults develop arthritis, and as many as one in four develop Alzheimer’s disease. \nStory: Robert and his son Michael are going to the doctor for their yearly physical. Robert is currently in the late adulthood phase of his life. Michael, on the other hand, just began adulthood and is still quite young. Both of them want to ask the doctor about their risks for future health problems. \nQuestion: Who is less likely to develop cancer?", "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."}
{"query": "Background Paragraph: Animals may avoid becoming prey by living out of sight of predators, whether in caves, burrows, or by being nocturnal. Nocturnality is an animal behavior characterized by activity during the night and sleeping during the day. This is a behavioral form of detection avoidance called crypsis used by animals to either avoid predation or to enhance prey hunting. Predation risk has long been recognized as critical in shaping behavioral decisions. For example, this predation risk is of prime importance in determining the time of evening emergence in echolocating bats. Although early access during brighter times permits easier foraging, it also leads to a higher predation risk from bat hawks and bat falcons. This results in an optimum evening emergence time that is a compromise between the conflicting demands.Another nocturnal adaptation can be seen in kangaroo rats. They forage in relatively open habitats, and reduce their activity outside their nest burrows in response to moonlight. During a full moon, they shift their activity towards areas of relatively dense cover to compensate for the extra brightness. \nStory: John was studying the species in African Savannah. He noticed that elands, which is a prey animal, are basically nocturnal. On the other hand, wild boars, another prey animal, are not nocturnal. \nQuestion: Which species would be less active at night, elands or wild boars?", "pos": "Background Paragraph: Animals may avoid becoming prey by living out of sight of predators, whether in caves, burrows, or by being nocturnal. Nocturnality is an animal behavior characterized by activity during the night and sleeping during the day. This is a behavioral form of detection avoidance called crypsis used by animals to either avoid predation or to enhance prey hunting. Predation risk has long been recognized as critical in shaping behavioral decisions. For example, this predation risk is of prime importance in determining the time of evening emergence in echolocating bats. Although early access during brighter times permits easier foraging, it also leads to a higher predation risk from bat hawks and bat falcons. This results in an optimum evening emergence time that is a compromise between the conflicting demands.Another nocturnal adaptation can be seen in kangaroo rats. They forage in relatively open habitats, and reduce their activity outside their nest burrows in response to moonlight. During a full moon, they shift their activity towards areas of relatively dense cover to compensate for the extra brightness. \nStory: John was studying the species in African Savannah. He noticed that elands, which is a prey animal, are basically nocturnal. On the other hand, wild boars, another prey animal, are not nocturnal. \nQuestion: Which species would sleep less during the day, elands or wild boars?", "neg": "Background Paragraph: Animals may avoid becoming prey by living out of sight of predators, whether in caves, burrows, or by being nocturnal. Nocturnality is an animal behavior characterized by activity during the night and sleeping during the day. This is a behavioral form of detection avoidance called crypsis used by animals to either avoid predation or to enhance prey hunting. Predation risk has long been recognized as critical in shaping behavioral decisions. For example, this predation risk is of prime importance in determining the time of evening emergence in echolocating bats. Although early access during brighter times permits easier foraging, it also leads to a higher predation risk from bat hawks and bat falcons. This results in an optimum evening emergence time that is a compromise between the conflicting demands.Another nocturnal adaptation can be seen in kangaroo rats. They forage in relatively open habitats, and reduce their activity outside their nest burrows in response to moonlight. During a full moon, they shift their activity towards areas of relatively dense cover to compensate for the extra brightness. \nStory: Nate and Andy were two zoologists. They have been studying the characteristics of nocturnal and diurnal animals. Andy studied nocturnal animals, while Nate studied diurnal animals. \nQuestion: Which zoologist learned less about bats?", "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."}
{"query": "Background Paragraph: Huge amounts of chemicals, such as fertilizers and pesticides, are applied to farm fields (see Figure below ). Some of the chemicals are picked up by rainwater. Runoff then carries the chemicals to nearby rivers or lakes. Dissolved fertilizer causes too much growth of water plants and algae. This can lead to dead zones where nothing can live in lakes and at the mouths of rivers. Some of the chemicals can infiltrate into groundwater. The contaminated water comes up in water wells. If people drink the polluted water, they may get sick. \nStory: Lucy and Sarah are two people who each own a lake that they enjoy spending time at. They have to take care of the lake though and make sure everything is healthy so that the lake can continue to thrive and people will want to visit it. Sarah says she heard a secret that if you dump fertilizer into your lake, the fish will grow twice as large. Sarah says she has just started doing it this past week and can't wait to see the results. Lucy is skeptical and waits to see what happens at Sarah's lake. \nQuestion: Is the fish population going to decrease less in Lucy's lake or Sarah's lake?", "pos": "Background Paragraph: Huge amounts of chemicals, such as fertilizers and pesticides, are applied to farm fields (see Figure below ). Some of the chemicals are picked up by rainwater. Runoff then carries the chemicals to nearby rivers or lakes. Dissolved fertilizer causes too much growth of water plants and algae. This can lead to dead zones where nothing can live in lakes and at the mouths of rivers. Some of the chemicals can infiltrate into groundwater. The contaminated water comes up in water wells. If people drink the polluted water, they may get sick. \nStory: Lucy and Sarah are two people who each own a lake that they enjoy spending time at. They have to take care of the lake though and make sure everything is healthy so that the lake can continue to thrive and people will want to visit it. Sarah says she heard a secret that if you dump fertilizer into your lake, the fish will grow twice as large. Sarah says she has just started doing it this past week and can't wait to see the results. Lucy is skeptical and waits to see what happens at Sarah's lake. \nQuestion: Is the fish population going to decrease more in Lucy's lake or Sarah's lake?", "neg": "Background Paragraph: Huge amounts of chemicals, such as fertilizers and pesticides, are applied to farm fields (see Figure below ). Some of the chemicals are picked up by rainwater. Runoff then carries the chemicals to nearby rivers or lakes. Dissolved fertilizer causes too much growth of water plants and algae. This can lead to dead zones where nothing can live in lakes and at the mouths of rivers. Some of the chemicals can infiltrate into groundwater. The contaminated water comes up in water wells. If people drink the polluted water, they may get sick. \nStory: Lucy and Sarah are two people who each own a lake that they enjoy spending time at. They have to take care of the lake though and make sure everything is healthy so that the lake can continue to thrive and people will want to visit it. Sarah says she heard a secret that if you dump fertilizer into your lake, the fish will grow twice as large. Sarah says she has just started doing it this past week and can't wait to see the results. Lucy is skeptical and waits to see what happens at Sarah's lake. \nQuestion: Is Lucy's lake more or less safe to drink than Sarah'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."}
{"query": "Background Paragraph: This is how ice wedging works. When liquid water changes into solid ice, it increases in volume. You see this when you fill an ice cube tray with water and put it in the freezer. The ice cubes go to a higher level in the tray than the water. You also may have seen this if you put a can of soda into the freezer so that it cools down quickly. If you leave the can in the freezer too long, the liquid expands so much that it bends or pops the can. (For the record, water is very unusual. Most substances get smaller when they change from a liquid to a solid.). \nStory: Jeremy is performing some chores around the kitchen when he decides to pour himself some water into a blue cup. However, this water isn't cold enough so he puts it into the freezer to cool it down. He then pours himself the exact same amount of water in a red cup, but gets a phone call and leaves that cup on the table without taking a sip. He comes back two hours later after the phone call to get his cups of water back. \nQuestion: Which cup is more likely to get a crack in it?", "pos": "Background Paragraph: This is how ice wedging works. When liquid water changes into solid ice, it increases in volume. You see this when you fill an ice cube tray with water and put it in the freezer. The ice cubes go to a higher level in the tray than the water. You also may have seen this if you put a can of soda into the freezer so that it cools down quickly. If you leave the can in the freezer too long, the liquid expands so much that it bends or pops the can. (For the record, water is very unusual. Most substances get smaller when they change from a liquid to a solid.). \nStory: Jeremy is performing some chores around the kitchen when he decides to pour himself some water into a blue cup. However, this water isn't cold enough so he puts it into the freezer to cool it down. He then pours himself the exact same amount of water in a red cup, but gets a phone call and leaves that cup on the table without taking a sip. He comes back two hours later after the phone call to get his cups of water back. \nQuestion: Will the water in the red or blue cup have more volume?", "neg": "Background Paragraph: This is how ice wedging works. When liquid water changes into solid ice, it increases in volume. You see this when you fill an ice cube tray with water and put it in the freezer. The ice cubes go to a higher level in the tray than the water. You also may have seen this if you put a can of soda into the freezer so that it cools down quickly. If you leave the can in the freezer too long, the liquid expands so much that it bends or pops the can. (For the record, water is very unusual. Most substances get smaller when they change from a liquid to a solid.). \nStory: Jeremy is performing some chores around the kitchen when he decides to pour himself some water into a blue cup. However, this water isn't cold enough so he puts it into the freezer to cool it down. He then pours himself the exact same amount of water in a red cup, but gets a phone call and leaves that cup on the table without taking a sip. He comes back two hours later after the phone call to get his cups of water back. \nQuestion: Which cup is less likely to get a crack 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."}
{"query": "Background Paragraph: Sometimes muscles and tendons get injured when a person starts doing an activity before they have warmed up properly. A warm up is a slow increase in the intensity of a physical activity that prepares muscles for an activity. Warming up increases the blood flow to the muscles and increases the heart rate. Warmed-up muscles and tendons are less likely to get injured. For example, before running or playing soccer, a person might jog slowly to warm muscles and increase their heart rate. Even elite athletes need to warm up ( Figure below ). \nStory: Two teams were competing in a 5 km race. White team warmed up before the race, but Blue team arrived with a bus late and didn't have time to warm up properly before the race. \nQuestion: Which team had more athletes with an increased heart rate before the race?", "pos": "Background Paragraph: Sometimes muscles and tendons get injured when a person starts doing an activity before they have warmed up properly. A warm up is a slow increase in the intensity of a physical activity that prepares muscles for an activity. Warming up increases the blood flow to the muscles and increases the heart rate. Warmed-up muscles and tendons are less likely to get injured. For example, before running or playing soccer, a person might jog slowly to warm muscles and increase their heart rate. Even elite athletes need to warm up ( Figure below ). \nStory: Two teams were competing in a 5 km race. White team warmed up before the race, but Blue team arrived with a bus late and didn't have time to warm up properly before the race. \nQuestion: Which team's racers had their muscles prepared for an activity?", "neg": "Background Paragraph: Sometimes muscles and tendons get injured when a person starts doing an activity before they have warmed up properly. A warm up is a slow increase in the intensity of a physical activity that prepares muscles for an activity. Warming up increases the blood flow to the muscles and increases the heart rate. Warmed-up muscles and tendons are less likely to get injured. For example, before running or playing soccer, a person might jog slowly to warm muscles and increase their heart rate. Even elite athletes need to warm up ( Figure below ). \nStory: Tom and Jim go running together once a week. This week Jim skipped his warm up before exercising, because he was a bit late. Tom warmed up properly before running. \nQuestion: Which runner has a higher chance of getting a muscle injury?", "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."}
{"query": "Background Paragraph: A mycorrhiza (Greek for \"fungus roots\") is a symbiotic association between a fungus and the roots of a plant. In a mycorrhizal association, the fungus may colonize the roots of a host plant by either growing directly into the root cells, or by growing around the root cells. This association provides the fungus with relatively constant and direct access to glucose, which the plant produces by photosynthesis. The mycelia of the fungi increase the surface area of the plant’s root system. The larger surface area improves water and mineral nutrient absorption from the soil. \nStory: Fox and Ken were two aspiring horticulturists. Ken studied more about plant pollination, while Fox studied about mycorrhizal fungi. \nQuestion: Which friend read more about a symbiotic association between a fungus and the roots of a plant?", "pos": "Background Paragraph: A mycorrhiza (Greek for \"fungus roots\") is a symbiotic association between a fungus and the roots of a plant. In a mycorrhizal association, the fungus may colonize the roots of a host plant by either growing directly into the root cells, or by growing around the root cells. This association provides the fungus with relatively constant and direct access to glucose, which the plant produces by photosynthesis. The mycelia of the fungi increase the surface area of the plant’s root system. The larger surface area improves water and mineral nutrient absorption from the soil. \nStory: Fox and Ken were two aspiring horticulturists. Ken studied more about plant pollination, while Fox studied about mycorrhizal fungi. \nQuestion: Which friend read more about the mycelia of the fungi increasing the surface area of the plant’s root system?", "neg": "Background Paragraph: A mycorrhiza (Greek for \"fungus roots\") is a symbiotic association between a fungus and the roots of a plant. In a mycorrhizal association, the fungus may colonize the roots of a host plant by either growing directly into the root cells, or by growing around the root cells. This association provides the fungus with relatively constant and direct access to glucose, which the plant produces by photosynthesis. The mycelia of the fungi increase the surface area of the plant’s root system. The larger surface area improves water and mineral nutrient absorption from the soil. \nStory: Fox and Ken were two aspiring horticulturists. Ken studied more about plant pollination, while Fox studied about mycorrhizal fungi. \nQuestion: Which friend read less about fungi growing directly into the root cells?", "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."}
{"query": "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. \nStory: two buildings had different tenants. Building Y had many seniors over 65 years of age, and building X had individuals under 65 years old. \nQuestion: Which building had more people that have more time for their grandchildren?", "pos": "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. \nStory: two buildings had different tenants. Building Y had many seniors over 65 years of age, and building X had individuals under 65 years old. \nQuestion: Which building had more people that have more time for their hobbies?", "neg": "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. \nStory: Mary and Ann met after a long time. Mary was 70 and she was Ann's aunt. She had a number of health problems. Ann was 52 and quite healthy. \nQuestion: Which woman freed up less time for her grandchildren?", "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."}
{"query": "Background Paragraph: Plants called epiphytes grow on other plants. They obtain moisture from the air and make food by photosynthesis. Most epiphytes are ferns or orchids that live in tropical or temperate rainforests (see Figure below ). Host trees provide support, allowing epiphyte plants to obtain air and sunlight high above the forest floor. Being elevated above the ground lets epiphytes get out of the shadows on the forest floor so they can get enough sunlight for photosynthesis. Being elevated may also reduce the risk of being eaten by herbivores and increase the chance of pollination by wind. \nStory: Hawk and Brunt were two colleagues studying about plants. Later on, Hawk got specialized in normal plants, while Brunt decided to learn more about epiphytes. \nQuestion: Which colleague studied less about plants that make food by photosynthesis?", "pos": "Background Paragraph: Plants called epiphytes grow on other plants. They obtain moisture from the air and make food by photosynthesis. Most epiphytes are ferns or orchids that live in tropical or temperate rainforests (see Figure below ). Host trees provide support, allowing epiphyte plants to obtain air and sunlight high above the forest floor. Being elevated above the ground lets epiphytes get out of the shadows on the forest floor so they can get enough sunlight for photosynthesis. Being elevated may also reduce the risk of being eaten by herbivores and increase the chance of pollination by wind. \nStory: Hawk and Brunt were two colleagues studying about plants. Later on, Hawk got specialized in normal plants, while Brunt decided to learn more about epiphytes. \nQuestion: Which colleague studied less about plants that grow on other plants?", "neg": "Background Paragraph: Plants called epiphytes grow on other plants. They obtain moisture from the air and make food by photosynthesis. Most epiphytes are ferns or orchids that live in tropical or temperate rainforests (see Figure below ). Host trees provide support, allowing epiphyte plants to obtain air and sunlight high above the forest floor. Being elevated above the ground lets epiphytes get out of the shadows on the forest floor so they can get enough sunlight for photosynthesis. Being elevated may also reduce the risk of being eaten by herbivores and increase the chance of pollination by wind. \nStory: Hawk and Brunt were two colleagues studying about plants. Later on, Hawk got specialized in normal plants, while Brunt decided to learn more about epiphytes. \nQuestion: Which colleague studied more about plants that grow on other plants?", "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."}
{"query": "Background Paragraph: Carbon dioxide is the most significant long-lived greenhouse gas in Earth's atmosphere. Since the Industrial Revolution anthropogenic emissions – primarily from use of fossil fuels and deforestation – have rapidly increased its concentration in the atmosphere, leading to global warming.  Carbon dioxide also causes ocean acidification because it dissolves in water to form carbonic acid. \nStory: Ben and Andy researched significant greenhouse gasses in Earth's atmosphere. Andy researched more about carbon dioxide, while Ben researched methane gas. \nQuestion: Which researcher studied less about the use of fossil fuels?", "pos": "Background Paragraph: Carbon dioxide is the most significant long-lived greenhouse gas in Earth's atmosphere. Since the Industrial Revolution anthropogenic emissions – primarily from use of fossil fuels and deforestation – have rapidly increased its concentration in the atmosphere, leading to global warming.  Carbon dioxide also causes ocean acidification because it dissolves in water to form carbonic acid. \nStory: Ben and Andy researched significant greenhouse gasses in Earth's atmosphere. Andy researched more about carbon dioxide, while Ben researched methane gas. \nQuestion: Which researcher studied less about anthropogenic emissions?", "neg": "Background Paragraph: Carbon dioxide is the most significant long-lived greenhouse gas in Earth's atmosphere. Since the Industrial Revolution anthropogenic emissions – primarily from use of fossil fuels and deforestation – have rapidly increased its concentration in the atmosphere, leading to global warming.  Carbon dioxide also causes ocean acidification because it dissolves in water to form carbonic acid. \nStory: Two counties were part of the same region. Green county used alternative methods to produce energy, while Brown county used fossil fuels and released a lot of carbon dioxide into the atmosphere. \nQuestion: Which county caused less deforestation?", "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."}
{"query": "Background Paragraph: Located mostly in the Arctic north polar region in the middle of the Northern Hemisphere, the Arctic Ocean is almost completely surrounded by Eurasia and North America. It is partly covered by sea ice throughout the year and almost completely in winter. The Arctic Ocean's surface temperature and salinity vary seasonally as the ice cover melts and freezes; its salinity is the lowest on average of the five major oceans, due to low evaporation, heavy fresh water inflow from rivers and streams, and limited connection and outflow to surrounding oceanic waters with higher salinities. The summer shrinking of the ice has been quoted at 50%. The US National Snow and Ice Data Center (NSIDC) uses satellite data to provide a daily record of Arctic sea ice cover and the rate of melting compared to an average period and specific past years. \nStory: The inuit tribe lived and hunted on the shores of the Arctic ocean., very close to the North pole. The weather there was very cold throughout the year. Their distant cousins the umpala tribe, lived thousands of miles away, on the shores of the Indian ocean, where the weather was humid and warm, in a tropical climate. \nQuestion: Which tribe experienced less sea ice?", "pos": "Background Paragraph: Located mostly in the Arctic north polar region in the middle of the Northern Hemisphere, the Arctic Ocean is almost completely surrounded by Eurasia and North America. It is partly covered by sea ice throughout the year and almost completely in winter. The Arctic Ocean's surface temperature and salinity vary seasonally as the ice cover melts and freezes; its salinity is the lowest on average of the five major oceans, due to low evaporation, heavy fresh water inflow from rivers and streams, and limited connection and outflow to surrounding oceanic waters with higher salinities. The summer shrinking of the ice has been quoted at 50%. The US National Snow and Ice Data Center (NSIDC) uses satellite data to provide a daily record of Arctic sea ice cover and the rate of melting compared to an average period and specific past years. \nStory: The inuit tribe lived and hunted on the shores of the Arctic ocean., very close to the North pole. The weather there was very cold throughout the year. Their distant cousins the umpala tribe, lived thousands of miles away, on the shores of the Indian ocean, where the weather was humid and warm, in a tropical climate. \nQuestion: Which tribe lived near an ocean with higher salinity?", "neg": "Background Paragraph: Located mostly in the Arctic north polar region in the middle of the Northern Hemisphere, the Arctic Ocean is almost completely surrounded by Eurasia and North America. It is partly covered by sea ice throughout the year and almost completely in winter. The Arctic Ocean's surface temperature and salinity vary seasonally as the ice cover melts and freezes; its salinity is the lowest on average of the five major oceans, due to low evaporation, heavy fresh water inflow from rivers and streams, and limited connection and outflow to surrounding oceanic waters with higher salinities. The summer shrinking of the ice has been quoted at 50%. The US National Snow and Ice Data Center (NSIDC) uses satellite data to provide a daily record of Arctic sea ice cover and the rate of melting compared to an average period and specific past years. \nStory: John sailed across two oceans last year. First, he sailed across the Atlantic Ocean, which he noted as location A. Then he sailed across the Arctic Ocean, which he noted as location B. He was so amazed by the Arctic Ocean that he sailed across that ocean twice, time C and time D. Time C was in the summer,and time D was in the winter. \nQuestion: Which place would have lower evaporation, location A or location 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."}
{"query": "Background Paragraph: False precision (also called overprecision, fake precision, misplaced precision and spurious precision) occurs when numerical data are presented in a manner that implies better precision than is justified; since precision is a limit to accuracy, this often leads to overconfidence in the accuracy, named precision bias.[1]. \nStory: David has been working for the government for many years. His expertise is in statistics. He analyzes numerical data to help lawmakers make better decisions. He has now two sets of data in front of him, data set A and data set B. His evaluation finds that data set A is subject to false precision, but data set B is not subject to false precision. He has to decide which data set should be presented to the lawmakers. \nQuestion: Which data set most likely is not as precise as it looks, data set A or data set B?", "pos": "Background Paragraph: False precision (also called overprecision, fake precision, misplaced precision and spurious precision) occurs when numerical data are presented in a manner that implies better precision than is justified; since precision is a limit to accuracy, this often leads to overconfidence in the accuracy, named precision bias.[1]. \nStory: David has been working for the government for many years. His expertise is in statistics. He analyzes numerical data to help lawmakers make better decisions. He has now two sets of data in front of him, data set A and data set B. His evaluation finds that data set A is subject to false precision, but data set B is not subject to false precision. He has to decide which data set should be presented to the lawmakers. \nQuestion: Which data set most probably would cause precision bias, data set A or data set B?", "neg": "Background Paragraph: False precision (also called overprecision, fake precision, misplaced precision and spurious precision) occurs when numerical data are presented in a manner that implies better precision than is justified; since precision is a limit to accuracy, this often leads to overconfidence in the accuracy, named precision bias.[1]. \nStory: David has been working for the government for many years. His expertise is in statistics. He analyzes numerical data to help lawmakers make better decisions. He has now two sets of data in front of him, data set A and data set B. His evaluation finds that data set A is subject to false precision, but data set B is not subject to false precision. He has to decide which data set should be presented to the lawmakers. \nQuestion: Would data set A cause overconfidence or no overconfidence in the accuracy?", "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."}
{"query": "Background Paragraph: A mycorrhiza (Greek for \"fungus roots\") is a symbiotic association between a fungus and the roots of a plant. In a mycorrhizal association, the fungus may colonize the roots of a host plant by either growing directly into the root cells, or by growing around the root cells. This association provides the fungus with relatively constant and direct access to glucose, which the plant produces by photosynthesis. The mycelia of the fungi increase the surface area of the plant’s root system. The larger surface area improves water and mineral nutrient absorption from the soil. \nStory: Two friends studied permaculture together. Bill studied about mycorrhiza, while Red studied about hugel kultur. \nQuestion: Which friend learned more about glucose?", "pos": "Background Paragraph: A mycorrhiza (Greek for \"fungus roots\") is a symbiotic association between a fungus and the roots of a plant. In a mycorrhizal association, the fungus may colonize the roots of a host plant by either growing directly into the root cells, or by growing around the root cells. This association provides the fungus with relatively constant and direct access to glucose, which the plant produces by photosynthesis. The mycelia of the fungi increase the surface area of the plant’s root system. The larger surface area improves water and mineral nutrient absorption from the soil. \nStory: Two friends studied permaculture together. Bill studied about mycorrhiza, while Red studied about hugel kultur. \nQuestion: Which friend learned more about surface areas of root systems?", "neg": "Background Paragraph: A mycorrhiza (Greek for \"fungus roots\") is a symbiotic association between a fungus and the roots of a plant. In a mycorrhizal association, the fungus may colonize the roots of a host plant by either growing directly into the root cells, or by growing around the root cells. This association provides the fungus with relatively constant and direct access to glucose, which the plant produces by photosynthesis. The mycelia of the fungi increase the surface area of the plant’s root system. The larger surface area improves water and mineral nutrient absorption from the soil. \nStory: Two plants of the same type are growing near the outskirts of the Jorah forest. The first plant, colored red, is healthy and has no fungus on it. The other plant, colored black, has a fungus growing on the roots of it. These plants have been around for centuries and if crushed into a powder actually make a nice seasoning to add to a meal. \nQuestion: Does the red plant absorb more or less nutrients from the soil than the black plant?", "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."}
{"query": "Background Paragraph: Since AM fungi are biotrophic, they are dependent on plants for the growth of their hyphal networks. Growing a cover crop extends the time for AM growth into the autumn, winter, and spring. Promotion of hyphal growth creates a more extensive hyphal network. The mycorrhizal colonization increase found in cover crops systems may be largely attributed to an increase in the extraradical hyphal network that can colonize the roots of the new crop (Boswell et al. 1998). The extraradical mycelia are able to survive the winter, providing rapid spring colonization and early season symbiosis (McGonigle and Miller 1999). This early symbiosis allows plants to tap into the well-established hyphal network and be supplied with adequate phosphorus nutrition during early growth, which greatly improves the crop yield. \nStory: Ted had two farmlands. Hill land had good mycorrhizal colonizationbecause ted used cover crops, while Meadow land had fewer AM fungi present in the soil. \nQuestion: Which land had extended time for AM growth?", "pos": "Background Paragraph: Since AM fungi are biotrophic, they are dependent on plants for the growth of their hyphal networks. Growing a cover crop extends the time for AM growth into the autumn, winter, and spring. Promotion of hyphal growth creates a more extensive hyphal network. The mycorrhizal colonization increase found in cover crops systems may be largely attributed to an increase in the extraradical hyphal network that can colonize the roots of the new crop (Boswell et al. 1998). The extraradical mycelia are able to survive the winter, providing rapid spring colonization and early season symbiosis (McGonigle and Miller 1999). This early symbiosis allows plants to tap into the well-established hyphal network and be supplied with adequate phosphorus nutrition during early growth, which greatly improves the crop yield. \nStory: Ted had two farmlands. Hill land had good mycorrhizal colonizationbecause ted used cover crops, while Meadow land had fewer AM fungi present in the soil. \nQuestion: Which land had extended time for AM growth into the autumn?", "neg": "Background Paragraph: Since AM fungi are biotrophic, they are dependent on plants for the growth of their hyphal networks. Growing a cover crop extends the time for AM growth into the autumn, winter, and spring. Promotion of hyphal growth creates a more extensive hyphal network. The mycorrhizal colonization increase found in cover crops systems may be largely attributed to an increase in the extraradical hyphal network that can colonize the roots of the new crop (Boswell et al. 1998). The extraradical mycelia are able to survive the winter, providing rapid spring colonization and early season symbiosis (McGonigle and Miller 1999). This early symbiosis allows plants to tap into the well-established hyphal network and be supplied with adequate phosphorus nutrition during early growth, which greatly improves the crop yield. \nStory: Two farms used AM fungi for the plants. Brown farm also decided to grow cover crops on those parcels of land to help mycorrhizal growth. Orange farm didn't grow cover crops. \nQuestion: Which farm didn't provide extended time for AM fungi growth into the 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."}
{"query": "Background Paragraph: Another example of negative feedback has to do with blood glucose levels. When glucose (sugar) levels in the blood are too high, the pancreas secretes insulin to stimulate the absorption of glucose and the conversion of glucose into glycogen, which is stored in the liver. As blood glucose levels decrease, less insulin is produced. When glucose levels are too low, another hormone called glucagon is produced, which causes the liver to convert glycogen back to glucose. \nStory: Rob is studying medicine in a prestigious university. Today, his professor is teaching about blood glucose levels. He gave example of two patients, patient A and patient B. Patient A had high blood glucose level, but patient B had low blood glucose level. Rob was amazed to find how body keeps its balance. \nQuestion: Would patient A produce more or less insulin than patient B?", "pos": "Background Paragraph: Some processes in the body are regulated by positive feedback. Positive feedback is when a response to an event increases the likelihood of the event to continue. An example of positive feedback is milk production in nursing mothers. As the baby drinks her mother's milk, the hormone prolactin, a chemical signal, is released. The more the baby suckles, the more prolactin is released, which causes more milk to be produced. Other examples of positive feedback include contractions during childbirth. When constrictions in the uterus push a baby into the birth canal, additional contractions occur. \nStory: John is a doctor at the children's hospital. He had two different cases to investigate, case A and case B. In case case A, a baby continued to suckle mother's milk. But in case B, a baby stopped suckling mother's milk. He had to determine the different effects these two cases were causing. \nQuestion: In case A would less or more prolactin be released than in case B?", "neg": "Background Paragraph: Another example of negative feedback has to do with blood glucose levels. When glucose (sugar) levels in the blood are too high, the pancreas secretes insulin to stimulate the absorption of glucose and the conversion of glucose into glycogen, which is stored in the liver. As blood glucose levels decrease, less insulin is produced. When glucose levels are too low, another hormone called glucagon is produced, which causes the liver to convert glycogen back to glucose. \nStory: Rob is studying medicine in a prestigious university. Today, his professor is teaching about blood glucose levels. He gave example of two patients, patient A and patient B. Patient A had high blood glucose level, but patient B had low blood glucose level. Rob was amazed to find how body keeps its balance. \nQuestion: Which patient would convert glucose to glycogen, patient A or 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."}
{"query": "Background Paragraph: Boys and girls between the ages of 9 and 13 should get 9 mg of iron every day. Girls between the ages of 14 and 18 should get 15 mg of iron every day. Boys between the ages of 14 and 18 should get 11 mg of iron every day. Pregnant women need the most iron—27 mg daily. Good sources of iron include shellfish, such as clams and oysters. Red meats, such as beef, are also a good source of iron. Non-animal sources of iron include seeds, nuts, and legumes. Breakfast cereals often have iron added to them in a process called fortification. Some good sources of iron are listed below ( Table below ). Eating vitamin C along with iron-containing food increases the amount of iron that the body can absorb. \nStory: David works as a nutritionist with the public health department. He categorized the certain sections of his county's population. First he categorized boys and girls between nine and thirteen years as cat A. Then he put girls between fourteen and eighteen years in cat B, and boys of the same age in cat C. Lastly, he categorized pregnant women as cat D. He needs to recommend healthy diet, especially iron intake, for each group. \nQuestion: Would cat A need less or more iron than cat B?", "pos": "Background Paragraph: Boys and girls between the ages of 9 and 13 should get 9 mg of iron every day. Girls between the ages of 14 and 18 should get 15 mg of iron every day. Boys between the ages of 14 and 18 should get 11 mg of iron every day. Pregnant women need the most iron—27 mg daily. Good sources of iron include shellfish, such as clams and oysters. Red meats, such as beef, are also a good source of iron. Non-animal sources of iron include seeds, nuts, and legumes. Breakfast cereals often have iron added to them in a process called fortification. Some good sources of iron are listed below ( Table below ). Eating vitamin C along with iron-containing food increases the amount of iron that the body can absorb. \nStory: David works as a nutritionist with the public health department. He categorized the certain sections of his county's population. First he categorized boys and girls between nine and thirteen years as cat A. Then he put girls between fourteen and eighteen years in cat B, and boys of the same age in cat C. Lastly, he categorized pregnant women as cat D. He needs to recommend healthy diet, especially iron intake, for each group. \nQuestion: Would cat C need less or more iron than cat D?", "neg": "Background Paragraph: Boys and girls between the ages of 9 and 13 should get 9 mg of iron every day. Girls between the ages of 14 and 18 should get 15 mg of iron every day. Boys between the ages of 14 and 18 should get 11 mg of iron every day. Pregnant women need the most iron—27 mg daily. Good sources of iron include shellfish, such as clams and oysters. Red meats, such as beef, are also a good source of iron. Non-animal sources of iron include seeds, nuts, and legumes. Breakfast cereals often have iron added to them in a process called fortification. Some good sources of iron are listed below ( Table below ). Eating vitamin C along with iron-containing food increases the amount of iron that the body can absorb. \nStory: David works as a nutritionist with the public health department. He categorized the certain sections of his county's population. First he categorized boys and girls between nine and thirteen years as cat A. Then he put girls between fourteen and eighteen years in cat B, and boys of the same age in cat C. Lastly, he categorized pregnant women as cat D. He needs to recommend healthy diet, especially iron intake, for each group. \nQuestion: For which group David would recommend more iron rich foods, cat B or cat 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."}
{"query": "Background Paragraph: Regions on the Earth's surface (or in its atmosphere) that are high above mean sea level are referred to as high altitude. High altitude is sometimes defined to begin at 2,400 meters (8,000 ft) above sea level.[5][6][7]\n\nAt high altitude, atmospheric pressure is lower than that at sea level. This is due to two competing physical effects: gravity, which causes the air to be as close as possible to the ground; and the heat content of the air, which causes the molecules to bounce off each other and expand.[8]. \nStory: There was a competition for who can get their 15 lb drone the highest into the air. Team 40 got it 3,336 ft. Team 41 got it 4,447 ft. Team 42 go it 5,558 ft. Team 43 got it 6,669 ft. Team 44 got it 11,114 ft. Team 45 got it 12,225 ft. Team 46 got it 13,335 ft. \nQuestion: What team got their drone into high altitude: Team 43 or Team 45?", "pos": "Background Paragraph: Regions on the Earth's surface (or in its atmosphere) that are high above mean sea level are referred to as high altitude. High altitude is sometimes defined to begin at 2,400 meters (8,000 ft) above sea level.[5][6][7]\n\nAt high altitude, atmospheric pressure is lower than that at sea level. This is due to two competing physical effects: gravity, which causes the air to be as close as possible to the ground; and the heat content of the air, which causes the molecules to bounce off each other and expand.[8]. \nStory: There was a competition for who can get their 15 lb drone the highest into the air. Team 40 got it 3,336 ft. Team 41 got it 4,447 ft. Team 42 go it 5,558 ft. Team 43 got it 6,669 ft. Team 44 got it 11,114 ft. Team 45 got it 12,225 ft. Team 46 got it 13,335 ft. \nQuestion: What team got their drone into high altitude: Team 42 or Team 45?", "neg": "Background Paragraph: Regions on the Earth's surface (or in its atmosphere) that are high above mean sea level are referred to as high altitude. High altitude is sometimes defined to begin at 2,400 meters (8,000 ft) above sea level.[5][6][7]\n\nAt high altitude, atmospheric pressure is lower than that at sea level. This is due to two competing physical effects: gravity, which causes the air to be as close as possible to the ground; and the heat content of the air, which causes the molecules to bounce off each other and expand.[8]. \nStory: Ken is an avid mountain climber. This year he reached the summits of two mountains, mountain A and mountain B. Mountain A is only 5000 ft tall while mountain B is \n15000 ft tall. He has also learned a fun fact that water boils faster and at lower temperature at low atmospheric pressure. \nQuestion: Would mountain summit B need higher temperature or lower temperature to boil water compared to mountain summit 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."}
{"query": "Background Paragraph: Our knowledge of electromagnets developed from a series of observations. In 1820, Hans Oersted discovered that a current-carrying wire produced a magnetic field. Later in the same year, André-Marie Ampere discovered that a coil of wire acted like a permanent magnet and François Arago found that an iron bar could be magnetized by putting it inside of a coil of current-carrying wire. Finally, William Sturgeon found that leaving the iron bar inside the coil greatly increased the magnetic field. \nStory: Mark is doing an experiment creating a magnet. He takes a piece of iron named iron bar A and wraps it in a coil of copper wire. After that he puts an electric current through the copper for about an hour. \nQuestion: Given Mark disconnects and unwraps the copper wire, will the magnetic strength of the iron bar have increased or decreased?", "pos": "Background Paragraph: Our knowledge of electromagnets developed from a series of observations. In 1820, Hans Oersted discovered that a current-carrying wire produced a magnetic field. Later in the same year, André-Marie Ampere discovered that a coil of wire acted like a permanent magnet and François Arago found that an iron bar could be magnetized by putting it inside of a coil of current-carrying wire. Finally, William Sturgeon found that leaving the iron bar inside the coil greatly increased the magnetic field. \nStory: Mark is doing an experiment creating a magnet. He takes a piece of iron named iron bar A and wraps it in a coil of copper wire. After that he puts an electric current through the copper for about an hour. \nQuestion: Will leaving an iron bar wrapped in copper wire carrying a current cause the bars magnetic field to increase or decrease?", "neg": "Background Paragraph: Our knowledge of electromagnets developed from a series of observations. In 1820, Hans Oersted discovered that a current-carrying wire produced a magnetic field. Later in the same year, André-Marie Ampere discovered that a coil of wire acted like a permanent magnet and François Arago found that an iron bar could be magnetized by putting it inside of a coil of current-carrying wire. Finally, William Sturgeon found that leaving the iron bar inside the coil greatly increased the magnetic field. \nStory: Mark is doing an experiment creating a magnet. He takes a piece of iron named iron bar A and wraps it in a coil of copper wire. After that he puts an electric current through the copper for about an hour. \nQuestion: Given Mark repeates his experiment with a second iron bar, Iron bar B but leaves it in the coil for 3 hours, which bar has a stronger magnetic field, Iron bar A or Iron bar 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."}
{"query": "Background Paragraph: As shown here, pressure decreases to less than 25% of ground-level atmospheric pressure when we get to an altitude of about six miles. Since this is a common cruising altitude for commercial airplanes, pressurized cabins are needed for the comfort and survival of the passengers. This is because the density of the air decreases along with the decreasing air pressure, so there is less oxygen in a breath of air. You've probably noticed this effect in high-mountain areas, as it often feels harder to breath. \nStory: Marco is sitting at the bottom of a mountain and painting a picture of it. Lauren, Marco's friend, is sitting about halfway up the mountain and painting a picture of the horizon. The two will compare paintings after they complete their drawings and then will switch places and repeat the task. These two friends do this a couple times a year, and they always enjoy seeing how the other person paints the same object. \nQuestion: Who will find it less difficult to breathe?", "pos": "Background Paragraph: As shown here, pressure decreases to less than 25% of ground-level atmospheric pressure when we get to an altitude of about six miles. Since this is a common cruising altitude for commercial airplanes, pressurized cabins are needed for the comfort and survival of the passengers. This is because the density of the air decreases along with the decreasing air pressure, so there is less oxygen in a breath of air. You've probably noticed this effect in high-mountain areas, as it often feels harder to breath. \nStory: Marco is sitting at the bottom of a mountain and painting a picture of it. Lauren, Marco's friend, is sitting about halfway up the mountain and painting a picture of the horizon. The two will compare paintings after they complete their drawings and then will switch places and repeat the task. These two friends do this a couple times a year, and they always enjoy seeing how the other person paints the same object. \nQuestion: Who gets more oxygen per breath?", "neg": "Background Paragraph: As shown here, pressure decreases to less than 25% of ground-level atmospheric pressure when we get to an altitude of about six miles. Since this is a common cruising altitude for commercial airplanes, pressurized cabins are needed for the comfort and survival of the passengers. This is because the density of the air decreases along with the decreasing air pressure, so there is less oxygen in a breath of air. You've probably noticed this effect in high-mountain areas, as it often feels harder to breath. \nStory: John wanted to see how he would fare in high altitude compared to ground-level. So, he first measured his responses in ground-level. He labeled this part of the study as case A. Then he board on an airplane to reach high altitude, and measured his responses there. He labeled this part of the study as case B. Now, John knows how he needs to prepare for a high altitude hiking. \nQuestion: Would case B see higher or lower air density than 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."}
{"query": "Background Paragraph: A few insects, such as mayflies and some moths, never eat. That’s because their lives are over in just a few hours or days. Once these insects become adults, they lay eggs, and then die. On the other hand, some insects are very healthy eaters. A silkworm eats enough leaves to increase its weight more than 4,000 times in just 56 days, as the silkworm increases in size about 10,000 times since birth. A locust eats its own weight in plants every day. Just imagine eating your own weight in food every day. You probably couldn't. You would most likely get very sick even if you tried. \nStory: Billy has decided to start collecting insects. He wants to build a vibrant collection, has a bunch of different bug boxes to store them in. So far he has captured some mayflies, and some locusts. He is trying to decide how to take care of them. \nQuestion: Will the locusts live longer or shorter lives than the mayflies?", "pos": "Background Paragraph: A few insects, such as mayflies and some moths, never eat. That’s because their lives are over in just a few hours or days. Once these insects become adults, they lay eggs, and then die. On the other hand, some insects are very healthy eaters. A silkworm eats enough leaves to increase its weight more than 4,000 times in just 56 days, as the silkworm increases in size about 10,000 times since birth. A locust eats its own weight in plants every day. Just imagine eating your own weight in food every day. You probably couldn't. You would most likely get very sick even if you tried. \nStory: Billy has decided to start collecting insects. He wants to build a vibrant collection, has a bunch of different bug boxes to store them in. So far he has captured some mayflies, and some locusts. He is trying to decide how to take care of them. \nQuestion: Will the mayflies live longer or shorter lives than the locusts?", "neg": "Background Paragraph: A few insects, such as mayflies and some moths, never eat. That’s because their lives are over in just a few hours or days. Once these insects become adults, they lay eggs, and then die. On the other hand, some insects are very healthy eaters. A silkworm eats enough leaves to increase its weight more than 4,000 times in just 56 days, as the silkworm increases in size about 10,000 times since birth. A locust eats its own weight in plants every day. Just imagine eating your own weight in food every day. You probably couldn't. You would most likely get very sick even if you tried. \nStory: Two entomologists liked studying all types of insects and arthropods. Bill was focused on insects that never eat. His buddy Paul was more focused on the feeding habits of other insects that eat a lot of food. \nQuestion: Which friend learned that a locust eats its own weight in plants every day?", "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."}
{"query": "Background Paragraph: Regions on the Earth's surface (or in its atmosphere) that are high above mean sea level are referred to as high altitude. High altitude is sometimes defined to begin at 2,400 meters (8,000 ft) above sea level.[5][6][7]\n\nAt high altitude, atmospheric pressure is lower than that at sea level. This is due to two competing physical effects: gravity, which causes the air to be as close as possible to the ground; and the heat content of the air, which causes the molecules to bounce off each other and expand.[8]. \nStory: There were Two villages Berg village situated at 3000 ft, at the base of the mountain, and Steep village, situated at 8500 feet. People visiting the area always stop in Berg village and feel great, but they feel bad and winded once they get to Steep village. \nQuestion: Which village is situated closer to sea lever?", "pos": "Background Paragraph: Regions on the Earth's surface (or in its atmosphere) that are high above mean sea level are referred to as high altitude. High altitude is sometimes defined to begin at 2,400 meters (8,000 ft) above sea level.[5][6][7]\n\nAt high altitude, atmospheric pressure is lower than that at sea level. This is due to two competing physical effects: gravity, which causes the air to be as close as possible to the ground; and the heat content of the air, which causes the molecules to bounce off each other and expand.[8]. \nStory: There were Two villages Berg village situated at 3000 ft, at the base of the mountain, and Steep village, situated at 8500 feet. People visiting the area always stop in Berg village and feel great, but they feel bad and winded once they get to Steep village. \nQuestion: Which village has a higher atmospheric pressure?", "neg": "Background Paragraph: Regions on the Earth's surface (or in its atmosphere) that are high above mean sea level are referred to as high altitude. High altitude is sometimes defined to begin at 2,400 meters (8,000 ft) above sea level.[5][6][7]\n\nAt high altitude, atmospheric pressure is lower than that at sea level. This is due to two competing physical effects: gravity, which causes the air to be as close as possible to the ground; and the heat content of the air, which causes the molecules to bounce off each other and expand.[8]. \nStory: There were Two villages Berg village situated at 3000 ft, at the base of the mountain, and Steep village, situated at 8500 feet. People visiting the area always stop in Berg village and feel great, but they feel bad and winded once they get to Steep village. \nQuestion: Which village is situated farther from sea lever?", "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."}
{"query": "Background Paragraph: Sand mining is a direct cause of erosion, and impacts the local wildlife.[2] Various animals depend on sandy beaches for nesting clutches, and mining has led to the near extinction of gharials (a species of crocodile) in India. Disturbance of underwater and coastal sand causes turbidity in the water, which is harmful for organisms like coral that need sunlight. It can also destroy fisheries, financially harming their operators.\n\nRemoval of physical coastal barriers, such as dunes, sometimes leads to flooding of beachside communities, and the destruction of picturesque beaches causes tourism to dissipate. Sand mining is regulated by law in many places, but is often done illegally.[3] Globally, it is a $70 billion industry, with sand selling at up to $90 per cubic yard.[4]. \nStory: Two coastal Canadian towns, Hammond and Soundville decided to start sand mining to bring more money to their budgets. A few months later however, Hammond decided to stop all mining operations and find other sources of income. they wanted to protect the environment. \nQuestion: Which village harmed fewer fisheries?", "pos": "Background Paragraph: Sand mining is a direct cause of erosion, and impacts the local wildlife.[2] Various animals depend on sandy beaches for nesting clutches, and mining has led to the near extinction of gharials (a species of crocodile) in India. Disturbance of underwater and coastal sand causes turbidity in the water, which is harmful for organisms like coral that need sunlight. It can also destroy fisheries, financially harming their operators.\n\nRemoval of physical coastal barriers, such as dunes, sometimes leads to flooding of beachside communities, and the destruction of picturesque beaches causes tourism to dissipate. Sand mining is regulated by law in many places, but is often done illegally.[3] Globally, it is a $70 billion industry, with sand selling at up to $90 per cubic yard.[4]. \nStory: Two coastal Canadian towns, Hammond and Soundville decided to start sand mining to bring more money to their budgets. A few months later however, Hammond decided to stop all mining operations and find other sources of income. they wanted to protect the environment. \nQuestion: Which village made less money from sand mining?", "neg": "Background Paragraph: Sand mining is a direct cause of erosion, and impacts the local wildlife.[2] Various animals depend on sandy beaches for nesting clutches, and mining has led to the near extinction of gharials (a species of crocodile) in India. Disturbance of underwater and coastal sand causes turbidity in the water, which is harmful for organisms like coral that need sunlight. It can also destroy fisheries, financially harming their operators.\n\nRemoval of physical coastal barriers, such as dunes, sometimes leads to flooding of beachside communities, and the destruction of picturesque beaches causes tourism to dissipate. Sand mining is regulated by law in many places, but is often done illegally.[3] Globally, it is a $70 billion industry, with sand selling at up to $90 per cubic yard.[4]. \nStory: The island of Utopia is a popular tourist destination with its great sandy beaches. Two of the most popular beaches are beach A and beach B. Both beaches also have \nlarge wildlife sanctuaries where rare dolphins can be seen. There are some fisheries in both beaches too. This year the government of Utopia is looking for more sources to increase their revenue. They decided to allow sand mining in beach A next year, and earn \nsome extra revenue. \nQuestion: Which beachside comminity might get flooding next year, beach A or beach 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."}
{"query": "Background Paragraph: The trade-off theory of capital structure is the idea that a company chooses how much debt finance and how much equity finance to use by balancing the costs and benefits. The classical version of the hypothesis goes back to Kraus and Litzenberger[1] who considered a balance between the dead-weight costs of bankruptcy and the tax saving benefits of debt. Often agency costs are also included in the balance. This theory is often set up as a competitor theory to the pecking order theory of capital structure. A review of the literature is provided by Frank and Goyal.[2]\n\nAn important purpose of the theory is to explain the fact that corporations usually are financed partly with debt and partly with equity. It states that there is an advantage to financing with debt, the tax benefits of debt and there is a cost of financing with debt, the costs of financial distress including bankruptcy costs of debt and non-bankruptcy costs (e.g. staff leaving, suppliers demanding disadvantageous payment terms, bondholder/stockholder infighting, etc.). The marginal benefit of further increases in debt declines as debt increases, while the marginal cost increases, so that a firm that is optimizing its overall value will focus on this trade-off when choosing how much debt and equity to use for financing. \nStory: Bob is a financial analyst. He used to work for company A. Bob noticed that company A is mostly financed by debt. Recently, he changed job and now working as a financial analyst for another company, company B. Company B has completely different culture than company A. Company B is mostly financed by equity. \nQuestion: Would company B have or not have tax benefits of debt?", "pos": "Background Paragraph: The trade-off theory of capital structure is the idea that a company chooses how much debt finance and how much equity finance to use by balancing the costs and benefits. The classical version of the hypothesis goes back to Kraus and Litzenberger[1] who considered a balance between the dead-weight costs of bankruptcy and the tax saving benefits of debt. Often agency costs are also included in the balance. This theory is often set up as a competitor theory to the pecking order theory of capital structure. A review of the literature is provided by Frank and Goyal.[2]\n\nAn important purpose of the theory is to explain the fact that corporations usually are financed partly with debt and partly with equity. It states that there is an advantage to financing with debt, the tax benefits of debt and there is a cost of financing with debt, the costs of financial distress including bankruptcy costs of debt and non-bankruptcy costs (e.g. staff leaving, suppliers demanding disadvantageous payment terms, bondholder/stockholder infighting, etc.). The marginal benefit of further increases in debt declines as debt increases, while the marginal cost increases, so that a firm that is optimizing its overall value will focus on this trade-off when choosing how much debt and equity to use for financing. \nStory: Bob is a financial analyst. He used to work for company A. Bob noticed that company A is mostly financed by debt. Recently, he changed job and now working as a financial analyst for another company, company B. Company B has completely different culture than company A. Company B is mostly financed by equity. \nQuestion: Would company A have or not have tax benefits of debt?", "neg": "Background Paragraph: The trade-off theory of capital structure is the idea that a company chooses how much debt finance and how much equity finance to use by balancing the costs and benefits. The classical version of the hypothesis goes back to Kraus and Litzenberger[1] who considered a balance between the dead-weight costs of bankruptcy and the tax saving benefits of debt. Often agency costs are also included in the balance. This theory is often set up as a competitor theory to the pecking order theory of capital structure. A review of the literature is provided by Frank and Goyal.[2]\n\nAn important purpose of the theory is to explain the fact that corporations usually are financed partly with debt and partly with equity. It states that there is an advantage to financing with debt, the tax benefits of debt and there is a cost of financing with debt, the costs of financial distress including bankruptcy costs of debt and non-bankruptcy costs (e.g. staff leaving, suppliers demanding disadvantageous payment terms, bondholder/stockholder infighting, etc.). The marginal benefit of further increases in debt declines as debt increases, while the marginal cost increases, so that a firm that is optimizing its overall value will focus on this trade-off when choosing how much debt and equity to use for financing. \nStory: Company X stopped taking on more debt, and decided to file for bankruptcy, while company Y, kept benefiting from the tax benefits of debt, having a lower debt level. \nQuestion: Which company fired more people, company X or company Y?", "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."}
{"query": "Background Paragraph: The ozone layer is contained within the stratosphere. In this layer ozone concentrations are about 2 to 8 parts per million, which is much higher than in the lower atmosphere but still very small compared to the main components of the atmosphere. It is mainly located in the lower portion of the stratosphere from about 15–35 km (9.3–21.7 mi; 49,000–115,000 ft), though the thickness varies seasonally and geographically. About 90% of the ozone in Earth's atmosphere is contained in the stratosphere. \nStory: The ozone layer helps organisms by protecting them from Sun's ultraviolet radiation. To find the usefulness of ozone layer Mike wanted to see how much ozone are there in the atmosphere. He then collected three samples of atmosphere, sample A sample B, and sample C. Sample A was collected from the upper portion of the stratosphere. Sample B was collected from the lower portion of the stratosphere. Sample C was collected from the lower atmosphere. \nQuestion: Which sample would have lower concentration of ozone, sample A or sample B?", "pos": "Background Paragraph: The ozone layer is contained within the stratosphere. In this layer ozone concentrations are about 2 to 8 parts per million, which is much higher than in the lower atmosphere but still very small compared to the main components of the atmosphere. It is mainly located in the lower portion of the stratosphere from about 15–35 km (9.3–21.7 mi; 49,000–115,000 ft), though the thickness varies seasonally and geographically. About 90% of the ozone in Earth's atmosphere is contained in the stratosphere. \nStory: The ozone layer helps organisms by protecting them from Sun's ultraviolet radiation. To find the usefulness of ozone layer Mike wanted to see how much ozone are there in the atmosphere. He then collected three samples of atmosphere, sample A sample B, and sample C. Sample A was collected from the upper portion of the stratosphere. Sample B was collected from the lower portion of the stratosphere. Sample C was collected from the lower atmosphere. \nQuestion: Which sample's layer would protect less from ultraviolet radiation, sample A or sample B?", "neg": "Background Paragraph: The ozone layer is contained within the stratosphere. In this layer ozone concentrations are about 2 to 8 parts per million, which is much higher than in the lower atmosphere but still very small compared to the main components of the atmosphere. It is mainly located in the lower portion of the stratosphere from about 15–35 km (9.3–21.7 mi; 49,000–115,000 ft), though the thickness varies seasonally and geographically. About 90% of the ozone in Earth's atmosphere is contained in the stratosphere. \nStory: The ozone layer helps organisms by protecting them from Sun's ultraviolet radiation. To find the usefulness of ozone layer Mike wanted to see how much ozone are there in the atmosphere. He then collected three samples of atmosphere, sample A sample B, and sample C. Sample A was collected from the upper portion of the stratosphere. Sample B was collected from the lower portion of the stratosphere. Sample C was collected from the lower atmosphere. \nQuestion: Would sample B have higher or lower concentration of ozone than 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."}
{"query": "Background Paragraph: Each radioactive isotope has a characteristic decay time period—the half-life—that is determined by the amount of time needed for half of a sample to decay. This is an exponential decay process that steadily decreases the proportion of the remaining isotope by 50% every half-life. Hence after two half-lives have passed only 25% of the isotope is present, and so forth. \nStory: David was working in his chemistry lab. He selected two isotopes, sample A and sample B. Sample A had longer half-life, but sample B had shorter half-life. After some time he checked sample A when its one half-life had passed. He noted it as sample A1. Then he came back to see it again when two half-lives had passed. He noted it as sample A2. \nQuestion: Would sample A2 have less or more isotopes than sample A1?", "pos": "Background Paragraph: You generally can’t see, smell, taste, hear, or feel radiation. Fortunately, there are devices such as Geiger counters that can detect radiation. A Geiger counter, like the one pictured in the Figure below , contains atoms of a gas that is ionized if it encounters radiation. When this happens, the gas atoms change to ions that can carry an electric current. The current causes the Geiger counter to click. The faster the clicks occur, the higher the level of radiation. \nStory: Steve is a geologist and is doing a study on the radioactivity of different rocks. He has gathered two distinctly different rocks for examination. The first rock is red in color, and the second is purple in color. He has brought along a Geiger counter to help him with his study. The red rock ends up making the Geiger counter click very rapidly, while the purple rock barely registers any clicks. \nQuestion: Is the purple rock more or less radioactive than the red rock?", "neg": "Background Paragraph: Each radioactive isotope has a characteristic decay time period—the half-life—that is determined by the amount of time needed for half of a sample to decay. This is an exponential decay process that steadily decreases the proportion of the remaining isotope by 50% every half-life. Hence after two half-lives have passed only 25% of the isotope is present, and so forth. \nStory: David was working in his chemistry lab. He selected two isotopes, sample A and sample B. Sample A had longer half-life, but sample B had shorter half-life. After some time he checked sample A when its one half-life had passed. He noted it as sample A1. Then he came back to see it again when two half-lives had passed. He noted it as sample A2. \nQuestion: Which sample would have less isotopes, sample A or sample A1?", "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."}
{"query": "Background Paragraph: While the Grants were on the Galápagos, a drought occurred. As a result, fewer seeds were available for finches to eat. Birds with smaller beaks could crack open and eat only the smaller seeds. Birds with bigger beaks could crack and eat seeds of all sizes. As a result, many of the small-beaked birds died in the drought. Birds with bigger beaks survived and reproduced (see Figure below ). Within 2 years, the average beak size in the finch population increased. Evolution by natural selection had occurred. \nStory: Two islands inhabited by many species of finches went through some climatic changes during the past several years. While Park island hat wetter than average years, Boat island experienced years of drought, so many birds died. \nQuestion: Which island had more small-beaked birds die?", "pos": "Background Paragraph: While the Grants were on the Galápagos, a drought occurred. As a result, fewer seeds were available for finches to eat. Birds with smaller beaks could crack open and eat only the smaller seeds. Birds with bigger beaks could crack and eat seeds of all sizes. As a result, many of the small-beaked birds died in the drought. Birds with bigger beaks survived and reproduced (see Figure below ). Within 2 years, the average beak size in the finch population increased. Evolution by natural selection had occurred. \nStory: Two islands inhabited by many species of finches went through some climatic changes during the past several years. While Park island hat wetter than average years, Boat island experienced years of drought, so many birds died. \nQuestion: Which island had fewer seeds available for the finches?", "neg": "Background Paragraph: A period of very low rainfall occurred while the Grants were on the islands. The drought resulted in fewer seeds for the finches to eat. Birds with smaller beaks could eat only the smaller seeds. Birds with bigger beaks were better off. They could eat seeds of all sizes. Therefore, there was more food available to them. Many of the small-beaked birds died in the drought. More of the big-beaked birds survived and reproduced. Within just a couple of years, the average beak size in the finches increased. This was clearly evolution by natural selection. \nStory: Two ancient continents both had a great bird population. At some point in time, the continent of MU experienced a great drought that lasted for several years. The other continent, Lemuria, was unaffected by the drought. \nQuestion: Which continent had more small-beaked birds die in the drought?", "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."}
{"query": "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. \nStory: Two siblings Jane and Matt, needed eyeglasses. Matt was nearsighted, while Jane was farsighted. they bought themselves two nice pairs of eyeglasses. \nQuestion: Which sibling needed concave corrective lenses?", "pos": "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. \nStory: Two siblings Jane and Matt, needed eyeglasses. Matt was nearsighted, while Jane was farsighted. they bought themselves two nice pairs of eyeglasses. \nQuestion: Which sibling had a difficulty seeing distant objects?", "neg": "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. \nStory: Two groups of people when to the doctor. Group A had myopia, while group B had nearsightedness. Both groups got eyeglasses for their conditions. \nQuestion: Which group didn't have their people inherit their condition?", "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."}
{"query": "Background Paragraph: Communication is any way that animals share information. Many animals live in social groups. For these animals, being able to communicate is essential. Communicating increases the ability of group members to cooperate and avoid conflict. Communication may help animals work together to find food and defend themselves from predators. It also helps them find mates and care for their offspring. In addition, communication helps adult animals teach the next generation learned behaviors. Therefore, communication generally improves the chances of animals surviving and reproducing. \nStory: There are 2 groups of prairie dogs that have been released into the wild. Group A was domesticated and therefor never learned to communicate danger to each other. Group B was rescued from a bad storm but lived in the wild for years before they were captured then released. One day the two groups encountered a lion that was trying to eat them. One of the members of group B made a peculiar high pitched sound, alerting the rest of it's members that there was something dangerous nearby and they all went inside their burrow and hid. The member of group A saw the lion and simply ran as fast as it could without altering any of the other members. Unfortunately one of group A's members was caught and eaten. \nQuestion: Which group has a better chance of survival in the wild, Group A or group B?", "pos": "Background Paragraph: Another possible benefit of aggregation is to protect against predation by group anti-predator behavior. Many species exhibit higher rates of predator vigilance behavior per individual at lower density. This increased vigilance might result in less time and energy spent on foraging, thus reducing the fitness of an individual living in smaller groups. One striking example of such shared vigilance is exhibited by meerkats. Meanwhile, other species move in synchrony to confuse and avoid predators such as schools of sardines and flocks of starlings. The confusion effect that this herding behavior would have on predators will be more effective when more individuals are present.Cooperative feeding. \nStory: Two different types of animals live in the same habitat but have vastly different behaviors. Animals A and B are both the same size which is relatively small. Animal A lives in small groups of 4 or 5. Animal B however lives in very large groups and when they move around they all move at the same time. Both groups are also hunted by the same predator. \nQuestion: Which group likely relies on confusing potential predators, group A or B?", "neg": "Background Paragraph: Communication is any way that animals share information. Many animals live in social groups. For these animals, being able to communicate is essential. Communicating increases the ability of group members to cooperate and avoid conflict. Communication may help animals work together to find food and defend themselves from predators. It also helps them find mates and care for their offspring. In addition, communication helps adult animals teach the next generation learned behaviors. Therefore, communication generally improves the chances of animals surviving and reproducing. \nStory: There are 2 groups of prairie dogs that have been released into the wild. Group A was domesticated and therefor never learned to communicate danger to each other. Group B was rescued from a bad storm but lived in the wild for years before they were captured then released. One day the two groups encountered a lion that was trying to eat them. One of the members of group B made a peculiar high pitched sound, alerting the rest of it's members that there was something dangerous nearby and they all went inside their burrow and hid. The member of group A saw the lion and simply ran as fast as it could without altering any of the other members. Unfortunately one of group A's members was caught and eaten. \nQuestion: Will a domesticated group fair better or worse in the wild when compared to a wild group?", "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."}
{"query": "Background Paragraph: The first direct observational hint that the universe has a finite age came from the observations of 'recession velocities', mostly by Vesto Slipher, combined with distances to the 'nebulae' (galaxies) by Edwin Hubble in a  work published in 1929. Earlier in the 20th century, Hubble and others resolved individual stars within certain nebulae, thus determining that they were galaxies, similar to, but external to, our Milky Way Galaxy. In addition, these galaxies were very large and very far away. Spectra taken of these distant galaxies showed a red shift in their spectral lines presumably caused by the Doppler effect, thus indicating that these galaxies were moving away from the Earth. In addition, the farther away these galaxies seemed to be (the dimmer they appeared to us) the greater was their redshift, and thus the faster they seemed to be moving away. This was the first direct evidence that the universe is not static but expanding. The first estimate of the age of the universe came from the calculation of when all of the objects must have started speeding out from the same point. Hubble's initial value for the universe's age was very low, as the galaxies were assumed to be much closer than later observations found them to be. \nStory: Bob is an astrophysicist. He was pondering about the beginning of our universe. He pinpointed the time when the universe just began to exist. He labeled it as point A. To compare it with present situation of the universe he labeled the present time as point B. \nQuestion: In point A were the galaxies closer or farther from each other than in point B?", "pos": "Background Paragraph: The first direct observational hint that the universe has a finite age came from the observations of 'recession velocities', mostly by Vesto Slipher, combined with distances to the 'nebulae' (galaxies) by Edwin Hubble in a  work published in 1929. Earlier in the 20th century, Hubble and others resolved individual stars within certain nebulae, thus determining that they were galaxies, similar to, but external to, our Milky Way Galaxy. In addition, these galaxies were very large and very far away. Spectra taken of these distant galaxies showed a red shift in their spectral lines presumably caused by the Doppler effect, thus indicating that these galaxies were moving away from the Earth. In addition, the farther away these galaxies seemed to be (the dimmer they appeared to us) the greater was their redshift, and thus the faster they seemed to be moving away. This was the first direct evidence that the universe is not static but expanding. The first estimate of the age of the universe came from the calculation of when all of the objects must have started speeding out from the same point. Hubble's initial value for the universe's age was very low, as the galaxies were assumed to be much closer than later observations found them to be. \nStory: Bob is an astrophysicist. He was pondering about the beginning of our universe. He pinpointed the time when the universe just began to exist. He labeled it as point A. To compare it with present situation of the universe he labeled the present time as point B. \nQuestion: In point B would the redshift be smaller or greater than in point A?", "neg": "Background Paragraph: The first direct observational hint that the universe has a finite age came from the observations of 'recession velocities', mostly by Vesto Slipher, combined with distances to the 'nebulae' (galaxies) by Edwin Hubble in a  work published in 1929. Earlier in the 20th century, Hubble and others resolved individual stars within certain nebulae, thus determining that they were galaxies, similar to, but external to, our Milky Way Galaxy. In addition, these galaxies were very large and very far away. Spectra taken of these distant galaxies showed a red shift in their spectral lines presumably caused by the Doppler effect, thus indicating that these galaxies were moving away from the Earth. In addition, the farther away these galaxies seemed to be (the dimmer they appeared to us) the greater was their redshift, and thus the faster they seemed to be moving away. This was the first direct evidence that the universe is not static but expanding. The first estimate of the age of the universe came from the calculation of when all of the objects must have started speeding out from the same point. Hubble's initial value for the universe's age was very low, as the galaxies were assumed to be much closer than later observations found them to be. \nStory: Bob is an astrophysicist. He was pondering about the beginning of our universe. He pinpointed the time when the universe just began to exist. He labeled it as point A. To compare it with present situation of the universe he labeled the present time as point B. \nQuestion: In which time the redshift was smaller, point A or point 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."}
{"query": "Background Paragraph: Alkali, or Alkaline, soils are clay soils with high pH (> 8.5), a poor soil structure and a low infiltration capacity. Often they have a hard calcareous layer at 0.5 to 1 metre depth. Alkali soils owe their unfavorable physico-chemical properties mainly to the dominating presence of sodium carbonate, which causes the soil to swell[1] and difficult to clarify/settle. They derive their name from the alkali metal group of elements, to which sodium belongs, and which can induce basicity. Sometimes these soils are also referred to as alkaline sodic soils.\nAlkaline soils are basic, but not all basic soils are alkaline. \nStory: Two brothers have a piece of land each, situated 2 miles from each other. Jim's land is not very fertile because it has clay soil with a high pH, while Bob's land has very fertile soil and has a good productivity on it. \nQuestion: Which of the two pieces of land has a high pH?", "pos": "Background Paragraph: Alkali, or Alkaline, soils are clay soils with high pH (> 8.5), a poor soil structure and a low infiltration capacity. Often they have a hard calcareous layer at 0.5 to 1 metre depth. Alkali soils owe their unfavorable physico-chemical properties mainly to the dominating presence of sodium carbonate, which causes the soil to swell[1] and difficult to clarify/settle. They derive their name from the alkali metal group of elements, to which sodium belongs, and which can induce basicity. Sometimes these soils are also referred to as alkaline sodic soils.\nAlkaline soils are basic, but not all basic soils are alkaline. \nStory: Two brothers have a piece of land each, situated 2 miles from each other. Jim's land is not very fertile because it has clay soil with a high pH, while Bob's land has very fertile soil and has a good productivity on it. \nQuestion: Which of the two pieces of land is less fertile?", "neg": "Background Paragraph: Alkali, or Alkaline, soils are clay soils with high pH (> 8.5), a poor soil structure and a low infiltration capacity. Often they have a hard calcareous layer at 0.5 to 1 metre depth. Alkali soils owe their unfavorable physico-chemical properties mainly to the dominating presence of sodium carbonate, which causes the soil to swell[1] and difficult to clarify/settle. They derive their name from the alkali metal group of elements, to which sodium belongs, and which can induce basicity. Sometimes these soils are also referred to as alkaline sodic soils.\nAlkaline soils are basic, but not all basic soils are alkaline. \nStory: Albert is planning on having a garden soon. He has done his research and find out that he cannot buy soil that is above a pH of seven. He sees several options for sale, including Alkali soil and a basic soil. \nQuestion: Which soil should Albert avoid buying because of high pH value?", "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."}
{"query": "Background Paragraph: Mantle melting can come about three ways: (1) when the temperature rises, (2) if the pressure lowers (which lowers the melting point), and (3) if water is added, which lowers the melting point. Two of these (1 and 3) might explain why there are volcanoes at convergent plate boundaries the temperature of the subducting plate increases as it sinks into the hot mantle (1). Sediments lying on top of the subducting plate contain water. As the sediments subduct, the water rises into the overlying mantle material. This lowers the melting temperature of the mantle (3). When the mantle above the subducting plate melts, volcanoes form above it. This leads to volcanoes in an island arc or continental arc. \nStory: Two geologists studied the Earth's crust. Benny studied mantle melting, while Vinny studied more about crust displacement. \nQuestion: Which scientist observed more mantles above the subducting plate melting?", "pos": "Background Paragraph: Mantle melting can come about three ways: (1) when the temperature rises, (2) if the pressure lowers (which lowers the melting point), and (3) if water is added, which lowers the melting point. Two of these (1 and 3) might explain why there are volcanoes at convergent plate boundaries the temperature of the subducting plate increases as it sinks into the hot mantle (1). Sediments lying on top of the subducting plate contain water. As the sediments subduct, the water rises into the overlying mantle material. This lowers the melting temperature of the mantle (3). When the mantle above the subducting plate melts, volcanoes form above it. This leads to volcanoes in an island arc or continental arc. \nStory: Two geologists studied the Earth's crust. Benny studied mantle melting, while Vinny studied more about crust displacement. \nQuestion: Which scientist observed more volcanoes forming?", "neg": "Background Paragraph: Mantle melting can come about three ways: (1) when the temperature rises, (2) if the pressure lowers (which lowers the melting point), and (3) if water is added, which lowers the melting point. Two of these (1 and 3) might explain why there are volcanoes at convergent plate boundaries the temperature of the subducting plate increases as it sinks into the hot mantle (1). Sediments lying on top of the subducting plate contain water. As the sediments subduct, the water rises into the overlying mantle material. This lowers the melting temperature of the mantle (3). When the mantle above the subducting plate melts, volcanoes form above it. This leads to volcanoes in an island arc or continental arc. \nStory: Two scientist, Pete and Gill, studied the Earth's crust and geology. Pete studied earthquakes, while Gill studied mantles and volcanos. \nQuestion: Which person studied more about convergent plate boundaries?", "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."}
{"query": "Background Paragraph: Machines make work easier by increasing the amount of force that is applied, increasing the distance over which the force is applied, or changing the direction in which the force is applied. Contrary to popular belief, machines do not increase the amount of work that is done. They just change how the work is done. So if a machine increases the force applied, it must apply the force over a shorter distance. Similarly, if a machine increases the distance over which the force is applied, it must apply less force. \nStory: Archimedes was a great scientist. He was also a great inventor of machines. He once said that if he could stand somewhere, he could move the earth with his machine. Hearing that, king of Sicily called Archimedes and his fellow scientist Ptolemy to come up with great inventions. Archimedes, as everyone expected, came up with a great machine. But Ptolemy couldn't do much in such a limited time. So, his device was not a machine. \nQuestion: Whose device would not make work easier, Archimedes or Ptolemy?", "pos": "Background Paragraph: Machines make work easier by increasing the amount of force that is applied, increasing the distance over which the force is applied, or changing the direction in which the force is applied. Contrary to popular belief, machines do not increase the amount of work that is done. They just change how the work is done. So if a machine increases the force applied, it must apply the force over a shorter distance. Similarly, if a machine increases the distance over which the force is applied, it must apply less force. \nStory: Archimedes was a great scientist. He was also a great inventor of machines. He once said that if he could stand somewhere, he could move the earth with his machine. Hearing that, king of Sicily called Archimedes and his fellow scientist Ptolemy to come up with great inventions. Archimedes, as everyone expected, came up with a great machine. But Ptolemy couldn't do much in such a limited time. So, his device was not a machine. \nQuestion: Whose device would have less distance for applied force, Archimedes or Ptolemy?", "neg": "Background Paragraph: Machines make work easier by increasing the amount of force that is applied, increasing the distance over which the force is applied, or changing the direction in which the force is applied. Contrary to popular belief, machines do not increase the amount of work that is done. They just change how the work is done. So if a machine increases the force applied, it must apply the force over a shorter distance. Similarly, if a machine increases the distance over which the force is applied, it must apply less force. \nStory: Archimedes was a great scientist. He was also a great inventor of machines. He once said that if he could stand somewhere, he could move the earth with his machine. Hearing that, king of Sicily called Archimedes and his fellow scientist Ptolemy to come up with great inventions. Archimedes, as everyone expected, came up with a great machine. But Ptolemy couldn't do much in such a limited time. So, his device was not a machine. \nQuestion: Would Ptolemy's device have created less or more applied force than Archimedes' one?", "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."}
{"query": "Background Paragraph: Compared to conventional milk production, organic milk production tends to have lower eutrophication potential per ton of milk or per hectare of farmland, because it potentially reduces leaching of nitrates (NO3−) and phosphates (PO4−) due to lower fertilizer application rates. Because organic milk production reduces pesticides utilization, it increases land use per ton of milk due to decreased crop yields per hectare. Mainly due to the lower level of concentrates given to cows in organic herds, organic dairy farms generally produce less milk per cow than conventional dairy farms. Because of the increased use of roughage and the, on-average, lower milk production level per cow, some research has connected organic milk production with increases in the emission of methane.Animal welfare issues vary among dairy farms and are not necessarily related to the way of producing milk (organically or conventionally). \nStory: Robert and his brother Dale are both dairy farmers that primarily produce milk products. Both Robert and Dale have farms that approximately the same size. Dale prefers to produce milk conventionally, as he likes the way that conventional milk tastes. Robert, on the other hand, decided to switch to organic milk production after reading an article online about it. \nQuestion: Whose farm, Robert's or Dale's, will use higher amounts of pesticides?", "pos": "Background Paragraph: Compared to conventional milk production, organic milk production tends to have lower eutrophication potential per ton of milk or per hectare of farmland, because it potentially reduces leaching of nitrates (NO3−) and phosphates (PO4−) due to lower fertilizer application rates. Because organic milk production reduces pesticides utilization, it increases land use per ton of milk due to decreased crop yields per hectare. Mainly due to the lower level of concentrates given to cows in organic herds, organic dairy farms generally produce less milk per cow than conventional dairy farms. Because of the increased use of roughage and the, on-average, lower milk production level per cow, some research has connected organic milk production with increases in the emission of methane.Animal welfare issues vary among dairy farms and are not necessarily related to the way of producing milk (organically or conventionally). \nStory: Robert and his brother Dale are both dairy farmers that primarily produce milk products. Both Robert and Dale have farms that approximately the same size. Dale prefers to produce milk conventionally, as he likes the way that conventional milk tastes. Robert, on the other hand, decided to switch to organic milk production after reading an article online about it. \nQuestion: Whose farm, Robert's or Dale's, will produce lower emissions of methane?", "neg": "Background Paragraph: Compared to conventional milk production, organic milk production tends to have lower eutrophication potential per ton of milk or per hectare of farmland, because it potentially reduces leaching of nitrates (NO3−) and phosphates (PO4−) due to lower fertilizer application rates. Because organic milk production reduces pesticides utilization, it increases land use per ton of milk due to decreased crop yields per hectare. Mainly due to the lower level of concentrates given to cows in organic herds, organic dairy farms generally produce less milk per cow than conventional dairy farms. Because of the increased use of roughage and the, on-average, lower milk production level per cow, some research has connected organic milk production with increases in the emission of methane.Animal welfare issues vary among dairy farms and are not necessarily related to the way of producing milk (organically or conventionally). \nStory: There are two dairy farms in the town of Milkton and both are about the same size. Farm A produces only organic milk. Farm B does not but they are considering switching production to organic milk. \nQuestion: Given farm B goes through with it's switch to being organic, will it likely increase or decrease its leaching of nitrates?", "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."}
{"query": "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!. \nStory: In year 2200, David is an astronaut and an avid galaxy hopper from a planet hundred light years away. He ended up in the solar system in search of water. He identified three planets, planet A, planet B and planet C. Little did he know that less than a hundred years ago people used to call planet A as Earth, planet B as Venus, and planet C as Mercury. \nQuestion: Which planet would be cooler, planet B or planet C?", "pos": "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!. \nStory: In year 2200, David is an astronaut and an avid galaxy hopper from a planet hundred light years away. He ended up in the solar system in search of water. He identified three planets, planet A, planet B and planet C. Little did he know that less than a hundred years ago people used to call planet A as Earth, planet B as Venus, and planet C as Mercury. \nQuestion: Which planet would have lower pressure on the surface, planet A or planet B?", "neg": "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!. \nStory: In year 2200, David is an astronaut and an avid galaxy hopper from a planet hundred light years away. He ended up in the solar system in search of water. He identified three planets, planet A, planet B and planet C. Little did he know that less than a hundred years ago people used to call planet A as Earth, planet B as Venus, and planet C as Mercury. \nQuestion: Would planet B have stronger or weaker greenhouse effect than planet 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."}
{"query": "Background Paragraph: Regions on the Earth's surface (or in its atmosphere) that are high above mean sea level are referred to as high altitude. High altitude is sometimes defined to begin at 2,400 meters (8,000 ft) above sea level.[5][6][7]\n\nAt high altitude, atmospheric pressure is lower than that at sea level. This is due to two competing physical effects: gravity, which causes the air to be as close as possible to the ground; and the heat content of the air, which causes the molecules to bounce off each other and expand.[8]. \nStory: There was a competition for who can get their 15 lb drone the highest into the air. Team 40 got it 3,336 ft. Team 41 got it 4,447 ft. Team 42 go it 5,558 ft. Team 43 got it 6,669 ft. Team 44 got it 11,114 ft. Team 45 got it 12,225 ft. Team 46 got it 13,335 ft. \nQuestion: What team got their drone into high altitude: Team 41 or Team 44?", "pos": "Background Paragraph: Regions on the Earth's surface (or in its atmosphere) that are high above mean sea level are referred to as high altitude. High altitude is sometimes defined to begin at 2,400 meters (8,000 ft) above sea level.[5][6][7]\n\nAt high altitude, atmospheric pressure is lower than that at sea level. This is due to two competing physical effects: gravity, which causes the air to be as close as possible to the ground; and the heat content of the air, which causes the molecules to bounce off each other and expand.[8]. \nStory: There was a competition for who can get their 15 lb drone the highest into the air. Team 40 got it 3,336 ft. Team 41 got it 4,447 ft. Team 42 go it 5,558 ft. Team 43 got it 6,669 ft. Team 44 got it 11,114 ft. Team 45 got it 12,225 ft. Team 46 got it 13,335 ft. \nQuestion: What team got their drone into high altitude: Team 41 or Team 46?", "neg": "Background Paragraph: Regions on the Earth's surface (or in its atmosphere) that are high above mean sea level are referred to as high altitude. High altitude is sometimes defined to begin at 2,400 meters (8,000 ft) above sea level.[5][6][7]\n\nAt high altitude, atmospheric pressure is lower than that at sea level. This is due to two competing physical effects: gravity, which causes the air to be as close as possible to the ground; and the heat content of the air, which causes the molecules to bounce off each other and expand.[8]. \nStory: Ken is an avid mountain climber. This year he reached the summits of two mountains, mountain A and mountain B. Mountain A is only 5000 ft tall while mountain B is \n15000 ft tall. He has also learned a fun fact that water boils faster and at lower temperature at low atmospheric pressure. \nQuestion: Would mountain summit B need higher temperature or lower temperature to boil water compared to mountain summit 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."}
{"query": "Background Paragraph: Reactions are favorable when they result in a decrease in enthalpy and an increase in entropy of the system. When both of these conditions are met, the reaction occurs naturally. A spontaneous reaction is a reaction that favors the formation of products at the conditions under which the reaction is occurring. A roaring bonfire is an example of a spontaneous reaction, since it is exothermic (there is a decrease in the energy of the system as energy is released to the surroundings as heat). The products of a fire are composed partly of gases such as carbon dioxide and water vapor. The entropy of the system increases during a combustion reaction. The combination of energy decrease and entropy increase dictates that combustion reactions are spontaneous reactions. \nStory: Mike and his family are going on a camping trip. Mike being the outdoors-man he is decides to bring an axe along so they can make an authentic campfire. When they get to the site he chops some wood, piles it up and lights it creating a nice strong flame. \nQuestion: Will entropy increase or decrease when lighting a campfire?", "pos": "Background Paragraph: Reactions are favorable when they result in a decrease in enthalpy and an increase in entropy of the system. When both of these conditions are met, the reaction occurs naturally. A spontaneous reaction is a reaction that favors the formation of products at the conditions under which the reaction is occurring. A roaring bonfire is an example of a spontaneous reaction, since it is exothermic (there is a decrease in the energy of the system as energy is released to the surroundings as heat). The products of a fire are composed partly of gases such as carbon dioxide and water vapor. The entropy of the system increases during a combustion reaction. The combination of energy decrease and entropy increase dictates that combustion reactions are spontaneous reactions. \nStory: Mike and his family are going on a camping trip. Mike being the outdoors-man he is decides to bring an axe along so they can make an authentic campfire. When they get to the site he chops some wood, piles it up and lights it creating a nice strong flame. \nQuestion: Will enthalpy increase or decrease when lighting a campfire?", "neg": "Background Paragraph: Reactions are favorable when they result in a decrease in enthalpy and an increase in entropy of the system. When both of these conditions are met, the reaction occurs naturally. A spontaneous reaction is a reaction that favors the formation of products at the conditions under which the reaction is occurring. A roaring bonfire is an example of a spontaneous reaction, since it is exothermic (there is a decrease in the energy of the system as energy is released to the surroundings as heat). The products of a fire are composed partly of gases such as carbon dioxide and water vapor. The entropy of the system increases during a combustion reaction. The combination of energy decrease and entropy increase dictates that combustion reactions are spontaneous reactions. \nStory: Mike and his family are going on a camping trip. Mike being the outdoors-man he is decides to bring an axe along so they can make an authentic campfire. When they get to the site he chops some wood, piles it up and lights it creating a nice strong flame. \nQuestion: Which would be considered entropy, the wood being consumed in the fire or the heat of the fire?", "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."}
{"query": "Background Paragraph: Regions on the Earth's surface (or in its atmosphere) that are high above mean sea level are referred to as high altitude. High altitude is sometimes defined to begin at 2,400 meters (8,000 ft) above sea level.[5][6][7]\n\nAt high altitude, atmospheric pressure is lower than that at sea level. This is due to two competing physical effects: gravity, which causes the air to be as close as possible to the ground; and the heat content of the air, which causes the molecules to bounce off each other and expand.[8]. \nStory: There was a competition for who can get their yellow drone the highest into the air. Team 7 got it 3,335 ft. Team 8 got it 4,445 ft. Team 9 go it 5,565 ft. Team 10 got it 6,645 ft. Team 11 got it 11,635 ft. Team 12 got it 14,875 ft. Team 13 got it 15,895 ft. \nQuestion: What team got their drone into high altitude: Team 10 or Team 12?", "pos": "Background Paragraph: Regions on the Earth's surface (or in its atmosphere) that are high above mean sea level are referred to as high altitude. High altitude is sometimes defined to begin at 2,400 meters (8,000 ft) above sea level.[5][6][7]\n\nAt high altitude, atmospheric pressure is lower than that at sea level. This is due to two competing physical effects: gravity, which causes the air to be as close as possible to the ground; and the heat content of the air, which causes the molecules to bounce off each other and expand.[8]. \nStory: There was a competition for who can get their yellow drone the highest into the air. Team 7 got it 3,335 ft. Team 8 got it 4,445 ft. Team 9 go it 5,565 ft. Team 10 got it 6,645 ft. Team 11 got it 11,635 ft. Team 12 got it 14,875 ft. Team 13 got it 15,895 ft. \nQuestion: What team got their drone into high altitude: Team 9 or Team 12?", "neg": "Background Paragraph: Regions on the Earth's surface (or in its atmosphere) that are high above mean sea level are referred to as high altitude. High altitude is sometimes defined to begin at 2,400 meters (8,000 ft) above sea level.[5][6][7]\n\nAt high altitude, atmospheric pressure is lower than that at sea level. This is due to two competing physical effects: gravity, which causes the air to be as close as possible to the ground; and the heat content of the air, which causes the molecules to bounce off each other and expand.[8]. \nStory: Ken is an avid mountain climber. This year he reached the summits of two mountains, mountain A and mountain B. Mountain A is only 5000 ft tall while mountain B is \n15000 ft tall. He has also learned a fun fact that water boils faster and at lower temperature at low atmospheric pressure. \nQuestion: Would mountain summit A need higher temperature or lower temperature to boil water compared to mountain summit 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."}
{"query": "Background Paragraph: In common everyday speech, speed of sound refers to the speed of sound waves in air. However, the speed of sound varies from substance to substance: sound travels most slowly in gases; it travels faster in liquids; and faster still in solids. For example, (as noted above), sound travels at 343 m/s in air; it travels at 1,480 m/s in water (4.3 times as fast as in air); and at 5,120 m/s in iron (about 15 times as fast as in air). In an exceptionally stiff material such as diamond, sound travels at 12,000 metres per second (27,000 mph);[1] (about 35 times as fast as in air) which is around the maximum speed that sound will travel under normal conditions. \nStory: A popular radio station was playing the classic rock songs. There was a radio in a car with a lot of obstacles between the station. There was a fire with a lot of smoke, a river, and a mountain. The man driving the car had a great time listening to the classics. \nQuestion: Where was the radio signal traveling the speediest: river or smoke?", "pos": "Background Paragraph: In common everyday speech, speed of sound refers to the speed of sound waves in air. However, the speed of sound varies from substance to substance: sound travels most slowly in gases; it travels faster in liquids; and faster still in solids. For example, (as noted above), sound travels at 343 m/s in air; it travels at 1,480 m/s in water (4.3 times as fast as in air); and at 5,120 m/s in iron (about 15 times as fast as in air). In an exceptionally stiff material such as diamond, sound travels at 12,000 metres per second (27,000 mph);[1] (about 35 times as fast as in air) which is around the maximum speed that sound will travel under normal conditions. \nStory: A popular radio station was playing the classic rock songs. There was a radio in a car with a lot of obstacles between the station. There was a fire with a lot of smoke, a river, and a mountain. The man driving the car had a great time listening to the classics. \nQuestion: Where was the radio signal traveling at the quickest speed: river or smoke?", "neg": "Background Paragraph: In common everyday speech, speed of sound refers to the speed of sound waves in air. However, the speed of sound varies from substance to substance: sound travels most slowly in gases; it travels faster in liquids; and faster still in solids. For example, (as noted above), sound travels at 343 m/s in air; it travels at 1,480 m/s in water (4.3 times as fast as in air); and at 5,120 m/s in iron (about 15 times as fast as in air). In an exceptionally stiff material such as diamond, sound travels at 12,000 metres per second (27,000 mph);[1] (about 35 times as fast as in air) which is around the maximum speed that sound will travel under normal conditions. \nStory: John and Keith are neighbors. They have been pondering about how to communicate with each other in a doomsday scenario when all the electronic devices would be useless. They connected their houses with three ducts. \nOne of the ducts is filled with air; they called it channel A. Another duct is filled with water; they \ncalled it channel B. And the last duct is filled with iron; they called it channel C. They can now transmit sound with these channels of communication; in case, disaster strikes. \nQuestion: Which channel would be the slowest, channel A,  channel B, or channel 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."}
{"query": "Background Paragraph: The Human Immunodeficiency Virus ( HIV ) is the virus that causes Acquired Immunodeficiency Syndrome ( AIDS ). Most researchers believe that the HIV originated in sub-Saharan Africa during the 20th century. HIV is transmitted by sexual contact and by contact with infected bodily fluids, such as blood, semen, breast milk, and vaginal secretions. It is also passed from mother to fetus. HIV is now a pandemic , with an estimated (as of 2008) 38.6 million people now living with the disease worldwide. It is estimated that AIDS has killed more than 25 million people since it was first recognized in 1981. \nStory: Two colleagues gave blood for an emergency. Ned got infected with HIV because they re-used a needle. His friend Nate was not infected. \nQuestion: Which colleague had a virus that is transmitted by contact with infected vaginal secretions?", "pos": "Background Paragraph: The Human Immunodeficiency Virus ( HIV ) is the virus that causes Acquired Immunodeficiency Syndrome ( AIDS ). Most researchers believe that the HIV originated in sub-Saharan Africa during the 20th century. HIV is transmitted by sexual contact and by contact with infected bodily fluids, such as blood, semen, breast milk, and vaginal secretions. It is also passed from mother to fetus. HIV is now a pandemic , with an estimated (as of 2008) 38.6 million people now living with the disease worldwide. It is estimated that AIDS has killed more than 25 million people since it was first recognized in 1981. \nStory: Two colleagues gave blood for an emergency. Ned got infected with HIV because they re-used a needle. His friend Nate was not infected. \nQuestion: Which colleague had a virus that causes Acquired Immunodeficiency Syndrome ( AIDS )?", "neg": "Background Paragraph: The Human Immunodeficiency Virus ( HIV ) is the virus that causes Acquired Immunodeficiency Syndrome ( AIDS ). Most researchers believe that the HIV originated in sub-Saharan Africa during the 20th century. HIV is transmitted by sexual contact and by contact with infected bodily fluids, such as blood, semen, breast milk, and vaginal secretions. It is also passed from mother to fetus. HIV is now a pandemic , with an estimated (as of 2008) 38.6 million people now living with the disease worldwide. It is estimated that AIDS has killed more than 25 million people since it was first recognized in 1981. \nStory: Two neighboring countries had health epidemics. While Ghana had a measles problem, Niger had a very serious HIV problem that seemed to get out of control. \nQuestion: Which country had fewer people transmitting HIV by contact with infected breast milk?", "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."}
{"query": "Background Paragraph: Medical research on the effects of excessive light on the human body suggests that a variety of adverse health effects may be caused by light pollution or excessive light exposure, and some lighting design textbooks[33] use human health as an explicit criterion for proper interior lighting. Health effects of over-illumination or improper spectral composition of light may include: increased headache incidence, worker fatigue, medically defined stress, decrease in sexual function and increase in anxiety.[34][35][36][37] Likewise, animal models have been studied demonstrating unavoidable light to produce adverse effect on mood and anxiety.[38] For those who need to be awake at night, light at night also has an acute effect on alertness and mood.[39]. \nStory: Two friends, John and Abe, worked at the same warehouse. John was exposed to very strong light all the time, while Abe worked in a  more normal environment. John started experiencing health problems after a while. \nQuestion: Which worker experienced weaker effects on alertness and mood, John or Abe?", "pos": "Background Paragraph: Medical research on the effects of excessive light on the human body suggests that a variety of adverse health effects may be caused by light pollution or excessive light exposure, and some lighting design textbooks[33] use human health as an explicit criterion for proper interior lighting. Health effects of over-illumination or improper spectral composition of light may include: increased headache incidence, worker fatigue, medically defined stress, decrease in sexual function and increase in anxiety.[34][35][36][37] Likewise, animal models have been studied demonstrating unavoidable light to produce adverse effect on mood and anxiety.[38] For those who need to be awake at night, light at night also has an acute effect on alertness and mood.[39]. \nStory: Two friends, John and Abe, worked at the same warehouse. John was exposed to very strong light all the time, while Abe worked in a  more normal environment. John started experiencing health problems after a while. \nQuestion: Which worker experienced fewer adverse effects on mood and anxiety, John or Abe?", "neg": "Background Paragraph: Medical research on the effects of excessive light on the human body suggests that a variety of adverse health effects may be caused by light pollution or excessive light exposure, and some lighting design textbooks[33] use human health as an explicit criterion for proper interior lighting. Health effects of over-illumination or improper spectral composition of light may include: increased headache incidence, worker fatigue, medically defined stress, decrease in sexual function and increase in anxiety.[34][35][36][37] Likewise, animal models have been studied demonstrating unavoidable light to produce adverse effect on mood and anxiety.[38] For those who need to be awake at night, light at night also has an acute effect on alertness and mood.[39]. \nStory: A couple met at a cafe to discuss their work weeks. Amy had to spend all day inside a brightly lit room to answer customer's complaints. Bob had to work inside a dimly lit cave to shovel coal. They both enjoyed their steak dinners. \nQuestion: Who is likely to have higher worker fatigue: Amy or Bob?", "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."}
{"query": "Background Paragraph: Something that is elastic can return to its original shape after being stretched or compressed. This property is called elasticity . As you stretch or compress an elastic material like a bungee cord, it resists the change in shape. It exerts a counter force in the opposite direction. This force is called elastic force . The farther the material is stretched or compressed, the greater the elastic force becomes. As soon as the stretching or compressing force is released, elastic force causes the material to spring back to its original shape. You can watch a demonstration of elastic force at this URL:. \nStory: An inventor named Nelly is tinkering around in her home office where she has created two new types of material that could be used in products. The first one she is calling Glubber, and the second she has named Malk. To try to figure out what type of products these new materials may be used for, Nelly is performing various tests. The first test she is doing is securing one end of the material to a table and then pulling on it and letting it go. When she performs this test on some Glubber, the material quickly snaps back toward the table. Performing the same process with some Malk, the material slowly crawls along the floor as it makes its way back to the table. \nQuestion: In Nelly's experiment, which material exerted less elastic force?", "pos": "Background Paragraph: Something that is elastic can return to its original shape after being stretched or compressed. This property is called elasticity . As you stretch or compress an elastic material like a bungee cord, it resists the change in shape. It exerts a counter force in the opposite direction. This force is called elastic force . The farther the material is stretched or compressed, the greater the elastic force becomes. As soon as the stretching or compressing force is released, elastic force causes the material to spring back to its original shape. You can watch a demonstration of elastic force at this URL:. \nStory: An inventor named Nelly is tinkering around in her home office where she has created two new types of material that could be used in products. The first one she is calling Glubber, and the second she has named Malk. To try to figure out what type of products these new materials may be used for, Nelly is performing various tests. The first test she is doing is securing one end of the material to a table and then pulling on it and letting it go. When she performs this test on some Glubber, the material quickly snaps back toward the table. Performing the same process with some Malk, the material slowly crawls along the floor as it makes its way back to the table. \nQuestion: Which material is more resistant to changing shape?", "neg": "Background Paragraph: Something that is elastic can return to its original shape after being stretched or compressed. This property is called elasticity . As you stretch or compress an elastic material like a bungee cord, it resists the change in shape. It exerts a counter force in the opposite direction. This force is called elastic force . The farther the material is stretched or compressed, the greater the elastic force becomes. As soon as the stretching or compressing force is released, elastic force causes the material to spring back to its original shape. You can watch a demonstration of elastic force at this URL:. \nStory: Andy is playing with a rubber band. He stretches the rubber band out as far as he can without breaking it. \nQuestion: Will the amount of force required to stretch the rubber band increase or decrease as he stretched it further?", "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."}
{"query": "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. \nStory: A new Earth like planet, recently named Moolton, has been discovered near the outer rim of our galaxy. Scientists have managed to send a rover there and are currently analyzing the planet. They have discovered that the atmospheres of the two planets are composed of the same things, and the surface of Moolton and the species on it are nearly identical to Earth. The only difference is that Moolton is not populated by intelligent life such as humans. So, it is a very natural planet with no industrialization which means there is less chlorine gas being secreted into the atmosphere. \nQuestion: Humans on which planet would be less likely to have skin cancer?", "pos": "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. \nStory: A new Earth like planet, recently named Moolton, has been discovered near the outer rim of our galaxy. Scientists have managed to send a rover there and are currently analyzing the planet. They have discovered that the atmospheres of the two planets are composed of the same things, and the surface of Moolton and the species on it are nearly identical to Earth. The only difference is that Moolton is not populated by intelligent life such as humans. So, it is a very natural planet with no industrialization which means there is less chlorine gas being secreted into the atmosphere. \nQuestion: Which planet's ozone layer is stronger?", "neg": "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. \nStory: A new Earth like planet, recently named Moolton, has been discovered near the outer rim of our galaxy. Scientists have managed to send a rover there and are currently analyzing the planet. They have discovered that the atmospheres of the two planets are composed of the same things, and the surface of Moolton and the species on it are nearly identical to Earth. The only difference is that Moolton is not populated by intelligent life such as humans. So, it is a very natural planet with no industrialization which means there is less chlorine gas being secreted into the atmosphere. \nQuestion: Is the level of UV radiation on Moolton higher or lower than on 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."}
{"query": "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. \nStory: Keith is a doctor at the city hospital. Today, he is seeing six patients, patient A, patient B, patient C, patient D, patient E, and patient F. Patient A is a smoker, but patient B is not a smoker. Patient C uses sunscreen, but patient D does not use any sunscreen. Patient E tans with tanning lamps, but patient F tans in the sun. \nQuestion: Would patient B have higher or lower risk of lung cancer than patient A?", "pos": "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. \nStory: Keith is a doctor at the city hospital. Today, he is seeing six patients, patient A, patient B, patient C, patient D, patient E, and patient F. Patient A is a smoker, but patient B is not a smoker. Patient C uses sunscreen, but patient D does not use any sunscreen. Patient E tans with tanning lamps, but patient F tans in the sun. \nQuestion: Would patient A have higher or lower risk of lung cancer than patient B?", "neg": "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. \nStory: Two smoker friends found out more about cancer. Bill got scared and started making healthy lifestyle choices, while Dan carried on with his life as if nothing happened. \nQuestion: Which friend didn't decide to avoid UV lamps?", "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."}
{"query": "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. \nStory: Two cousins went for a blood test. Tim found out he had hemophilia, while John was normal. Tim had to start taking medication. \nQuestion: Which cousin had a hereditary disease?", "pos": "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. \nStory: Two cousins went for a blood test. Tim found out he had hemophilia, while John was normal. Tim had to start taking medication. \nQuestion: Which cousin has a lack of clotting factors in the blood?", "neg": "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. \nStory: 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. \nQuestion: Would Nicholas have more or less clotting factors in the blood 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."}
{"query": "Background Paragraph: Temperature is a measure of the average kinetic energy of the particles in matter. In everyday usage, temperature indicates a measure of how hot or cold an object is. Temperature is an important parameter in chemistry. When a substance changes from solid to liquid, it is because there was an increase in the temperature of the material. Chemical reactions usually proceed faster if the temperature is increased. Many unstable materials (such as enzymes) will be viable longer at lower temperatures. \nStory: Greg is a scientist working in a lab with a specific metal. The metal is being kept in different storage containers. The containers are all different temperatures, and Greg has misplaced the exact temperature each container is set at unfortunately. All he can go by are his observations. The metal in the Red Box is in liquid form, and the metal in the Blue Box is in a solid form. \nQuestion: Which color box more likely has a lower kinetic energy in it?", "pos": "Background Paragraph: Temperature is a measure of the average kinetic energy of the particles in matter. In everyday usage, temperature indicates a measure of how hot or cold an object is. Temperature is an important parameter in chemistry. When a substance changes from solid to liquid, it is because there was an increase in the temperature of the material. Chemical reactions usually proceed faster if the temperature is increased. Many unstable materials (such as enzymes) will be viable longer at lower temperatures. \nStory: Greg is a scientist working in a lab with a specific metal. The metal is being kept in different storage containers. The containers are all different temperatures, and Greg has misplaced the exact temperature each container is set at unfortunately. All he can go by are his observations. The metal in the Red Box is in liquid form, and the metal in the Blue Box is in a solid form. \nQuestion: Which color box will likely have slower chemical reactions in it?", "neg": "Background Paragraph: Temperature is a measure of the average kinetic energy of the particles in matter. In everyday usage, temperature indicates a measure of how hot or cold an object is. Temperature is an important parameter in chemistry. When a substance changes from solid to liquid, it is because there was an increase in the temperature of the material. Chemical reactions usually proceed faster if the temperature is increased. Many unstable materials (such as enzymes) will be viable longer at lower temperatures. \nStory: Greg is a scientist working in a lab with a specific metal. The metal is being kept in different storage containers. The containers are all different temperatures, and Greg has misplaced the exact temperature each container is set at unfortunately. All he can go by are his observations. The metal in the Red Box is in liquid form, and the metal in the Blue Box is in a solid form. \nQuestion: Is the Red Box temperature likely higher or lower than the Blue Box?", "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."}
{"query": "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. \nStory: 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. \nQuestion: The bulb in which room doesn't have an electric current?", "pos": "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. \nStory: 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. \nQuestion: The bulb in which room has less gas in it?", "neg": "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. \nStory: 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. \nQuestion: Given James sees the yellow street light light up, which type of vapor light is it likely to be, Mercury or Sodium?", "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."}
{"query": "Background Paragraph: About 10% of sedimentary rocks are limestones. The solubility of limestone in water and weak acid solutions leads to karst landscapes, in which water erodes the limestone over thousands to millions of years. Most cave systems are through limestone bedrock. \nStory: The Berg mountains in Berg county are of a volcanic nature, very massive, few caves. The Gorge mountains in Gorge county are made of sedimentary rocks, predominantly limestone. They were exposed to water and that lead to karst lanscapes, caves, blue holes, stalactites and stalagmites. \nQuestion: Which of the two mountains had more karst landscapes?", "pos": "Background Paragraph: About 10% of sedimentary rocks are limestones. The solubility of limestone in water and weak acid solutions leads to karst landscapes, in which water erodes the limestone over thousands to millions of years. Most cave systems are through limestone bedrock. \nStory: The Berg mountains in Berg county are of a volcanic nature, very massive, few caves. The Gorge mountains in Gorge county are made of sedimentary rocks, predominantly limestone. They were exposed to water and that lead to karst lanscapes, caves, blue holes, stalactites and stalagmites. \nQuestion: Which of the two mountains had more blue holes?", "neg": "Background Paragraph: About 10% of sedimentary rocks are limestones. The solubility of limestone in water and weak acid solutions leads to karst landscapes, in which water erodes the limestone over thousands to millions of years. Most cave systems are through limestone bedrock. \nStory: The Berg mountains in Berg county are of a volcanic nature, very massive, few caves. The Gorge mountains in Gorge county are made of sedimentary rocks, predominantly limestone. They were exposed to water and that lead to karst lanscapes, caves, blue holes, stalactites and stalagmites. \nQuestion: Which of the two mountains had less blue holes?", "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."}
{"query": "Background Paragraph: Active transport occurs when a substance passes through the cell membrane with the help of extra energy. This happens when a substance moves from an area where it is less concentrated to an area where it is more concentrated. This is the opposite of diffusion. The substance moves up, instead of down, the concentration gradient. Like rolling a ball uphill, this requires an input of energy. The energy comes from the molecule named ATP (adenosine triphosphate). The energy allows special transport proteins called pumps to move substances to areas of higher concentration. An example is the sodium-potassium pump. \nStory: John is trying to figure out how substance passes through the cell membrane. He noticed two different cases, case A and case B. In case A active transport is involved, but in case B diffusion is involved. He needs to do further study to learn about the details of these processes. \nQuestion: In case A, would the substance move up or down the concentration gradient than in case B?", "pos": "Background Paragraph: Active transport occurs when a substance passes through the cell membrane with the help of extra energy. This happens when a substance moves from an area where it is less concentrated to an area where it is more concentrated. This is the opposite of diffusion. The substance moves up, instead of down, the concentration gradient. Like rolling a ball uphill, this requires an input of energy. The energy comes from the molecule named ATP (adenosine triphosphate). The energy allows special transport proteins called pumps to move substances to areas of higher concentration. An example is the sodium-potassium pump. \nStory: Gary is a high school student examining two cells under a microscope for his biology class. In a petri dish, marked Cell X, Gary sees that substances inside the cell are spreading apart from each other making it less concentrated. In the dish marked Cell Y, Gary sees substances coming together and moving into close proximity to one another. \nQuestion: Is cell Y moving up or down the concentration gradient?", "neg": "Background Paragraph: Active transport occurs when a substance passes through the cell membrane with the help of extra energy. This happens when a substance moves from an area where it is less concentrated to an area where it is more concentrated. This is the opposite of diffusion. The substance moves up, instead of down, the concentration gradient. Like rolling a ball uphill, this requires an input of energy. The energy comes from the molecule named ATP (adenosine triphosphate). The energy allows special transport proteins called pumps to move substances to areas of higher concentration. An example is the sodium-potassium pump. \nStory: John is trying to figure out how substance passes through the cell membrane. He noticed two different cases, case A and case B. In case A active transport is involved, but in case B diffusion is involved. He needs to do further study to learn about the details of these processes. \nQuestion: In which case the substance would move towards less concentrated area, case A or case 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."}
{"query": "Background Paragraph: Beginning in the late 1970’s, ozone depletion was recognized as a significant environmental issue. The most dramatic decrease in ozone occurs seasonally over the continent of Antarctica. The size and duration of the ozone hole steadily increased, with the largest hole recorded in 2006. Fortunately, most countries have recognized the danger of CFCs and dramatically curtailed their use in recent years. It is hoped that ozone depletion will slow and that the ozone layer may eventually be restored to its earlier levels. \nStory: Greg has been on an environmental awareness kick lately. He is trying to buy products that are good for the environment. While at the store, he stopped to look at some hair sprays. The Revlon brand he noticed has CFCs. The Sephora brand he noticed explicitly noted that it did not contain CFCs. \nQuestion: Which brand of hair spray will most likely cause a depletion of the ozone?", "pos": "Background Paragraph: Beginning in the late 1970’s, ozone depletion was recognized as a significant environmental issue. The most dramatic decrease in ozone occurs seasonally over the continent of Antarctica. The size and duration of the ozone hole steadily increased, with the largest hole recorded in 2006. Fortunately, most countries have recognized the danger of CFCs and dramatically curtailed their use in recent years. It is hoped that ozone depletion will slow and that the ozone layer may eventually be restored to its earlier levels. \nStory: Greg has been on an environmental awareness kick lately. He is trying to buy products that are good for the environment. While at the store, he stopped to look at some hair sprays. The Revlon brand he noticed has CFCs. The Sephora brand he noticed explicitly noted that it did not contain CFCs. \nQuestion: Which hair spray brand should Greg buy to be environmentally friendly?", "neg": "Background Paragraph: Beginning in the late 1970’s, ozone depletion was recognized as a significant environmental issue. The most dramatic decrease in ozone occurs seasonally over the continent of Antarctica. The size and duration of the ozone hole steadily increased, with the largest hole recorded in 2006. Fortunately, most countries have recognized the danger of CFCs and dramatically curtailed their use in recent years. It is hoped that ozone depletion will slow and that the ozone layer may eventually be restored to its earlier levels. \nStory: Greg has been on an environmental awareness kick lately. He is trying to buy products that are good for the environment. While at the store, he stopped to look at some hair sprays. The Revlon brand he noticed has CFCs. The Sephora brand he noticed explicitly noted that it did not contain CFCs. \nQuestion: Will Revlon brand be more or less environmentally friendly than Sephora brand hair spray?", "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."}
{"query": "Background Paragraph: Many respiratory diseases are caused by pathogens. A pathogen is an organism that causes disease in another organism. Certain bacteria, viruses, and fungi are pathogens of the respiratory system. The common cold and flu are caused by viruses. The influenza virus that causes the flu is pictured below ( Figure below ). Tuberculosis, whooping cough, and acute bronchitis are caused by bacteria. The pathogens that cause colds, flu, and TB can be passed from person to person by coughing, sneezing, and spitting. Illnesses caused by bacteria can be treated with antibiotics. Those caused by viruses cannot. \nStory: Big city and Large city are situated 50 miles apart, on opposite sides of a mountain range. Both cities have lots of people with respiratory diseases. Big city has more people getting infected by viruses, while Large city has more people infected by bacteria and fungi. \nQuestion: Which city has fewer people catching acute bronchitis?", "pos": "Background Paragraph: Many respiratory diseases are caused by pathogens. A pathogen is an organism that causes disease in another organism. Certain bacteria, viruses, and fungi are pathogens of the respiratory system. The common cold and flu are caused by viruses. The influenza virus that causes the flu is pictured below ( Figure below ). Tuberculosis, whooping cough, and acute bronchitis are caused by bacteria. The pathogens that cause colds, flu, and TB can be passed from person to person by coughing, sneezing, and spitting. Illnesses caused by bacteria can be treated with antibiotics. Those caused by viruses cannot. \nStory: Big city and Large city are situated 50 miles apart, on opposite sides of a mountain range. Both cities have lots of people with respiratory diseases. Big city has more people getting infected by viruses, while Large city has more people infected by bacteria and fungi. \nQuestion: Which city has fewer people catching tuberculosis?", "neg": "Background Paragraph: Many respiratory diseases are caused by pathogens. A pathogen is an organism that causes disease in another organism. Certain bacteria, viruses, and fungi are pathogens of the respiratory system. The common cold and flu are caused by viruses. The influenza virus that causes the flu is pictured below ( Figure below ). Tuberculosis, whooping cough, and acute bronchitis are caused by bacteria. The pathogens that cause colds, flu, and TB can be passed from person to person by coughing, sneezing, and spitting. Illnesses caused by bacteria can be treated with antibiotics. Those caused by viruses cannot. \nStory: The doctors studied two groups of people, group one which included people with respiratory diseases caused by viruses, and group two, which had people with respiratory diseases caused by bacteria. \nQuestion: Which group didn't include people that had whooping cough?", "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."}
{"query": "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. \nStory: Tree city and Leaf city were the two biggest cities in Boulderland. Tree city burned lots of gas and other fossil fuels, while Leaf city was very protective towards its environment. \nQuestion: Which city caused less harm to human beings?", "pos": "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. \nStory: Tree city and Leaf city were the two biggest cities in Boulderland. Tree city burned lots of gas and other fossil fuels, while Leaf city was very protective towards its environment. \nQuestion: Which city exposed fewer people to asthma?", "neg": "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. \nStory: Two sister cities were part of an air pollution study. While Prague had big air pollution problems, Belfast was eco-friendly and its inhabitants were healthy. \nQuestion: Which city had fewer people with an increased chance of developing lung cancer?", "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."}
{"query": "Background Paragraph: In nature, when the population size is small, there is usually plenty of food and other resources for each individual. When there is plenty of food and other resources, organisms can easily reproduce, so the birth rate is high. As the population increases, the food supply, or the supply of another necessary resource, may decrease. When necessary resources, such as food, decrease, some individuals will die. Overall, the population cannot reproduce at the same rate, so the birth rates drop. This will cause the population growth rate to decrease. \nStory: A team of biologists has been monitoring the deer population in the state of Wisconsin. They use past data and current conditions to predict how the population will grow or shrink and recommend how many hunting licenses the state should issue during hunting season to keep the population stable. \nQuestion: Will deer birth rates be higher or lower if there has been more available food this year when compared to last year?", "pos": "Background Paragraph: In nature, when the population size is small, there is usually plenty of food and other resources for each individual. When there is plenty of food and other resources, organisms can easily reproduce, so the birth rate is high. As the population increases, the food supply, or the supply of another necessary resource, may decrease. When necessary resources, such as food, decrease, some individuals will die. Overall, the population cannot reproduce at the same rate, so the birth rates drop. This will cause the population growth rate to decrease. \nStory: John is studying a species in two similar countries, country A and country B. Country A has large population, but country B has small population of that species. John is pondering about how this species would fare in the future in these two countries. \nQuestion: Would country B see higher or lower growth rate of the species than country A?", "neg": "Background Paragraph: In nature, when the population size is small, there is usually plenty of food and other resources for each individual. When there is plenty of food and other resources, organisms can easily reproduce, so the birth rate is high. As the population increases, the food supply, or the supply of another necessary resource, may decrease. When necessary resources, such as food, decrease, some individuals will die. Overall, the population cannot reproduce at the same rate, so the birth rates drop. This will cause the population growth rate to decrease. \nStory: A team of biologists has been monitoring the deer population in the state of Wisconsin. They use past data and current conditions to predict how the population will grow or shrink and recommend how many hunting licenses the state should issue during hunting season to keep the population stable. \nQuestion: If there has been a drought and resources are scarce will the deer population grow quickly or slowly?", "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."}
{"query": "Background Paragraph: Recall that air pollution is due to chemical substances and particles released into the air mainly by human actions. When most people think of air pollution, they think of the pollution outdoors. But it is just as easy to have indoor air pollution. Your home or school classroom probably doesn't get much fresh air. Sealing up your home reduces heating and cooling costs. But this also causes air pollution to stay trapped indoors. And people today usually spend a majority of their time indoors. So exposure to indoor air pollution can become a significant health risk. \nStory: James spent a lot of time indoors, and didn't get out much like Rob, his friend, who loved outdoors stuff. \nQuestion: Which friend was exposed more to chemical substances?", "pos": "Background Paragraph: Recall that air pollution is due to chemical substances and particles released into the air mainly by human actions. When most people think of air pollution, they think of the pollution outdoors. But it is just as easy to have indoor air pollution. Your home or school classroom probably doesn't get much fresh air. Sealing up your home reduces heating and cooling costs. But this also causes air pollution to stay trapped indoors. And people today usually spend a majority of their time indoors. So exposure to indoor air pollution can become a significant health risk. \nStory: James spent a lot of time indoors, and didn't get out much like Rob, his friend, who loved outdoors stuff. \nQuestion: Which friend was exposed more to indoor pollution?", "neg": "Background Paragraph: Recall that air pollution is due to chemical substances and particles released into the air mainly by human actions. When most people think of air pollution, they think of the pollution outdoors. But it is just as easy to have indoor air pollution. Your home or school classroom probably doesn't get much fresh air. Sealing up your home reduces heating and cooling costs. But this also causes air pollution to stay trapped indoors. And people today usually spend a majority of their time indoors. So exposure to indoor air pollution can become a significant health risk. \nStory: Two neighboring cities had very different health related problems. Twin city had increased air pollution, their people experiencing all kinds of respiratory diseases, while Pine city had problems with age related diseases. \nQuestion: Which city had fewer people exposed to home or school classroom pollution?", "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."}
{"query": "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. \nStory: 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. \nQuestion: Which area, Texas or Seattle, will have higher temperatures at the time of the fire?", "pos": "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. \nStory: 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. \nQuestion: Which area, Texas or Seattle, will have lower wind speeds at the time of the fire?", "neg": "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. \nStory: 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. \nQuestion: Which wildfire, the one in Texas or the one in Seattle, will have lower intensity?", "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."}
{"query": "Background Paragraph: Anemophilous pollen grains are light and non-sticky, so that they can be transported by air currents. They are typically 20–60 micrometres (0.0008–0.0024 in) in diameter, although the pollen grains of Pinus species can be much larger and much less dense. Anemophilous plants possess well-exposed stamens so that the pollens are exposed to wind currents and also have large and feathery stigma to easily trap airborne pollen grains. Pollen from anemophilous plants tends to be smaller and lighter than pollen from entomophilous ones, with very low nutritional value to insects. However, insects sometimes gather pollen from staminate anemophilous flowers at times when higher-protein pollens from entomophilous flowers are scarce. Anemophilous pollens may also be inadvertently captured by bees' electrostatic field. This may explain why, though bees are not observed to visit ragweed flowers, its pollen is often found in honey made during the ragweed floral bloom. Other flowers that are generally anemophilous are observed to be actively worked by bees, with solitary bees often visiting grass flowers, and the larger honeybees and bumblebees frequently gathering pollen from corn tassels and other grains. \nStory: Frank owned two parcels of land. He called them Forest and Field. The Forest parcel was covered in old-growth pine, while Field one was covered in grass and wildflowers. Frank was very proud of his properties. \nQuestion: Which parcel had more plants with anemophilous pollen grains?", "pos": "Background Paragraph: Anemophilous pollen grains are light and non-sticky, so that they can be transported by air currents. They are typically 20–60 micrometres (0.0008–0.0024 in) in diameter, although the pollen grains of Pinus species can be much larger and much less dense. Anemophilous plants possess well-exposed stamens so that the pollens are exposed to wind currents and also have large and feathery stigma to easily trap airborne pollen grains. Pollen from anemophilous plants tends to be smaller and lighter than pollen from entomophilous ones, with very low nutritional value to insects. However, insects sometimes gather pollen from staminate anemophilous flowers at times when higher-protein pollens from entomophilous flowers are scarce. Anemophilous pollens may also be inadvertently captured by bees' electrostatic field. This may explain why, though bees are not observed to visit ragweed flowers, its pollen is often found in honey made during the ragweed floral bloom. Other flowers that are generally anemophilous are observed to be actively worked by bees, with solitary bees often visiting grass flowers, and the larger honeybees and bumblebees frequently gathering pollen from corn tassels and other grains. \nStory: Frank owned two parcels of land. He called them Forest and Field. The Forest parcel was covered in old-growth pine, while Field one was covered in grass and wildflowers. Frank was very proud of his properties. \nQuestion: Which parcel had more plants with non-sticky pollen grains?", "neg": "Background Paragraph: Anemophilous pollen grains are light and non-sticky, so that they can be transported by air currents. They are typically 20–60 micrometres (0.0008–0.0024 in) in diameter, although the pollen grains of Pinus species can be much larger and much less dense. Anemophilous plants possess well-exposed stamens so that the pollens are exposed to wind currents and also have large and feathery stigma to easily trap airborne pollen grains. Pollen from anemophilous plants tends to be smaller and lighter than pollen from entomophilous ones, with very low nutritional value to insects. However, insects sometimes gather pollen from staminate anemophilous flowers at times when higher-protein pollens from entomophilous flowers are scarce. Anemophilous pollens may also be inadvertently captured by bees' electrostatic field. This may explain why, though bees are not observed to visit ragweed flowers, its pollen is often found in honey made during the ragweed floral bloom. Other flowers that are generally anemophilous are observed to be actively worked by bees, with solitary bees often visiting grass flowers, and the larger honeybees and bumblebees frequently gathering pollen from corn tassels and other grains. \nStory: Two botanists studied different types of plants. Barb studied anemophilous plants, while her friend Faye learned about entomophilous plants. \nQuestion: Which botanist learned more about pollen transported by wind currents?", "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."}
{"query": "Background Paragraph: Since AM fungi are biotrophic, they are dependent on plants for the growth of their hyphal networks. Growing a cover crop extends the time for AM growth into the autumn, winter, and spring. Promotion of hyphal growth creates a more extensive hyphal network. The mycorrhizal colonization increase found in cover crops systems may be largely attributed to an increase in the extraradical hyphal network that can colonize the roots of the new crop (Boswell et al. 1998). The extraradical mycelia are able to survive the winter, providing rapid spring colonization and early season symbiosis (McGonigle and Miller 1999). This early symbiosis allows plants to tap into the well-established hyphal network and be supplied with adequate phosphorus nutrition during early growth, which greatly improves the crop yield. \nStory: Two farms used AM fungi for the plants. Brown farm also decided to grow cover crops on those parcels of land to help mycorrhizal growth. Orange farm didn't grow cover crops. \nQuestion: Which farm didn't increase the extraradical hyphal network that can colonize the roots of the new crop?", "pos": "Background Paragraph: Since AM fungi are biotrophic, they are dependent on plants for the growth of their hyphal networks. Growing a cover crop extends the time for AM growth into the autumn, winter, and spring. Promotion of hyphal growth creates a more extensive hyphal network. The mycorrhizal colonization increase found in cover crops systems may be largely attributed to an increase in the extraradical hyphal network that can colonize the roots of the new crop (Boswell et al. 1998). The extraradical mycelia are able to survive the winter, providing rapid spring colonization and early season symbiosis (McGonigle and Miller 1999). This early symbiosis allows plants to tap into the well-established hyphal network and be supplied with adequate phosphorus nutrition during early growth, which greatly improves the crop yield. \nStory: Two farms used AM fungi for the plants. Brown farm also decided to grow cover crops on those parcels of land to help mycorrhizal growth. Orange farm didn't grow cover crops. \nQuestion: Which farm didn't provide extended time for AM fungi growth into the winter?", "neg": "Background Paragraph: Since AM fungi are biotrophic, they are dependent on plants for the growth of their hyphal networks. Growing a cover crop extends the time for AM growth into the autumn, winter, and spring. Promotion of hyphal growth creates a more extensive hyphal network. The mycorrhizal colonization increase found in cover crops systems may be largely attributed to an increase in the extraradical hyphal network that can colonize the roots of the new crop (Boswell et al. 1998). The extraradical mycelia are able to survive the winter, providing rapid spring colonization and early season symbiosis (McGonigle and Miller 1999). This early symbiosis allows plants to tap into the well-established hyphal network and be supplied with adequate phosphorus nutrition during early growth, which greatly improves the crop yield. \nStory: Bubba and Dean are two farmers which realized the benefits of having AM fungi in their soil. Dean, however, took active steps in helping the growth of AM fungi so he grew cover crops on his lands. \nQuestion: Which farmer extended AM fungi growth into the 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."}
{"query": "Background Paragraph: One interesting thing that has been found in plants that are consistently exposed to drought, is their ability to form a sort of \"memory\". In a study by Tombesi et al., they found plants who had previously been exposed to drought were able to come up with a sort of strategy to minimize water loss and decrease water use. They found that plants who were exposed to drought conditions actually changed they way the regulated their stomates and what they called \"hydraulic safety margin\" so as to decrease the venerability of the plant. By changing the regulation of stomata and subsequently the transpiration, plants were able to function better in situations where the availability of water decreased. \nStory: Drought is major concern in the Midwest. To confront the problem scientists are trying to develop drought-resistant crops. To that end, they took a plant that was not exposed to drought. They labeled it as plant A. Then they took a similar plant, and repeatedly exposed it to drought. They labeled it as plant B. They wanted to find out what makes a plant drought-resistant. \nQuestion: In which plant there would be less water loss, plant A or plant B?", "pos": "Background Paragraph: One interesting thing that has been found in plants that are consistently exposed to drought, is their ability to form a sort of \"memory\". In a study by Tombesi et al., they found plants who had previously been exposed to drought were able to come up with a sort of strategy to minimize water loss and decrease water use. They found that plants who were exposed to drought conditions actually changed they way the regulated their stomates and what they called \"hydraulic safety margin\" so as to decrease the venerability of the plant. By changing the regulation of stomata and subsequently the transpiration, plants were able to function better in situations where the availability of water decreased. \nStory: Drought is major concern in the Midwest. To confront the problem scientists are trying to develop drought-resistant crops. To that end, they took a plant that was not exposed to drought. They labeled it as plant A. Then they took a similar plant, and repeatedly exposed it to drought. They labeled it as plant B. They wanted to find out what makes a plant drought-resistant. \nQuestion: Which plant would change the regulation of their stomata, plant A or plant B?", "neg": "Background Paragraph: One interesting thing that has been found in plants that are consistently exposed to drought, is their ability to form a sort of \"memory\". In a study by Tombesi et al., they found plants who had previously been exposed to drought were able to come up with a sort of strategy to minimize water loss and decrease water use. They found that plants who were exposed to drought conditions actually changed they way the regulated their stomates and what they called \"hydraulic safety margin\" so as to decrease the venerability of the plant. By changing the regulation of stomata and subsequently the transpiration, plants were able to function better in situations where the availability of water decreased. \nStory: Drought is major concern in the Midwest. To confront the problem scientists are trying to develop drought-resistant crops. To that end, they took a plant that was not exposed to drought. They labeled it as plant A. Then they took a similar plant, and repeatedly exposed it to drought. They labeled it as plant B. They wanted to find out what makes a plant drought-resistant. \nQuestion: Would plant A see less or more water loss than plant 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."}
{"query": "Background Paragraph: Hypertension , which is also called \"high blood pressure,\" occurs when a person’s blood pressure is always high. Hypertension is said to be present when a person's systolic blood pressure is always 140 or higher, and/or if the person's diastolic blood pressure is always 90 or higher. Having hypertension increases a person’s chance for developing heart disease, having a stroke, or suffering from other serious cardiovascular diseases. Hypertension often does not have any symptoms, so a person may not know that he or she has high blood pressure. For this reason, hypertension is often called the \"silent killer.\" Treatments for hypertension include diet changes, exercise, and medication. Foods thought to lower blood pressure include skim milk, spinach, beans, bananas and dark chocolate. \nStory: Two twin brothers had very different blood pressures. Tom had very high blood pressure, while Dan had low blood pressure. \nQuestion: Which brother has a greater chance of developing heart disease?", "pos": "Background Paragraph: Hypertension , which is also called \"high blood pressure,\" occurs when a person’s blood pressure is always high. Hypertension is said to be present when a person's systolic blood pressure is always 140 or higher, and/or if the person's diastolic blood pressure is always 90 or higher. Having hypertension increases a person’s chance for developing heart disease, having a stroke, or suffering from other serious cardiovascular diseases. Hypertension often does not have any symptoms, so a person may not know that he or she has high blood pressure. For this reason, hypertension is often called the \"silent killer.\" Treatments for hypertension include diet changes, exercise, and medication. Foods thought to lower blood pressure include skim milk, spinach, beans, bananas and dark chocolate. \nStory: Two twin brothers had very different blood pressures. Tom had very high blood pressure, while Dan had low blood pressure. \nQuestion: Which brother has the diastolic blood pressure always 90 or higher?", "neg": "Background Paragraph: Hypertension , which is also called \"high blood pressure,\" occurs when a person’s blood pressure is always high. Hypertension is said to be present when a person's systolic blood pressure is always 140 or higher, and/or if the person's diastolic blood pressure is always 90 or higher. Having hypertension increases a person’s chance for developing heart disease, having a stroke, or suffering from other serious cardiovascular diseases. Hypertension often does not have any symptoms, so a person may not know that he or she has high blood pressure. For this reason, hypertension is often called the \"silent killer.\" Treatments for hypertension include diet changes, exercise, and medication. Foods thought to lower blood pressure include skim milk, spinach, beans, bananas and dark chocolate. \nStory: At a doctor's office, two women are having their annual physical done. Jessie goes in first and is told that that she should go see a dermatologist about the skin issues she is having. The doctor then sees Martha who is having a pain in her right arm and who also has hypertension. The doctor talks to Martha about her issues and then heads home for the day. \nQuestion: Is Jessie's risk for cardiovascular diseases higher or lower than Martha'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."}
{"query": "Background Paragraph: The dangers of global warming are being increasingly studied by a wide global consortium of scientists. These scientists are increasingly concerned about the potential long-term effects of global warming on our natural environment and on the planet. Of particular concern is how climate change and global warming caused by anthropogenic, or human-made releases of greenhouse gases, most notably carbon dioxide, can act interactively, and have adverse effects upon the planet, its natural environment and humans' existence. It is clear the planet is warming, and warming rapidly. This is due to the greenhouse effect, which is caused by greenhouse gases, which trap heat inside the Earth's atmosphere because of their more complex molecular structure which allows them to vibrate and in turn trap heat and release it back towards the Earth. This warming is also responsible for the extinction of natural habitats, which in turn leads to a reduction in wildlife population.The most recent report from the Intergovernmental Panel on Climate Change (the group of the leading climate scientists in the world) concluded that the earth will warm anywhere from 2.7 to almost 11 degrees Fahrenheit (1.5 to 6 degrees Celsius) between 1990 and 2100. \nStory: Two identical planets, Norlon and Bothar, have been discovered in a neighboring galaxy of ours. These two planets have the same type of atmosphere as Earth and are extremely similar to Earth in terms of topography and even species of animals that live on them. The main difference is that Norlon is inhabited by a species very similar to humans that emit a lot of carbon dioxide into the atmosphere. Bothar, however, has no such species on its planet. \nQuestion: Does Bothar or Norlon have less wildlife?", "pos": "Background Paragraph: The dangers of global warming are being increasingly studied by a wide global consortium of scientists. These scientists are increasingly concerned about the potential long-term effects of global warming on our natural environment and on the planet. Of particular concern is how climate change and global warming caused by anthropogenic, or human-made releases of greenhouse gases, most notably carbon dioxide, can act interactively, and have adverse effects upon the planet, its natural environment and humans' existence. It is clear the planet is warming, and warming rapidly. This is due to the greenhouse effect, which is caused by greenhouse gases, which trap heat inside the Earth's atmosphere because of their more complex molecular structure which allows them to vibrate and in turn trap heat and release it back towards the Earth. This warming is also responsible for the extinction of natural habitats, which in turn leads to a reduction in wildlife population.The most recent report from the Intergovernmental Panel on Climate Change (the group of the leading climate scientists in the world) concluded that the earth will warm anywhere from 2.7 to almost 11 degrees Fahrenheit (1.5 to 6 degrees Celsius) between 1990 and 2100. \nStory: Two identical planets, Norlon and Bothar, have been discovered in a neighboring galaxy of ours. These two planets have the same type of atmosphere as Earth and are extremely similar to Earth in terms of topography and even species of animals that live on them. The main difference is that Norlon is inhabited by a species very similar to humans that emit a lot of carbon dioxide into the atmosphere. Bothar, however, has no such species on its planet. \nQuestion: Which new planet has a cooler atmosphere?", "neg": "Background Paragraph: The dangers of global warming are being increasingly studied by a wide global consortium of scientists. These scientists are increasingly concerned about the potential long-term effects of global warming on our natural environment and on the planet. Of particular concern is how climate change and global warming caused by anthropogenic, or human-made releases of greenhouse gases, most notably carbon dioxide, can act interactively, and have adverse effects upon the planet, its natural environment and humans' existence. It is clear the planet is warming, and warming rapidly. This is due to the greenhouse effect, which is caused by greenhouse gases, which trap heat inside the Earth's atmosphere because of their more complex molecular structure which allows them to vibrate and in turn trap heat and release it back towards the Earth. This warming is also responsible for the extinction of natural habitats, which in turn leads to a reduction in wildlife population.The most recent report from the Intergovernmental Panel on Climate Change (the group of the leading climate scientists in the world) concluded that the earth will warm anywhere from 2.7 to almost 11 degrees Fahrenheit (1.5 to 6 degrees Celsius) between 1990 and 2100. \nStory: Two identical planets, Norlon and Bothar, have been discovered in a neighboring galaxy of ours. These two planets have the same type of atmosphere as Earth and are extremely similar to Earth in terms of topography and even species of animals that live on them. The main difference is that Norlon is inhabited by a species very similar to humans that emit a lot of carbon dioxide into the atmosphere. Bothar, however, has no such species on its planet. \nQuestion: Does Norlon have more or less natural habitats than Bothar?", "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."}
{"query": "Background Paragraph: Electrons can be removed from some objects using friction, simply by rubbing one substance against another substance. There are many examples of objects becoming charged by friction, including a rubber comb through hair, and a balloon on a sweater. In both these instances, the electrons move from the second object to the first, causing the first object to become negatively charged and the second one positively charged. Friction between the tires on a moving car and the road cause the tires to become charged, and wind causes friction between clouds and air which causes clouds to become charged and can result in tremendous bolts of lightning. \nStory: Two cities, Appleton and Orangeburg, are approximately 100 miles apart and are currently experiencing different weather. Appleton is windy and cloudy, but Orangeburg has very calm air but is also cloudy. \nQuestion: Are the clouds in Orangeburg positively or negatively charged?", "pos": "Background Paragraph: Electrons can be removed from some objects using friction, simply by rubbing one substance against another substance. There are many examples of objects becoming charged by friction, including a rubber comb through hair, and a balloon on a sweater. In both these instances, the electrons move from the second object to the first, causing the first object to become negatively charged and the second one positively charged. Friction between the tires on a moving car and the road cause the tires to become charged, and wind causes friction between clouds and air which causes clouds to become charged and can result in tremendous bolts of lightning. \nStory: Two cities, Appleton and Orangeburg, are approximately 100 miles apart and are currently experiencing different weather. Appleton is windy and cloudy, but Orangeburg has very calm air but is also cloudy. \nQuestion: Are the clouds in Appleton positively or negatively charged?", "neg": "Background Paragraph: Electrons can be removed from some objects using friction, simply by rubbing one substance against another substance. There are many examples of objects becoming charged by friction, including a rubber comb through hair, and a balloon on a sweater. In both these instances, the electrons move from the second object to the first, causing the first object to become negatively charged and the second one positively charged. Friction between the tires on a moving car and the road cause the tires to become charged, and wind causes friction between clouds and air which causes clouds to become charged and can result in tremendous bolts of lightning. \nStory: Two cities, Appleton and Orangeburg, are approximately 100 miles apart and are currently experiencing different weather. Appleton is windy and cloudy, but Orangeburg has very calm air but is also cloudy. \nQuestion: Which city is less likely to experience lightning?", "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."}
{"query": "Background Paragraph: Once again, a mutation is the change in the DNA or RNA sequence. In multicellular organisms, mutations can be subdivided into germline mutations and somatic mutations. Germline mutations occur in the DNA of sex cells, or gametes, and are therefore potentially very serious. These mutations can be passed to the next generation. If the zygote contains the mutation, every cell in the resulting organism will have that mutation. If the mutation results in a disease phenotype, the mutation causes what is called a hereditary disease. Somatic mutations , which occur in somatic, or body, cells, cannot be passed to the next generation (offspring). Mutations present in a somatic cell of an organism will be present (by DNA replication and mitosis) in all descendants of that cell. If the mutation is present in a gene that is not used in that cell type, the mutation may have no effect. On the other hand, the mutation may lead to a serious medical condition such as cancer. \nStory: Two women have just undergone different types of mutations without them being aware of it. Kim has just had a mutation in the DNA of her sex cells. Holly has had a mutation in her body cells. Both mutations would be able to be discovered if they happen to go to a doctor, and the doctor knows to look for it, but that is unlikely since the women are unaware these changes happened. \nQuestion: Is Kim's mutation more or less likely than Holly's to cause a hereditary disease?", "pos": "Background Paragraph: Once again, a mutation is the change in the DNA or RNA sequence. In multicellular organisms, mutations can be subdivided into germline mutations and somatic mutations. Germline mutations occur in the DNA of sex cells, or gametes, and are therefore potentially very serious. These mutations can be passed to the next generation. If the zygote contains the mutation, every cell in the resulting organism will have that mutation. If the mutation results in a disease phenotype, the mutation causes what is called a hereditary disease. Somatic mutations , which occur in somatic, or body, cells, cannot be passed to the next generation (offspring). Mutations present in a somatic cell of an organism will be present (by DNA replication and mitosis) in all descendants of that cell. If the mutation is present in a gene that is not used in that cell type, the mutation may have no effect. On the other hand, the mutation may lead to a serious medical condition such as cancer. \nStory: Two women have just undergone different types of mutations without them being aware of it. Kim has just had a mutation in the DNA of her sex cells. Holly has had a mutation in her body cells. Both mutations would be able to be discovered if they happen to go to a doctor, and the doctor knows to look for it, but that is unlikely since the women are unaware these changes happened. \nQuestion: Is Holly's mutation more or less likely than Kim's to cause a hereditary disease?", "neg": "Background Paragraph: Once again, a mutation is the change in the DNA or RNA sequence. In multicellular organisms, mutations can be subdivided into germline mutations and somatic mutations. Germline mutations occur in the DNA of sex cells, or gametes, and are therefore potentially very serious. These mutations can be passed to the next generation. If the zygote contains the mutation, every cell in the resulting organism will have that mutation. If the mutation results in a disease phenotype, the mutation causes what is called a hereditary disease. Somatic mutations , which occur in somatic, or body, cells, cannot be passed to the next generation (offspring). Mutations present in a somatic cell of an organism will be present (by DNA replication and mitosis) in all descendants of that cell. If the mutation is present in a gene that is not used in that cell type, the mutation may have no effect. On the other hand, the mutation may lead to a serious medical condition such as cancer. \nStory: Two women have just undergone different types of mutations without them being aware of it. Kim has just had a mutation in the DNA of her sex cells. Holly has had a mutation in her body cells. Both mutations would be able to be discovered if they happen to go to a doctor, and the doctor knows to look for it, but that is unlikely since the women are unaware these changes happened. \nQuestion: Whose mutation is less likely to cause cancer?", "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."}
{"query": "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]. \nStory: The Weed Winners met to discuss their experiences. They all said they always had a great experience using weed and used the same amount each time. They told how many times they used weed. Laura used it 5 times, Sarah used it 10 times, Kimberly used it 15 times, Deborah used it 20 times, Jessica used it 25 times, Shirley used it 35 times, and Cynthia used it 60 times. \nQuestion: Who has a higher tolerance for weed: Laura or Shirley?", "pos": "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]. \nStory: The Coke Crew met to discuss their experiences. They all said they always had a great experience using coke and used the same amount each time. They told how many times they used coke. Ashley used it 23 times, Judith used it 27 times, Rose used it 32 times, Janice used it 43 times, Kelly used it 57 times, Nicole used it 65 times, and Judy used it 72 times. \nQuestion: Who has a higher tolerance for coke: Ashley or Judy?", "neg": "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]. \nStory: James just tried heroin for the first time. He had a great time and felt like it was an amazing experience. He would like to feel this way again, and plans on buying some more soon. \nQuestion: Will James tolerance for heroin increase or decrease as he uses more of 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."}
{"query": "Background Paragraph: The body's second line of defense against pathogens includes the inflammatory response. If bacteria enter the skin through a scrape, the area may become red, warm, and painful. These are signs of inflammation. Inflammation is one way the body reacts to infections or injuries. Inflammation is caused by chemicals that are released when skin or other tissues are damaged. The chemicals cause nearby blood vessels to dilate, or expand. This increases blood flow to the damaged area, which makes the area red and slightly warm. The chemicals also attract white blood cells called neutrophils to the wound and cause them to leak out of blood vessels into the damaged tissue. \nStory: Two medical students learned about the human body's defense against pathogens. Niles learned about the body's first line of defense, while Bill  learned more about the inflammatory response. \nQuestion: Which student learned more about signs of inflammation?", "pos": "Background Paragraph: The body's second line of defense against pathogens includes the inflammatory response. If bacteria enter the skin through a scrape, the area may become red, warm, and painful. These are signs of inflammation. Inflammation is one way the body reacts to infections or injuries. Inflammation is caused by chemicals that are released when skin or other tissues are damaged. The chemicals cause nearby blood vessels to dilate, or expand. This increases blood flow to the damaged area, which makes the area red and slightly warm. The chemicals also attract white blood cells called neutrophils to the wound and cause them to leak out of blood vessels into the damaged tissue. \nStory: Two medical students learned about the human body's defense against pathogens. Niles learned about the body's first line of defense, while Bill  learned more about the inflammatory response. \nQuestion: Which student learned more about the releasing of chemicals when the skin is damaged or injured?", "neg": "Background Paragraph: The body's second line of defense against pathogens includes the inflammatory response. If bacteria enter the skin through a scrape, the area may become red, warm, and painful. These are signs of inflammation. Inflammation is one way the body reacts to infections or injuries. Inflammation is caused by chemicals that are released when skin or other tissues are damaged. The chemicals cause nearby blood vessels to dilate, or expand. This increases blood flow to the damaged area, which makes the area red and slightly warm. The chemicals also attract white blood cells called neutrophils to the wound and cause them to leak out of blood vessels into the damaged tissue. \nStory: After working out in the yard for the day doing various chores, Karen comes back inside to prepare for a shower. While waiting for the shower to heat up, she notices she got one cut on each of her arms. The cut on her left arm is hardly even noticeable, but the one on her right arm is red and easy to see. Karen gets some cream from her cabinet to use on her cuts after she gets done showering. \nQuestion: Will the cut on Karen's right arm be warmer or cooler than the cut on her left arm?", "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."}
{"query": "Background Paragraph: Candied fruit, also known as crystallized fruit or glacé fruit, has existed since the 14th century. Whole fruit, smaller pieces of fruit, or pieces of peel, are placed in heated sugar syrup, which absorbs the moisture from within the fruit and eventually preserves it. Depending on size and type of fruit, this process of preservation can take from several days to several months.[1] This process allows the fruit to retain its quality for a year.[2]\n\nThe continual process of drenching the fruit in syrup causes the fruit to become saturated with sugar, preventing the growth of spoilage microorganisms due to the unfavourable osmotic pressure this creates.[3]. \nStory: Helen got lots of different fruit as a gift from a friend that owned an orchard. She received apples, pears, apricots, peaches, plums, quince, among others. She decided to candy apples, apricots, and pears, and to keep the others fresh for as long as possible. \nQuestion: Which fruit lasted longer, pears or peaches?", "pos": "Background Paragraph: Candied fruit, also known as crystallized fruit or glacé fruit, has existed since the 14th century. Whole fruit, smaller pieces of fruit, or pieces of peel, are placed in heated sugar syrup, which absorbs the moisture from within the fruit and eventually preserves it. Depending on size and type of fruit, this process of preservation can take from several days to several months.[1] This process allows the fruit to retain its quality for a year.[2]\n\nThe continual process of drenching the fruit in syrup causes the fruit to become saturated with sugar, preventing the growth of spoilage microorganisms due to the unfavourable osmotic pressure this creates.[3]. \nStory: Helen got lots of different fruit as a gift from a friend that owned an orchard. She received apples, pears, apricots, peaches, plums, quince, among others. She decided to candy apples, apricots, and pears, and to keep the others fresh for as long as possible. \nQuestion: Which fruit lasted longer, pears or plums?", "neg": "Background Paragraph: Candied fruit, also known as crystallized fruit or glacé fruit, has existed since the 14th century. Whole fruit, smaller pieces of fruit, or pieces of peel, are placed in heated sugar syrup, which absorbs the moisture from within the fruit and eventually preserves it. Depending on size and type of fruit, this process of preservation can take from several days to several months.[1] This process allows the fruit to retain its quality for a year.[2]\n\nThe continual process of drenching the fruit in syrup causes the fruit to become saturated with sugar, preventing the growth of spoilage microorganisms due to the unfavourable osmotic pressure this creates.[3]. \nStory: Greg's grandma is a culinary expert. She is also  very eager to teach others how to make great foods. One day she taught Greg how to make candied fruit. Greg was so excited about it that he bought two baskets of fruits, basket A and basket B, to make some candied fruits. He used the basket A fruits to make some candied fruits, but was too lazy to use the basket B fruits. He just kept the basket B fruits on his kitchen top. \nQuestion: Will basket B fruits retain its quality longer or shorter than basket A fruits?", "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."}
{"query": "Background Paragraph: However, when going across a period from left to right, the atomic radius actually tends to decrease. Why is this so? Each successive electron is going into the same principal energy level as the previous one, so the total amount of occupied space does not really go up significantly. Additionally, because protons are also added to the nucleus as you go across the row, the pull of the positively charged nucleus on the negatively charged electrons increases. This tighter pull leads to a slight decrease in atomic radius. As a result, the atomic radii of the elements exhibit a periodic trend, gradually tends to downward, but with a sharp spike up whenever electrons are added to a new principal energy level ( Figure below ). \nStory: There are two elements, Zaxon and Barton. Zaxon is an element that is further left on the period, and Barton is on the right of the period. \nQuestion: Which element will have a smaller atomic radius?", "pos": "Background Paragraph: However, when going across a period from left to right, the atomic radius actually tends to decrease. Why is this so? Each successive electron is going into the same principal energy level as the previous one, so the total amount of occupied space does not really go up significantly. Additionally, because protons are also added to the nucleus as you go across the row, the pull of the positively charged nucleus on the negatively charged electrons increases. This tighter pull leads to a slight decrease in atomic radius. As a result, the atomic radii of the elements exhibit a periodic trend, gradually tends to downward, but with a sharp spike up whenever electrons are added to a new principal energy level ( Figure below ). \nStory: There are two elements, Zaxon and Barton. Zaxon is an element that is further left on the period, and Barton is on the right of the period. \nQuestion: Which element has a tighter pull between the nucleus and the electron?", "neg": "Background Paragraph: The ionization energies of the representative elements generally decrease from top to bottom within a group. This trend is explained by the increase in size of the atoms within a group. The valence electron that is being removed is further from the nucleus in the case of a larger atom. The attractive force between the valence electron and the nucleus weakens as the distance between them increases and as the shielding effect increases, resulting in a lower ionization energy for the larger atoms within a group. Although the nucl. \nStory: Dan was studying chemistry for the upcoming test. To understand ionization energy he selected two atoms, atom A and atom B. Atom A was top within a group, but atom B was bottom within a group. He found it easier to understand the concept by comparing these two atoms. \nQuestion: Would atom B have less or more ionization energy than atom 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."}
{"query": "Background Paragraph: Turner et al (2006) derived crash prediction models for this report’s predecessor and found a\npronounced ‘safety in numbers’ effect in the models. Using the crash prediction model for mid-block\nlocations, generic motorist and cyclist volumes can be used to demonstrate the impacts on the\nexpected crash rate of varying motor vehicle and cycle volumes. As shown in figure 2.20, an increase\nin the proportion of cyclists to the overall traffic volume causes an increase in expected crashes at\nmid-block locations, but the crash rate increases at a decreasing rate. That is to say, the crash rate per\ncyclist goes down as the cycle volume increases. \nStory: Motorcycle fest lasted a week in the city. On Monday, there were 500 motorcycles on the road. On Tuesday, there were 600 motorcycles on the road. On Wednesday, there were 700 motorcycles on the road. On Thursday, there were 800 motorcycles on the road. On Friday, there were 900 motorcycles on the road. On Saturday, there were 1000 motorcycles on the road. On Sunday, there were 1100 motorcycles on the road. The festival generated a lot of revenue for the city. \nQuestion: What day was the crash rate per cyclist lower: Wednesday or Friday?", "pos": "Background Paragraph: Turner et al (2006) derived crash prediction models for this report’s predecessor and found a\npronounced ‘safety in numbers’ effect in the models. Using the crash prediction model for mid-block\nlocations, generic motorist and cyclist volumes can be used to demonstrate the impacts on the\nexpected crash rate of varying motor vehicle and cycle volumes. As shown in figure 2.20, an increase\nin the proportion of cyclists to the overall traffic volume causes an increase in expected crashes at\nmid-block locations, but the crash rate increases at a decreasing rate. That is to say, the crash rate per\ncyclist goes down as the cycle volume increases. \nStory: Motorcycle fest lasted a week in the city. On Monday, there were 500 motorcycles on the road. On Tuesday, there were 600 motorcycles on the road. On Wednesday, there were 700 motorcycles on the road. On Thursday, there were 800 motorcycles on the road. On Friday, there were 900 motorcycles on the road. On Saturday, there were 1000 motorcycles on the road. On Sunday, there were 1100 motorcycles on the road. The festival generated a lot of revenue for the city. \nQuestion: What day was the crash rate per cyclist lower: Tuesday or Friday?", "neg": "Background Paragraph: Turner et al (2006) derived crash prediction models for this report’s predecessor and found a\npronounced ‘safety in numbers’ effect in the models. Using the crash prediction model for mid-block\nlocations, generic motorist and cyclist volumes can be used to demonstrate the impacts on the\nexpected crash rate of varying motor vehicle and cycle volumes. As shown in figure 2.20, an increase\nin the proportion of cyclists to the overall traffic volume causes an increase in expected crashes at\nmid-block locations, but the crash rate increases at a decreasing rate. That is to say, the crash rate per\ncyclist goes down as the cycle volume increases. \nStory: Steven loves biking to get to and from places instead of driving his car. This weekend he is planning a long bike ride along the city streets to see some sites. He is however, concerned with traffic, and knows that it can sometimes be dangerous. He has wonder if he should travel with some friends for the ride, or just go alone. \nQuestion: Will Steven be more or less prone to a crash traveling with friends than traveling alone?", "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."}
{"query": "Background Paragraph: The dangers of global warming are being increasingly studied by a wide global consortium of scientists. These scientists are increasingly concerned about the potential long-term effects of global warming on our natural environment and on the planet. Of particular concern is how climate change and global warming caused by anthropogenic, or human-made releases of greenhouse gases, most notably carbon dioxide, can act interactively, and have adverse effects upon the planet, its natural environment and humans' existence. It is clear the planet is warming, and warming rapidly. This is due to the greenhouse effect, which is caused by greenhouse gases, which trap heat inside the Earth's atmosphere because of their more complex molecular structure which allows them to vibrate and in turn trap heat and release it back towards the Earth. This warming is also responsible for the extinction of natural habitats, which in turn leads to a reduction in wildlife population.The most recent report from the Intergovernmental Panel on Climate Change (the group of the leading climate scientists in the world) concluded that the earth will warm anywhere from 2.7 to almost 11 degrees Fahrenheit (1.5 to 6 degrees Celsius) between 1990 and 2100. \nStory: Two earth-like planets orbited the same star. The inhabitants of Earth I released greenhouse gases into the atmosphere. Earth II, however, was much more conscious about the environment and protected it from anthropogenic changes. \nQuestion: Which planet didn't cause a reduction in wildlife population?", "pos": "Background Paragraph: The dangers of global warming are being increasingly studied by a wide global consortium of scientists. These scientists are increasingly concerned about the potential long-term effects of global warming on our natural environment and on the planet. Of particular concern is how climate change and global warming caused by anthropogenic, or human-made releases of greenhouse gases, most notably carbon dioxide, can act interactively, and have adverse effects upon the planet, its natural environment and humans' existence. It is clear the planet is warming, and warming rapidly. This is due to the greenhouse effect, which is caused by greenhouse gases, which trap heat inside the Earth's atmosphere because of their more complex molecular structure which allows them to vibrate and in turn trap heat and release it back towards the Earth. This warming is also responsible for the extinction of natural habitats, which in turn leads to a reduction in wildlife population.The most recent report from the Intergovernmental Panel on Climate Change (the group of the leading climate scientists in the world) concluded that the earth will warm anywhere from 2.7 to almost 11 degrees Fahrenheit (1.5 to 6 degrees Celsius) between 1990 and 2100. \nStory: Two earth-like planets orbited the same star. The inhabitants of Earth I released greenhouse gases into the atmosphere. Earth II, however, was much more conscious about the environment and protected it from anthropogenic changes. \nQuestion: Which planet did not cause the greenhouse effect?", "neg": "Background Paragraph: The dangers of global warming are being increasingly studied by a wide global consortium of scientists. These scientists are increasingly concerned about the potential long-term effects of global warming on our natural environment and on the planet. Of particular concern is how climate change and global warming caused by anthropogenic, or human-made releases of greenhouse gases, most notably carbon dioxide, can act interactively, and have adverse effects upon the planet, its natural environment and humans' existence. It is clear the planet is warming, and warming rapidly. This is due to the greenhouse effect, which is caused by greenhouse gases, which trap heat inside the Earth's atmosphere because of their more complex molecular structure which allows them to vibrate and in turn trap heat and release it back towards the Earth. This warming is also responsible for the extinction of natural habitats, which in turn leads to a reduction in wildlife population.The most recent report from the Intergovernmental Panel on Climate Change (the group of the leading climate scientists in the world) concluded that the earth will warm anywhere from 2.7 to almost 11 degrees Fahrenheit (1.5 to 6 degrees Celsius) between 1990 and 2100. \nStory: Two identical planets, Norlon and Bothar, have been discovered in a neighboring galaxy of ours. These two planets have the same type of atmosphere as Earth and are extremely similar to Earth in terms of topography and even species of animals that live on them. The main difference is that Norlon is inhabited by a species very similar to humans that emit a lot of carbon dioxide into the atmosphere. Bothar, however, has no such species on its planet. \nQuestion: Does Norlon have more or less natural habitats than Bothar?", "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."}
{"query": "Background Paragraph: Thermoclines, or sudden changes in temperature. Where the air temperature is higher than the water temperature, shallow water may be warmed by the air and the sunlight but deeper water remains cold resulting in a lowering of temperature as the diver descends. This temperature change may be concentrated over a small vertical interval, when it is called a thermocline.[3][4]\nWhere cold, fresh water enters a warmer sea the fresh water may float over the denser saline water, so the temperature rises as the diver descends.[3]\nIn lakes exposed to geothermal activity, the temperature of the deeper water may be warmer than the surface water. This will usually lead to convection currents.[3]. \nStory: The underwater fishing teams picked their spots early. Team Bob went at the mouth of the river, where the freshwater met the salty seawater in the hope that more turbidity from the river and more nutrients will attract more fish. Team Dan went south where they knew there was less of a thermocline, so they could catch fish without taking risks. \nQuestion: Which team had their crew members to fewer risks than necessary?", "pos": "Background Paragraph: Thermoclines, or sudden changes in temperature. Where the air temperature is higher than the water temperature, shallow water may be warmed by the air and the sunlight but deeper water remains cold resulting in a lowering of temperature as the diver descends. This temperature change may be concentrated over a small vertical interval, when it is called a thermocline.[3][4]\nWhere cold, fresh water enters a warmer sea the fresh water may float over the denser saline water, so the temperature rises as the diver descends.[3]\nIn lakes exposed to geothermal activity, the temperature of the deeper water may be warmer than the surface water. This will usually lead to convection currents.[3]. \nStory: The underwater fishing teams picked their spots early. Team Bob went at the mouth of the river, where the freshwater met the salty seawater in the hope that more turbidity from the river and more nutrients will attract more fish. Team Dan went south where they knew there was less of a thermocline, so they could catch fish without taking risks. \nQuestion: Which team had taken a more cautious approach?", "neg": "Background Paragraph: Thermoclines, or sudden changes in temperature. Where the air temperature is higher than the water temperature, shallow water may be warmed by the air and the sunlight but deeper water remains cold resulting in a lowering of temperature as the diver descends. This temperature change may be concentrated over a small vertical interval, when it is called a thermocline.[3][4]\nWhere cold, fresh water enters a warmer sea the fresh water may float over the denser saline water, so the temperature rises as the diver descends.[3]\nIn lakes exposed to geothermal activity, the temperature of the deeper water may be warmer than the surface water. This will usually lead to convection currents.[3]. \nStory: Deep lake presents geothermal activity, while Shallow lake has mixing of saline water with fresh water. Deep lake had more instances of divers having problems because of thermoclines. \nQuestion: Which lake has colder water the bottom?", "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."}
{"query": "Background Paragraph: Almost all earthquakes occur at plate boundaries. All types of plate boundaries have earthquakes. Convection within the Earth causes the plates to move. As the plates move, stresses build. When the stresses build too much, the rocks break. The break releases the energy that was stored in the rocks. The sudden release of energy creates an earthquake. During an earthquake the rocks usually move several centimeters or rarely as much as a few meters. Elastic rebound theory describes how earthquakes occur ( Figure below ). \nStory: Two sister cities were both situated on plate boundaries, close to volcanoes, on different continents. Red city was 10 miles from a volcano, while Tree city was 60 miles away. Red city experienced many earthquakes, Tree city few and far between. \nQuestion: Which city experienced more rocks breaking?", "pos": "Background Paragraph: Almost all earthquakes occur at plate boundaries. All types of plate boundaries have earthquakes. Convection within the Earth causes the plates to move. As the plates move, stresses build. When the stresses build too much, the rocks break. The break releases the energy that was stored in the rocks. The sudden release of energy creates an earthquake. During an earthquake the rocks usually move several centimeters or rarely as much as a few meters. Elastic rebound theory describes how earthquakes occur ( Figure below ). \nStory: Two sister cities were both situated on plate boundaries, close to volcanoes, on different continents. Red city was 10 miles from a volcano, while Tree city was 60 miles away. Red city experienced many earthquakes, Tree city few and far between. \nQuestion: Which city experienced more stress build up within the rocks?", "neg": "Background Paragraph: Almost all earthquakes occur at plate boundaries. All types of plate boundaries have earthquakes. Convection within the Earth causes the plates to move. As the plates move, stresses build. When the stresses build too much, the rocks break. The break releases the energy that was stored in the rocks. The sudden release of energy is an earthquake. During an earthquake the rocks usually move several centimeters. Rarely, they may move as much as a few meters. Elastic rebound theory describes how earthquakes occur ( Figure below ). \nStory: Geologists have been contemplating on the question - why some places are more susceptible to earthquakes. To understand the differences, they have made a chart where they divided the earth into two regions, region A and region B. In region A many earthquakes happen, but in region B no earthquakes happen. \nQuestion: Which region is most likely further from a plate boundary, region A or region 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."}
{"query": "Background Paragraph: Almost all earthquakes occur at plate boundaries. All types of plate boundaries have earthquakes. Convection within the Earth causes the plates to move. As the plates move, stresses build. When the stresses build too much, the rocks break. The break releases the energy that was stored in the rocks. The sudden release of energy is an earthquake. During an earthquake the rocks usually move several centimeters. Rarely, they may move as much as a few meters. Elastic rebound theory describes how earthquakes occur ( Figure below ). \nStory: Tim the seismologist studied data from two cities: Tokyo and Kansas City. Tokyo experienced many more earthquakes than Kansas City. \nQuestion: Which city is located farther from plate boundaries?", "pos": "Background Paragraph: Almost all earthquakes occur at plate boundaries. All types of plate boundaries have earthquakes. Convection within the Earth causes the plates to move. As the plates move, stresses build. When the stresses build too much, the rocks break. The break releases the energy that was stored in the rocks. The sudden release of energy is an earthquake. During an earthquake the rocks usually move several centimeters. Rarely, they may move as much as a few meters. Elastic rebound theory describes how earthquakes occur ( Figure below ). \nStory: Tim the seismologist studied data from two cities: Tokyo and Kansas City. Tokyo experienced many more earthquakes than Kansas City. \nQuestion: Which city doesn't experience rocks moving a few meters?", "neg": "Background Paragraph: Almost all earthquakes occur at plate boundaries. All types of plate boundaries have earthquakes. Convection within the Earth causes the plates to move. As the plates move, stresses build. When the stresses build too much, the rocks break. The break releases the energy that was stored in the rocks. The sudden release of energy creates an earthquake. During an earthquake the rocks usually move several centimeters or rarely as much as a few meters. Elastic rebound theory describes how earthquakes occur ( Figure below ). \nStory: Two brothers loved geology. Bob studied sedimentary rocks while Dan studied about earthquakes and their location. \nQuestion: Which brother studied more about convection causing plates to move?", "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."}
{"query": "Background Paragraph: No doubt you already have a good idea of what temperature is. You might say that it’s how warm or cool something feels. In physics, temperature is defined as the average kinetic energy of the particles of matter. When particles of matter move more quickly, they have more kinetic energy, so their temperature is higher. With a higher temperature, matter feels warmer. When particles move more slowly, they have less kinetic energy on average, so their temperature is lower. With a lower temperature, matter feels cooler. \nStory: David is trying to understand temperature and the science behind it. He took two objects, object A and object B, to his physics professor. Object A had higher temperature, but object B had lower temperature. His physics professor explained him why one object's temperature was higher while other object's temperature was lower. \nQuestion: Would particles move slower or faster in object B than in object A?", "pos": "Background Paragraph: No doubt you already have a good idea of what temperature is. You might say that it’s how warm or cool something feels. In physics, temperature is defined as the average kinetic energy of the particles of matter. When particles of matter move more quickly, they have more kinetic energy, so their temperature is higher. With a higher temperature, matter feels warmer. When particles move more slowly, they have less kinetic energy on average, so their temperature is lower. With a lower temperature, matter feels cooler. \nStory: David is trying to understand temperature and the science behind it. He took two objects, object A and object B, to his physics professor. Object A had higher temperature, but object B had lower temperature. His physics professor explained him why one object's temperature was higher while other object's temperature was lower. \nQuestion: Would particles move slower or faster in object A than in object B?", "neg": "Background Paragraph: No doubt you already have a good idea of what temperature is. You might say that it’s how warm or cool something feels. In physics, temperature is defined as the average kinetic energy of the particles of matter. When particles of matter move more quickly, they have more kinetic energy, so their temperature is higher. With a higher temperature, matter feels warmer. When particles move more slowly, they have less kinetic energy on average, so their temperature is lower. With a lower temperature, matter feels cooler. \nStory: David is trying to understand temperature and the science behind it. He took two objects, object A and object B, to his physics professor. Object A had higher temperature, but object B had lower temperature. His physics professor explained him why one object's temperature was higher while other object's temperature was lower. \nQuestion: Which object would feel warmer, object A or object 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."}
{"query": "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. \nStory: Two neighboring habitable planets from the same solar system, planet U and planet N, had Earth-like atmospheres. The inhabitants of planet U destroyed the ozone layer by their actions, while their neighboring planet N didn't. \nQuestion: Which planet released less chlorine gas in their atmosphere?", "pos": "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. \nStory: Two neighboring habitable planets from the same solar system, planet U and planet N, had Earth-like atmospheres. The inhabitants of planet U destroyed the ozone layer by their actions, while their neighboring planet N didn't. \nQuestion: Which planet produced less air pollution?", "neg": "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. \nStory: Two teams of researchers studied the environment in Antarctica. Team Black studied air pollution and the ozone layer, Team Red studied the water. \nQuestion: Which team didn't observe that the culprit are chlorine gasses?", "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."}
{"query": "Background Paragraph: Depleted soils can be protected from soil erosion by groundcover plants such as naturally growing grasses in agroforestry systems. These help to stabilise the soil as they increase cover compared to short-cycle cropping systems. Soil cover is a crucial factor in preventing erosion. Cleaner water through reduced nutrient and soil surface runoff can be a further advantage of agroforestry. The runoff can be reduced by decreasing its velocity and increasing infiltration into the soil. Compared to row-cropped fields nutrient uptake can be higher and reduce nutrient loss into streams.Further advantages concerning plant growth:. \nStory: Two neighboring farms both had depleted soils due to intensive agricultural practices for decades. Apple far decided to start an agroforestry system and other methods to protect their depleted soils, while Pear farm did nothing and had big losses the following years. \nQuestion: Which farm used more cover crops?", "pos": "Background Paragraph: Depleted soils can be protected from soil erosion by groundcover plants such as naturally growing grasses in agroforestry systems. These help to stabilise the soil as they increase cover compared to short-cycle cropping systems. Soil cover is a crucial factor in preventing erosion. Cleaner water through reduced nutrient and soil surface runoff can be a further advantage of agroforestry. The runoff can be reduced by decreasing its velocity and increasing infiltration into the soil. Compared to row-cropped fields nutrient uptake can be higher and reduce nutrient loss into streams.Further advantages concerning plant growth:. \nStory: Two neighboring farms both had depleted soils due to intensive agricultural practices for decades. Apple far decided to start an agroforestry system and other methods to protect their depleted soils, while Pear farm did nothing and had big losses the following years. \nQuestion: Which farm prevented more soil erosion?", "neg": "Background Paragraph: Depleted soils can be protected from soil erosion by groundcover plants such as naturally growing grasses in agroforestry systems. These help to stabilise the soil as they increase cover compared to short-cycle cropping systems. Soil cover is a crucial factor in preventing erosion. Cleaner water through reduced nutrient and soil surface runoff can be a further advantage of agroforestry. The runoff can be reduced by decreasing its velocity and increasing infiltration into the soil. Compared to row-cropped fields nutrient uptake can be higher and reduce nutrient loss into streams.Further advantages concerning plant growth:. \nStory: Gary and Joe are two farmers. Joe's  farm has a depleted soil, while Gary started agroforestry a few years back, and grows cover crops. \nQuestion: Which farmer reduced nutrient runoff from his farm?", "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."}
{"query": "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. \nStory: 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. \nQuestion: In case A, would an individual buffalo have lower or higher risk of attack than in case B?", "pos": "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. \nStory: 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. \nQuestion: In case A would the wildebeests have lower or higher risk of attack from the lions than in case B?", "neg": "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. \nStory: 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. \nQuestion: In which case the dilution effect would not 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."}
{"query": "Background Paragraph: Another obvious change that occurs during puberty is rapid growth. This is called the adolescent growth spurt. In boys, it is controlled by testosterone. The rate of growth usually starts to increase relatively early in puberty. At its peak rate, growth in height is about 10 centimeters (almost 4 inches) per year in the average male. Growth generally remains rapid for several years. Growth and development of muscles occur toward the end of the growth spurt in height. Muscles may continue to develop and gain strength after growth in height is finished. \nStory: Jimothy and Dwight are two brothers living in the same house. Jimothy is a freshman in high school and Dwight is a junior in high school. Their mother takes them to see a doctor and to have their testosterone tested. The tests reveal that Dwight has significantly more testosterone than Jimothy, but that is to be expected given their age difference. \nQuestion: Which boy will more likely grow less inches of the course of one year?", "pos": "Background Paragraph: Another obvious change that occurs during puberty is rapid growth. This is called the adolescent growth spurt. In boys, it is controlled by testosterone. The rate of growth usually starts to increase relatively early in puberty. At its peak rate, growth in height is about 10 centimeters (almost 4 inches) per year in the average male. Growth generally remains rapid for several years. Growth and development of muscles occur toward the end of the growth spurt in height. Muscles may continue to develop and gain strength after growth in height is finished. \nStory: Jimothy and Dwight are two brothers living in the same house. Jimothy is a freshman in high school and Dwight is a junior in high school. Their mother takes them to see a doctor and to have their testosterone tested. The tests reveal that Dwight has significantly more testosterone than Jimothy, but that is to be expected given their age difference. \nQuestion: Which boy will more likely grow more inches of the course of one year?", "neg": "Background Paragraph: Another obvious change that occurs during puberty is rapid growth. This is called the adolescent growth spurt. In boys, it is controlled by testosterone. The rate of growth usually starts to increase relatively early in puberty. At its peak rate, growth in height is about 10 centimeters (almost 4 inches) per year in the average male. Growth generally remains rapid for several years. Growth and development of muscles occur toward the end of the growth spurt in height. Muscles may continue to develop and gain strength after growth in height is finished. \nStory: Jimothy and Dwight are two brothers living in the same house. Jimothy is a freshman in high school and Dwight is a junior in high school. Their mother takes them to see a doctor and to have their testosterone tested. The tests reveal that Dwight has significantly more testosterone than Jimothy, but that is to be expected given their age difference. \nQuestion: Will Dwight finish his growth spurt before or after Jimothy?", "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."}
{"query": "Background Paragraph: A firm with high fixed costs requires a large number of customers in order to have a meaningful return on investment. This is where economies of scale become important. Since each firm has large initial costs, as the firm gains market share and increases its output the fixed cost (what they initially invested) is divided among a larger number of customers. Therefore, in industries with large initial investment requirements, average total cost declines as output increases over a much larger range of output levels. \nStory: City D's mayor wants to invite more businesses in the city. Three firms, firm A, firm B, and firm C, took advantage of this opportunity. Firm A does not require large initial costs, but firm B and firm C require \nlarge initial costs. Firm B managed to increase its market share, but firm C failed to increase its market share. \nQuestion: Would firm C's average total cost decline or not decline?", "pos": "Background Paragraph: A firm with high fixed costs requires a large number of customers in order to have a meaningful return on investment. This is where economies of scale become important. Since each firm has large initial costs, as the firm gains market share and increases its output the fixed cost (what they initially invested) is divided among a larger number of customers. Therefore, in industries with large initial investment requirements, average total cost declines as output increases over a much larger range of output levels. \nStory: City D's mayor wants to invite more businesses in the city. Three firms, firm A, firm B, and firm C, took advantage of this opportunity. Firm A does not require large initial costs, but firm B and firm C require \nlarge initial costs. Firm B managed to increase its market share, but firm C failed to increase its market share. \nQuestion: Which frim's average total cost would decline, firm B or firm C?", "neg": "Background Paragraph: A firm with high fixed costs requires a large number of customers in order to have a meaningful return on investment. This is where economies of scale become important. Since each firm has large initial costs, as the firm gains market share and increases its output the fixed cost (what they initially invested) is divided among a larger number of customers. Therefore, in industries with large initial investment requirements, average total cost declines as output increases over a much larger range of output levels. \nStory: City D's mayor wants to invite more businesses in the city. Three firms, firm A, firm B, and firm C, took advantage of this opportunity. Firm A does not require large initial costs, but firm B and firm C require \nlarge initial costs. Firm B managed to increase its market share, but firm C failed to increase its market share. \nQuestion: Would firm B most likely fail or succeed  in achieving a meaningful return on investment if they don't get a large number of customers?", "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."}
{"query": "Background Paragraph: Turner et al (2006) derived crash prediction models for this report’s predecessor and found a\npronounced ‘safety in numbers’ effect in the models. Using the crash prediction model for mid-block\nlocations, generic motorist and cyclist volumes can be used to demonstrate the impacts on the\nexpected crash rate of varying motor vehicle and cycle volumes. As shown in figure 2.20, an increase\nin the proportion of cyclists to the overall traffic volume causes an increase in expected crashes at\nmid-block locations, but the crash rate increases at a decreasing rate. That is to say, the crash rate per\ncyclist goes down as the cycle volume increases. \nStory: There were a lot of motorcycles on Interstate 14 last week. On Friday, there were 1511 motorcyclists. On Saturday, there were 2511 motorcyclists. On Sunday, there were 3511 motorcyclists. On Monday, there were 4511 motorcyclists. On Tuesday, there were 5511 motorcyclists. On Wednesday, there were 6511 motorcyclists. On Thursday, there were 7511 motorcyclists. \nQuestion: What day had a lower crash rate per cyclist: Tuesday or Thursday?", "pos": "Background Paragraph: Turner et al (2006) derived crash prediction models for this report’s predecessor and found a\npronounced ‘safety in numbers’ effect in the models. Using the crash prediction model for mid-block\nlocations, generic motorist and cyclist volumes can be used to demonstrate the impacts on the\nexpected crash rate of varying motor vehicle and cycle volumes. As shown in figure 2.20, an increase\nin the proportion of cyclists to the overall traffic volume causes an increase in expected crashes at\nmid-block locations, but the crash rate increases at a decreasing rate. That is to say, the crash rate per\ncyclist goes down as the cycle volume increases. \nStory: There were a lot of motorcycles on Interstate 14 last week. On Friday, there were 1511 motorcyclists. On Saturday, there were 2511 motorcyclists. On Sunday, there were 3511 motorcyclists. On Monday, there were 4511 motorcyclists. On Tuesday, there were 5511 motorcyclists. On Wednesday, there were 6511 motorcyclists. On Thursday, there were 7511 motorcyclists. \nQuestion: What day had a lower crash rate per cyclist: Wednesday or Thursday?", "neg": "Background Paragraph: Turner et al (2006) derived crash prediction models for this report’s predecessor and found a\npronounced ‘safety in numbers’ effect in the models. Using the crash prediction model for mid-block\nlocations, generic motorist and cyclist volumes can be used to demonstrate the impacts on the\nexpected crash rate of varying motor vehicle and cycle volumes. As shown in figure 2.20, an increase\nin the proportion of cyclists to the overall traffic volume causes an increase in expected crashes at\nmid-block locations, but the crash rate increases at a decreasing rate. That is to say, the crash rate per\ncyclist goes down as the cycle volume increases. \nStory: Berg village and Hill village are renowned for the high number of cyclists living there. Berg village dealt with many traffic casualties because of narrower streets and lanes, While Hill village had wide streets, more traffic signals and a greater number of cyclists. \nQuestion: Which village had a greater traffic volume?", "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."}
{"query": "Background Paragraph: During late adulthood, the risk of developing diseases such as cardiovascular diseases and cancer continues to rise. Most people also have a decline in strength and stamina. Their senses may start failing, and their reflex time typically increases. Their immune system also doesn’t work as well as it used to. As a result, common diseases like the flu may become more serious and even lead to death. The majority of late adults develop arthritis, and as many as one in four develop Alzheimer’s disease. \nStory: Mike is studying the population growth rate of countries around the world. He noticed that countries like Japan and Russia are having a demographic shift. They have a growing population of late adulthood. He recorded the late adulthood population as population A. On the other hand, many developing countries have growing population of younger people. He recorded younger population as population B. \nQuestion: Which population would be less at risk of cancer or Alzheimer's disease, population A or population B?", "pos": "Background Paragraph: During late adulthood, the risk of developing diseases such as cardiovascular diseases and cancer continues to rise. Most people also have a decline in strength and stamina. Their senses may start failing, and their reflex time typically increases. Their immune system also doesn’t work as well as it used to. As a result, common diseases like the flu may become more serious and even lead to death. The majority of late adults develop arthritis, and as many as one in four develop Alzheimer’s disease. \nStory: Mike is studying the population growth rate of countries around the world. He noticed that countries like Japan and Russia are having a demographic shift. They have a growing population of late adulthood. He recorded the late adulthood population as population A. On the other hand, many developing countries have growing population of younger people. He recorded younger population as population B. \nQuestion: Which population would less likley develop cardiovascular diseases, population A or population B?", "neg": "Background Paragraph: During late adulthood, the risk of developing diseases such as cardiovascular diseases and cancer continues to rise. Most people also have a decline in strength and stamina. Their senses may start failing, and their reflex time typically increases. Their immune system also doesn’t work as well as it used to. As a result, common diseases like the flu may become more serious and even lead to death. The majority of late adults develop arthritis, and as many as one in four develop Alzheimer’s disease. \nStory: Two brothers were born 20 years apart. Tom, the older brother, was 72, while Dan was 52 years-old. they got along pretty well. \nQuestion: Which brother had a smaller chance of developing cancer?", "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."}
{"query": "Background Paragraph: Common foodborne viruses include norovirus and hepatitis A virus. Norovirus, which causes inflammation of the stomach and intestines, has been a recent issue on cruise ships, infecting hundreds of passengers and crew on certain voyages. Hepatitis A causes inflammation of the liver, which is treated with rest and diet changes. Parasites are tiny organisms that live inside another organism. Giardia is a parasite spread through water contaminated with the stools of people or animals who are infected. Food preparers who are infected with parasites can also contaminate food if they do not thoroughly wash their hands after using the bathroom and before handling food. Trichinella is a type of roundworm parasite. People may be infected with this parasite by consuming raw or undercooked pork or wild game. \nStory: Two brothers had very bad luck when they attended a wedding. Tom fell violently ill after eating some tainted food, and he was rushed to the hospital. His brother Rob felt sick later, after eating the main course. Tom was infected with norovirus and hepatitis A, while Rob was infected with Giardia and Trichinella. \nQuestion: Which brother was infected by food preparers who didn't wash their hands?", "pos": "Background Paragraph: Common foodborne viruses include norovirus and hepatitis A virus. Norovirus, which causes inflammation of the stomach and intestines, has been a recent issue on cruise ships, infecting hundreds of passengers and crew on certain voyages. Hepatitis A causes inflammation of the liver, which is treated with rest and diet changes. Parasites are tiny organisms that live inside another organism. Giardia is a parasite spread through water contaminated with the stools of people or animals who are infected. Food preparers who are infected with parasites can also contaminate food if they do not thoroughly wash their hands after using the bathroom and before handling food. Trichinella is a type of roundworm parasite. People may be infected with this parasite by consuming raw or undercooked pork or wild game. \nStory: Two brothers had very bad luck when they attended a wedding. Tom fell violently ill after eating some tainted food, and he was rushed to the hospital. His brother Rob felt sick later, after eating the main course. Tom was infected with norovirus and hepatitis A, while Rob was infected with Giardia and Trichinella. \nQuestion: Which brother experienced less inflammation of the liver?", "neg": "Background Paragraph: Common foodborne viruses include norovirus and hepatitis A virus. Norovirus, which causes inflammation of the stomach and intestines, has been a recent issue on cruise ships, infecting hundreds of passengers and crew on certain voyages. Hepatitis A causes inflammation of the liver, which is treated with rest and diet changes. Parasites are tiny organisms that live inside another organism. Giardia is a parasite spread through water contaminated with the stools of people or animals who are infected. Food preparers who are infected with parasites can also contaminate food if they do not thoroughly wash their hands after using the bathroom and before handling food. Trichinella is a type of roundworm parasite. People may be infected with this parasite by consuming raw or undercooked pork or wild game. \nStory: Two groups of tourists went on two different cruise ships Group J  had some members contract Norovirus and hepatitis A, while group K got many cases of giardia and trichinella infections. \nQuestion: Which group didn't have people treated with rest and diet changes?", "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."}
{"query": "Background Paragraph: Hepatitis B is a contagious virus that affects the liver, infection can last from a few weeks to a serious lifelong illness. Two different types of infection exist for this disease, \"acute\" and \"chronic.\" Acute Hepatitis B is a short term illness that occurs within 6 months of exposure, Chronic Hepatitis B is long term and happens when the virus remains in the body. The younger the child is, the greater their chance of developing a chronic infection and this risk goes down as the child gets older. Approximately 90% of infected infants will develop a chronic infection.[3]. \nStory: A 3rd grade classroom photo was held today. They all gathered by age. Norberto was the youngest. Trey was the 2nd youngest. Andrea was the 3rd youngest. Ivory was the 4th youngest. Kieth was the 5th youngest. Normand was the 6th youngest. The last one was Deandre, who was the oldest. They all looked super. \nQuestion: Who has a greater chance of developing a chronic infection: Andrea or Norberto?", "pos": "Background Paragraph: Hepatitis B is a contagious virus that affects the liver, infection can last from a few weeks to a serious lifelong illness. Two different types of infection exist for this disease, \"acute\" and \"chronic.\" Acute Hepatitis B is a short term illness that occurs within 6 months of exposure, Chronic Hepatitis B is long term and happens when the virus remains in the body. The younger the child is, the greater their chance of developing a chronic infection and this risk goes down as the child gets older. Approximately 90% of infected infants will develop a chronic infection.[3]. \nStory: A 3rd grade classroom photo was held today. They all gathered by age. Norberto was the youngest. Trey was the 2nd youngest. Andrea was the 3rd youngest. Ivory was the 4th youngest. Kieth was the 5th youngest. Normand was the 6th youngest. The last one was Deandre, who was the oldest. They all looked super. \nQuestion: Who has a greater chance of developing a chronic infection: Normand or Norberto?", "neg": "Background Paragraph: Hepatitis B is a contagious virus that affects the liver, infection can last from a few weeks to a serious lifelong illness. Two different types of infection exist for this disease, \"acute\" and \"chronic.\" Acute Hepatitis B is a short term illness that occurs within 6 months of exposure, Chronic Hepatitis B is long term and happens when the virus remains in the body. The younger the child is, the greater their chance of developing a chronic infection and this risk goes down as the child gets older. Approximately 90% of infected infants will develop a chronic infection.[3]. \nStory: A 4th grade classroom photo was held today. They all gathered by age. Eloy was the youngest, followed by Gail, and Josef was the oldest. They looked wonderful that day. \nQuestion: Who has a greater chance of developing a chronic infection: Josef or Gail?", "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."}
{"query": "Background Paragraph: In nature, when the population size is small, there is usually plenty of food and other resources for each individual. When there is plenty of food and other resources, organisms can easily reproduce, so the birth rate is high. As the population increases, the food supply, or the supply of another necessary resource, may decrease. When necessary resources, such as food, decrease, some individuals will die. Overall, the population cannot reproduce at the same rate, so the birth rates drop. This will cause the population growth rate to decrease. \nStory: Two neighboring countries of similar size and wealth of resources had different sized population. Deerland had a small population, while Bearland had a large population. Both peoples lived mostly off the land. \nQuestion: Which country had plenty of resources per individual?", "pos": "Background Paragraph: In nature, when the population size is small, there is usually plenty of food and other resources for each individual. When there is plenty of food and other resources, organisms can easily reproduce, so the birth rate is high. As the population increases, the food supply, or the supply of another necessary resource, may decrease. When necessary resources, such as food, decrease, some individuals will die. Overall, the population cannot reproduce at the same rate, so the birth rates drop. This will cause the population growth rate to decrease. \nStory: Two neighboring countries of similar size and wealth of resources had different sized population. Deerland had a small population, while Bearland had a large population. Both peoples lived mostly off the land. \nQuestion: Which country had more food per individual?", "neg": "Background Paragraph: In nature, when the population size is small, there is usually plenty of food and other resources for each individual. When there is plenty of food and other resources, organisms can easily reproduce, so the birth rate is high. As the population increases, the food supply, or the supply of another necessary resource, may decrease. When necessary resources, such as food, decrease, some individuals will die. Overall, the population cannot reproduce at the same rate, so the birth rates drop. This will cause the population growth rate to decrease. \nStory: Two neighboring islands had different sized populations. Green island had a small population. Red island had a large population and environmental problems. Researchers studied these islands over a span of 5 decades. \nQuestion: Which island didn't have enough resources for its inhabitants?", "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."}
{"query": "Background Paragraph: Currently, millions of individuals with high cholesterol take a similar type of drug, known as a statin. The drug, an inhibitor of HMG-CoA reductase (3-hydroxy-3-methyl-glutaryl-CoA reductase), the rate limiting enzyme in cholesterol biosynthesis, decreases blood levels of cholesterol by induce the expression of low density lipoprotein (LDL) receptors in the liver. The increased levels of the LDL-receptors stimulate the catabolism of plasma LDL, removing cholesterol from plasma, which is an important determinant of atherosclerosis. You may know of people who take a statin to help with their cholesterol levels. However, these drugs probably work slightly differently in many of those people. In some, it lowers their cholesterol significantly; in others it may lower it only moderately; and in some, it may have no significant effect at all. (Luckily for those individuals, there are multiple versions of the statins, so different drugs can be tested to find the proper combination for that individual.) Why the difference? Because of the genetic background of all people; the different single nucleotide polymorphisms that make us all different. Pharmacogenomics, a combination of pharmacology and genomics (the study of the genome) that refers to the study of the relationship between pharmaceuticals and genetics, may explain and simplify this problem. \nStory: Uncle Tom and uncle Sam both have high cholesterol. Uncle Tom is on statin drugs and uncle Sam is not. \nQuestion: Which uncle takes an inhibitor of the rate limiting enzyme in cholesterol biosynthesis?", "pos": "Background Paragraph: Hypertension , which is also called \"high blood pressure,\" occurs when a person’s blood pressure is always high. Hypertension is said to be present when a person's systolic blood pressure is always 140 or higher, and/or if the person's diastolic blood pressure is always 90 or higher. Having hypertension increases a person’s chance for developing heart disease, having a stroke, or suffering from other serious cardiovascular diseases. Hypertension often does not have any symptoms, so a person may not know that he or she has high blood pressure. For this reason, hypertension is often called the \"silent killer.\" Treatments for hypertension include diet changes, exercise, and medication. Foods thought to lower blood pressure include skim milk, spinach, beans, bananas and dark chocolate. \nStory: Two twin brothers had very different blood pressures. Tom had very high blood pressure, while Dan had low blood pressure. \nQuestion: Which brother has a greater chance of developing heart disease?", "neg": "Background Paragraph: Currently, millions of individuals with high cholesterol take a similar type of drug, known as a statin. The drug, an inhibitor of HMG-CoA reductase (3-hydroxy-3-methyl-glutaryl-CoA reductase), the rate limiting enzyme in cholesterol biosynthesis, decreases blood levels of cholesterol by induce the expression of low density lipoprotein (LDL) receptors in the liver. The increased levels of the LDL-receptors stimulate the catabolism of plasma LDL, removing cholesterol from plasma, which is an important determinant of atherosclerosis. You may know of people who take a statin to help with their cholesterol levels. However, these drugs probably work slightly differently in many of those people. In some, it lowers their cholesterol significantly; in others it may lower it only moderately; and in some, it may have no significant effect at all. (Luckily for those individuals, there are multiple versions of the statins, so different drugs can be tested to find the proper combination for that individual.) Why the difference? Because of the genetic background of all people; the different single nucleotide polymorphisms that make us all different. Pharmacogenomics, a combination of pharmacology and genomics (the study of the genome) that refers to the study of the relationship between pharmaceuticals and genetics, may explain and simplify this problem. \nStory: Two university students studied different types of drugs for their exams. Kate studied statins, while Carol studied anti-depressants. \nQuestion: Which student learned less about removing cholesterol from plasma?", "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."}
{"query": "Background Paragraph: Wilting is the loss of rigidity of non-woody parts of plants. This occurs when the turgor pressure in non-lignified plant cells falls towards zero, as a result of diminished water in the cells. The rate of loss of water from the plant is greater than the absorption of water in the plant. The process of wilting modifies the leaf angle distribution of the plant (or canopy) towards more erectophile conditions.\n\nLower water availability may result from:\n\ndrought conditions, where the soil moisture drops below conditions most favorable for plant functioning;\nthe temperature falls to the point where the plants vascular system can not function.\nhigh salinity, which causes water to diffuse from the plant cells and induce shrinkage;\nsaturated soil conditions, where roots are unable to obtain sufficient oxygen for cellular respiration, and so are unable to transport water into the plant; or\nbacteria or fungi that clog the plant's vascular system.\nWilting diminishes the plant's ability to transpire and grow. Permanent wilting leads to plant death. Symptoms of wilting and blights resemble one another. \nStory: Jim had a small veggie garden that he planted every year. His brother Rob had a similar patch, and he was also a gardener. The plants in Jim's garden started wilting at some point and he found out that his soil had high salinity and some harmful bacteria that wiled the plants indirectly. Rob's plant were ok, because he adjusted the soil's ph with sweet lime. \nQuestion: Which garden had roots that were unable to obtain sufficient oxygen for cellular respiration?", "pos": "Background Paragraph: Wilting is the loss of rigidity of non-woody parts of plants. This occurs when the turgor pressure in non-lignified plant cells falls towards zero, as a result of diminished water in the cells. The rate of loss of water from the plant is greater than the absorption of water in the plant. The process of wilting modifies the leaf angle distribution of the plant (or canopy) towards more erectophile conditions.\n\nLower water availability may result from:\n\ndrought conditions, where the soil moisture drops below conditions most favorable for plant functioning;\nthe temperature falls to the point where the plants vascular system can not function.\nhigh salinity, which causes water to diffuse from the plant cells and induce shrinkage;\nsaturated soil conditions, where roots are unable to obtain sufficient oxygen for cellular respiration, and so are unable to transport water into the plant; or\nbacteria or fungi that clog the plant's vascular system.\nWilting diminishes the plant's ability to transpire and grow. Permanent wilting leads to plant death. Symptoms of wilting and blights resemble one another. \nStory: Jim had a small veggie garden that he planted every year. His brother Rob had a similar patch, and he was also a gardener. The plants in Jim's garden started wilting at some point and he found out that his soil had high salinity and some harmful bacteria that wiled the plants indirectly. Rob's plant were ok, because he adjusted the soil's ph with sweet lime. \nQuestion: Which garden had more plants wilting?", "neg": "Background Paragraph: Groundwater salinization compromises buffering properties. Vegetation clearance, along with irrigation, causes serious issues. Irrigation increases the water table and mobilizes salts, and vegetation clearance allows it to come in contact with water habitats and vegetation. This stresses species not adapted to high salinity. High levels of salinity reduces water uptake in plants, by causing stomatal closure, reducing photosynthesis. Forests undergo decline in areas of high salinity and shallow groundwater depths because these conditions make them more susceptible to droughts. Forests undergo decline in areas of high salinity and shallow groundwater depths making them more susceptible to droughts. \nStory: In the sixteenth century the State of Michigan had forests all over. But that has long been gone. \nEspecially, in the state's northeast part the vegetation has been cleared in the twentieth century. \nWooded areas were replaced by farm lands. All these farmlands were under heavy Irrigation. At one time, in the sixteenth century, plant species like elm and oak used to be plentiful. We still had some elms and oaks in the twentieth century, but they were not great many in number. \nQuestion: Was the mobilized salts at increased or decreased level in northeast Michigan in the sixteenth century?", "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."}
{"query": "Background Paragraph: Circles of latitude are often called parallels because they are parallel to each other; that is, any two circles are always the same distance apart. A location's position along a circle of latitude is given by its longitude. Circles of latitude are unlike circles of longitude, which are all great circles with the centre of Earth in the middle, as the circles of latitude get smaller as the distance from the Equator increases. Their length can be calculated by a common sine or cosine function. The 60th parallel north or south is half as long as the Equator (disregarding Earth's minor flattening by 0.3%). A circle of latitude is perpendicular to all meridians. \nStory: The city of Riga is situated at 56 degrees N, and its sister city Kobe, Japan is situated at 34 degrees N, on a different circle of latitude. \nQuestion: Which city is situated farther from the South Pole?", "pos": "Background Paragraph: Circles of latitude are often called parallels because they are parallel to each other; that is, any two circles are always the same distance apart. A location's position along a circle of latitude is given by its longitude. Circles of latitude are unlike circles of longitude, which are all great circles with the centre of Earth in the middle, as the circles of latitude get smaller as the distance from the Equator increases. Their length can be calculated by a common sine or cosine function. The 60th parallel north or south is half as long as the Equator (disregarding Earth's minor flattening by 0.3%). A circle of latitude is perpendicular to all meridians. \nStory: The city of Riga is situated at 56 degrees N, and its sister city Kobe, Japan is situated at 34 degrees N, on a different circle of latitude. \nQuestion: Which city is situated closer to the North Pole?", "neg": "Background Paragraph: Circles of latitude are often called parallels because they are parallel to each other; that is, any two circles are always the same distance apart. A location's position along a circle of latitude is given by its longitude. Circles of latitude are unlike circles of longitude, which are all great circles with the centre of Earth in the middle, as the circles of latitude get smaller as the distance from the Equator increases. Their length can be calculated by a common sine or cosine function. The 60th parallel north or south is half as long as the Equator (disregarding Earth's minor flattening by 0.3%). A circle of latitude is perpendicular to all meridians. \nStory: The city of Riga is situated at 56 degrees N, and its sister city Kobe, Japan is situated at 34 degrees N, on a different circle of latitude. \nQuestion: Which city is situated farther from the North Pole?", "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."}
{"query": "Background Paragraph: Fish reproduce sexually. They lay eggs that can be fertilized either inside or outside of the body. In most fish, the eggs develop outside of the mother's body. In the majority of these species, fertilization also takes place outside the mother's body. The male and female fish release their gametes into the surrounding water, where fertilization occurs. Female fish release very high numbers of eggs to increase the chances of fertilization. \nStory: Two neighboring ponds were stocked with adult fish last year. Hill pond had a very nice winter and the fish started reproducing normally, while Mound pond had no fish reproducing this spring. \nQuestion: Which pond's stock had a better chance of increasing?", "pos": "Background Paragraph: Fish reproduce sexually. They lay eggs that can be fertilized either inside or outside of the body. In most fish, the eggs develop outside of the mother's body. In the majority of these species, fertilization also takes place outside the mother's body. The male and female fish release their gametes into the surrounding water, where fertilization occurs. Female fish release very high numbers of eggs to increase the chances of fertilization. \nStory: Two neighboring ponds were stocked with adult fish last year. Hill pond had a very nice winter and the fish started reproducing normally, while Mound pond had no fish reproducing this spring. \nQuestion: Which pond had more fish spawning this spring?", "neg": "Background Paragraph: Fish reproduce sexually. They lay eggs that can be fertilized either inside or outside of the body. In most fish, the eggs develop outside of the mother's body. In the majority of these species, fertilization also takes place outside the mother's body. The male and female fish release their gametes into the surrounding water, where fertilization occurs. Female fish release very high numbers of eggs to increase the chances of fertilization. \nStory: Two different rivers were stocked with adult fish. Red river had a lower fish population because the fish had hardly reproduced naturally. Black river had doubled it's fish population in two years because they reproduced naturally. \nQuestion: Which of the two rivers had more fish release their gametes into the surrounding water ?", "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."}
{"query": "Background Paragraph: Mantle melting can come about three ways: (1) when the temperature rises, (2) if the pressure lowers (which lowers the melting point), and (3) if water is added, which lowers the melting point. Two of these (1 and 3) might explain why there are volcanoes at convergent plate boundaries: the temperature of the subducting plate increases as it sinks into the hot mantle (1). Sediments lying on top of the subducting plate contain water. As the sediments subduct, the water rises into the overlying mantle material. This lowers the melting temperature of the mantle (3). When the mantle above the subducting plate melts, volcanoes form above it. This leads to volcanoes in an island arc or continental arc. \nStory: Ben and Mike both studied earthquakes, while Mike was more interested specifically in mantle melting and related phenomena. \nQuestion: Which person studied less about volcanoes at convergent plate boundaries?", "pos": "Background Paragraph: Mantle melting can come about three ways: (1) when the temperature rises, (2) if the pressure lowers (which lowers the melting point), and (3) if water is added, which lowers the melting point. Two of these (1 and 3) might explain why there are volcanoes at convergent plate boundaries: the temperature of the subducting plate increases as it sinks into the hot mantle (1). Sediments lying on top of the subducting plate contain water. As the sediments subduct, the water rises into the overlying mantle material. This lowers the melting temperature of the mantle (3). When the mantle above the subducting plate melts, volcanoes form above it. This leads to volcanoes in an island arc or continental arc. \nStory: Ben and Mike both studied earthquakes, while Mike was more interested specifically in mantle melting and related phenomena. \nQuestion: Which person didn't learn that the subducting plate increases as it sinks into the hot mantle?", "neg": "Background Paragraph: Mantle melting can come about three ways: (1) when the temperature rises, (2) if the pressure lowers (which lowers the melting point), and (3) if water is added, which lowers the melting point. Two of these (1 and 3) might explain why there are volcanoes at convergent plate boundaries: the temperature of the subducting plate increases as it sinks into the hot mantle (1). Sediments lying on top of the subducting plate contain water. As the sediments subduct, the water rises into the overlying mantle material. This lowers the melting temperature of the mantle (3). When the mantle above the subducting plate melts, volcanoes form above it. This leads to volcanoes in an island arc or continental arc. \nStory: Two researches studied the Earth's mantle. Clint studied mantle melting, and his pal Uri decided to study other mantle related phenomena. \nQuestion: Which researcher read less about sediments lying on top of the subducting plate?", "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."}
{"query": "Background Paragraph: An allergy is a disease in which the immune system makes an inflammatory response to a harmless antigen . Any antigen that causes an allergy is called an allergen. Allergens may be inhaled or ingested, or they may come into contact with the skin. Two common causes of allergies are shown in Figure below . Inhaling ragweed pollen may cause coughing and sneezing. Skin contact with oils in poison ivy may cause an itchy rash. Other common causes of allergies include dust mites, mold, animal dander, insect stings, latex, and certain food and medications. Symptoms of a common allergy such as pollen can include sneezing, a runny nose, nasal congestion and itchy, watery eyes. \nStory: Two roommates, Karen and Kelly, have decided to adopt a pet for their apartment. They are debating between getting a dog or a cat when they decide to flip a coin since they can't agree. The coin comes up tails so they are getting a cat. Unbeknownst to Karen, she is allergic to cats. Kelly has no allergies to animals, but Karen has never lived with cats before so she isn't aware that she is allergic to them. \nQuestion: Who will struggle the least when holding the cat?", "pos": "Background Paragraph: An allergy is a disease in which the immune system makes an inflammatory response to a harmless antigen . Any antigen that causes an allergy is called an allergen. Allergens may be inhaled or ingested, or they may come into contact with the skin. Two common causes of allergies are shown in Figure below . Inhaling ragweed pollen may cause coughing and sneezing. Skin contact with oils in poison ivy may cause an itchy rash. Other common causes of allergies include dust mites, mold, animal dander, insect stings, latex, and certain food and medications. Symptoms of a common allergy such as pollen can include sneezing, a runny nose, nasal congestion and itchy, watery eyes. \nStory: Two roommates, Karen and Kelly, have decided to adopt a pet for their apartment. They are debating between getting a dog or a cat when they decide to flip a coin since they can't agree. The coin comes up tails so they are getting a cat. Unbeknownst to Karen, she is allergic to cats. Kelly has no allergies to animals, but Karen has never lived with cats before so she isn't aware that she is allergic to them. \nQuestion: Who will have a stuffy nose less often?", "neg": "Background Paragraph: An allergy is a disease in which the immune system makes an inflammatory response to a harmless antigen . Any antigen that causes an allergy is called an allergen. Allergens may be inhaled or ingested, or they may come into contact with the skin. Two common causes of allergies are shown in Figure below . Inhaling ragweed pollen may cause coughing and sneezing. Skin contact with oils in poison ivy may cause an itchy rash. Other common causes of allergies include dust mites, mold, animal dander, insect stings, latex, and certain food and medications. Symptoms of a common allergy such as pollen can include sneezing, a runny nose, nasal congestion and itchy, watery eyes. \nStory: Two roommates, Karen and Kelly, have decided to adopt a pet for their apartment. They are debating between getting a dog or a cat when they decide to flip a coin since they can't agree. The coin comes up tails so they are getting a cat. Unbeknownst to Karen, she is allergic to cats. Kelly has no allergies to animals, but Karen has never lived with cats before so she isn't aware that she is allergic to them. \nQuestion: Will Karen's eyes be more or less itchy than Kelly's eyes?", "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."}
{"query": "Background Paragraph: When the subtropical ridge in the Northwest Pacific is stronger than normal, it leads to a wet monsoon season for Asia.[18] The subtropical ridge position is linked to how far northward monsoon moisture and thunderstorms extend into the United States. Typically, the subtropical ridge across North America migrates far enough northward to begin monsoon conditions across the Desert Southwest from July to September.[19] When the subtropical ridge is farther north than normal towards the Four Corners, monsoon thunderstorms can spread northward into Arizona. When suppressed to the south, the atmosphere dries out across the Desert Southwest, causing a break in the monsoon regime.[20]. \nStory: 2018 was a very wet year for the Four Corners area,  because of the subtropical ridge, 2019, on the other hand was a dry year influenced by the same weather phenomenon that lacked strength in this year. \nQuestion: Which month of the year was drier, July 2018 or July 2019?", "pos": "Background Paragraph: When the subtropical ridge in the Northwest Pacific is stronger than normal, it leads to a wet monsoon season for Asia.[18] The subtropical ridge position is linked to how far northward monsoon moisture and thunderstorms extend into the United States. Typically, the subtropical ridge across North America migrates far enough northward to begin monsoon conditions across the Desert Southwest from July to September.[19] When the subtropical ridge is farther north than normal towards the Four Corners, monsoon thunderstorms can spread northward into Arizona. When suppressed to the south, the atmosphere dries out across the Desert Southwest, causing a break in the monsoon regime.[20]. \nStory: 2018 was a very wet year for the Four Corners area,  because of the subtropical ridge, 2019, on the other hand was a dry year influenced by the same weather phenomenon that lacked strength in this year. \nQuestion: Which month of the year was wetter, July 2018 or July 2019?", "neg": "Background Paragraph: Atmospheric convection is the result of a parcel-environment instability, or temperature difference layer in the atmosphere. Different lapse rates within dry and moist air masses lead to instability. Mixing of air during the day which expands the height of the planetary boundary layer leads to increased winds, cumulus cloud development, and decreased surface dew points. Moist convection leads to thunderstorm development, which is often responsible for severe weather throughout the world. Special threats from thunderstorms include hail, downbursts, and tornadoes. \nStory: Burr township is situated on the western side of the ridge, at a lower altitude, and is experiencing atmospheric convection every once in a while, while Jolt township, on the eastern side,  has a less windy, less cloudy environment and is situated at a higher altitude. \nQuestion: Which township is situated at a lower altitude?", "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."}
{"query": "Background Paragraph: Natural resources include energy, minerals and other materials. Natural resources may be renewable or non-renewable. Non-renewable resources cannot be replaced. When they're gone, they're gone. Renewable resources can be replaced. They can supply human activities forever. Fossil fuels are crucial for modern human society. Fossil fuels are essential for transportation, industry and agriculture. Renewable energy resources tend to be clean. They emit fewer pollutants and greenhouse gases than fossil fuels. Renewable resources often have other problems. They are more costly and less efficient than fossil fuels. Still, they have many advantages. Research is going into developing renewable resources. Conservation is the best way to increase resource availability. Anyone can conserve! You and your family can. Society can. The world can. Just reduce, reuse, recycle. \nStory: Germany took steps to increase the use of renewable natural resources. Today, they are the leader in using renewable resources. Most of their energy requirements are met with renewable natural resources. But it's not the case with nearby Russia. Russia has been heavily depended on non-renewable natural resources. With the discovery of huge gas and oil reserves there is no sign that situation would change in Russia any time soon. \nQuestion: Would Germany contribute more or less to greenhouse gases than Russia?", "pos": "Background Paragraph: Another major cause of extinction is global warming , which is also known as global climate change. During the past century, the Earth's average temperature has risen by almost 1°C (about 1.3°F). You may not think that is significant, but to organisms that live in the wild and are constantly adapting to their environments, any climate change can be hazardous. Recall that burning fossil fuels releases gasses into the atmosphere that warm the Earth. Our increased use of fossil fuels, such as coal and oil, is changing the Earth’s climate. Any long-term change in the climate can destroy the habitat of a species. Even a brief change in climate may be too stressful for an organism to survive. For example, if the seas increase in temperature, even briefly, it may be too warm for certain types of fish to reproduce. \nStory: Ken and Stacy are two engineers discussing their plans about what source of energy they should use to generate electricity in a new city they are helping design. Ken feels that they should use coal since it's reliable, abundant and relatively cheap. Stacy argues that they should use solar power because there is an infinite supply of solar energy. \nQuestion: Will Stacy's plan increase the temperature of the oceans more or less than Ken's?", "neg": "Background Paragraph: Natural resources include energy, minerals and other materials. Natural resources may be renewable or non-renewable. Non-renewable resources cannot be replaced. When they're gone, they're gone. Renewable resources can be replaced. They can supply human activities forever. Fossil fuels are crucial for modern human society. Fossil fuels are essential for transportation, industry and agriculture. Renewable energy resources tend to be clean. They emit fewer pollutants and greenhouse gases than fossil fuels. Renewable resources often have other problems. They are more costly and less efficient than fossil fuels. Still, they have many advantages. Research is going into developing renewable resources. Conservation is the best way to increase resource availability. Anyone can conserve! You and your family can. Society can. The world can. Just reduce, reuse, recycle. \nStory: Germany took steps to increase the use of renewable natural resources. Today, they are the leader in using renewable resources. Most of their energy requirements are met with renewable natural resources. But it's not the case with nearby Russia. Russia has been heavily depended on non-renewable natural resources. With the discovery of huge gas and oil reserves there is no sign that situation would change in Russia any time soon. \nQuestion: Which country would emit more pollutants, Germany or Russia?", "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."}
{"query": "Background Paragraph: An optimal decision is a decision that leads to at least as good a known or expected outcome as all other available decision options. It is an important concept in decision theory. In order to compare the different decision outcomes, one commonly assigns a utility value to each of them. If there is uncertainty as to what the outcome will be, then under the von Neumann–Morgenstern axioms the optimal decision maximizes the expected utility (a probability–weighted average of utility over all possible outcomes of a decision). \nStory: John and Keith are playing a decision making game. They have three decisions to make decision A, decision B, and decision C. Decision A and decision B have certain outcome, but decision C's outcome is uncertain. John would apply optimal decision making process while Keith would rather rely on his hunches. \nQuestion: In respect to decision C, would John's strategy most likely maximize or not maximize the expected utility?", "pos": "Background Paragraph: An optimal decision is a decision that leads to at least as good a known or expected outcome as all other available decision options. It is an important concept in decision theory. In order to compare the different decision outcomes, one commonly assigns a utility value to each of them. If there is uncertainty as to what the outcome will be, then under the von Neumann–Morgenstern axioms the optimal decision maximizes the expected utility (a probability–weighted average of utility over all possible outcomes of a decision). \nStory: John and Keith are playing a decision making game. They have three decisions to make decision A, decision B, and decision C. Decision A and decision B have certain outcome, but decision C's outcome is uncertain. John would apply optimal decision making process while Keith would rather rely on his hunches. \nQuestion: In respect to decision C, would Keith's strategy most likely maximize or not maximize the expected utility?", "neg": "Background Paragraph: An optimal decision is a decision that leads to at least as good a known or expected outcome as all other available decision options. It is an important concept in decision theory. In order to compare the different decision outcomes, one commonly assigns a utility value to each of them. If there is uncertainty as to what the outcome will be, then under the von Neumann–Morgenstern axioms the optimal decision maximizes the expected utility (a probability–weighted average of utility over all possible outcomes of a decision). \nStory: John and Keith are playing a decision making game. They have three decisions to make decision A, decision B, and decision C. Decision A and decision B have certain outcome, but decision C's outcome is uncertain. John would apply optimal decision making process while Keith would rather rely on his hunches. \nQuestion: Will John most likely assign or not assign a utility value to each of the decisions?", "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."}
{"query": "Background Paragraph: More than 170 million years ago, Antarctica was part of the supercontinent Gondwana. Over time, Gondwana gradually broke apart, and Antarctica as we know it today was formed around 25 million years ago. Antarctica was not always cold, dry, and covered in ice sheets. At a number of points in its long history, it was farther north, experienced a tropical or temperate climate, was covered in forests, and inhabited by various ancient life forms. \nStory: John was reading about a fascinating story of a scientist in a science fiction book. In that novel the scientist met with a mysterious wormhole while visiting Antarctica. First, the wormhole started the time travel in present day, which was designated as point A. Then it sent the scientist to 170 million years in the past, which was designated as point B. The scientist had the rare experience of visiting Antarctica in two different time periods, 170 million years apart. \nQuestion: Which point would see more life forms, point A or point B?", "pos": "Background Paragraph: More than 170 million years ago, Antarctica was part of the supercontinent Gondwana. Over time, Gondwana gradually broke apart, and Antarctica as we know it today was formed around 25 million years ago. Antarctica was not always cold, dry, and covered in ice sheets. At a number of points in its long history, it was farther north, experienced a tropical or temperate climate, was covered in forests, and inhabited by various ancient life forms. \nStory: John was reading about a fascinating story of a scientist in a science fiction book. In that novel the scientist met with a mysterious wormhole while visiting Antarctica. First, the wormhole started the time travel in present day, which was designated as point A. Then it sent the scientist to 170 million years in the past, which was designated as point B. The scientist had the rare experience of visiting Antarctica in two different time periods, 170 million years apart. \nQuestion: Which point would see less ice sheets, point A or point B?", "neg": "Background Paragraph: More than 170 million years ago, Antarctica was part of the supercontinent Gondwana. Over time, Gondwana gradually broke apart, and Antarctica as we know it today was formed around 25 million years ago. Antarctica was not always cold, dry, and covered in ice sheets. At a number of points in its long history, it was farther north, experienced a tropical or temperate climate, was covered in forests, and inhabited by various ancient life forms. \nStory: John was reading about a fascinating story of a scientist in a science fiction book. In that novel the scientist met with a mysterious wormhole while visiting Antarctica. First, the wormhole started the time travel in present day, which was designated as point A. Then it sent the scientist to 170 million years in the past, which was designated as point B. The scientist had the rare experience of visiting Antarctica in two different time periods, 170 million years apart. \nQuestion: Would there be less or more life forms in point B than in point 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."}
{"query": "Background Paragraph: Shown in the Figure below is a cylinder of gas on the left that is at room temperature (300 K). On the right, the cylinder has been heated until the Kelvin temperature has doubled to 600 K. The kinetic energy of the gas molecules increases, so collisions with the walls of the container are now more forceful than they were before. As a result, the pressure of the gas doubles. Decreasing the temperature would have the opposite effect, and the pressure of an enclosed gas would decrease. \nStory: Carl works in a facility that keeps several gasses in tight containment units. He needs to monitor which gasses are under the most pressure for safety reasons. Each container has the same amount of gas in it. Containment Unit A is very hot to the touch, while Containment Unit B is cool to the touch. \nQuestion: Is the gas in Containment Unit A under more or less pressure than Containment Unit B?", "pos": "Background Paragraph: As Figure above shows, the distance between particles is much smaller for the solid and liquid states than for the gas state. In the solid state, particles are fixed in place, while particles are more free to move in the liquid and gas states. The particles in the solid and liquid states “stick together,” but in the gas state, they move freely about the container. In general, it requires energy to separate individual particles. If we want to make a solid adopt a liquid form, we can add energy in the form of heat, increasing the temperature of the substance. Conversely, if we want to convert a substance from a gas to a liquid or from a liquid to a solid, we remove energy from the system and decrease the temperature. Pressure also plays an important role in changes of state, which will be discussed later on. We will study these difference in greater detail in the chapter States of Matter. \nStory: John is studying the different states of matter. Today, he has a matter in three states in front of him, state A, state B, and state C. State A is in solid state. State B is in liquid state. And, state C is in gaseous state. He needs to determine the properties of each state. \nQuestion: Would state C have less or more distance between particles than state B?", "neg": "Background Paragraph: Shown in the Figure below is a cylinder of gas on the left that is at room temperature (300 K). On the right, the cylinder has been heated until the Kelvin temperature has doubled to 600 K. The kinetic energy of the gas molecules increases, so collisions with the walls of the container are now more forceful than they were before. As a result, the pressure of the gas doubles. Decreasing the temperature would have the opposite effect, and the pressure of an enclosed gas would decrease. \nStory: Carl works in a facility that keeps several gasses in tight containment units. He needs to monitor which gasses are under the most pressure for safety reasons. Each container has the same amount of gas in it. Containment Unit A is very hot to the touch, while Containment Unit B is cool to the touch. \nQuestion: Which containment unit's gas is most likely under the most pressure?", "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."}
{"query": "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. \nStory: 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. \nQuestion: Which uncle had more strength and stamina?", "pos": "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. \nStory: 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. \nQuestion: Which uncle hadn't retired from work?", "neg": "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. \nStory: Doctors studied two groups of individuals: group O with people over 65, and group S with people under 65 years old. They published the results in a magazine. \nQuestion: Which group had fewer people with decreased stamina?", "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."}
{"query": "Background Paragraph: It would be very unadvisable to place a can of soup over a campfire without venting the can. As the can heats up, it may explode. The kinetic-molecular theory explains why. The air inside the rigid can of soup is given more kinetic energy by the heat coming from the campfire. The kinetic energy causes the air molecules to move faster and they impact the container walls more frequently and with more force. The increase in pressure inside may eventually exceed the strength of the can and it will explode. An additional factor is that the soup may begin boiling which will then aid even more gas and more pressure to the inside of the can. \nStory: When studying the kinetic-molecular theory, two teams of students did and experiment. Team A heated a can of soup over the fire without venting it first, team B heated a can of soup, but vented it first. \nQuestion: Which team lead a less safer experiment?", "pos": "Background Paragraph: It would be very unadvisable to place a can of soup over a campfire without venting the can. As the can heats up, it may explode. The kinetic-molecular theory explains why. The air inside the rigid can of soup is given more kinetic energy by the heat coming from the campfire. The kinetic energy causes the air molecules to move faster and they impact the container walls more frequently and with more force. The increase in pressure inside may eventually exceed the strength of the can and it will explode. An additional factor is that the soup may begin boiling which will then aid even more gas and more pressure to the inside of the can. \nStory: When studying the kinetic-molecular theory, two teams of students did and experiment. Team A heated a can of soup over the fire without venting it first, team B heated a can of soup, but vented it first. \nQuestion: Which team had a higher likelihood of their can exploding?", "neg": "Background Paragraph: It would be very unadvisable to place a can of soup over a campfire without venting the can. As the can heats up, it may explode. The kinetic-molecular theory explains why. The air inside the rigid can of soup is given more kinetic energy by the heat coming from the campfire. The kinetic energy causes the air molecules to move faster and they impact the container walls more frequently and with more force. The increase in pressure inside may eventually exceed the strength of the can and it will explode. An additional factor is that the soup may begin boiling which will then aid even more gas and more pressure to the inside of the can. \nStory: A team of hikers split into two groups. Group Jones hiked north and camped there  overnight. Group George went east. Both groups made campfires and heated cans of soups. Group Jones didn't make holes in the cans, so the cans exploded. The others heated their soup cans the right way, by venting them first. \nQuestion: Which group observed their soups boiling?", "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."}
{"query": "Background Paragraph: Atmospheric convection is the result of a parcel-environment instability, or temperature difference layer in the atmosphere. Different lapse rates within dry and moist air masses lead to instability. Mixing of air during the day which expands the height of the planetary boundary layer leads to increased winds, cumulus cloud development, and decreased surface dew points. Moist convection leads to thunderstorm development, which is often responsible for severe weather throughout the world. Special threats from thunderstorms include hail, downbursts, and tornadoes. \nStory: Burr township is situated on the western side of the ridge, at a lower altitude, and is experiencing atmospheric convection every once in a while, while Jolt township, on the eastern side,  has a less windy, less cloudy environment and is situated at a higher altitude. \nQuestion: Which township is situated at a higher altitude?", "pos": "Background Paragraph: Atmospheric convection is the result of a parcel-environment instability, or temperature difference layer in the atmosphere. Different lapse rates within dry and moist air masses lead to instability. Mixing of air during the day which expands the height of the planetary boundary layer leads to increased winds, cumulus cloud development, and decreased surface dew points. Moist convection leads to thunderstorm development, which is often responsible for severe weather throughout the world. Special threats from thunderstorms include hail, downbursts, and tornadoes. \nStory: Burr township is situated on the western side of the ridge, at a lower altitude, and is experiencing atmospheric convection every once in a while, while Jolt township, on the eastern side,  has a less windy, less cloudy environment and is situated at a higher altitude. \nQuestion: Which township is experiencing less clouds?", "neg": "Background Paragraph: Atmospheric convection is the result of a parcel-environment instability, or temperature difference layer in the atmosphere. Different lapse rates within dry and moist air masses lead to instability. Mixing of air during the day which expands the height of the planetary boundary layer leads to increased winds, cumulus cloud development, and decreased surface dew points. Moist convection leads to thunderstorm development, which is often responsible for severe weather throughout the world. Special threats from thunderstorms include hail, downbursts, and tornadoes. \nStory: Burr township is situated on the western side of the ridge, at a lower altitude, and is experiencing atmospheric convection every once in a while, while Jolt township, on the eastern side,  has a less windy, less cloudy environment and is situated at a higher altitude. \nQuestion: Which township is situated at a lower altitude?", "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."}
{"query": "Background Paragraph: As for the public health or food safety concern, organic foods are intended to be healthy, free of contaminations and free from agents that could cause human diseases. Organic milk is meant to have no chemical residues to consumers, and the restrictions on the use of antibiotics and chemicals in organic food production has the purpose to accomplish this goal. Although dairy cows in both organic and conventional farming practices can be exposed to pathogens, it has been shown that, because antibiotics are not permitted as a preventative measure in organic practices, there are far fewer antibiotic resistant pathogens on organic farms. This dramatically increases the efficacy of antibiotics when/if they are necessary. \nStory: Manny and Annie were two foodie friends. Manny was a health conscious person, he ate organic foods and drank organic milk only. Annie liked all foods, whether they were organic or not. \nQuestion: Which friend drank more milk from cows exposed to fewer antibiotic resistant pathogens?", "pos": "Background Paragraph: As for the public health or food safety concern, organic foods are intended to be healthy, free of contaminations and free from agents that could cause human diseases. Organic milk is meant to have no chemical residues to consumers, and the restrictions on the use of antibiotics and chemicals in organic food production has the purpose to accomplish this goal. Although dairy cows in both organic and conventional farming practices can be exposed to pathogens, it has been shown that, because antibiotics are not permitted as a preventative measure in organic practices, there are far fewer antibiotic resistant pathogens on organic farms. This dramatically increases the efficacy of antibiotics when/if they are necessary. \nStory: Manny and Annie were two foodie friends. Manny was a health conscious person, he ate organic foods and drank organic milk only. Annie liked all foods, whether they were organic or not. \nQuestion: Which friend ate more foods free of contaminations?", "neg": "Background Paragraph: As for the public health or food safety concern, organic foods are intended to be healthy, free of contaminations and free from agents that could cause human diseases. Organic milk is meant to have no chemical residues to consumers, and the restrictions on the use of antibiotics and chemicals in organic food production has the purpose to accomplish this goal. Although dairy cows in both organic and conventional farming practices can be exposed to pathogens, it has been shown that, because antibiotics are not permitted as a preventative measure in organic practices, there are far fewer antibiotic resistant pathogens on organic farms. This dramatically increases the efficacy of antibiotics when/if they are necessary. \nStory: Two farms were growing food for several nearby cities. Vole farm grew organic produce and produced organic milk, while Anthill farm did not possess the USDA organic certification. \nQuestion: Which farm produces less milk with no antibiotics?", "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."}
{"query": "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. \nStory: Mike is studying the predator prey relationship. He is specifically studying three species, species A, species B, and species C. Species A is a predator; species B is the prey; and species C is a plant species that species B lives on. Mike now needs to figure out how the predator prey relationship balance the ecosystem. \nQuestion: If species B population increase, would species C population increase or decrease?", "pos": "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. \nStory: Mike is studying the predator prey relationship. He is specifically studying three species, species A, species B, and species C. Species A is a predator; species B is the prey; and species C is a plant species that species B lives on. Mike now needs to figure out how the predator prey relationship balance the ecosystem. \nQuestion: If species A population stay stable, would the population of species B increase or not increase?", "neg": "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. \nStory: Mike is studying the predator prey relationship. He is specifically studying three species, species A, species B, and species C. Species A is a predator; species B is the prey; and species C is a plant species that species B lives on. Mike now needs to figure out how the predator prey relationship balance the ecosystem. \nQuestion: Which species can be regarded as the keystone species, species A, species B, or species 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."}
{"query": "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. \nStory: 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. \nQuestion: Which limited edition most likely had it's price increased: The Birth Of Venus or The Grand Odalisque?", "pos": "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. \nStory: 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. \nQuestion: Which limited edition most likely had it's price increased: The Liberty Leading The People or The Grand Odalisque?", "neg": "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. \nStory: 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. \nQuestion: Will the Stillman edition of art most likely cost more or less than the Grossman edition?", "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."}
{"query": "Background Paragraph: Noble gases are also used to fill the glass tubes of lighted signs like the one in the Figure below . Although noble gases are chemically nonreactive, their electrons can be energized by sending an electric current through them. When this happens, the electrons jump to a higher energy level. When the electrons return to their original energy level, they give off energy as light. Different noble gases give off light of different colors. Neon gives off reddish-orange light, like the word “Open” in the sign below. Krypton gives off violet light and xenon gives off blue light. \nStory: John wanted to make some lighted signs for his business. To that end, he chose noble gases, neon, krypton, and xenon. First, he kept the noble gases in containers. He called it step A. Then he passed electric current through them. He called it step B. In the process, he came up with three signs, sign A, sign B, and sign C. Sign A used neon. Sign B used krypton, and sign C used xenon. \nQuestion: In which step the the electrons would jump to higher energy level, step A or step B?", "pos": "Background Paragraph: Noble gases are also used to fill the glass tubes of lighted signs like the one in the Figure below . Although noble gases are chemically nonreactive, their electrons can be energized by sending an electric current through them. When this happens, the electrons jump to a higher energy level. When the electrons return to their original energy level, they give off energy as light. Different noble gases give off light of different colors. Neon gives off reddish-orange light, like the word “Open” in the sign below. Krypton gives off violet light and xenon gives off blue light. \nStory: John wanted to make some lighted signs for his business. To that end, he chose noble gases, neon, krypton, and xenon. First, he kept the noble gases in containers. He called it step A. Then he passed electric current through them. He called it step B. In the process, he came up with three signs, sign A, sign B, and sign C. Sign A used neon. Sign B used krypton, and sign C used xenon. \nQuestion: Which sign would have violet color, sign B or sign C?", "neg": "Background Paragraph: Noble gases are also used to fill the glass tubes of lighted signs like the one in the Figure below . Although noble gases are chemically nonreactive, their electrons can be energized by sending an electric current through them. When this happens, the electrons jump to a higher energy level. When the electrons return to their original energy level, they give off energy as light. Different noble gases give off light of different colors. Neon gives off reddish-orange light, like the word “Open” in the sign below. Krypton gives off violet light and xenon gives off blue light. \nStory: John wanted to make some lighted signs for his business. To that end, he chose noble gases, neon, krypton, and xenon. First, he kept the noble gases in containers. He called it step A. Then he passed electric current through them. He called it step B. In the process, he came up with three signs, sign A, sign B, and sign C. Sign A used neon. Sign B used krypton, and sign C used xenon. \nQuestion: What color would sign A have, reddish-orange or violet?", "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."}
{"query": "Background Paragraph: Sometimes muscles and tendons get injured when a person starts doing an activity before they have warmed up properly. A warm up is a slow increase in the intensity of a physical activity that prepares muscles for an activity. Warming up increases the blood flow to the muscles and increases the heart rate. Warmed-up muscles and tendons are less likely to get injured. For example, before running or playing soccer, a person might jog slowly to warm muscles and increase their heart rate. Even elite athletes need to warm up ( Figure below ). \nStory: There was a soccer match between Red team and Blue team. Blue team got there early, warmed up properly and were ready for the game. Red team arrived late and almost skipped warming up entirely. Costly decision, as it turns out, because they lost. \nQuestion: Which team had more people with an increased blood flow to the muscles before the match?", "pos": "Background Paragraph: Sometimes muscles and tendons get injured when a person starts doing an activity before they have warmed up properly. A warm up is a slow increase in the intensity of a physical activity that prepares muscles for an activity. Warming up increases the blood flow to the muscles and increases the heart rate. Warmed-up muscles and tendons are less likely to get injured. For example, before running or playing soccer, a person might jog slowly to warm muscles and increase their heart rate. Even elite athletes need to warm up ( Figure below ). \nStory: There was a soccer match between Red team and Blue team. Blue team got there early, warmed up properly and were ready for the game. Red team arrived late and almost skipped warming up entirely. Costly decision, as it turns out, because they lost. \nQuestion: Which team had fewer people with muscle injuries?", "neg": "Background Paragraph: Sometimes muscles and tendons get injured when a person starts doing an activity before they have warmed up properly. A warm up is a slow increase in the intensity of a physical activity that prepares muscles for an activity. Warming up increases the blood flow to the muscles and increases the heart rate. Warmed-up muscles and tendons are less likely to get injured. For example, before running or playing soccer, a person might jog slowly to warm muscles and increase their heart rate. Even elite athletes need to warm up ( Figure below ). \nStory: Two soccer players had a friendly match one on one after work. Paul had plenty of time to do his warm up properly, but John got there late and didn't warm up. Paul won the match. \nQuestion: Which player didn't have an increased hear rate before the match?", "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."}
{"query": "Background Paragraph: Enzymes increase the rate of chemical reactions by reducing the amount of activation energy needed for reactants to start reacting. One way this can happen is modeled in the Figure below . Enzymes aren’t changed or used up in the reactions they catalyze, so they can be used to speed up the same reaction over and over again. Each enzyme is highly specific for the particular reaction is catalyzes, so enzymes are very effective. A reaction that would take many years to occur without its enzyme might occur in a split second with the enzyme. Enzymes are also very efficient, so waste products rarely form. \nStory: David is a chemist, working for a large pharmaceutical company. He was contemplating on a project that would help perform chemical reactions more efficiently. For that, he conducted two chemical reaction tests, test A and test B. In test A he used enzymes, but in test B he didn't use any enzymes. He now needs to evaluate the  pros and cons of each of the tests. \nQuestion: Which reaction would produce less waste products, test A or test B?", "pos": "Background Paragraph: Enzymes increase the rate of chemical reactions by reducing the amount of activation energy needed for reactants to start reacting. One way this can happen is modeled in the Figure below . Enzymes aren’t changed or used up in the reactions they catalyze, so they can be used to speed up the same reaction over and over again. Each enzyme is highly specific for the particular reaction is catalyzes, so enzymes are very effective. A reaction that would take many years to occur without its enzyme might occur in a split second with the enzyme. Enzymes are also very efficient, so waste products rarely form. \nStory: David is a chemist, working for a large pharmaceutical company. He was contemplating on a project that would help perform chemical reactions more efficiently. For that, he conducted two chemical reaction tests, test A and test B. In test A he used enzymes, but in test B he didn't use any enzymes. He now needs to evaluate the  pros and cons of each of the tests. \nQuestion: Which test would require shorter time, test A or test B?", "neg": "Background Paragraph: Enzymes increase the rate of chemical reactions by reducing the amount of activation energy needed for reactants to start reacting. One way this can happen is modeled in the Figure below . Enzymes aren’t changed or used up in the reactions they catalyze, so they can be used to speed up the same reaction over and over again. Each enzyme is highly specific for the particular reaction is catalyzes, so enzymes are very effective. A reaction that would take many years to occur without its enzyme might occur in a split second with the enzyme. Enzymes are also very efficient, so waste products rarely form. \nStory: David is a chemist, working for a large pharmaceutical company. He was contemplating on a project that would help perform chemical reactions more efficiently. For that, he conducted two chemical reaction tests, test A and test B. In test A he used enzymes, but in test B he didn't use any enzymes. He now needs to evaluate the  pros and cons of each of the tests. \nQuestion: Would test B produce more or less waste products than test 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."}
{"query": "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. \nStory: Bob and Bill studied at the same university. While Bob got into studying nutrition, Bill ended up studying about cancer and how to prevent it. \nQuestion: Which student learned more about preventing some types of cancer?", "pos": "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. \nStory: Bob and Bill studied at the same university. While Bob got into studying nutrition, Bill ended up studying about cancer and how to prevent it. \nQuestion: Which student learned more about avoiding smoking?", "neg": "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. \nStory: Keith is a doctor at the city hospital. Today, he is seeing six patients, patient A, patient B, patient C, patient D, patient E, and patient F. Patient A is a smoker, but patient B is not a smoker. Patient C uses sunscreen, but patient D does not use any sunscreen. Patient E tans with tanning lamps, but patient F tans in the sun. \nQuestion: Would patient B have higher or lower risk of lung cancer 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."}
{"query": "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]. \nStory: The Bennies Battalion met to discuss their experiences. They all said they always had a great experience using bennies and used the same amount each time. They told how many times they used bennies. Kathryn used it 26 times, Louise used it 30 times, Sara used it 34 times, Anne used it 46 times, Jacqueline used it 59 times, Wanda used it 68 times, and Bonnie used it 76 times. \nQuestion: Who has a higher tolerance for bennies: Louise or Bonnie?", "pos": "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]. \nStory: The Bennies Battalion met to discuss their experiences. They all said they always had a great experience using bennies and used the same amount each time. They told how many times they used bennies. Kathryn used it 26 times, Louise used it 30 times, Sara used it 34 times, Anne used it 46 times, Jacqueline used it 59 times, Wanda used it 68 times, and Bonnie used it 76 times. \nQuestion: Who has a higher tolerance for bennies: Jacqueline or Bonnie?", "neg": "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]. \nStory: James just tried heroin for the first time. He had a great time and felt like it was an amazing experience. He would like to feel this way again, and plans on buying some more soon. \nQuestion: Will James tolerance for heroin increase or decrease as he uses more of 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."}
{"query": "Background Paragraph: A) In a straight-chain molecule, all the carbon atoms are lined up in a row like cars of a train. The carbon atoms form the “backbone” of the molecule. B) In a branched-chain molecule, at least one of the carbon atoms branches off from the backbone. C) In a cyclic molecule, the chain of carbon atoms is joined at the two ends to form a ring. Each ring usually contains just five or six carbon atoms, but rings can join together to form larger molecules. A cyclic molecule generally has higher boiling and melting points than straight-chain and branched-chain molecules. \nStory: Mark works as a scientist for a molecular research institute. Today, he has three samples of molecule in front of him, sample A, sample B, and sample C. Sample A is a straight-chain molecule; sample B is a branched-chain molecule; and sample C is a cyclic molecule. Mark's job is to determine the characteristics of each sample. \nQuestion: In which sample carbon atoms would not line up in a row, sample A or sample C?", "pos": "Background Paragraph: A) In a straight-chain molecule, all the carbon atoms are lined up in a row like cars of a train. The carbon atoms form the “backbone” of the molecule. B) In a branched-chain molecule, at least one of the carbon atoms branches off from the backbone. C) In a cyclic molecule, the chain of carbon atoms is joined at the two ends to form a ring. Each ring usually contains just five or six carbon atoms, but rings can join together to form larger molecules. A cyclic molecule generally has higher boiling and melting points than straight-chain and branched-chain molecules. \nStory: Mark works as a scientist for a molecular research institute. Today, he has three samples of molecule in front of him, sample A, sample B, and sample C. Sample A is a straight-chain molecule; sample B is a branched-chain molecule; and sample C is a cyclic molecule. Mark's job is to determine the characteristics of each sample. \nQuestion: In which sample carbon atoms would line up in a row, sample A or sample C?", "neg": "Background Paragraph: A) In a straight-chain molecule, all the carbon atoms are lined up in a row like cars of a train. The carbon atoms form the “backbone” of the molecule. B) In a branched-chain molecule, at least one of the carbon atoms branches off from the backbone. C) In a cyclic molecule, the chain of carbon atoms is joined at the two ends to form a ring. Each ring usually contains just five or six carbon atoms, but rings can join together to form larger molecules. A cyclic molecule generally has higher boiling and melting points than straight-chain and branched-chain molecules. \nStory: Mark works as a scientist for a molecular research institute. Today, he has three samples of molecule in front of him, sample A, sample B, and sample C. Sample A is a straight-chain molecule; sample B is a branched-chain molecule; and sample C is a cyclic molecule. Mark's job is to determine the characteristics of each sample. \nQuestion: Would sample C have higher or lower boiling point than sample 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."}
{"query": "Background Paragraph: Cholesterol has been implicated in heart disease for decades. Atherosclerosis is a disorder of the arteries in which cholesterol and other materials are deposited on the interior of the arterial wall. These deposits lead to the formation of plaques that can restrict or even block the flow of blood through these blood vessels (see Figure below ). A decrease in the flow of blood can lead to high blood pressure and a lowered oxygen supply to the heart muscle. A complete blockage of blood flow to parts of the heart (a heart attack) can cause significant damage due to oxygen deprivation, in some cases leading to death. \nStory: Brad and Dale went to the doctor for a check up. Brad did some blood tests and found out he has very high cholesterol levels, while his partner Dale had normal cholesterol levels, and was very healthy. Brad got scared and started worrying. \nQuestion: Which friend didn't have a decreased blood flow?", "pos": "Background Paragraph: Cholesterol has been implicated in heart disease for decades. Atherosclerosis is a disorder of the arteries in which cholesterol and other materials are deposited on the interior of the arterial wall. These deposits lead to the formation of plaques that can restrict or even block the flow of blood through these blood vessels (see Figure below ). A decrease in the flow of blood can lead to high blood pressure and a lowered oxygen supply to the heart muscle. A complete blockage of blood flow to parts of the heart (a heart attack) can cause significant damage due to oxygen deprivation, in some cases leading to death. \nStory: Brad and Dale went to the doctor for a check up. Brad did some blood tests and found out he has very high cholesterol levels, while his partner Dale had normal cholesterol levels, and was very healthy. Brad got scared and started worrying. \nQuestion: Which friend was at a lower risk of suffering a heart attack?", "neg": "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. \nStory: 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. \nQuestion: 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."}
{"query": "Background Paragraph: One interesting thing that has been found in plants that are consistently exposed to drought, is their ability to form a sort of \"memory\". In a study by Tombesi et al., they found plants who had previously been exposed to drought were able to come up with a sort of strategy to minimize water loss and decrease water use. They found that plants who were exposed to drought conditions actually changed they way the regulated their stomates and what they called \"hydraulic safety margin\" so as to decrease the venerability of the plant. By changing the regulation of stomata and subsequently the transpiration, plants were able to function better in situations where the availability of water decreased. \nStory: Drought is major concern in the Midwest. To confront the problem scientists are trying to develop drought-resistant crops. To that end, they took a plant that was not exposed to drought. They labeled it as plant A. Then they took a similar plant, and repeatedly exposed it to drought. They labeled it as plant B. They wanted to find out what makes a plant drought-resistant. \nQuestion: Which plant would function worse with less water, plant A or plant B?", "pos": "Background Paragraph: One interesting thing that has been found in plants that are consistently exposed to drought, is their ability to form a sort of \"memory\". In a study by Tombesi et al., they found plants who had previously been exposed to drought were able to come up with a sort of strategy to minimize water loss and decrease water use. They found that plants who were exposed to drought conditions actually changed they way the regulated their stomates and what they called \"hydraulic safety margin\" so as to decrease the venerability of the plant. By changing the regulation of stomata and subsequently the transpiration, plants were able to function better in situations where the availability of water decreased. \nStory: Drought is major concern in the Midwest. To confront the problem scientists are trying to develop drought-resistant crops. To that end, they took a plant that was not exposed to drought. They labeled it as plant A. Then they took a similar plant, and repeatedly exposed it to drought. They labeled it as plant B. They wanted to find out what makes a plant drought-resistant. \nQuestion: In which plant there would be more water loss, plant A or plant B?", "neg": "Background Paragraph: One interesting thing that has been found in plants that are consistently exposed to drought, is their ability to form a sort of \"memory\". In a study by Tombesi et al., they found plants who had previously been exposed to drought were able to come up with a sort of strategy to minimize water loss and decrease water use. They found that plants who were exposed to drought conditions actually changed they way the regulated their stomates and what they called \"hydraulic safety margin\" so as to decrease the venerability of the plant. By changing the regulation of stomata and subsequently the transpiration, plants were able to function better in situations where the availability of water decreased. \nStory: Drought is major concern in the Midwest. To confront the problem scientists are trying to develop drought-resistant crops. To that end, they took a plant that was not exposed to drought. They labeled it as plant A. Then they took a similar plant, and repeatedly exposed it to drought. They labeled it as plant B. They wanted to find out what makes a plant drought-resistant. \nQuestion: Would plant A see less or more water loss than plant 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."}
{"query": "Background Paragraph: Regions on the Earth's surface (or in its atmosphere) that are high above mean sea level are referred to as high altitude. High altitude is sometimes defined to begin at 2,400 meters (8,000 ft) above sea level.[5][6][7]\n\nAt high altitude, atmospheric pressure is lower than that at sea level. This is due to two competing physical effects: gravity, which causes the air to be as close as possible to the ground; and the heat content of the air, which causes the molecules to bounce off each other and expand.[8]. \nStory: There was a competition for who can get the drone highest into the air. Team A got it 2,000 ft. Team B got it 3,000 ft. Team C go it 4,000 ft. Team D got it 5,000 ft. Team E got it 10,000 ft. Team F got it 13,000 ft. Team G got it 14,000 ft. Team 7 won the contest and got a gold trophy as the prize. \nQuestion: What team got their drone into high altitude: Team A or Team G?", "pos": "Background Paragraph: Regions on the Earth's surface (or in its atmosphere) that are high above mean sea level are referred to as high altitude. High altitude is sometimes defined to begin at 2,400 meters (8,000 ft) above sea level.[5][6][7]\n\nAt high altitude, atmospheric pressure is lower than that at sea level. This is due to two competing physical effects: gravity, which causes the air to be as close as possible to the ground; and the heat content of the air, which causes the molecules to bounce off each other and expand.[8]. \nStory: There was a competition for who can get the drone highest into the air. Team A got it 2,000 ft. Team B got it 3,000 ft. Team C go it 4,000 ft. Team D got it 5,000 ft. Team E got it 10,000 ft. Team F got it 13,000 ft. Team G got it 14,000 ft. Team 7 won the contest and got a gold trophy as the prize. \nQuestion: What team got their drone into high altitude: Team C or Team G?", "neg": "Background Paragraph: Regions on the Earth's surface (or in its atmosphere) that are high above mean sea level are referred to as high altitude. High altitude is sometimes defined to begin at 2,400 meters (8,000 ft) above sea level.[5][6][7]\n\nAt high altitude, atmospheric pressure is lower than that at sea level. This is due to two competing physical effects: gravity, which causes the air to be as close as possible to the ground; and the heat content of the air, which causes the molecules to bounce off each other and expand.[8]. \nStory: Ken is an avid mountain climber. This year he reached the summits of two mountains, mountain A and mountain B. Mountain A is only 5000 ft tall while mountain B is \n15000 ft tall. He has also learned a fun fact that water boils faster and at lower temperature at low atmospheric pressure. \nQuestion: Would mountain summit B need higher temperature or lower temperature to boil water compared to mountain summit 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."}
{"query": "Background Paragraph: Compared to conventional milk production, organic milk production tends to have lower eutrophication potential per ton of milk or per hectare of farmland, because it potentially reduces leaching of nitrates (NO3−) and phosphates (PO4−) due to lower fertilizer application rates. Because organic milk production reduces pesticides utilization, it increases land use per ton of milk due to decreased crop yields per hectare. Mainly due to the lower level of concentrates given to cows in organic herds, organic dairy farms generally produce less milk per cow than conventional dairy farms. Because of the increased use of roughage and the, on-average, lower milk production level per cow, some research has connected organic milk production with increases in the emission of methane.Animal welfare issues vary among dairy farms and are not necessarily related to the way of producing milk (organically or conventionally). \nStory: Two different countries have different approaches to milk production. Austria produced  organic milk, while Hungary produced conventional milk. \nQuestion: Which country reduced leaching of phosphates from farms?", "pos": "Background Paragraph: Compared to conventional milk production, organic milk production tends to have lower eutrophication potential per ton of milk or per hectare of farmland, because it potentially reduces leaching of nitrates (NO3−) and phosphates (PO4−) due to lower fertilizer application rates. Because organic milk production reduces pesticides utilization, it increases land use per ton of milk due to decreased crop yields per hectare. Mainly due to the lower level of concentrates given to cows in organic herds, organic dairy farms generally produce less milk per cow than conventional dairy farms. Because of the increased use of roughage and the, on-average, lower milk production level per cow, some research has connected organic milk production with increases in the emission of methane.Animal welfare issues vary among dairy farms and are not necessarily related to the way of producing milk (organically or conventionally). \nStory: Two different countries have different approaches to milk production. Austria produced  organic milk, while Hungary produced conventional milk. \nQuestion: Which country reduced pesticides utilization?", "neg": "Background Paragraph: Compared to conventional milk production, organic milk production tends to have lower eutrophication potential per ton of milk or per hectare of farmland, because it potentially reduces leaching of nitrates (NO3−) and phosphates (PO4−) due to lower fertilizer application rates. Because organic milk production reduces pesticides utilization, it increases land use per ton of milk due to decreased crop yields per hectare. Mainly due to the lower level of concentrates given to cows in organic herds, organic dairy farms generally produce less milk per cow than conventional dairy farms. Because of the increased use of roughage and the, on-average, lower milk production level per cow, some research has connected organic milk production with increases in the emission of methane.Animal welfare issues vary among dairy farms and are not necessarily related to the way of producing milk (organically or conventionally). \nStory: Peet farm was supplying a nearby city with organic milk.  Toad farm was a competitor on the same market, but they didn't produce organic milk, they used conventional agricultural methods. \nQuestion: Which farm leached fewer phosphates (PO4−)?", "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."}
{"query": "Background Paragraph: You may hear males \"ribbiting,\" producing a mating call used to attract females to the bodies of water best for mating and breeding. Frog calls can occur during the day or night. Each frog species has a different call that is used to attract mates and warn off rivals. When a female picks a male whose call she likes, the male grabs her and squeezes across her back and around her abdomen. This causes the female to release her eggs. The male then fertilizes the eggs and, in some species, also guards them. \nStory: Bob and Andy were two nature enthusiasts. They went camping together once a month. Bob was into bird watching, while Andy was fascinated with frogs and salamanders. They went on a trip last week-end and they were very happy with what they had observed. \nQuestion: Which friend heard fewer male frogs producing a mating call?", "pos": "Background Paragraph: You may hear males \"ribbiting,\" producing a mating call used to attract females to the bodies of water best for mating and breeding. Frog calls can occur during the day or night. Each frog species has a different call that is used to attract mates and warn off rivals. When a female picks a male whose call she likes, the male grabs her and squeezes across her back and around her abdomen. This causes the female to release her eggs. The male then fertilizes the eggs and, in some species, also guards them. \nStory: Bob and Andy were two nature enthusiasts. They went camping together once a month. Bob was into bird watching, while Andy was fascinated with frogs and salamanders. They went on a trip last week-end and they were very happy with what they had observed. \nQuestion: Which friend observed fewer male frogs grabbing female frogs and squeezing them across the back?", "neg": "Background Paragraph: You may hear males \"ribbiting,\" producing a mating call used to attract females to the bodies of water best for mating and breeding. Frog calls can occur during the day or night. Each frog species has a different call that is used to attract mates and warn off rivals. When a female picks a male whose call she likes, the male grabs her and squeezes across her back and around her abdomen. This causes the female to release her eggs. The male then fertilizes the eggs and, in some species, also guards them. \nStory: Sandra liked all creatures but loved to study frogs. Her sister Julie studied more about fish and butterflies. They both loved nature. \nQuestion: Which sister heard more male frogs \"ribbiting\"?", "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."}
{"query": "Background Paragraph: Tropical forests (rainforests) receive more insolation and rainfall over longer growing seasons than any other environment on earth. With these elevated temperatures, insolation and rainfall, biomass is extremely productive leading to the production of as much as 800 grams of carbon per square meter per year. Higher temperatures and larger amounts of water contribute to higher rates of chemical weathering. Increased rates of decomposition cause smaller amounts of fulvic acid to percolate and leach metals from the zone of active weathering. Thus, in stark contrast to soil in forests, tropical forests have little to no podzolization and therefore do not have marked visual and chemical contrasts with the soil layers. Instead, the mobile metals Mg, Fe and Al are precipitated as oxide minerals giving the soil a rusty red color. \nStory: David is an environmental scientist. Last summer he visited the tropical forest in Brazil. He labeled that part of his study as forest A. To understand the differences between forests he then visited the temperate forest in Germany. He labeled that part of his study as forest B. He found significant differences in these two types of forests. \nQuestion: Which forest would produce less carbon per square meter, forest A or forest B?", "pos": "Background Paragraph: Tropical forests (rainforests) receive more insolation and rainfall over longer growing seasons than any other environment on earth. With these elevated temperatures, insolation and rainfall, biomass is extremely productive leading to the production of as much as 800 grams of carbon per square meter per year. Higher temperatures and larger amounts of water contribute to higher rates of chemical weathering. Increased rates of decomposition cause smaller amounts of fulvic acid to percolate and leach metals from the zone of active weathering. Thus, in stark contrast to soil in forests, tropical forests have little to no podzolization and therefore do not have marked visual and chemical contrasts with the soil layers. Instead, the mobile metals Mg, Fe and Al are precipitated as oxide minerals giving the soil a rusty red color. \nStory: David is an environmental scientist. Last summer he visited the tropical forest in Brazil. He labeled that part of his study as forest A. To understand the differences between forests he then visited the temperate forest in Germany. He labeled that part of his study as forest B. He found significant differences in these two types of forests. \nQuestion: Which forest would get less insolation, forest A or forest B?", "neg": "Background Paragraph: Tropical forests (rainforests) receive more insolation and rainfall over longer growing seasons than any other environment on earth. With these elevated temperatures, insolation and rainfall, biomass is extremely productive leading to the production of as much as 800 grams of carbon per square meter per year. Higher temperatures and larger amounts of water contribute to higher rates of chemical weathering. Increased rates of decomposition cause smaller amounts of fulvic acid to percolate and leach metals from the zone of active weathering. Thus, in stark contrast to soil in forests, tropical forests have little to no podzolization and therefore do not have marked visual and chemical contrasts with the soil layers. Instead, the mobile metals Mg, Fe and Al are precipitated as oxide minerals giving the soil a rusty red color. \nStory: David is an environmental scientist. Last summer he visited the tropical forest in Brazil. He labeled that part of his study as forest A. To understand the differences between forests he then visited the temperate forest in Germany. He labeled that part of his study as forest B. He found significant differences in these two types of forests. \nQuestion: Would forest B get less or more insolation than forest 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."}
{"query": "Background Paragraph: Fish mortality is a parameter used in fisheries population dynamics to account for the loss of fish in a fish stock through death. The mortality can be divided into two types:\n\nNatural mortality: the removal of fish from the stock due to causes not associated with fishing. Such causes can include disease, competition, cannibalism, old age, predation, pollution or any other natural factor that causes the death of fish. In fisheries models natural mortality is denoted by (M).[1]\nFishing mortality: the removal of fish from the stock due to fishing activities using any fishing gear.[1] It is denoted by (F) in fisheries models. \nStory: The fisherman had 2 choices: he could go to Silver Lake situated at a higher altitude and fish there; or he could go to Red lake, a few miles further down the road. Both lakes were natural, but Red Lake had a few pollution problems last year, and the oxygen levels in the water decreased, leading to many fish dying. Silver lake was still pristine, untouched by human activities such as pollution. \nQuestion: Which lake has a smaller fish population?", "pos": "Background Paragraph: Fish mortality is a parameter used in fisheries population dynamics to account for the loss of fish in a fish stock through death. The mortality can be divided into two types:\n\nNatural mortality: the removal of fish from the stock due to causes not associated with fishing. Such causes can include disease, competition, cannibalism, old age, predation, pollution or any other natural factor that causes the death of fish. In fisheries models natural mortality is denoted by (M).[1]\nFishing mortality: the removal of fish from the stock due to fishing activities using any fishing gear.[1] It is denoted by (F) in fisheries models. \nStory: The fisherman had 2 choices: he could go to Silver Lake situated at a higher altitude and fish there; or he could go to Red lake, a few miles further down the road. Both lakes were natural, but Red Lake had a few pollution problems last year, and the oxygen levels in the water decreased, leading to many fish dying. Silver lake was still pristine, untouched by human activities such as pollution. \nQuestion: Which lake is situated at a lower altitude?", "neg": "Background Paragraph: Fish mortality is a parameter used in fisheries population dynamics to account for the loss of fish in a fish stock through death. The mortality can be divided into two types:\n\nNatural mortality: the removal of fish from the stock due to causes not associated with fishing. Such causes can include disease, competition, cannibalism, old age, predation, pollution or any other natural factor that causes the death of fish. In fisheries models natural mortality is denoted by (M).[1]\nFishing mortality: the removal of fish from the stock due to fishing activities using any fishing gear.[1] It is denoted by (F) in fisheries models. \nStory: Tony is about to go on two fishing trips in the up coming week. On Friday, he is going to Bear Lake, which is located near a factory that has been known to dump waste into the lake. On Saturday, he is going to Fox Lake, which is in a secluded valley. \nQuestion: Will Bear Lake have more or less fish than Fox Lake?", "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."}
{"query": "Background Paragraph: During late adulthood, the risk of developing diseases such as cardiovascular diseases and cancer continues to rise. Most people also have a decline in strength and stamina. Their senses may start failing, and their reflex time typically increases. Their immune system also doesn’t work as well as it used to. As a result, common diseases like the flu may become more serious and even lead to death. The majority of late adults develop arthritis, and as many as one in four develop Alzheimer’s disease. \nStory: Dr. Jones studied 2 groups of people to see the effects of aging on humans. Group A had people under 35 years old in it, while group B had people over 65. \nQuestion: Which group had a greater decline in stamina?", "pos": "Background Paragraph: During late adulthood, the risk of developing diseases such as cardiovascular diseases and cancer continues to rise. Most people also have a decline in strength and stamina. Their senses may start failing, and their reflex time typically increases. Their immune system also doesn’t work as well as it used to. As a result, common diseases like the flu may become more serious and even lead to death. The majority of late adults develop arthritis, and as many as one in four develop Alzheimer’s disease. \nStory: Dr. Jones studied 2 groups of people to see the effects of aging on humans. Group A had people under 35 years old in it, while group B had people over 65. \nQuestion: Which group had a greater decline in strength?", "neg": "Background Paragraph: During late adulthood, the risk of developing diseases such as cardiovascular diseases and cancer continues to rise. Most people also have a decline in strength and stamina. Their senses may start failing, and their reflex time typically increases. Their immune system also doesn’t work as well as it used to. As a result, common diseases like the flu may become more serious and even lead to death. The majority of late adults develop arthritis, and as many as one in four develop Alzheimer’s disease. \nStory: Robert and his son Michael are going to the doctor for their yearly physical. Robert is currently in the late adulthood phase of his life. Michael, on the other hand, just began adulthood and is still quite young. Both of them want to ask the doctor about their risks for future health problems. \nQuestion: Who is more likely to have a lower reflex time?", "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."}
{"query": "Background Paragraph: Hepatitis B is a contagious virus that affects the liver, infection can last from a few weeks to a serious lifelong illness. Two different types of infection exist for this disease, \"acute\" and \"chronic.\" Acute Hepatitis B is a short term illness that occurs within 6 months of exposure, Chronic Hepatitis B is long term and happens when the virus remains in the body. The younger the child is, the greater their chance of developing a chronic infection and this risk goes down as the child gets older. Approximately 90% of infected infants will develop a chronic infection.[3]. \nStory: A 4th grade classroom photo was held today. They all gathered by age. Eloy was the youngest, followed by Gail, and Josef was the oldest. They looked wonderful that day. \nQuestion: Who is least likely going to develop a chronic infection: Josef or Gail?", "pos": "Background Paragraph: Hepatitis B is a contagious virus that affects the liver, infection can last from a few weeks to a serious lifelong illness. Two different types of infection exist for this disease, \"acute\" and \"chronic.\" Acute Hepatitis B is a short term illness that occurs within 6 months of exposure, Chronic Hepatitis B is long term and happens when the virus remains in the body. The younger the child is, the greater their chance of developing a chronic infection and this risk goes down as the child gets older. Approximately 90% of infected infants will develop a chronic infection.[3]. \nStory: A 4th grade classroom photo was held today. They all gathered by age. Eloy was the youngest, followed by Gail, and Josef was the oldest. They looked wonderful that day. \nQuestion: Who has a smaller chance of developing a chronic infection: Josef or Eloy?", "neg": "Background Paragraph: Hepatitis B is a contagious virus that affects the liver, infection can last from a few weeks to a serious lifelong illness. Two different types of infection exist for this disease, \"acute\" and \"chronic.\" Acute Hepatitis B is a short term illness that occurs within 6 months of exposure, Chronic Hepatitis B is long term and happens when the virus remains in the body. The younger the child is, the greater their chance of developing a chronic infection and this risk goes down as the child gets older. Approximately 90% of infected infants will develop a chronic infection.[3]. \nStory: A 4th grade classroom photo was held today. They all gathered by age. Eloy was the youngest, followed by Gail, and Josef was the oldest. They looked wonderful that day. \nQuestion: Who has a smaller chance of developing a chronic infection: Gail or Eloy?", "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."}
{"query": "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. \nStory: Two smoker friends found out more about cancer. Bill got scared and started making healthy lifestyle choices, while Dan carried on with his life as if nothing happened. \nQuestion: Which friend decided to avoid UV lamps?", "pos": "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. \nStory: Two smoker friends found out more about cancer. Bill got scared and started making healthy lifestyle choices, while Dan carried on with his life as if nothing happened. \nQuestion: Which friend decided to use sunscreen?", "neg": "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. \nStory: Keith is a doctor at the city hospital. Today, he is seeing six patients, patient A, patient B, patient C, patient D, patient E, and patient F. Patient A is a smoker, but patient B is not a smoker. Patient C uses sunscreen, but patient D does not use any sunscreen. Patient E tans with tanning lamps, but patient F tans in the sun. \nQuestion: Would patient B have higher or lower risk of lung cancer 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."}
{"query": "Background Paragraph: Sometimes muscles and tendons get injured when a person starts doing an activity before they have warmed up properly. A warm up is a slow increase in the intensity of a physical activity that prepares muscles for an activity. Warming up increases the blood flow to the muscles and increases the heart rate. Warmed-up muscles and tendons are less likely to get injured. For example, before running or playing soccer, a person might jog slowly to warm muscles and increase their heart rate. Even elite athletes need to warm up ( Figure below ). \nStory: Two soccer players had a friendly match one on one after work. Paul had plenty of time to do his warm up properly, but John got there late and didn't warm up. Paul won the match. \nQuestion: Which player was more exposed to muscle injuries?", "pos": "Background Paragraph: Sometimes muscles and tendons get injured when a person starts doing an activity before they have warmed up properly. A warm up is a slow increase in the intensity of a physical activity that prepares muscles for an activity. Warming up increases the blood flow to the muscles and increases the heart rate. Warmed-up muscles and tendons are less likely to get injured. For example, before running or playing soccer, a person might jog slowly to warm muscles and increase their heart rate. Even elite athletes need to warm up ( Figure below ). \nStory: Two soccer players had a friendly match one on one after work. Paul had plenty of time to do his warm up properly, but John got there late and didn't warm up. Paul won the match. \nQuestion: Which player was more exposed to tendon injuries?", "neg": "Background Paragraph: Sometimes muscles and tendons get injured when a person starts doing an activity before they have warmed up properly. A warm up is a slow increase in the intensity of a physical activity that prepares muscles for an activity. Warming up increases the blood flow to the muscles and increases the heart rate. Warmed-up muscles and tendons are less likely to get injured. For example, before running or playing soccer, a person might jog slowly to warm muscles and increase their heart rate. Even elite athletes need to warm up ( Figure below ). \nStory: Greg and Carl and about to do a marathon. Greg sees Carl doing some warm ups and laughs to himself and thinks it is silly. They both want to get a good time, and are both avid runners. \nQuestion: Does Carl have a higher or lower chance of injury than Greg?", "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."}
{"query": "Background Paragraph: Ecologically, the expansion of drainage systems has had tremendous negative effects. Hundreds of thousands of wetland species experienced significant population declines as their habitat was increasingly fragmented and destroyed. Although market hunting within the Central Flyway was a contributing factor in the decline of many waterfowl species' numbers in the early decades of the twentieth century, loss of breeding habitat to agricultural expansion is certainly the most significant. Early maps of midwestern states depict many lakes and marshes that are either nonexistent or significantly reduced in area today. Channelization, a related process of concentrating and facilitating the flow of water from agricultural areas, also contributed to this degradation. \nStory: Both Alabama and Florida boast great wetlands. The State of Alabama has experienced extensive drainage system due to expansion of farmlands. Their neighboring state Florida had similar system. But recently Florida had dismantled many of their drainage systems, mostly because of pressure from different environmental groups. \nQuestion: Would Alabama lose or retain habitat of different species?", "pos": "Background Paragraph: Ecologically, the expansion of drainage systems has had tremendous negative effects. Hundreds of thousands of wetland species experienced significant population declines as their habitat was increasingly fragmented and destroyed. Although market hunting within the Central Flyway was a contributing factor in the decline of many waterfowl species' numbers in the early decades of the twentieth century, loss of breeding habitat to agricultural expansion is certainly the most significant. Early maps of midwestern states depict many lakes and marshes that are either nonexistent or significantly reduced in area today. Channelization, a related process of concentrating and facilitating the flow of water from agricultural areas, also contributed to this degradation. \nStory: Both Alabama and Florida boast great wetlands. The State of Alabama has experienced extensive drainage system due to expansion of farmlands. Their neighboring state Florida had similar system. But recently Florida had dismantled many of their drainage systems, mostly because of pressure from different environmental groups. \nQuestion: Which state would see habital loss of species, Alabama or Florida?", "neg": "Background Paragraph: Ecologically, the expansion of drainage systems has had tremendous negative effects. Hundreds of thousands of wetland species experienced significant population declines as their habitat was increasingly fragmented and destroyed. Although market hunting within the Central Flyway was a contributing factor in the decline of many waterfowl species' numbers in the early decades of the twentieth century, loss of breeding habitat to agricultural expansion is certainly the most significant. Early maps of midwestern states depict many lakes and marshes that are either nonexistent or significantly reduced in area today. Channelization, a related process of concentrating and facilitating the flow of water from agricultural areas, also contributed to this degradation. \nStory: Seeing wildlife in wetland areas has been all the rage lately, and Steve wanted to take his family on a trip to some wetlands. He had the option of two different wetland areas to visit. Timmons Wetlands, that has seen a population boom of sorts because of increased agriculture in the area, and Laslo Wetlands that has been somewhat removed from agricultural expansion. They want to make sure to see the most wildlife while on their trip. \nQuestion: Will Timmons Wetlands or Laslo Wetlands have more channelization?", "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."}
{"query": "Background Paragraph: Sometimes muscles and tendons get injured when a person starts doing an activity before they have warmed up properly. A warm up is a slow increase in the intensity of a physical activity that prepares muscles for an activity. Warming up increases the blood flow to the muscles and increases the heart rate. Warmed-up muscles and tendons are less likely to get injured. For example, before running or playing soccer, a person might jog slowly to warm muscles and increase their heart rate. Even elite athletes need to warm up ( Figure below ). \nStory: Two teams were competing in a 5 km race. White team warmed up before the race, but Blue team arrived with a bus late and didn't have time to warm up properly before the race. \nQuestion: Which team's racers had their muscles prepared for an activity?", "pos": "Background Paragraph: Sometimes muscles and tendons get injured when a person starts doing an activity before they have warmed up properly. A warm up is a slow increase in the intensity of a physical activity that prepares muscles for an activity. Warming up increases the blood flow to the muscles and increases the heart rate. Warmed-up muscles and tendons are less likely to get injured. For example, before running or playing soccer, a person might jog slowly to warm muscles and increase their heart rate. Even elite athletes need to warm up ( Figure below ). \nStory: Two teams were competing in a 5 km race. White team warmed up before the race, but Blue team arrived with a bus late and didn't have time to warm up properly before the race. \nQuestion: Which team had more athletes with an increased heart rate before the race?", "neg": "Background Paragraph: Sometimes muscles and tendons get injured when a person starts doing an activity before they have warmed up properly. A warm up is a slow increase in the intensity of a physical activity that prepares muscles for an activity. Warming up increases the blood flow to the muscles and increases the heart rate. Warmed-up muscles and tendons are less likely to get injured. For example, before running or playing soccer, a person might jog slowly to warm muscles and increase their heart rate. Even elite athletes need to warm up ( Figure below ). \nStory: Tom and Jim go running together once a week. This week Jim skipped his warm up before exercising, because he was a bit late. Tom warmed up properly before running. \nQuestion: Which runner has a higher chance of getting a muscle injury?", "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."}
{"query": "Background Paragraph: In the U.S., the majority of electricity is produced by burning coal or other fossil fuels. This causes air pollution that harms the health of living things. The air pollution also causes acid rain and contributes to global warming. In addition, fossil fuels are nonrenewable resources, so if we keep using them, they will eventually run out. The main advantage of nuclear energy is that it doesn’t release air pollution or cause the other environmental problems associated with the burning of fossil fuels. On the other other hand, radioactive elements are nonrenewable like fossil fuels and could eventually be used up. \nStory: Thorn county used fossil fuels for their energy needs, while Plant county used nuclear power. They both polluted the environment in different ways. \nQuestion: Which county caused less harm to the health of living things?", "pos": "Background Paragraph: In the U.S., the majority of electricity is produced by burning coal or other fossil fuels. This causes air pollution that harms the health of living things. The air pollution also causes acid rain and contributes to global warming. In addition, fossil fuels are nonrenewable resources, so if we keep using them, they will eventually run out. The main advantage of nuclear energy is that it doesn’t release air pollution or cause the other environmental problems associated with the burning of fossil fuels. On the other other hand, radioactive elements are nonrenewable like fossil fuels and could eventually be used up. \nStory: Thorn county used fossil fuels for their energy needs, while Plant county used nuclear power. They both polluted the environment in different ways. \nQuestion: Which county released less air pollution?", "neg": "Background Paragraph: In the U.S., the majority of electricity is produced by burning coal or other fossil fuels. This causes air pollution that harms the health of living things. The air pollution also causes acid rain and contributes to global warming. In addition, fossil fuels are nonrenewable resources, so if we keep using them, they will eventually run out. The main advantage of nuclear energy is that it doesn’t release air pollution or cause the other environmental problems associated with the burning of fossil fuels. On the other other hand, radioactive elements are nonrenewable like fossil fuels and could eventually be used up. \nStory: The U.S. produces its energy using fossil fuels, while Germany uses nuclear power plants as their main energy source. The two countries impact the environment in different ways. \nQuestion: Which country causes more harm to the health of living things?", "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."}
{"query": "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. \nStory: Park farm and Fiddle farm provided Red city with tonnes of produce annually. Fiddle farm used and abundance of fertilizers and pesticides, while Park farm didn't use any of those substances. \nQuestion: Which farm caused more nitrogen to end up in the water?", "pos": "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. \nStory: Park farm and Fiddle farm provided Red city with tonnes of produce annually. Fiddle farm used and abundance of fertilizers and pesticides, while Park farm didn't use any of those substances. \nQuestion: Which farm caused more fertilizer to dissolve in the soil because of rain?", "neg": "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. \nStory: Two farms were supplying produce to a large city. Green farm used organic methods and no fertilizers, while Bean farm used fertilizer to improve production. \nQuestion: Which farm was not the cause of nitrogen ending up in bodies of water?", "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."}
{"query": "Background Paragraph: Mantle melting can come about three ways: (1) when the temperature rises, (2) if the pressure lowers (which lowers the melting point), and (3) if water is added, which lowers the melting point. Two of these (1 and 3) might explain why there are volcanoes at convergent plate boundaries the temperature of the subducting plate increases as it sinks into the hot mantle (1). Sediments lying on top of the subducting plate contain water. As the sediments subduct, the water rises into the overlying mantle material. This lowers the melting temperature of the mantle (3). When the mantle above the subducting plate melts, volcanoes form above it. This leads to volcanoes in an island arc or continental arc. \nStory: Two scientist, Pete and Gill, studied the Earth's crust and geology. Pete studied earthquakes, while Gill studied mantles and volcanos. \nQuestion: Which person studied more about the subducting plate?", "pos": "Background Paragraph: Mantle melting can come about three ways: (1) when the temperature rises, (2) if the pressure lowers (which lowers the melting point), and (3) if water is added, which lowers the melting point. Two of these (1 and 3) might explain why there are volcanoes at convergent plate boundaries the temperature of the subducting plate increases as it sinks into the hot mantle (1). Sediments lying on top of the subducting plate contain water. As the sediments subduct, the water rises into the overlying mantle material. This lowers the melting temperature of the mantle (3). When the mantle above the subducting plate melts, volcanoes form above it. This leads to volcanoes in an island arc or continental arc. \nStory: Two scientist, Pete and Gill, studied the Earth's crust and geology. Pete studied earthquakes, while Gill studied mantles and volcanos. \nQuestion: Which person studied more about sediments lying on top of the subducting plate?", "neg": "Background Paragraph: Mantle melting can come about three ways: (1) when the temperature rises, (2) if the pressure lowers (which lowers the melting point), and (3) if water is added, which lowers the melting point. Two of these (1 and 3) might explain why there are volcanoes at convergent plate boundaries the temperature of the subducting plate increases as it sinks into the hot mantle (1). Sediments lying on top of the subducting plate contain water. As the sediments subduct, the water rises into the overlying mantle material. This lowers the melting temperature of the mantle (3). When the mantle above the subducting plate melts, volcanoes form above it. This leads to volcanoes in an island arc or continental arc. \nStory: Two geologists studied the Earth's crust. Benny studied mantle melting, while Vinny studied more about crust displacement. \nQuestion: Which scientist observed more mantles above the subducting plate melting?", "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."}
{"query": "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!. \nStory: 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. \nQuestion: Which group studied less about thick atmospheres causing a strong greenhouse effect?", "pos": "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!. \nStory: 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. \nQuestion: Which group studied less about temperatures at the surface of Venus?", "neg": "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!. \nStory: Two students were learning about atmospheres and planets. Dan learned about the atmosphere of Earth, while Nate learned about planet Venus and its atmosphere. \nQuestion: Which student learned less about the planet with a strong greenhouse effect?", "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."}
{"query": "Background Paragraph: Most ants are generalist predators, scavengers, and indirect herbivores, but a few have evolved specialised ways of obtaining nutrition. It is believed that many ant species that engage in indirect herbivory rely on specialized symbiosis with their gut microbes to upgrade the nutritional value of the food they collect and allow them to survive in nitrogen poor regions, such as rainforest canopies. Leafcutter ants (Atta and Acromyrmex) feed exclusively on a fungus that grows only within their colonies. They continually collect leaves which are taken to the colony, cut into tiny pieces and placed in fungal gardens. Ergates specialise in related tasks according to their sizes. The largest ants cut stalks, smaller workers chew the leaves and the smallest tend the fungus. Leafcutter ants are sensitive enough to recognise the reaction of the fungus to different plant material, apparently detecting chemical signals from the fungus. If a particular type of leaf is found to be toxic to the fungus, the colony will no longer collect it. The ants feed on structures produced by the fungi called gongylidia. Symbiotic bacteria on the exterior surface of the ants produce antibiotics that kill bacteria introduced into the nest that may harm the fungi. \nStory: Bess and Dee were two entomologists. they were studying ants. Dee liked to learn more about leaf cutter ants, while Bess learned all she could about all other ants. \nQuestion: Which person read less about ants which feed exclusively on a fungus that grows only within their colonies?", "pos": "Background Paragraph: Most ants are generalist predators, scavengers, and indirect herbivores, but a few have evolved specialised ways of obtaining nutrition. It is believed that many ant species that engage in indirect herbivory rely on specialized symbiosis with their gut microbes to upgrade the nutritional value of the food they collect and allow them to survive in nitrogen poor regions, such as rainforest canopies. Leafcutter ants (Atta and Acromyrmex) feed exclusively on a fungus that grows only within their colonies. They continually collect leaves which are taken to the colony, cut into tiny pieces and placed in fungal gardens. Ergates specialise in related tasks according to their sizes. The largest ants cut stalks, smaller workers chew the leaves and the smallest tend the fungus. Leafcutter ants are sensitive enough to recognise the reaction of the fungus to different plant material, apparently detecting chemical signals from the fungus. If a particular type of leaf is found to be toxic to the fungus, the colony will no longer collect it. The ants feed on structures produced by the fungi called gongylidia. Symbiotic bacteria on the exterior surface of the ants produce antibiotics that kill bacteria introduced into the nest that may harm the fungi. \nStory: Bess and Dee were two entomologists. they were studying ants. Dee liked to learn more about leaf cutter ants, while Bess learned all she could about all other ants. \nQuestion: Which person read less about ants which build fungal gardens?", "neg": "Background Paragraph: Most ants are generalist predators, scavengers, and indirect herbivores, but a few have evolved specialised ways of obtaining nutrition. It is believed that many ant species that engage in indirect herbivory rely on specialized symbiosis with their gut microbes to upgrade the nutritional value of the food they collect and allow them to survive in nitrogen poor regions, such as rainforest canopies. Leafcutter ants (Atta and Acromyrmex) feed exclusively on a fungus that grows only within their colonies. They continually collect leaves which are taken to the colony, cut into tiny pieces and placed in fungal gardens. Ergates specialise in related tasks according to their sizes. The largest ants cut stalks, smaller workers chew the leaves and the smallest tend the fungus. Leafcutter ants are sensitive enough to recognise the reaction of the fungus to different plant material, apparently detecting chemical signals from the fungus. If a particular type of leaf is found to be toxic to the fungus, the colony will no longer collect it. The ants feed on structures produced by the fungi called gongylidia. Symbiotic bacteria on the exterior surface of the ants produce antibiotics that kill bacteria introduced into the nest that may harm the fungi. \nStory: Bill and Chris are passionate entomologists. Bill knows everything there is to know about most ants except the Leafcutter ants. Chris studied Leafcutter ants extensively and exclusively for years now. They are good friends and exchange ideas often over a pint of beer. \nQuestion: Which friend studied less about fungus eating ants?", "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."}
{"query": "Background Paragraph: The body's second line of defense against pathogens includes the inflammatory response. If bacteria enter the skin through a scrape, the area may become red, warm, and painful. These are signs of inflammation. Inflammation is one way the body reacts to infections or injuries. Inflammation is caused by chemicals that are released when skin or other tissues are damaged. The chemicals cause nearby blood vessels to dilate, or expand. This increases blood flow to the damaged area, which makes the area red and slightly warm. The chemicals also attract white blood cells called neutrophils to the wound and cause them to leak out of blood vessels into the damaged tissue. \nStory: A team of researchers named Alpha did some research on the inflammatory response in humans for a science contest. A competing team called Omega did research on the human genome. Team Omega lost. \nQuestion: Which team studied more about chemicals that are released when skin or other tissues are damaged?", "pos": "Background Paragraph: The body's second line of defense against pathogens includes the inflammatory response. If bacteria enter the skin through a scrape, the area may become red, warm, and painful. These are signs of inflammation. Inflammation is one way the body reacts to infections or injuries. Inflammation is caused by chemicals that are released when skin or other tissues are damaged. The chemicals cause nearby blood vessels to dilate, or expand. This increases blood flow to the damaged area, which makes the area red and slightly warm. The chemicals also attract white blood cells called neutrophils to the wound and cause them to leak out of blood vessels into the damaged tissue. \nStory: A team of researchers named Alpha did some research on the inflammatory response in humans for a science contest. A competing team called Omega did research on the human genome. Team Omega lost. \nQuestion: Which team studied more about chemicals causing nearby blood vessels to dilate, or expand?", "neg": "Background Paragraph: The body's second line of defense against pathogens includes the inflammatory response. If bacteria enter the skin through a scrape, the area may become red, warm, and painful. These are signs of inflammation. Inflammation is one way the body reacts to infections or injuries. Inflammation is caused by chemicals that are released when skin or other tissues are damaged. The chemicals cause nearby blood vessels to dilate, or expand. This increases blood flow to the damaged area, which makes the area red and slightly warm. The chemicals also attract white blood cells called neutrophils to the wound and cause them to leak out of blood vessels into the damaged tissue. \nStory: Two medical students learned about the human body's defense against pathogens. Niles learned about the body's first line of defense, while Bill  learned more about the inflammatory response. \nQuestion: Which student learned less about skin becoming red?", "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."}
{"query": "Background Paragraph: Sometimes muscles and tendons get injured when a person starts doing an activity before they have warmed up properly. A warm up is a slow increase in the intensity of a physical activity that prepares muscles for an activity. Warming up increases the blood flow to the muscles and increases the heart rate. Warmed-up muscles and tendons are less likely to get injured. For example, before running or playing soccer, a person might jog slowly to warm muscles and increase their heart rate. Even elite athletes need to warm up ( Figure below ). \nStory: Two groups of runners attended a 5k event downtown. Brown group warmed up properly before the race, but Red group did no such thing and suffered the consequences. \nQuestion: Which group didn't do a slow increase in the intensity of a physical activity?", "pos": "Background Paragraph: Sometimes muscles and tendons get injured when a person starts doing an activity before they have warmed up properly. A warm up is a slow increase in the intensity of a physical activity that prepares muscles for an activity. Warming up increases the blood flow to the muscles and increases the heart rate. Warmed-up muscles and tendons are less likely to get injured. For example, before running or playing soccer, a person might jog slowly to warm muscles and increase their heart rate. Even elite athletes need to warm up ( Figure below ). \nStory: Two groups of runners attended a 5k event downtown. Brown group warmed up properly before the race, but Red group did no such thing and suffered the consequences. \nQuestion: Which group didn't jog slowly to increase their heart rate?", "neg": "Background Paragraph: Sometimes muscles and tendons get injured when a person starts doing an activity before they have warmed up properly. A warm up is a slow increase in the intensity of a physical activity that prepares muscles for an activity. Warming up increases the blood flow to the muscles and increases the heart rate. Warmed-up muscles and tendons are less likely to get injured. For example, before running or playing soccer, a person might jog slowly to warm muscles and increase their heart rate. Even elite athletes need to warm up ( Figure below ). \nStory: Greg and Carl and about to do a marathon. Greg sees Carl doing some warm ups and laughs to himself and thinks it is silly. They both want to get a good time, and are both avid runners. \nQuestion: Does Carl's warm up cause an increase or decrease in the likely hood of an injury?", "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."}
{"query": "Background Paragraph: Weather conditions include air temperature, humidity, wind speed and direction, and precipitation. Weather is temporary. People in many states have the joke, \"if you don't like the weather, wait five minutes and it will change.\" One way to change the weather is to have a different air mass move over the region. Interactions between air masses bring about a lot of weather. For example, thunderstorms and tornadoes form along a front. A front is where air masses meet. Fronts can bring about blizzards, thunderstorms, tornadoes and other types of weather. Weather prediction is much better than it was in past years. This is due in part to information from satellites. Climate is the long-term average of weather. The climate of a location depends on its latitude, position relative to the atmospheric circulation cells, position on a continent, altitude, and position relative to mountains. Areas with roughly the same climate make up a climate zone. The organisms that live within a climate zone create a unique biome. Earth's climate has changed throughout the planet's history. Earth was frigid at the end of the Pleistocene ice age, but has been warming since then. Since the Industrial Revolution the pace of warming has increased. In the past few decades the rate has really intensified. This is related to greenhouse gas emissions, primary from fossil fuel burning. The destruction of forests also increasing warming. The effects of global warming are already being seen. Treaties and voluntary actions are needed to reduce emissions to lessen the amount of global warming that will take place in the future. \nStory: Rob always confuses the terms climate and weather. He found it's better to compare them if he needs to learn more about their characteristics. To make things easier, he labeled the weather of his city as char A. Then he labeled the climate of this city as char B. Once finished with learning their characteristics, Rob focused on climate change issues. For that, he labeled the climate of present time as char C and climate just before industrial revolution as char D. \nQuestion: Does char A represent longer or shorter time period than char B?", "pos": "Background Paragraph: Weather conditions include air temperature, humidity, wind speed and direction, and precipitation. Weather is temporary. People in many states have the joke, \"if you don't like the weather, wait five minutes and it will change.\" One way to change the weather is to have a different air mass move over the region. Interactions between air masses bring about a lot of weather. For example, thunderstorms and tornadoes form along a front. A front is where air masses meet. Fronts can bring about blizzards, thunderstorms, tornadoes and other types of weather. Weather prediction is much better than it was in past years. This is due in part to information from satellites. Climate is the long-term average of weather. The climate of a location depends on its latitude, position relative to the atmospheric circulation cells, position on a continent, altitude, and position relative to mountains. Areas with roughly the same climate make up a climate zone. The organisms that live within a climate zone create a unique biome. Earth's climate has changed throughout the planet's history. Earth was frigid at the end of the Pleistocene ice age, but has been warming since then. Since the Industrial Revolution the pace of warming has increased. In the past few decades the rate has really intensified. This is related to greenhouse gas emissions, primary from fossil fuel burning. The destruction of forests also increasing warming. The effects of global warming are already being seen. Treaties and voluntary actions are needed to reduce emissions to lessen the amount of global warming that will take place in the future. \nStory: Rob always confuses the terms climate and weather. He found it's better to compare them if he needs to learn more about their characteristics. To make things easier, he labeled the weather of his city as char A. Then he labeled the climate of this city as char B. Once finished with learning their characteristics, Rob focused on climate change issues. For that, he labeled the climate of present time as char C and climate just before industrial revolution as char D. \nQuestion: Does char B represent longer or shorter time period than char A?", "neg": "Background Paragraph: Weather conditions include air temperature, humidity, wind speed and direction, and precipitation. Weather is temporary. People in many states have the joke, \"if you don't like the weather, wait five minutes and it will change.\" One way to change the weather is to have a different air mass move over the region. Interactions between air masses bring about a lot of weather. For example, thunderstorms and tornadoes form along a front. A front is where air masses meet. Fronts can bring about blizzards, thunderstorms, tornadoes and other types of weather. Weather prediction is much better than it was in past years. This is due in part to information from satellites. Climate is the long-term average of weather. The climate of a location depends on its latitude, position relative to the atmospheric circulation cells, position on a continent, altitude, and position relative to mountains. Areas with roughly the same climate make up a climate zone. The organisms that live within a climate zone create a unique biome. Earth's climate has changed throughout the planet's history. Earth was frigid at the end of the Pleistocene ice age, but has been warming since then. Since the Industrial Revolution the pace of warming has increased. In the past few decades the rate has really intensified. This is related to greenhouse gas emissions, primary from fossil fuel burning. The destruction of forests also increasing warming. The effects of global warming are already being seen. Treaties and voluntary actions are needed to reduce emissions to lessen the amount of global warming that will take place in the future. \nStory: Two neighbors attended the same school. Mike learned about  biology while Dan learned more about the weather. They both were among the best in the school. \nQuestion: Which person read more about air temperature?", "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."}
{"query": "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!. \nStory: Two teams of students studied Earth's atmosphere in class. They also started studying Venus' atmosphere. They were fascinated by the subject and learned a lot. Team A studied Earth, team B studied planet Venus. \nQuestion: Which team learned about large amounts of sulfuric acid?", "pos": "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!. \nStory: Two teams of students studied Earth's atmosphere in class. They also started studying Venus' atmosphere. They were fascinated by the subject and learned a lot. Team A studied Earth, team B studied planet Venus. \nQuestion: Which team didn't learn about carbon dioxide clouds?", "neg": "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!. \nStory: Two students were learning about atmospheres and planets. Dan learned about the atmosphere of Earth, while Nate learned about planet Venus and its atmosphere. \nQuestion: Which student learned more about the planet with clouds made of water vapor?", "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."}
{"query": "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!. \nStory: 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. \nQuestion: Would group B have greater or smaller gas exchange than group A?", "pos": "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!. \nStory: 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. \nQuestion: Would group B have larger or smaller lungs surface area than group A?", "neg": "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!. \nStory: 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. \nQuestion: 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."}
{"query": "Background Paragraph: Alcoholic beverages do not make the entire body warmer.[361] The reason that alcoholic drinks create the sensation of warmth is that they cause blood vessels to dilate and stimulate nerve endings near the surface of the skin with an influx of warm blood. This can actually result in making the core body temperature lower, as it allows for easier heat exchange with a cold external environment. \nStory: A research institute is investigating the effect of alcohol in human body. They gave two groups of subjects, group blue and group red, two different drinks, labeled as blue drink and red drink. The blue drink contained alcohol, and the red drink did not contain any alcohol. Blue drinks were given to the blue group and the red drinks were given to the red group. \nQuestion: Which subjects would have higher core body temperature, blue group or red group?", "pos": "Background Paragraph: Alcoholic beverages do not make the entire body warmer.[361] The reason that alcoholic drinks create the sensation of warmth is that they cause blood vessels to dilate and stimulate nerve endings near the surface of the skin with an influx of warm blood. This can actually result in making the core body temperature lower, as it allows for easier heat exchange with a cold external environment. \nStory: A research institute is investigating the effect of alcohol in human body. They gave two groups of subjects, group blue and group red, two different drinks, labeled as blue drink and red drink. The blue drink contained alcohol, and the red drink did not contain any alcohol. Blue drinks were given to the blue group and the red drinks were given to the red group. \nQuestion: Which group would have dilated blood vessels?", "neg": "Background Paragraph: Alcoholic beverages do not make the entire body warmer.[361] The reason that alcoholic drinks create the sensation of warmth is that they cause blood vessels to dilate and stimulate nerve endings near the surface of the skin with an influx of warm blood. This can actually result in making the core body temperature lower, as it allows for easier heat exchange with a cold external environment. \nStory: A research institute is investigating the effect of alcohol in human body. They gave two groups of subjects, group blue and group red, two different drinks, labeled as blue drink and red drink. The blue drink contained alcohol, and the red drink did not contain any alcohol. Blue drinks were given to the blue group and the red drinks were given to the red group. \nQuestion: Would red group have more or less warm blood near the surface of the skin than blue group?", "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."}
{"query": "Background Paragraph: Allergy symptoms can range from mild to severe. Mild symptoms might include itchy eyes, sneezing, and a runny nose. Severe symptoms can cause difficulty breathing, which may be life threatening. Keep in mind that it is the immune system and not the allergen that causes the allergy symptoms. Allergy symptoms can be treated with medications such as antihistamines. Severe allergic reactions may require an injection of the hormone epinephrine. These treatments lessen or counter the immune system’s response. \nStory: Bill and Chad both displayed allergic reactions. Bill had mild symptoms, while Chad displayed severe allergic reactions and was rushed to the hospital. \nQuestion: Which person displayed symptoms such as sneezing?", "pos": "Background Paragraph: Allergy symptoms can range from mild to severe. Mild symptoms might include itchy eyes, sneezing, and a runny nose. Severe symptoms can cause difficulty breathing, which may be life threatening. Keep in mind that it is the immune system and not the allergen that causes the allergy symptoms. Allergy symptoms can be treated with medications such as antihistamines. Severe allergic reactions may require an injection of the hormone epinephrine. These treatments lessen or counter the immune system’s response. \nStory: Bill and Chad both displayed allergic reactions. Bill had mild symptoms, while Chad displayed severe allergic reactions and was rushed to the hospital. \nQuestion: Which person didn't display difficulty breathing?", "neg": "Background Paragraph: Allergy symptoms can range from mild to severe. Mild symptoms might include itchy eyes, sneezing, and a runny nose. Severe symptoms can cause difficulty breathing, which may be life threatening. Keep in mind that it is the immune system and not the allergen that causes the allergy symptoms. Allergy symptoms can be treated with medications such as antihistamines. Severe allergic reactions may require an injection of the hormone epinephrine. These treatments lessen or counter the immune system’s response. \nStory: Robert studied two groups of patients. Group O had mild allergy symptoms, while group R displayed severe allergy symptoms. \nQuestion: Which group experienced more difficulty breathing?", "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."}
{"query": "Background Paragraph: Ski cross is a type of skiing competition. Despite its being a timed racing event, it is often considered part of freestyle skiing because it incorporates terrain features traditionally found in freestyle. Ski cross courses have both naturally occurring terrain and artificial features including big-air jumps and high-banked turns. What sets ski cross apart from other alpine skiing disciplines is that there's more than one skier racing down the course.[1] Any intentional contact with other competitors leads to disqualification. \nStory: Greg is an avid skier. He competes in many skiing competitions. He won several medals in those competitions. This November he will compete in two competitions - competition A, which is ski cross and competition B, which is an alpine skiing competition. Greg's fellow skier Bob is also competing in the same competitions. They both are exited about it. \nQuestion: In which competition they will see a single skier racing down the course, competition A or competition B?", "pos": "Background Paragraph: Ski cross is a type of skiing competition. Despite its being a timed racing event, it is often considered part of freestyle skiing because it incorporates terrain features traditionally found in freestyle. Ski cross courses have both naturally occurring terrain and artificial features including big-air jumps and high-banked turns. What sets ski cross apart from other alpine skiing disciplines is that there's more than one skier racing down the course.[1] Any intentional contact with other competitors leads to disqualification. \nStory: Greg is an avid skier. He competes in many skiing competitions. He won several medals in those competitions. This November he will compete in two competitions - competition A, which is ski cross and competition B, which is an alpine skiing competition. Greg's fellow skier Bob is also competing in the same competitions. They both are exited about it. \nQuestion: In which competition they will not see multiple   skiers racing down the course, competition A or competition B?", "neg": "Background Paragraph: Sometimes muscles and tendons get injured when a person starts doing an activity before they have warmed up properly. A warm up is a slow increase in the intensity of a physical activity that prepares muscles for an activity. Warming up increases the blood flow to the muscles and increases the heart rate. Warmed-up muscles and tendons are less likely to get injured. For example, before running or playing soccer, a person might jog slowly to warm muscles and increase their heart rate. Even elite athletes need to warm up ( Figure below ). \nStory: Steve and Jon are getting ready for a big marathon that both have been training for. Steve gets ready for the race by stretching and doing some pre-race warm ups. Jon on the other had does no think warming up helps at all, and decides to just remain seated until it is time for the race to start. \nQuestion: Who is less likely to get an injury during the race?", "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."}
{"query": "Background Paragraph: Chemical equilibrium was studied by French chemist Henri Le Châtelier (1850-1936), and his description of how a system at equilibrium responds to a change in conditions has become known as Le Châtelier’s principle . This principle states that when a chemical system is at equilibrium and is disturbed by a stress, the system will respond by attempting to counteract that stress until a new equilibrium is established. Stresses to a chemical system include changes in the concentrations of reactants or products, changes in the temperature of the system, or changes in the pressure of the system. We will discuss each of these stresses separately. In each case, the change to the equilibrium position will cause either the forward or reverse reaction to be favored over the opposite process. When the forward reaction is favored, the concentrations of the products increase, and the concentrations of the reactants decrease. When the reverse reaction is favored, the concentrations of the products decrease, and the concentrations of the reactants increase. \nStory: David was conducting experiments on chemical equilibrium in the chemistry lab. First, he took a chemical system that was at equilibrium. He labeled it as case E. Then he changed the temperature of the system. He labeled that experiment as case T. Finally, he observed two more experiments, case A and case B. In case A forward reaction was favored, and in case B reverse reaction was favored. \nQuestion: In which case the system would not try to counteract, case E or case T?", "pos": "Background Paragraph: Chemical equilibrium was studied by French chemist Henri Le Châtelier (1850-1936), and his description of how a system at equilibrium responds to a change in conditions has become known as Le Châtelier’s principle . This principle states that when a chemical system is at equilibrium and is disturbed by a stress, the system will respond by attempting to counteract that stress until a new equilibrium is established. Stresses to a chemical system include changes in the concentrations of reactants or products, changes in the temperature of the system, or changes in the pressure of the system. We will discuss each of these stresses separately. In each case, the change to the equilibrium position will cause either the forward or reverse reaction to be favored over the opposite process. When the forward reaction is favored, the concentrations of the products increase, and the concentrations of the reactants decrease. When the reverse reaction is favored, the concentrations of the products decrease, and the concentrations of the reactants increase. \nStory: David was conducting experiments on chemical equilibrium in the chemistry lab. First, he took a chemical system that was at equilibrium. He labeled it as case E. Then he changed the temperature of the system. He labeled that experiment as case T. Finally, he observed two more experiments, case A and case B. In case A forward reaction was favored, and in case B reverse reaction was favored. \nQuestion: In which case the system would try to counteract, case E or case T?", "neg": "Background Paragraph: Chemical equilibrium was studied by French chemist Henri Le Châtelier (1850-1936), and his description of how a system at equilibrium responds to a change in conditions has become known as Le Châtelier’s principle . This principle states that when a chemical system is at equilibrium and is disturbed by a stress, the system will respond by attempting to counteract that stress until a new equilibrium is established. Stresses to a chemical system include changes in the concentrations of reactants or products, changes in the temperature of the system, or changes in the pressure of the system. We will discuss each of these stresses separately. In each case, the change to the equilibrium position will cause either the forward or reverse reaction to be favored over the opposite process. When the forward reaction is favored, the concentrations of the products increase, and the concentrations of the reactants decrease. When the reverse reaction is favored, the concentrations of the products decrease, and the concentrations of the reactants increase. \nStory: David was conducting experiments on chemical equilibrium in the chemistry lab. First, he took a chemical system that was at equilibrium. He labeled it as case E. Then he changed the temperature of the system. He labeled that experiment as case T. Finally, he observed two more experiments, case A and case B. In case A forward reaction was favored, and in case B reverse reaction was favored. \nQuestion: Would the reactants concentration increase or decrease in case A than in case 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."}
{"query": "Background Paragraph: Plants called epiphytes grow on other plants. They obtain moisture from the air and make food by photosynthesis. Most epiphytes are ferns or orchids that live in tropical or temperate rainforests (see Figure below ). Host trees provide support, allowing epiphyte plants to obtain air and sunlight high above the forest floor. Being elevated above the ground lets epiphytes get out of the shadows on the forest floor so they can get enough sunlight for photosynthesis. Being elevated may also reduce the risk of being eaten by herbivores and increase the chance of pollination by wind. \nStory: Emily's father is very sick, After doing some research she finds that a rare medicinal herb can help her father and is located in a nearby forest. The only information she is able to uncover about the herb other than it's effect is that it is an epiphyte. She decides to spend a day looking for the herb. \nQuestion: Given Emily climbs to the top of a tree, will she have a higher or lower chance of locating the herb?", "pos": "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. \nStory: Last week, John visited the national park near his city. He saw many flowers. His guide explained him that there are two categories of flowers, category A and category B. Category A flowers spread pollen via wind, and category B flowers spread pollen via animals. \nQuestion: Would category B flower have higher or lower efficiency of fertilization than category A flower?", "neg": "Background Paragraph: Plants called epiphytes grow on other plants. They obtain moisture from the air and make food by photosynthesis. Most epiphytes are ferns or orchids that live in tropical or temperate rainforests (see Figure below ). Host trees provide support, allowing epiphyte plants to obtain air and sunlight high above the forest floor. Being elevated above the ground lets epiphytes get out of the shadows on the forest floor so they can get enough sunlight for photosynthesis. Being elevated may also reduce the risk of being eaten by herbivores and increase the chance of pollination by wind. \nStory: While hiking Bob likes to collect plant specimens. Yesterday, he was hiking along a creek, and was specifically looking for epiphytes. Eventually, he found one, and tagged the specimen as specimen A. To compare specimen A with another plant he collected another plant specimen that was not an epiphyte. He tagged that specimen as specimen B. \nQuestion: Which specimen would most probably grow above the ground, specimen A or specimen 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."}
{"query": "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. \nStory: 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. \nQuestion: Which group would more likely engage in visually intensive works, group A or group B?", "pos": "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. \nStory: 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. \nQuestion: Which group would find it difficult to see distant objects, group A or group B?", "neg": "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. \nStory: 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. \nQuestion: Would group A find it easier or harder to see distant objects than 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."}
{"query": "Background Paragraph: Anemophilous pollen grains are light and non-sticky, so that they can be transported by air currents. They are typically 20–60 micrometres (0.0008–0.0024 in) in diameter, although the pollen grains of Pinus species can be much larger and much less dense. Anemophilous plants possess well-exposed stamens so that the pollens are exposed to wind currents and also have large and feathery stigma to easily trap airborne pollen grains. Pollen from anemophilous plants tends to be smaller and lighter than pollen from entomophilous ones, with very low nutritional value to insects. However, insects sometimes gather pollen from staminate anemophilous flowers at times when higher-protein pollens from entomophilous flowers are scarce. Anemophilous pollens may also be inadvertently captured by bees' electrostatic field. This may explain why, though bees are not observed to visit ragweed flowers, its pollen is often found in honey made during the ragweed floral bloom. Other flowers that are generally anemophilous are observed to be actively worked by bees, with solitary bees often visiting grass flowers, and the larger honeybees and bumblebees frequently gathering pollen from corn tassels and other grains. \nStory: Two botanists studied different types of plants. Barb studied anemophilous plants, while her friend Faye learned about entomophilous plants. \nQuestion: Which botanist learned less about large and feathery stigmas?", "pos": "Background Paragraph: Anemophilous pollen grains are light and non-sticky, so that they can be transported by air currents. They are typically 20–60 micrometres (0.0008–0.0024 in) in diameter, although the pollen grains of Pinus species can be much larger and much less dense. Anemophilous plants possess well-exposed stamens so that the pollens are exposed to wind currents and also have large and feathery stigma to easily trap airborne pollen grains. Pollen from anemophilous plants tends to be smaller and lighter than pollen from entomophilous ones, with very low nutritional value to insects. However, insects sometimes gather pollen from staminate anemophilous flowers at times when higher-protein pollens from entomophilous flowers are scarce. Anemophilous pollens may also be inadvertently captured by bees' electrostatic field. This may explain why, though bees are not observed to visit ragweed flowers, its pollen is often found in honey made during the ragweed floral bloom. Other flowers that are generally anemophilous are observed to be actively worked by bees, with solitary bees often visiting grass flowers, and the larger honeybees and bumblebees frequently gathering pollen from corn tassels and other grains. \nStory: Two botanists studied different types of plants. Barb studied anemophilous plants, while her friend Faye learned about entomophilous plants. \nQuestion: Which botanist learned less about pollen transported by wind currents?", "neg": "Background Paragraph: Anemophilous pollen grains are light and non-sticky, so that they can be transported by air currents. They are typically 20–60 micrometres (0.0008–0.0024 in) in diameter, although the pollen grains of Pinus species can be much larger and much less dense. Anemophilous plants possess well-exposed stamens so that the pollens are exposed to wind currents and also have large and feathery stigma to easily trap airborne pollen grains. Pollen from anemophilous plants tends to be smaller and lighter than pollen from entomophilous ones, with very low nutritional value to insects. However, insects sometimes gather pollen from staminate anemophilous flowers at times when higher-protein pollens from entomophilous flowers are scarce. Anemophilous pollens may also be inadvertently captured by bees' electrostatic field. This may explain why, though bees are not observed to visit ragweed flowers, its pollen is often found in honey made during the ragweed floral bloom. Other flowers that are generally anemophilous are observed to be actively worked by bees, with solitary bees often visiting grass flowers, and the larger honeybees and bumblebees frequently gathering pollen from corn tassels and other grains. \nStory: Frank owned two parcels of land. He called them Forest and Field. The Forest parcel was covered in old-growth pine, while Field one was covered in grass and wildflowers. Frank was very proud of his properties. \nQuestion: Which parcel had fewer plants with large and feathery stigma?", "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."}
{"query": "Background Paragraph: The frequency of a wave is the same as the frequency of the vibrations that caused the wave. For example, to generate a higher-frequency wave in a rope, you must move the rope up and down more quickly. This takes more energy, so a higher-frequency wave has more energy than a lower-frequency wave with the same amplitude. You can see examples of different frequencies in the Figure below (Amplitude is the distance that particles of the medium move when the energy of a wave passes through them.). \nStory: John was tuning his musical instruments with two tuning forks, fork A and fork B. He produced higher frequency with fork A and lower frequency with fork B. Interestingly, both frequencies had the same amplitude. \nQuestion: Would fork B needed John to move it more or less quickly than fork A?", "pos": "Background Paragraph: Electromagnetic radiation is energy that travels in waves across space as well as through matter. Most of the electromagnetic radiation on Earth comes from the sun. Like other waves, electromagnetic waves are characterized by certain wavelengths and wave frequencies. Wavelength is the distance between two corresponding points on adjacent waves. Wave frequency is the number of waves that pass a fixed point in a given amount of time. Electromagnetic waves with shorter wavelengths have higher frequencies and more energy. \nStory: David is experimenting with electromagnetic waves. He has four different waves to study, wave A, wave B, wave C, and wave D. In wave A, distance between two corresponding points on adjacent waves is greater than that of wave B.\nIn wave C, the number of waves that pass a fixed point in a given time is greater than that of wave D. \nQuestion: Would wave A have less or more energy than wave B?", "neg": "Background Paragraph: Figure B above shows an important relationship between the wavelength and frequency of a wave. The top wave clearly has a shorter wavelength than the second wave. However, if you picture yourself at a stationary point watching these waves pass by, more waves of the first kind would pass by in a given amount of time. Thus the frequency of the first waves is greater than that of the second waves. Wavelength and frequency are therefore inversely related. As the wavelength of a wave increases, its frequency decreases. The equation that relates the two is. \nStory: Robert is generating waves using an oscilloscope in his high school physics class. As part of the experiment, Robert first has to create waves with a long wavelength, waves that we will call long waves. Afterwards, Robert has to create waves with a short wavelength, waves that we will call short waves. \nQuestion: Which waves will have a lower frequency?", "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."}
{"query": "Background Paragraph: Compared to conventional milk production, organic milk production tends to have lower eutrophication potential per ton of milk or per hectare of farmland, because it potentially reduces leaching of nitrates (NO3−) and phosphates (PO4−) due to lower fertilizer application rates. Because organic milk production reduces pesticides utilization, it increases land use per ton of milk due to decreased crop yields per hectare. Mainly due to the lower level of concentrates given to cows in organic herds, organic dairy farms generally produce less milk per cow than conventional dairy farms. Because of the increased use of roughage and the, on-average, lower milk production level per cow, some research has connected organic milk production with increases in the emission of methane.Animal welfare issues vary among dairy farms and are not necessarily related to the way of producing milk (organically or conventionally). \nStory: Two dairy farms were supplying milk and other milk products to the surrounding counties. Sunny farm practiced organic farming and produced organic milk, while Cloud farm was into conventional milk production. \nQuestion: Which farm reduced their pesticide utilization?", "pos": "Background Paragraph: Compared to conventional milk production, organic milk production tends to have lower eutrophication potential per ton of milk or per hectare of farmland, because it potentially reduces leaching of nitrates (NO3−) and phosphates (PO4−) due to lower fertilizer application rates. Because organic milk production reduces pesticides utilization, it increases land use per ton of milk due to decreased crop yields per hectare. Mainly due to the lower level of concentrates given to cows in organic herds, organic dairy farms generally produce less milk per cow than conventional dairy farms. Because of the increased use of roughage and the, on-average, lower milk production level per cow, some research has connected organic milk production with increases in the emission of methane.Animal welfare issues vary among dairy farms and are not necessarily related to the way of producing milk (organically or conventionally). \nStory: Two dairy farms were supplying milk and other milk products to the surrounding counties. Sunny farm practiced organic farming and produced organic milk, while Cloud farm was into conventional milk production. \nQuestion: Which farm leached fewer nitrates into the water?", "neg": "Background Paragraph: Compared to conventional milk production, organic milk production tends to have lower eutrophication potential per ton of milk or per hectare of farmland, because it potentially reduces leaching of nitrates (NO3−) and phosphates (PO4−) due to lower fertilizer application rates. Because organic milk production reduces pesticides utilization, it increases land use per ton of milk due to decreased crop yields per hectare. Mainly due to the lower level of concentrates given to cows in organic herds, organic dairy farms generally produce less milk per cow than conventional dairy farms. Because of the increased use of roughage and the, on-average, lower milk production level per cow, some research has connected organic milk production with increases in the emission of methane.Animal welfare issues vary among dairy farms and are not necessarily related to the way of producing milk (organically or conventionally). \nStory: There are two dairy farms in the town of Milkton and both are about the same size. Farm A produces only organic milk. Farm B does not but they are considering switching production to organic milk. \nQuestion: Given farm B goes through with it's switch to being organic, will it likely increase or decrease its leaching of nitrates?", "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."}
{"query": "Background Paragraph: Insecticide control of aphids is difficult, as they breed rapidly, so even small areas missed may enable the population to recover promptly. Aphids may occupy the undersides of leaves where spray misses them, while systemic insecticides do not move satisfactorily into flower petals. Finally, some aphid species are resistant to common insecticide classes including carbamates, organophosphates, and pyrethroids.For small backyard infestations, spraying plants thoroughly with a strong water jet every few days may be sufficient protection. An insecticidal soap solution can be an effective household remedy to control aphids, but it only kills aphids on contact and has no residual effect. Soap spray may damage plants, especially at higher concentrations or at temperatures above 32 °C (90 °F); some plant species are sensitive to soap sprays. \nStory: Bill and Jane are two farmers. They both had aphid infestation problems over the last few years, so Bill decided to use many types of insecticides in order to keep the aphids under control. He was only partially successful. Jane didn't do anything about it yet, but she vows to do so in the near future. \nQuestion: Which farmer didn't spray any insecticide?", "pos": "Background Paragraph: Insecticide control of aphids is difficult, as they breed rapidly, so even small areas missed may enable the population to recover promptly. Aphids may occupy the undersides of leaves where spray misses them, while systemic insecticides do not move satisfactorily into flower petals. Finally, some aphid species are resistant to common insecticide classes including carbamates, organophosphates, and pyrethroids.For small backyard infestations, spraying plants thoroughly with a strong water jet every few days may be sufficient protection. An insecticidal soap solution can be an effective household remedy to control aphids, but it only kills aphids on contact and has no residual effect. Soap spray may damage plants, especially at higher concentrations or at temperatures above 32 °C (90 °F); some plant species are sensitive to soap sprays. \nStory: Bill and Jane are two farmers. They both had aphid infestation problems over the last few years, so Bill decided to use many types of insecticides in order to keep the aphids under control. He was only partially successful. Jane didn't do anything about it yet, because she has fewer aphids on her farm, but she vows to do so in the near future. \nQuestion: Which farmer had fewer aphids resistant to pyrethroids?", "neg": "Background Paragraph: Insecticide control of aphids is difficult, as they breed rapidly, so even small areas missed may enable the population to recover promptly. Aphids may occupy the undersides of leaves where spray misses them, while systemic insecticides do not move satisfactorily into flower petals. Finally, some aphid species are resistant to common insecticide classes including carbamates, organophosphates, and pyrethroids.For small backyard infestations, spraying plants thoroughly with a strong water jet every few days may be sufficient protection. An insecticidal soap solution can be an effective household remedy to control aphids, but it only kills aphids on contact and has no residual effect. Soap spray may damage plants, especially at higher concentrations or at temperatures above 32 °C (90 °F); some plant species are sensitive to soap sprays. \nStory: Bill and Jane are two farmers. They both had aphid infestation problems over the last few years, so Bill decided to use many types of insecticides in order to keep the aphids under control. He was only partially successful. Jane didn't do anything about it yet, because she has fewer aphids on her farm, but she vows to do so in the near future. \nQuestion: Which farmer had more aphids resistant to common insecticide?", "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."}
{"query": "Background Paragraph: Astronomy is very sensitive to light pollution. The night sky viewed from a city bears no resemblance to what can be seen from dark skies.[78] Skyglow (the scattering of light in the atmosphere at night) reduces the contrast between stars and galaxies and the sky itself, making it much harder to see fainter objects. This is one factor that has caused newer telescopes to be built in increasingly remote areas. \nStory: Whenever Bill visited Tim's house, they couldn't see that many stars when stargazing . Tim lived in the city. The sky was much clearer at night at Bill's place, because he lived in a rural area. \nQuestion: Which place experiences less light pollution, Tim's or Bill's?", "pos": "Background Paragraph: Astronomy is very sensitive to light pollution. The night sky viewed from a city bears no resemblance to what can be seen from dark skies.[78] Skyglow (the scattering of light in the atmosphere at night) reduces the contrast between stars and galaxies and the sky itself, making it much harder to see fainter objects. This is one factor that has caused newer telescopes to be built in increasingly remote areas. \nStory: Whenever Bill visited Tim's house, they couldn't see that many stars when stargazing . Tim lived in the city. The sky was much clearer at night at Bill's place, because he lived in a rural area. \nQuestion: Which place had a lower skyglow?", "neg": "Background Paragraph: Astronomy is very sensitive to light pollution. The night sky viewed from a city bears no resemblance to what can be seen from dark skies.[78] Skyglow (the scattering of light in the atmosphere at night) reduces the contrast between stars and galaxies and the sky itself, making it much harder to see fainter objects. This is one factor that has caused newer telescopes to be built in increasingly remote areas. \nStory: Diana is studying astronomy and in her spare time likes to stargaze. She has never been outside of her large city however. One weekend she got to go on a camping trip with her parents. When they arrived at the campsite, which is very far from the lights of the city she noticed the number of stars she could see in the sky greatly increased. \nQuestion: Will being in a city increase or decrease the number of visible stars?", "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."}
{"query": "Background Paragraph: Hepatitis B is a contagious virus that affects the liver, infection can last from a few weeks to a serious lifelong illness. Two different types of infection exist for this disease, \"acute\" and \"chronic.\" Acute Hepatitis B is a short term illness that occurs within 6 months of exposure, Chronic Hepatitis B is long term and happens when the virus remains in the body. The younger the child is, the greater their chance of developing a chronic infection and this risk goes down as the child gets older. Approximately 90% of infected infants will develop a chronic infection.[3]. \nStory: A 3rd grade classroom photo was held today. They all gathered by age. Gil was the oldest, followed by Jules, and Burt was the youngest. They looked good that day. \nQuestion: Who is least likely going to develop a chronic infection: Burt or Gil?", "pos": "Background Paragraph: Hepatitis B is a contagious virus that affects the liver, infection can last from a few weeks to a serious lifelong illness. Two different types of infection exist for this disease, \"acute\" and \"chronic.\" Acute Hepatitis B is a short term illness that occurs within 6 months of exposure, Chronic Hepatitis B is long term and happens when the virus remains in the body. The younger the child is, the greater their chance of developing a chronic infection and this risk goes down as the child gets older. Approximately 90% of infected infants will develop a chronic infection.[3]. \nStory: A 3rd grade classroom photo was held today. They all gathered by age. Gil was the oldest, followed by Jules, and Burt was the youngest. They looked good that day. \nQuestion: Who is least likely going to develop a chronic infection: Jules or Gil?", "neg": "Background Paragraph: Hepatitis B is a contagious virus that affects the liver, infection can last from a few weeks to a serious lifelong illness. Two different types of infection exist for this disease, \"acute\" and \"chronic.\" Acute Hepatitis B is a short term illness that occurs within 6 months of exposure, Chronic Hepatitis B is long term and happens when the virus remains in the body. The younger the child is, the greater their chance of developing a chronic infection and this risk goes down as the child gets older. Approximately 90% of infected infants will develop a chronic infection.[3]. \nStory: A 3rd grade classroom photo was held today. They all gathered by age. Lenny was the youngest. Connie was the 2nd youngest. Newton was the 3rd youngest. Amado was the 4th youngest. Dillon was the 5th youngest. Thanh was the 6th youngest. The last one was Frances, who was the oldest. They all looked great. \nQuestion: Who has a greater chance of developing a chronic infection: Dillon or Connie?", "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."}
{"query": "Background Paragraph: There is growing concern regarding the use of pesticides in agriculture. Therefore, many of the current commercial applications of modern biotechnology in agriculture are focused on reducing the dependence of farmers on these chemicals. For example, Bacillus thuringiensis (Bt) is a soil bacterium that produces a protein that can act as an insecticide, known as the Bt toxin . But it is a naturally occurring protein, not a foreign chemical. Could this protein be used in crops instead of pesticides? Traditionally, an insecticidal spray has been produced from these bacteria. As a spray, the Bt toxin is in an inactive state and requires digestion by an insect to become active and have any effect. Crop plants have now been engineered to contain and express the genes for the Bt toxin, which they produce in its active form. When an insect ingests the transgenic crop, it stops feeding and soon thereafter dies as a result of the Bt toxin binding to its gut wall. Bt corn is now commercially available in a number of countries to control corn borer (an insect like a moth or butterfly), which is otherwise controlled by insecticidal spraying. \nStory: Two farmers tried different methods of growing their crops. Nate used pesticides, while his buddy Don used bacterium that produces a toxin instead. Don was happy with the results. \nQuestion: Which farmer didn't use a bacterium that produces Bt toxin?", "pos": "Background Paragraph: There is growing concern regarding the use of pesticides in agriculture. Therefore, many of the current commercial applications of modern biotechnology in agriculture are focused on reducing the dependence of farmers on these chemicals. For example, Bacillus thuringiensis (Bt) is a soil bacterium that produces a protein that can act as an insecticide, known as the Bt toxin . But it is a naturally occurring protein, not a foreign chemical. Could this protein be used in crops instead of pesticides? Traditionally, an insecticidal spray has been produced from these bacteria. As a spray, the Bt toxin is in an inactive state and requires digestion by an insect to become active and have any effect. Crop plants have now been engineered to contain and express the genes for the Bt toxin, which they produce in its active form. When an insect ingests the transgenic crop, it stops feeding and soon thereafter dies as a result of the Bt toxin binding to its gut wall. Bt corn is now commercially available in a number of countries to control corn borer (an insect like a moth or butterfly), which is otherwise controlled by insecticidal spraying. \nStory: Two farmers tried different methods of growing their crops. Nate used pesticides, while his buddy Don used bacterium that produces a toxin instead. Don was happy with the results. \nQuestion: Which farmer didn't use a naturally occurring protein, not a foreign chemical?", "neg": "Background Paragraph: There is growing concern regarding the use of pesticides in agriculture. Therefore, many of the current commercial applications of modern biotechnology in agriculture are focused on reducing the dependence of farmers on these chemicals. For example, Bacillus thuringiensis (Bt) is a soil bacterium that produces a protein that can act as an insecticide, known as the Bt toxin . But it is a naturally occurring protein, not a foreign chemical. Could this protein be used in crops instead of pesticides? Traditionally, an insecticidal spray has been produced from these bacteria. As a spray, the Bt toxin is in an inactive state and requires digestion by an insect to become active and have any effect. Crop plants have now been engineered to contain and express the genes for the Bt toxin, which they produce in its active form. When an insect ingests the transgenic crop, it stops feeding and soon thereafter dies as a result of the Bt toxin binding to its gut wall. Bt corn is now commercially available in a number of countries to control corn borer (an insect like a moth or butterfly), which is otherwise controlled by insecticidal spraying. \nStory: Environmental scientists are trying to find a solution to reducing the harmful effects of chemicals on the environment. To that end, they developed a transgenic crop with the help of Bt toxin - they referred to it as case A. To test the effectiveness of this new crop they also studied Bt toxin spray - they referred to it as case B. They need to figure out which case is safer for the environment. \nQuestion: In which case the Bt toxin is in an inactive state, case A or case 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."}
{"query": "Background Paragraph: Regions on the Earth's surface (or in its atmosphere) that are high above mean sea level are referred to as high altitude. High altitude is sometimes defined to begin at 2,400 meters (8,000 ft) above sea level.[5][6][7]\n\nAt high altitude, atmospheric pressure is lower than that at sea level. This is due to two competing physical effects: gravity, which causes the air to be as close as possible to the ground; and the heat content of the air, which causes the molecules to bounce off each other and expand.[8]. \nStory: Riley has just been diagnosed with a disease that requires him to be in an area that has low atmospheric pressure to help his breathing. He has two cities he can choose to live in based on his current budget. Denver with an elevation of 10,000 ft, and Miami, which is around sea level. \nQuestion: Which city is considered to be high altitude?", "pos": "Background Paragraph: Regions on the Earth's surface (or in its atmosphere) that are high above mean sea level are referred to as high altitude. High altitude is sometimes defined to begin at 2,400 meters (8,000 ft) above sea level.[5][6][7]\n\nAt high altitude, atmospheric pressure is lower than that at sea level. This is due to two competing physical effects: gravity, which causes the air to be as close as possible to the ground; and the heat content of the air, which causes the molecules to bounce off each other and expand.[8]. \nStory: Riley has just been diagnosed with a disease that requires him to be in an area that has low atmospheric pressure to help his breathing. He has two cities he can choose to live in based on his current budget. Denver with an elevation of 10,000 ft, and Miami, which is around sea level. \nQuestion: Which city should Riley move to?", "neg": "Background Paragraph: Regions on the Earth's surface (or in its atmosphere) that are high above mean sea level are referred to as high altitude. High altitude is sometimes defined to begin at 2,400 meters (8,000 ft) above sea level.[5][6][7]\n\nAt high altitude, atmospheric pressure is lower than that at sea level. This is due to two competing physical effects: gravity, which causes the air to be as close as possible to the ground; and the heat content of the air, which causes the molecules to bounce off each other and expand.[8]. \nStory: There were Two villages Berg village situated at 3000 ft, at the base of the mountain, and Steep village, situated at 8500 feet. People visiting the area always stop in Berg village and feel great, but they feel bad and winded once they get to Steep village. \nQuestion: Which village is situated closer to sea lever?", "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."}
{"query": "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. \nStory: Two cities had different energy source. Big city burned fossil fuels, while Blue city used alternative sources of energy. \nQuestion: Which city produced more carbon dioxide?", "pos": "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. \nStory: Two cities had different energy source. Big city burned fossil fuels cut forests and cleared land, while Blue city used alternative sources of energy. \nQuestion: Which city destroyed more autotrophic organisms?", "neg": "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. \nStory: 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. \nQuestion: Which village cut fewer forests?", "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."}
{"query": "Background Paragraph: A major use for petroleum products is fuel for cars, trucks, airplanes, trains, and other vehicles. The chemical used are usually a mixture of compounds containing several carbon atoms in a chain. When the material is ignited, a massive amount of gas is created almost instantaneously. This increase in volume will move the pistons in an internal combustion engine to provide power. A jet plane works on a similar principle. Air comes into the front of the engine and mixes with the jet fuel. This mixture is ignited and the gases formed create a lot of pressure to push the plane forward. The idea can be seen even more clearly in the case of a rocket launch. The ignition of the fuel (either solid-state or liquid) creates gases produced under great pressure that pushes the rocket up. \nStory: Two engineering students learned about petroleum products, While Dan learned more about plastics, Jim learned about fuels. \nQuestion: Which student learned more about fuels for cars?", "pos": "Background Paragraph: A major use for petroleum products is fuel for cars, trucks, airplanes, trains, and other vehicles. The chemical used are usually a mixture of compounds containing several carbon atoms in a chain. When the material is ignited, a massive amount of gas is created almost instantaneously. This increase in volume will move the pistons in an internal combustion engine to provide power. A jet plane works on a similar principle. Air comes into the front of the engine and mixes with the jet fuel. This mixture is ignited and the gases formed create a lot of pressure to push the plane forward. The idea can be seen even more clearly in the case of a rocket launch. The ignition of the fuel (either solid-state or liquid) creates gases produced under great pressure that pushes the rocket up. \nStory: Two engineering students learned about petroleum products, While Dan learned more about plastics, Jim learned about fuels. \nQuestion: Which student learned more about fuels for airplanes?", "neg": "Background Paragraph: A major use for petroleum products is fuel for cars, trucks, airplanes, trains, and other vehicles. The chemical used are usually a mixture of compounds containing several carbon atoms in a chain. When the material is ignited, a massive amount of gas is created almost instantaneously. This increase in volume will move the pistons in an internal combustion engine to provide power. A jet plane works on a similar principle. Air comes into the front of the engine and mixes with the jet fuel. This mixture is ignited and the gases formed create a lot of pressure to push the plane forward. The idea can be seen even more clearly in the case of a rocket launch. The ignition of the fuel (either solid-state or liquid) creates gases produced under great pressure that pushes the rocket up. \nStory: Two sister countries used petroleum in different ways. Norway used it to make plastics, while Sweden used it for fuel. \nQuestion: Which country used less fuel to power cars?", "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."}
{"query": "Background Paragraph: The Hawaiian Islands ( Figure above ) are in the central Pacific Ocean. The islands are volcanoes that increase in age from southeast to northwest. The youngest island is the Big Island of Hawaii at the southeast end of the chain. The volcanoes get older through Maui, Kahoolawe, Lanai, Molokai, Oahu, Kauai, and Niihau Islands through the northwest. The Kilauea volcano on Hawaii has been erupting almost continuously since 1983. There are also eruptions at an underwater volcano called Loih. \nStory: Brad had a friend that lived on Oahu, part of The Hawaiian Islands. The friend's name was Hank and he invited Brad over to visit the islands. Brad had never been there before, and he lived in London, UK. \nQuestion: Which friend lived closer to Kilauea volcano?", "pos": "Background Paragraph: The Hawaiian Islands ( Figure above ) are in the central Pacific Ocean. The islands are volcanoes that increase in age from southeast to northwest. The youngest island is the Big Island of Hawaii at the southeast end of the chain. The volcanoes get older through Maui, Kahoolawe, Lanai, Molokai, Oahu, Kauai, and Niihau Islands through the northwest. The Kilauea volcano on Hawaii has been erupting almost continuously since 1983. There are also eruptions at an underwater volcano called Loih. \nStory: Brad had a friend that lived on Oahu, part of The Hawaiian Islands. The friend's name was Hank and he invited Brad over to visit the islands. Brad had never been there before, and he lived in London, UK. \nQuestion: Which friend lived closer to Lanai island?", "neg": "Background Paragraph: The Hawaiian Islands ( Figure above ) are in the central Pacific Ocean. The islands are volcanoes that increase in age from southeast to northwest. The youngest island is the Big Island of Hawaii at the southeast end of the chain. The volcanoes get older through Maui, Kahoolawe, Lanai, Molokai, Oahu, Kauai, and Niihau Islands through the northwest. The Kilauea volcano on Hawaii has been erupting almost continuously since 1983. There are also eruptions at an underwater volcano called Loihi seamount. Loihi is the youngest volcano. Hawaii is a fantastic place to see volcanic eruptions and features. \nStory: Grant and Fox were talking about flying to Hawaii for a tour of the islands. Grant was born on the Big Island, while Fox never visited Hawaii. \nQuestion: Which friend lived farther from Lanai island?", "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."}
{"query": "Background Paragraph: Blue ice occurs when snow falls on a glacier, is compressed, and becomes part of the glacier. Air bubbles are squeezed out and ice crystals enlarge, making the ice appear blue.\n\nSmall amounts of regular ice appear to be white because of air bubbles inside them and also because small quantities of water appear to be colourless. In glaciers, the pressure causes the air bubbles to be squeezed out, increasing the density of the created ice. Large quantities of water appear to be blue, as it absorbs other colours more efficiently than blue. A large piece of compressed ice, or a glacier, similarly appears blue. \nStory: Bill is going to see some sites this week. On Wednesday he is going to see Fox Glacier, and on Thursday he is going to see Cobra Lake, which has frozen over for the winter. He has been excited to see all the sites. \nQuestion: Will Bill be more or less likely to see blue ice at Fox Glacier than Cobra Lake?", "pos": "Background Paragraph: Blue ice occurs when snow falls on a glacier, is compressed, and becomes part of the glacier. Air bubbles are squeezed out and ice crystals enlarge, making the ice appear blue.\n\nSmall amounts of regular ice appear to be white because of air bubbles inside them and also because small quantities of water appear to be colourless. In glaciers, the pressure causes the air bubbles to be squeezed out, increasing the density of the created ice. Large quantities of water appear to be blue, as it absorbs other colours more efficiently than blue. A large piece of compressed ice, or a glacier, similarly appears blue. \nStory: Bill is going to see some sites this week. On Wednesday he is going to see Fox Glacier, and on Thursday he is going to see Cobra Lake, which has frozen over for the winter. He has been excited to see all the sites. \nQuestion: Will the ice at Fox Glacier be more or less dense than the ice at Cobra Lake?", "neg": "Background Paragraph: Blue ice occurs when snow falls on a glacier, is compressed, and becomes part of the glacier. Air bubbles are squeezed out and ice crystals enlarge, making the ice appear blue.\n\nSmall amounts of regular ice appear to be white because of air bubbles inside them and also because small quantities of water appear to be colourless. In glaciers, the pressure causes the air bubbles to be squeezed out, increasing the density of the created ice. Large quantities of water appear to be blue, as it absorbs other colours more efficiently than blue. A large piece of compressed ice, or a glacier, similarly appears blue. \nStory: Bill is going to see some sites this week. On Wednesday he is going to see Fox Glacier, and on Thursday he is going to see Cobra Lake, which has frozen over for the winter. He has been excited to see all the sites. \nQuestion: Where will Bill more likely see blue ice?", "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."}
{"query": "Background Paragraph: Cholesterol has been implicated in heart disease for decades. Atherosclerosis is a disorder of the arteries in which cholesterol and other materials are deposited on the interior of the arterial wall. These deposits lead to the formation of plaques that can restrict or even block the flow of blood through these blood vessels (see Figure below ). A decrease in the flow of blood can lead to high blood pressure and a lowered oxygen supply to the heart muscle. A complete blockage of blood flow to parts of the heart (a heart attack) can cause significant damage due to oxygen deprivation, in some cases leading to death. \nStory: Two brothers went to the doctor for their yearly examination. Liam found out he has high cholesterol, while Rudy found out his triglycerides and cholesterol are within normal parameters. \nQuestion: Which brother was more at risk for plaques that can restrict or even block the flow of blood?", "pos": "Background Paragraph: Cholesterol has been implicated in heart disease for decades. Atherosclerosis is a disorder of the arteries in which cholesterol and other materials are deposited on the interior of the arterial wall. These deposits lead to the formation of plaques that can restrict or even block the flow of blood through these blood vessels (see Figure below ). A decrease in the flow of blood can lead to high blood pressure and a lowered oxygen supply to the heart muscle. A complete blockage of blood flow to parts of the heart (a heart attack) can cause significant damage due to oxygen deprivation, in some cases leading to death. \nStory: Two brothers went to the doctor for their yearly examination. Liam found out he has high cholesterol, while Rudy found out his triglycerides and cholesterol are within normal parameters. \nQuestion: Which brother was more at risk for a heart attack?", "neg": "Background Paragraph: Cholesterol has been implicated in heart disease for decades. Atherosclerosis is a disorder of the arteries in which cholesterol and other materials are deposited on the interior of the arterial wall. These deposits lead to the formation of plaques that can restrict or even block the flow of blood through these blood vessels (see Figure below ). A decrease in the flow of blood can lead to high blood pressure and a lowered oxygen supply to the heart muscle. A complete blockage of blood flow to parts of the heart (a heart attack) can cause significant damage due to oxygen deprivation, in some cases leading to death. \nStory: Two brothers went to the doctor for their yearly examination. Liam found out he has high cholesterol, while Rudy found out his triglycerides and cholesterol are within normal parameters. \nQuestion: Which brother was less at risk for plaques that can restrict or even block the flow of blood?", "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."}
{"query": "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. \nStory: 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. \nQuestion: Who has a less likely chance to get skin cancer in the future?", "pos": "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. \nStory: Bob and Bill studied at the same university. While Bob got into studying nutrition, Bill ended up studying about cancer and how to prevent it. \nQuestion: Which student learned less about exposure of the skin to UV radiation?", "neg": "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. \nStory: 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. \nQuestion: Is Bill's chance of skin cancer higher or lower than Steve'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."}
{"query": "Background Paragraph: Millions of people in the world jog for exercise. For the most part, jogging can be a healthy way to stay fit. However, problems can also develop for those who jog in the heat. Excessive sweating can lead to electrolyte loss that could be life-threatening. Early symptoms of electrolyte deficiency can include nausea, fatugue, and dizziness. If not treated, individuals can experience muscle weakness and increased heart rate (which could lead to a heart attack). Many sports drinks can be consumed to restore electrolytes quickly in the body. \nStory: Ted and Randy liked jogging. Last week while jogging by himself, Randy experienced an unpleasant episode and was taken to the hospital, because he passed out while jogging in the heat, without any water or supplements on him. \nQuestion: Which jogger experienced more dizziness?", "pos": "Background Paragraph: Millions of people in the world jog for exercise. For the most part, jogging can be a healthy way to stay fit. However, problems can also develop for those who jog in the heat. Excessive sweating can lead to electrolyte loss that could be life-threatening. Early symptoms of electrolyte deficiency can include nausea, fatugue, and dizziness. If not treated, individuals can experience muscle weakness and increased heart rate (which could lead to a heart attack). Many sports drinks can be consumed to restore electrolytes quickly in the body. \nStory: Ted and Randy liked jogging. Last week while jogging by himself, Randy experienced an unpleasant episode and was taken to the hospital, because he passed out while jogging in the heat, without any water or supplements on him. \nQuestion: Which jogger experienced more nausea?", "neg": "Background Paragraph: Millions of people in the world jog for exercise. For the most part, jogging can be a healthy way to stay fit. However, problems can also develop for those who jog in the heat. Excessive sweating can lead to electrolyte loss that could be life-threatening. Early symptoms of electrolyte deficiency can include nausea, fatugue, and dizziness. If not treated, individuals can experience muscle weakness and increased heart rate (which could lead to a heart attack). Many sports drinks can be consumed to restore electrolytes quickly in the body. \nStory: Two teams of runners were training for a 10k. Team Y jogged early in the morning when the weather was cool. Team X started their training in the heat so many team members had problems sweating. \nQuestion: Which team had more people that experienced dizziness?", "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."}
{"query": "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. \nStory: There are two exact copies of planets, including the animals and plants on each planet. The only difference between these two planets, Necrulon and Krankor, is their choice of transportation. On Necrulon, they use fossil fuels to move their vehicles, and on Krankor they use water. \nQuestion: Which planet has more carbon dioxide in the atmosphere?", "pos": "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. \nStory: There are two exact copies of planets, Necrulon and Krankor, including the animals and plants on each planet. Recently though, people on Krankor have been wanting to have more space for new buildings. In order to accommodate these new buildings, they have started to cut forests and clear land. The people on Necrulon, however, decided to keep their forests and land rather than further industrialize. \nQuestion: Photosynthesis will be used more on which planet?", "neg": "Background Paragraph: Carbon dioxide is the most significant long-lived greenhouse gas in Earth's atmosphere. Since the Industrial Revolution anthropogenic emissions – primarily from use of fossil fuels and deforestation – have rapidly increased its concentration in the atmosphere, leading to global warming.  Carbon dioxide also causes ocean acidification because it dissolves in water to form carbonic acid. \nStory: Milton has just discovered two new planets while looking through his telescope. Luckily, he has invented a device that allows him to analyze far away planets from the comfort of his own home. He boots up the device and discovers that while these two planets are very similar, planet A has much more carbon dioxide in its atmosphere than planet B. While looking through his telescope, he is also able to see that there is the same race of intelligent creatures on both planets. Milton plans to write to his local observatory about his discovery. \nQuestion: Do the inhabitants of planet A probably produce more or less anthropogenic emissions than planet 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."}
{"query": "Background Paragraph: Groundwater salinization compromises buffering properties. Vegetation clearance, along with irrigation, causes serious issues. Irrigation increases the water table and mobilizes salts, and vegetation clearance allows it to come in contact with water habitats and vegetation. This stresses species not adapted to high salinity. High levels of salinity reduces water uptake in plants, by causing stomatal closure, reducing photosynthesis. Forests undergo decline in areas of high salinity and shallow groundwater depths because these conditions make them more susceptible to droughts. Forests undergo decline in areas of high salinity and shallow groundwater depths making them more susceptible to droughts. \nStory: Roger has been wanting to make a difference in the world, and has decided he wants to start a forested area in the country side. He has some areas that he has mapped out, and is trying to decide where he would like to start his new growth. The Bilton Valley area has recently been cleared of vegetation and has some irrigation channels installed for a near by farm. The other area he is looking at in an uncleared pasture called Stevens Pasture. \nQuestion: Which area would be less likely to experience a drought and have better chance at a new growth?", "pos": "Background Paragraph: Groundwater salinization compromises buffering properties. Vegetation clearance, along with irrigation, causes serious issues. Irrigation increases the water table and mobilizes salts, and vegetation clearance allows it to come in contact with water habitats and vegetation. This stresses species not adapted to high salinity. High levels of salinity reduces water uptake in plants, by causing stomatal closure, reducing photosynthesis. Forests undergo decline in areas of high salinity and shallow groundwater depths because these conditions make them more susceptible to droughts. Forests undergo decline in areas of high salinity and shallow groundwater depths making them more susceptible to droughts. \nStory: Roger has been wanting to make a difference in the world, and has decided he wants to start a forested area in the country side. He has some areas that he has mapped out, and is trying to decide where he would like to start his new growth. The Bilton Valley area has recently been cleared of vegetation and has some irrigation channels installed for a near by farm. The other area he is looking at in an uncleared pasture called Stevens Pasture. \nQuestion: Which area most likely has a lower salinity level in the soil?", "neg": "Background Paragraph: Groundwater salinization compromises buffering properties. Vegetation clearance, along with irrigation, causes serious issues. Irrigation increases the water table and mobilizes salts, and vegetation clearance allows it to come in contact with water habitats and vegetation. This stresses species not adapted to high salinity. High levels of salinity reduces water uptake in plants, by causing stomatal closure, reducing photosynthesis. Forests undergo decline in areas of high salinity and shallow groundwater depths because these conditions make them more susceptible to droughts. Forests undergo decline in areas of high salinity and shallow groundwater depths making them more susceptible to droughts. \nStory: Roger has been wanting to make a difference in the world, and has decided he wants to start a forested area in the country side. He has some areas that he has mapped out, and is trying to decide where he would like to start his new growth. The Bilton Valley area has recently been cleared of vegetation and has some irrigation channels installed for a near by farm. The other area he is looking at in an uncleared pasture called Stevens Pasture. \nQuestion: Will Stevens Pasture have a higher or lower salinity level in the soil than Bilton Valley?", "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."}
{"query": "Background Paragraph: One interesting thing that has been found in plants that are consistently exposed to drought, is their ability to form a sort of \"memory\". In a study by Tombesi et al., they found plants who had previously been exposed to drought were able to come up with a sort of strategy to minimize water loss and decrease water use. They found that plants who were exposed to drought conditions actually changed they way the regulated their stomates and what they called \"hydraulic safety margin\" so as to decrease the venerability of the plant. By changing the regulation of stomata and subsequently the transpiration, plants were able to function better in situations where the availability of water decreased. \nStory: Drought is major concern in the Midwest. To confront the problem scientists are trying to develop drought-resistant crops. To that end, they took a plant that was not exposed to drought. They labeled it as plant A. Then they took a similar plant, and repeatedly exposed it to drought. They labeled it as plant B. They wanted to find out what makes a plant drought-resistant. \nQuestion: Which plant would function better with less water, plant A or plant B?", "pos": "Background Paragraph: One interesting thing that has been found in plants that are consistently exposed to drought, is their ability to form a sort of \"memory\". In a study by Tombesi et al., they found plants who had previously been exposed to drought were able to come up with a sort of strategy to minimize water loss and decrease water use. They found that plants who were exposed to drought conditions actually changed they way the regulated their stomates and what they called \"hydraulic safety margin\" so as to decrease the venerability of the plant. By changing the regulation of stomata and subsequently the transpiration, plants were able to function better in situations where the availability of water decreased. \nStory: Drought is major concern in the Midwest. To confront the problem scientists are trying to develop drought-resistant crops. To that end, they took a plant that was not exposed to drought. They labeled it as plant A. Then they took a similar plant, and repeatedly exposed it to drought. They labeled it as plant B. They wanted to find out what makes a plant drought-resistant. \nQuestion: Which plant would change the regulation of their stomata, plant A or plant B?", "neg": "Background Paragraph: One interesting thing that has been found in plants that are consistently exposed to drought, is their ability to form a sort of \"memory\". In a study by Tombesi et al., they found plants who had previously been exposed to drought were able to come up with a sort of strategy to minimize water loss and decrease water use. They found that plants who were exposed to drought conditions actually changed they way the regulated their stomates and what they called \"hydraulic safety margin\" so as to decrease the venerability of the plant. By changing the regulation of stomata and subsequently the transpiration, plants were able to function better in situations where the availability of water decreased. \nStory: Drought is major concern in the Midwest. To confront the problem scientists are trying to develop drought-resistant crops. To that end, they took a plant that was not exposed to drought. They labeled it as plant A. Then they took a similar plant, and repeatedly exposed it to drought. They labeled it as plant B. They wanted to find out what makes a plant drought-resistant. \nQuestion: Would plant A see less or more water loss than plant 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."}
{"query": "Background Paragraph: Infrared (IR) light is electromagnetic radiation with a wavelength between 0.7 and 300 micrometers, which corresponds to a frequency range between 430 and 1 THz respectively. IR wavelengths are longer than that of visible light, but shorter than that of microwaves. Infrared may be detected at a distance from the radiating objects by \"feel.\" Infrared sensing snakes can detect and focus infrared by use of a pinhole lens in their heads, called \"pits\". Bright sunlight provides an irradiance of just over 1 kilowatt per square meter at sea level. Of this energy, 53% is infrared radiation, 44% is visible light, and 3% is ultraviolet radiation. \nStory: Different wavelength electromagnetic radiations have different uses. John is a physicist. He needed to find appropriate wavelength electromagnetic radiations for his experiments. To that end, he selected three electromagnetic radiations, microwaves, infrared light, and visible light. He noted microwaves as case A, infrared as case B, and visible light as case C. \nQuestion: Would case C have longer or shorter wavelengths than case B?", "pos": "Background Paragraph: Infrared (IR) light is electromagnetic radiation with a wavelength between 0.7 and 300 micrometers, which corresponds to a frequency range between 430 and 1 THz respectively. IR wavelengths are longer than that of visible light, but shorter than that of microwaves. Infrared may be detected at a distance from the radiating objects by \"feel.\" Infrared sensing snakes can detect and focus infrared by use of a pinhole lens in their heads, called \"pits\". Bright sunlight provides an irradiance of just over 1 kilowatt per square meter at sea level. Of this energy, 53% is infrared radiation, 44% is visible light, and 3% is ultraviolet radiation. \nStory: Different wavelength electromagnetic radiations have different uses. John is a physicist. He needed to find appropriate wavelength electromagnetic radiations for his experiments. To that end, he selected three electromagnetic radiations, microwaves, infrared light, and visible light. He noted microwaves as case A, infrared as case B, and visible light as case C. \nQuestion: Would case A have longer or shorter wavelengths than case B?", "neg": "Background Paragraph: Infrared (IR) light is electromagnetic radiation with a wavelength between 0.7 and 300 micrometers, which corresponds to a frequency range between 430 and 1 THz respectively. IR wavelengths are longer than that of visible light, but shorter than that of microwaves. Infrared may be detected at a distance from the radiating objects by \"feel.\" Infrared sensing snakes can detect and focus infrared by use of a pinhole lens in their heads, called \"pits\". Bright sunlight provides an irradiance of just over 1 kilowatt per square meter at sea level. Of this energy, 53% is infrared radiation, 44% is visible light, and 3% is ultraviolet radiation. \nStory: Different wavelength electromagnetic radiations have different uses. John is a physicist. He needed to find appropriate wavelength electromagnetic radiations for his experiments. To that end, he selected three electromagnetic radiations, microwaves, infrared light, and visible light. He noted microwaves as case A, infrared as case B, and visible light as case C. \nQuestion: Which has the longest wavelengths, case A, 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."}
{"query": "Background Paragraph: Another example of negative feedback has to do with blood glucose levels. When glucose (sugar) levels in the blood are too high, the pancreas secretes insulin to stimulate the absorption of glucose and the conversion of glucose into glycogen, which is stored in the liver. As blood glucose levels decrease, less insulin is produced. When glucose levels are too low, another hormone called glucagon is produced, which causes the liver to convert glycogen back to glucose. \nStory: Tim and Fred were two students. Tim studied about negative feedback and the pancreas, while Fred studied about the stomach and the jejunum. \nQuestion: Which student read less about blood glucose levels?", "pos": "Background Paragraph: Another example of negative feedback has to do with blood glucose levels. When glucose (sugar) levels in the blood are too high, the pancreas secretes insulin to stimulate the absorption of glucose and the conversion of glucose into glycogen, which is stored in the liver. As blood glucose levels decrease, less insulin is produced. When glucose levels are too low, another hormone called glucagon is produced, which causes the liver to convert glycogen back to glucose. \nStory: Tim and Fred were two students. Tim studied about negative feedback and the pancreas, while Fred studied about the stomach and the jejunum. \nQuestion: Which student read less about the pancreas secreting insulin to stimulate the conversion of glucose into glycogen?", "neg": "Background Paragraph: Another example of negative feedback has to do with blood glucose levels. When glucose (sugar) levels in the blood are too high, the pancreas secretes insulin to stimulate the absorption of glucose and the conversion of glucose into glycogen, which is stored in the liver. As blood glucose levels decrease, less insulin is produced. When glucose levels are too low, another hormone called glucagon is produced, which causes the liver to convert glycogen back to glucose. \nStory: Rob is studying medicine in a prestigious university. Today, his professor is teaching about blood glucose levels. He gave example of two patients, patient A and patient B. Patient A had high blood glucose level, but patient B had low blood glucose level. Rob was amazed to find how body keeps its balance. \nQuestion: Would patient A produce more or less insulin 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."}
{"query": "Background Paragraph: When the temperature of reactants is higher, the rate of the reaction is faster. At higher temperatures, particles of reactants have more energy, so they move faster. As a result, they are more likely to bump into one another and to collide with greater force. For example, food spoils because of chemical reactions, and these reactions occur faster at higher temperatures (see the bread on the left in the Figure below ). This is why we store foods in the refrigerator or freezer (like the bread on the right in the Figure below ). The lower temperature slows the rate of spoilage. \nStory: Rob is a chemist with a pharmaceutical company. He is trying to devise a technique that would  be able to control chemical reactions. For that, he conducted two tests. In the first test, he used warmer reactants. He called it reactant A. In the second test, he used cooler reactants. He called it reactant B. \nQuestion: Would particles would collide with smaller or greater force in reactant A than in reactant B?", "pos": "Background Paragraph: When the temperature of reactants is higher, the rate of the reaction is faster. At higher temperatures, particles of reactants have more energy, so they move faster. As a result, they are more likely to bump into one another and to collide with greater force. For example, food spoils because of chemical reactions, and these reactions occur faster at higher temperatures (see the bread on the left in the Figure below ). This is why we store foods in the refrigerator or freezer (like the bread on the right in the Figure below ). The lower temperature slows the rate of spoilage. \nStory: John was pondering about what makes a chemical reaction faster or slower. To find the answer he did two tests, test A and test B. In test A he warmed up the reactants, but in test B he cooled down the reactants. To see a practical example of these tests he conducted two more tests, test C and test D. In test C he kept a food item in the refrigerator, but in test D he kept the same food item on the table top. \nQuestion: Would particles of reactants in test A have lower or higher energy than particles in test B?", "neg": "Background Paragraph: When the temperature of reactants is higher, the rate of the reaction is faster. At higher temperatures, particles of reactants have more energy, so they move faster. As a result, they are more likely to bump into one another and to collide with greater force. For example, food spoils because of chemical reactions, and these reactions occur faster at higher temperatures (see the bread on the left in the Figure below ). This is why we store foods in the refrigerator or freezer (like the bread on the right in the Figure below ). The lower temperature slows the rate of spoilage. \nStory: Rob is a chemist with a pharmaceutical company. He is trying to devise a technique that would  be able to control chemical reactions. For that, he conducted two tests. In the first test, he used warmer reactants. He called it reactant A. In the second test, he used cooler reactants. He called it reactant B. \nQuestion: In which reactants the particles would collide with greater force, reactant A or reactant 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."}
{"query": "Background Paragraph: When the temperature of reactants is higher, the rate of the reaction is faster. At higher temperatures, particles of reactants have more energy, so they move faster. As a result, they are more likely to bump into one another and to collide with greater force. For example, food spoils because of chemical reactions, and these reactions occur faster at higher temperatures (see the bread on the left in the Figure below ). This is why we store foods in the refrigerator or freezer (like the bread on the right in the Figure below ). The lower temperature slows the rate of spoilage. \nStory: John was pondering about what makes a chemical reaction faster or slower. To find the answer he did two tests, test A and test B. In test A he warmed up the reactants, but in test B he cooled down the reactants. To see a practical example of these tests he conducted two more tests, test C and test D. In test C he kept a food item in the refrigerator, but in test D he kept the same food item on the table top. \nQuestion: Would particles of reactants in test A have lower or higher energy than particles in test B?", "pos": "Background Paragraph: Temperature is a measure of the average kinetic energy of the particles in matter. In everyday usage, temperature indicates a measure of how hot or cold an object is. Temperature is an important parameter in chemistry. When a substance changes from solid to liquid, it is because there was an increase in the temperature of the material. Chemical reactions usually proceed faster if the temperature is increased. Many unstable materials (such as enzymes) will be viable longer at lower temperatures. \nStory: Susan went to the store to buy some bags of ice for a party she was having later in the day. When she got home she put one bag of ice in the sink and another in the freezer, but then was distracted by a phone call and forgot to put the other bag in the freezer. When she returned, the bag of ice had melted.                                         \n                                                  Thomas is a research assistant and has taken samples of rat liver enzymes that need to be stored overnight. He places one in refrigerated storage, but forgot one and left it out on the counter top. \nQuestion: Will the sample on the counter have a lower or higher temperature than the refrigerated sample?", "neg": "Background Paragraph: When the temperature of reactants is higher, the rate of the reaction is faster. At higher temperatures, particles of reactants have more energy, so they move faster. As a result, they are more likely to bump into one another and to collide with greater force. For example, food spoils because of chemical reactions, and these reactions occur faster at higher temperatures (see the bread on the left in the Figure below ). This is why we store foods in the refrigerator or freezer (like the bread on the right in the Figure below ). The lower temperature slows the rate of spoilage. \nStory: John was pondering about what makes a chemical reaction faster or slower. To find the answer he did two tests, test A and test B. In test A he warmed up the reactants, but in test B he cooled down the reactants. To see a practical example of these tests he conducted two more tests, test C and test D. In test C he kept a food item in the refrigerator, but in test D he kept the same food item on the table top. \nQuestion: In which test the particles of reactants would have higher energy, test A or test 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."}
{"query": "Background Paragraph: Soil is well developed in the forest as suggested by the thick humus layers, rich diversity of large trees and animals that live there. In forests, precipitation exceeds evapotranspiration which results in an excess of water that percolates downward through the soil layers. Slow rates of decomposition leads to large amounts of fulvic acid, greatly enhancing chemical weathering. The downward percolation, in conjunction with chemical weathering leaches magnesium (Mg), iron (Fe), and aluminum (Al) from the soil and transports them downward, a process known as podzolization. This process leads to marked contrasts in the appearance and chemistry of the soil layers. \nStory: Two  brothers were land owners. Bill owned 40 acres of forest, , with very well developed soil. His brother Rick owned 40 acres of grasslands, with a poor soil. Rick decided to sell his land. \nQuestion: Which brother owned a land which had lower amounts of fulvic acid?", "pos": "Background Paragraph: Soil is well developed in the forest as suggested by the thick humus layers, rich diversity of large trees and animals that live there. In forests, precipitation exceeds evapotranspiration which results in an excess of water that percolates downward through the soil layers. Slow rates of decomposition leads to large amounts of fulvic acid, greatly enhancing chemical weathering. The downward percolation, in conjunction with chemical weathering leaches magnesium (Mg), iron (Fe), and aluminum (Al) from the soil and transports them downward, a process known as podzolization. This process leads to marked contrasts in the appearance and chemistry of the soil layers. \nStory: Two  brothers were land owners. Bill owned 40 acres of forest, , with very well developed soil. His brother Rick owned 40 acres of grasslands, with a poor soil. Rick decided to sell his land. \nQuestion: Which brother didn't own a land which had slow rates of decomposition?", "neg": "Background Paragraph: Soil is well developed in the forest as suggested by the thick humus layers, rich diversity of large trees and animals that live there. In forests, precipitation exceeds evapotranspiration which results in an excess of water that percolates downward through the soil layers. Slow rates of decomposition leads to large amounts of fulvic acid, greatly enhancing chemical weathering. The downward percolation, in conjunction with chemical weathering leaches magnesium (Mg), iron (Fe), and aluminum (Al) from the soil and transports them downward, a process known as podzolization. This process leads to marked contrasts in the appearance and chemistry of the soil layers. \nStory: Two brothers owned two adjacent parcels of land. Tom's land was forested, while Bill's was covered with grasslands. \nQuestion: Which parcel of land had an excess of water that percolates downward through the soil layers?", "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."}
{"query": "Background Paragraph: Storing large volumes of data – When storing XML to either file or database, the volume of data a system produces can often exceed reasonable limits, with a number of detriments: the access times go up as more data is read, CPU load goes up as XML data takes more power to process, and storage costs go up. By storing XML data in Fast Infoset format, data volume may be reduced by as much as 80 percent. \nStory: Earl had a busy day storing XML. At 3 PM, he stored 11000 Gigabytes to the database. At 4 PM, he stored 22000 Gigabytes to the database. At 5 PM, he stored 33000 Gigabytes to the database. At 6 PM, he got dinner. At 7 PM, he stored 44000 Gigabytes to the database. At 8 PM, he stored 55000 Gigabytes to the database. At 9 PM, he went to sleep to finish storing XML tomorrow morning. \nQuestion: What time did the access times go up: 4 PM or 6 PM?", "pos": "Background Paragraph: Storing large volumes of data – When storing XML to either file or database, the volume of data a system produces can often exceed reasonable limits, with a number of detriments: the access times go up as more data is read, CPU load goes up as XML data takes more power to process, and storage costs go up. By storing XML data in Fast Infoset format, data volume may be reduced by as much as 80 percent. \nStory: Earl had a busy day storing XML. At 3 PM, he stored 11000 Gigabytes to the database. At 4 PM, he stored 22000 Gigabytes to the database. At 5 PM, he stored 33000 Gigabytes to the database. At 6 PM, he got dinner. At 7 PM, he stored 44000 Gigabytes to the database. At 8 PM, he stored 55000 Gigabytes to the database. At 9 PM, he went to sleep to finish storing XML tomorrow morning. \nQuestion: What time did the access times go up: 4 PM or 9 PM?", "neg": "Background Paragraph: Storing large volumes of data – When storing XML to either file or database, the volume of data a system produces can often exceed reasonable limits, with a number of detriments: the access times go up as more data is read, CPU load goes up as XML data takes more power to process, and storage costs go up. By storing XML data in Fast Infoset format, data volume may be reduced by as much as 80 percent. \nStory: Bob works for a data storage company. He has now three projects, project A, project B, and project C, simultaneously going on. All of them involves storing \nXML data. Project A has small volume of data, but project B and project C has large volume of data. He applied Fast Infoset format for project B, but didn't apply that format for project C. \nQuestion: Would project C have reduced or enlarged data volume than porject 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."}
{"query": "Background Paragraph: Cholesterol has been implicated in heart disease for decades. Atherosclerosis is a disorder of the arteries in which cholesterol and other materials are deposited on the interior of the arterial wall. These deposits lead to the formation of plaques that can restrict or even block the flow of blood through these blood vessels (see Figure below ). A decrease in the flow of blood can lead to high blood pressure and a lowered oxygen supply to the heart muscle. A complete blockage of blood flow to parts of the heart (a heart attack) can cause significant damage due to oxygen deprivation, in some cases leading to death. \nStory: Bob's parents were in their early 60's. He sent them to the doctor's for a routine check up. Dan, his dad, had very high cholesterol, while Mary, his mom , had normal levels in her blood. \nQuestion: Which parent was at a lower risk of developing atherosclerosis?", "pos": "Background Paragraph: Cholesterol has been implicated in heart disease for decades. Atherosclerosis is a disorder of the arteries in which cholesterol and other materials are deposited on the interior of the arterial wall. These deposits lead to the formation of plaques that can restrict or even block the flow of blood through these blood vessels (see Figure below ). A decrease in the flow of blood can lead to high blood pressure and a lowered oxygen supply to the heart muscle. A complete blockage of blood flow to parts of the heart (a heart attack) can cause significant damage due to oxygen deprivation, in some cases leading to death. \nStory: Bob's parents were in their early 60's. He sent them to the doctor's for a routine check up. Dan, his dad, had very high cholesterol, while Mary, his mom , had normal levels in her blood. \nQuestion: Which parent had fewer cholesterol deposits on the arterial wall?", "neg": "Background Paragraph: Cholesterol has been implicated in heart disease for decades. Atherosclerosis is a disorder of the arteries in which cholesterol and other materials are deposited on the interior of the arterial wall. These deposits lead to the formation of plaques that can restrict or even block the flow of blood through these blood vessels (see Figure below ). A decrease in the flow of blood can lead to high blood pressure and a lowered oxygen supply to the heart muscle. A complete blockage of blood flow to parts of the heart (a heart attack) can cause significant damage due to oxygen deprivation, in some cases leading to death. \nStory: Bob's parents were in their early 60's. He sent them to the doctor's for a routine check up. Dan, his dad, had very high cholesterol, while Mary, his mom , had normal levels in her blood. \nQuestion: Which parent was at a higher risk of developing heart disease?", "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."}
{"query": "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. \nStory: 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. \nQuestion: Would patient A have higher or lower risk of heart attack than patient B?", "pos": "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. \nStory: 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. \nQuestion: Would patient A have higher or lower BMI than patient B?", "neg": "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. \nStory: 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. \nQuestion: Which patient would more likely risk forming palque, patient A or 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."}
{"query": "Background Paragraph: Storing large volumes of data – When storing XML to either file or database, the volume of data a system produces can often exceed reasonable limits, with a number of detriments: the access times go up as more data is read, CPU load goes up as XML data takes more power to process, and storage costs go up. By storing XML data in Fast Infoset format, data volume may be reduced by as much as 80 percent. \nStory: Tommy had a busy day storing XML. At 3 AM, he stored 224 Gigabytes to the database. At 4 AM, he stored 335 Gigabytes to the database. At 5 AM, he stored 446 Gigabytes to the database. At 6 AM, he got breakfast. At 7 AM, he stored 557 Gigabytes to the database. At 8 AM, he stored 668 Gigabytes to the database. At 9 AM, he went to sleep to finish storing XML later. \nQuestion: What time did CPU load go up: 8 AM or 6 AM?", "pos": "Background Paragraph: Storing large volumes of data – When storing XML to either file or database, the volume of data a system produces can often exceed reasonable limits, with a number of detriments: the access times go up as more data is read, CPU load goes up as XML data takes more power to process, and storage costs go up. By storing XML data in Fast Infoset format, data volume may be reduced by as much as 80 percent. \nStory: Tommy had a busy day storing XML. At 3 AM, he stored 224 Gigabytes to the database. At 4 AM, he stored 335 Gigabytes to the database. At 5 AM, he stored 446 Gigabytes to the database. At 6 AM, he got breakfast. At 7 AM, he stored 557 Gigabytes to the database. At 8 AM, he stored 668 Gigabytes to the database. At 9 AM, he went to sleep to finish storing XML later. \nQuestion: What time did CPU load go up: 8 AM or 9 AM?", "neg": "Background Paragraph: Storing large volumes of data – When storing XML to either file or database, the volume of data a system produces can often exceed reasonable limits, with a number of detriments: the access times go up as more data is read, CPU load goes up as XML data takes more power to process, and storage costs go up. By storing XML data in Fast Infoset format, data volume may be reduced by as much as 80 percent. \nStory: Bob works for a data storage company. He has now three projects, project A, project B, and project C, simultaneously going on. All of them involves storing \nXML data. Project A has small volume of data, but project B and project C has large volume of data. He applied Fast Infoset format for project B, but didn't apply that format for project C. \nQuestion: Which project would have higher access times, project A or project 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."}
{"query": "Background Paragraph: Many different chemical substances cause cancer. Dozens of chemicals in tobacco smoke, including nicotine, have been shown to cause cancer ( Figure below ). In fact, tobacco smoke is one of the main sources of chemical carcinogens. Smoking tobacco increases the risk of cancer of the lung, mouth, throat, and bladder. Using smokeless tobacco can also cause cancer. Other chemicals that cause cancer include asbestos, formaldehyde, benzene, cadmium, and nickel. \nStory: Walter and Jesse, two coworkers, are sitting at a hotel bar having a drink together after a long day at a conference when they start discussing their smoking habits. Walter shares that he has regularly smoked a pack of cigarettes for the past ten years. Jesse says he only smoked a couple cigarettes during college while he was drinking and isn't a regular smoker. \nQuestion: Which man is less likely to have lung cancer?", "pos": "Background Paragraph: Many different chemical substances cause cancer. Dozens of chemicals in tobacco smoke, including nicotine, have been shown to cause cancer ( Figure below ). In fact, tobacco smoke is one of the main sources of chemical carcinogens. Smoking tobacco increases the risk of cancer of the lung, mouth, throat, and bladder. Using smokeless tobacco can also cause cancer. Other chemicals that cause cancer include asbestos, formaldehyde, benzene, cadmium, and nickel. \nStory: Two friends met after 20 years. Tom had been smoking tobacco all these years and had some health problems related to that, while Randy quit smoking 25 years ago. \nQuestion: Which friend had an increased risk of developing cancer of the lung?", "neg": "Background Paragraph: Many different chemical substances cause cancer. Dozens of chemicals in tobacco smoke, including nicotine, have been shown to cause cancer ( Figure below ). In fact, tobacco smoke is one of the main sources of chemical carcinogens. Smoking tobacco increases the risk of cancer of the lung, mouth, throat, and bladder. Using smokeless tobacco can also cause cancer. Other chemicals that cause cancer include asbestos, formaldehyde, benzene, cadmium, and nickel. \nStory: Two ladies sit in a coffee shop. Patty smokes three packs of cigarettes a day, but her good friend Julie, doesn't smoke. They are both 65 years old. They are enjoying a coffee. \nQuestion: Which lady has a higher risk of getting throat cancer?", "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."}
{"query": "Background Paragraph: Earthquakes may take place every day near a volcano. But before an eruption, the number and size of earthquakes increases. This is the result of magma pushing upward into the magma chamber. This motion causes stresses on neighboring rock to build up. Eventually the ground shakes. A continuous string of earthquakes may indicate that a volcano is about to erupt. Scientists use seismographs to record the length and strength of each earthquake. \nStory: Pam and Jane were two researchers. Pam studied sedimentary rocks while Jane studied volcanoes and related phenomena, such as earthquakes. \nQuestion: Which researcher didn't observe what happens before a volcanic eruption?", "pos": "Background Paragraph: Earthquakes may take place every day near a volcano. But before an eruption, the number and size of earthquakes increases. This is the result of magma pushing upward into the magma chamber. This motion causes stresses on neighboring rock to build up. Eventually the ground shakes. A continuous string of earthquakes may indicate that a volcano is about to erupt. Scientists use seismographs to record the length and strength of each earthquake. \nStory: Pam and Jane were two researchers. Pam studied sedimentary rocks while Jane studied volcanoes and related phenomena, such as earthquakes. \nQuestion: Which researcher didn't study about magma pushing upward into the magma chamber?", "neg": "Background Paragraph: Earthquakes may take place every day near a volcano. But before an eruption, the number and size of earthquakes increases. This is the result of magma pushing upward into the magma chamber. This motion causes stresses on neighboring rock to build up. Eventually the ground shakes. A continuous string of earthquakes may indicate that a volcano is about to erupt. Scientists use seismographs to record the length and strength of each earthquake. \nStory: Two sister villages, both situated near volcanoes, experience daily earthquakes. Green village started recording an increased size and number of earthquakes one day. Blue village didn't experience a change in the number of earthquakes. \nQuestion: Which village recorded few strong earthquakes?", "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."}
{"query": "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!. \nStory: John liked studying about the planets in our solar system. He recently studied and made comparisons between Earth's and Venus's atmosphere. He was amazed with what he found out. \nQuestion: Which planet has more clouds made of water vapor?", "pos": "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!. \nStory: John liked studying about the planets in our solar system. He recently studied and made comparisons between Earth's and Venus's atmosphere. He was amazed with what he found out. \nQuestion: Which planet has fewer clouds made of sulfuric acid?", "neg": "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!. \nStory: Brad and Joe studied atmospheric conditions on different planets of our solar system. Joe studied about Earth, while Brad studied more about Venus. \nQuestion: Which person didn't find out that Venus is much hotter than Mercury?", "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."}
{"query": "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. \nStory: 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. \nQuestion: In case A, would the group get less or more benefit as a whole than in case B?", "pos": "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. \nStory: 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. \nQuestion: In case A, would an individual buffalo have lower or higher risk of attack than in case B?", "neg": "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. \nStory: 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. \nQuestion: In which case the dilution effect would not 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."}
{"query": "Background Paragraph: Ants form symbiotic associations with a range of species, including other ant species, other insects, plants, and fungi. They also are preyed on by many animals and even certain fungi. Some arthropod species spend part of their lives within ant nests, either preying on ants, their larvae, and eggs, consuming the food stores of the ants, or avoiding predators. These inquilines may bear a close resemblance to ants. The nature of this ant mimicry (myrmecomorphy) varies, with some cases involving Batesian mimicry, where the mimic reduces the risk of predation. Others show Wasmannian mimicry, a form of mimicry seen only in inquilines. \nStory: Greg was studying behavior of different organisms. He noticed that some organisms were showing inquiline behavior. He noted that behavior as case A. Then he noticed some other organisms didn't show any inquiline behavior. He noted that behavior as case B. He was astonished by the complicated interactions among organisms. \nQuestion: Which case would see smaller opportunity for food sources, case A or case B?", "pos": "Background Paragraph: Ants form symbiotic associations with a range of species, including other ant species, other insects, plants, and fungi. They also are preyed on by many animals and even certain fungi. Some arthropod species spend part of their lives within ant nests, either preying on ants, their larvae, and eggs, consuming the food stores of the ants, or avoiding predators. These inquilines may bear a close resemblance to ants. The nature of this ant mimicry (myrmecomorphy) varies, with some cases involving Batesian mimicry, where the mimic reduces the risk of predation. Others show Wasmannian mimicry, a form of mimicry seen only in inquilines. \nStory: Greg was studying behavior of different organisms. He noticed that some organisms were showing inquiline behavior. He noted that behavior as case A. Then he noticed some other organisms didn't show any inquiline behavior. He noted that behavior as case B. He was astonished by the complicated interactions among organisms. \nQuestion: Which case would see greater opportunity for food sources, case A or case B?", "neg": "Background Paragraph: Ants form symbiotic associations with a range of species, including other ant species, other insects, plants, and fungi. They also are preyed on by many animals and even certain fungi. Some arthropod species spend part of their lives within ant nests, either preying on ants, their larvae, and eggs, consuming the food stores of the ants, or avoiding predators. These inquilines may bear a close resemblance to ants. The nature of this ant mimicry (myrmecomorphy) varies, with some cases involving Batesian mimicry, where the mimic reduces the risk of predation. Others show Wasmannian mimicry, a form of mimicry seen only in inquilines. \nStory: Greg was studying behavior of different organisms. He noticed that some organisms were showing inquiline behavior. He noted that behavior as case A. Then he noticed some other organisms didn't show any inquiline behavior. He noted that behavior as case B. He was astonished by the complicated interactions among organisms. \nQuestion: Would case B have higher or smaller risk of predation than 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."}
{"query": "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. \nStory: 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. \nQuestion: Which friend had a field with a higher efficiency of fertilization?", "pos": "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. \nStory: 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. \nQuestion: Which friend had a field that attracted more animals?", "neg": "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. \nStory: Last week, John visited the national park near his city. He saw many flowers. His guide explained him that there are two categories of flowers, category A and category B. Category A flowers spread pollen via wind, and category B flowers spread pollen via animals. \nQuestion: Which flower would have more colorful petals, category A or category 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."}
{"query": "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. \nStory: Two students from the same class, studies different types of animals. Bill studied predators, while John studied grazers. \nQuestion: Which student didn't find out that predators can be keystone species?", "pos": "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. \nStory: Two students from the same class, studies different types of animals. Bill studied predators, while John studied grazers. \nQuestion: Which student didn't find out that a single species could become dominant over others?", "neg": "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. \nStory: Two teams studied two types of animals: team A studied predators, while team B studied grazers. They learned a lot from this experience. \nQuestion: Which team didn't learn about keystone species?", "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."}
{"query": "Background Paragraph: Blue ice occurs when snow falls on a glacier, is compressed, and becomes part of the glacier. Air bubbles are squeezed out and ice crystals enlarge, making the ice appear blue.\n\nSmall amounts of regular ice appear to be white because of air bubbles inside them and also because small quantities of water appear to be colourless. In glaciers, the pressure causes the air bubbles to be squeezed out, increasing the density of the created ice. Large quantities of water appear to be blue, as it absorbs other colours more efficiently than blue. A large piece of compressed ice, or a glacier, similarly appears blue. \nStory: Mike likes to visit places. This winter he is visiting Greenland. First, he visited Lake A, which is very small. Then he visited Lake B, which is huge. While visiting Lake B he went to a local pub. There he heard other tourists talking about two nearby glaciers, glacier C and glacier D. They said that glacier C had a snowfall and the snow became part of the glacier, but glacier D didn't have any snowfall. Mike is getting ready to visit those glaciers. \nQuestion: In which lake Mike probably saw the water blue, Lake A or Lake B?", "pos": "Background Paragraph: Blue ice occurs when snow falls on a glacier, is compressed, and becomes part of the glacier. Air bubbles are squeezed out and ice crystals enlarge, making the ice appear blue.\n\nSmall amounts of regular ice appear to be white because of air bubbles inside them and also because small quantities of water appear to be colourless. In glaciers, the pressure causes the air bubbles to be squeezed out, increasing the density of the created ice. Large quantities of water appear to be blue, as it absorbs other colours more efficiently than blue. A large piece of compressed ice, or a glacier, similarly appears blue. \nStory: Mike likes to visit places. This winter he is visiting Greenland. First, he visited Lake A, which is very small. Then he visited Lake B, which is huge. While visiting Lake B he went to a local pub. There he heard other tourists talking about two nearby glaciers, glacier C and glacier D. They said that glacier C had a snowfall and the snow became part of the glacier, but glacier D didn't have any snowfall. Mike is getting ready to visit those glaciers. \nQuestion: Would glacier C have blue ice or white ice?", "neg": "Background Paragraph: Blue ice occurs when snow falls on a glacier, is compressed, and becomes part of the glacier. Air bubbles are squeezed out and ice crystals enlarge, making the ice appear blue.\n\nSmall amounts of regular ice appear to be white because of air bubbles inside them and also because small quantities of water appear to be colourless. In glaciers, the pressure causes the air bubbles to be squeezed out, increasing the density of the created ice. Large quantities of water appear to be blue, as it absorbs other colours more efficiently than blue. A large piece of compressed ice, or a glacier, similarly appears blue. \nStory: Mike likes to visit places. This winter he is visiting Greenland. First, he visited Lake A, which is very small. Then he visited Lake B, which is huge. While visiting Lake B he went to a local pub. There he heard other tourists talking about two nearby glaciers, glacier C and glacier D. They said that glacier C had a snowfall and the snow became part of the glacier, but glacier D didn't have any snowfall. Mike is getting ready to visit those glaciers. \nQuestion: Is ice thinner or denser in glacier D than in glacier 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."}
{"query": "Background Paragraph: Temperature is a measure of the average kinetic energy of the particles in matter. In everyday usage, temperature indicates a measure of how hot or cold an object is. Temperature is an important parameter in chemistry. When a substance changes from solid to liquid, it is because there was an increase in the temperature of the material. Chemical reactions usually proceed faster if the temperature is increased. Many unstable materials (such as enzymes) will be viable longer at lower temperatures. \nStory: John an Keith are coworkers in a chemistry lab. Yesterday, they conducted there tests, test A, test B, and test C. In test A, John kept a substance in solid state, but Keith changed the same substance from solid to liquid state. In test B, John conducted a chemical reaction in low temperature, but Keith conducted the same chemical reaction in high temperature. Finally, in test C, John kept an unstable material in room temperature, but Keith kept the same unstable material in a cool container. \nQuestion: In test A, whose substance would have lower temperature, John or Keith?", "pos": "Background Paragraph: Temperature is a measure of the average kinetic energy of the particles in matter. In everyday usage, temperature indicates a measure of how hot or cold an object is. Temperature is an important parameter in chemistry. When a substance changes from solid to liquid, it is because there was an increase in the temperature of the material. Chemical reactions usually proceed faster if the temperature is increased. Many unstable materials (such as enzymes) will be viable longer at lower temperatures. \nStory: John an Keith are coworkers in a chemistry lab. Yesterday, they conducted there tests, test A, test B, and test C. In test A, John kept a substance in solid state, but Keith changed the same substance from solid to liquid state. In test B, John conducted a chemical reaction in low temperature, but Keith conducted the same chemical reaction in high temperature. Finally, in test C, John kept an unstable material in room temperature, but Keith kept the same unstable material in a cool container. \nQuestion: In test C, whose material would be viable for shorter time, John or Keith?", "neg": "Background Paragraph: Temperature is a measure of the average kinetic energy of the particles in matter. In everyday usage, temperature indicates a measure of how hot or cold an object is. Temperature is an important parameter in chemistry. When a substance changes from solid to liquid, it is because there was an increase in the temperature of the material. Chemical reactions usually proceed faster if the temperature is increased. Many unstable materials (such as enzymes) will be viable longer at lower temperatures. \nStory: John an Keith are coworkers in a chemistry lab. Yesterday, they conducted there tests, test A, test B, and test C. In test A, John kept a substance in solid state, but Keith changed the same substance from solid to liquid state. In test B, John conducted a chemical reaction in low temperature, but Keith conducted the same chemical reaction in high temperature. Finally, in test C, John kept an unstable material in room temperature, but Keith kept the same unstable material in a cool container. \nQuestion: In test B, would John's chemical reaction be slower or faster than Keith'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."}
{"query": "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. \nStory: 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. \nQuestion: 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?", "pos": "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. \nStory: 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. \nQuestion: Is Bill's chance of skin cancer higher or lower than Steve's?", "neg": "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. \nStory: 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. \nQuestion: 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."}
{"query": "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. \nStory: 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. \nQuestion: Which temperature will result in faster decay of the cupcakes?", "pos": "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. \nStory: 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. \nQuestion: Which temperature will result in slower growth of micro-organisms on the cupcakes?", "neg": "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. \nStory: 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. \nQuestion: 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."}
{"query": "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. \nStory: 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. \nQuestion: Who would have less clotting factors in the blood, Nicholas or Alexei?", "pos": "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. \nStory: 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. \nQuestion: Who would have more risk of bleeding to death, Nicholas or Alexei?", "neg": "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. \nStory: 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. \nQuestion: 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."}
{"query": "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. \nStory: Two cousins went for a blood test. Tim found out he had hemophilia, while John was normal. Tim had to start taking medication. \nQuestion: Which cousin had a decreased risk of bleeding into joints?", "pos": "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. \nStory: Two cousins went for a blood test. Tim found out he had hemophilia, while John was normal. Tim had to start taking medication. \nQuestion: Which cousin had a decreased risk of bleeding into muscles?", "neg": "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. \nStory: 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. \nQuestion: 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."}
{"query": "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. \nStory: 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. \nQuestion: Which researcher found more carbon dioxide in the atmosphere?", "pos": "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. \nStory: 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. \nQuestion: Which researcher found that clearing often involves burning?", "neg": "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. \nStory: 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. \nQuestion: 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."}
{"query": "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. \nStory: 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. \nQuestion: Which patient would have lower BMI, patient A or patient B?", "pos": "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. \nStory: 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. \nQuestion: Which patient would less likely consume more food than needed, patient A or patient B?", "neg": "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. \nStory: 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. \nQuestion: 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."}
{"query": "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. \nStory: 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. \nQuestion: Would group B find it easier or harder to see distant objects than group A?", "pos": "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. \nStory: 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. \nQuestion: Would patient B find it difficult or easier to see the whiteboard in school than patient A?", "neg": "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. \nStory: 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. \nQuestion: 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."}
{"query": "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]. \nStory: 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. \nQuestion: Who has a higher tolerance for angel dust: Rosendo or Napoleon?", "pos": "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]. \nStory: 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. \nQuestion: Who has a higher tolerance for angel dust: Deon or Napoleon?", "neg": "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]. \nStory: 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. \nQuestion: 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."}
{"query": "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:. \nStory: 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. \nQuestion: In which era biodiversity would be higher, era A or era B?", "pos": "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:. \nStory: 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. \nQuestion: In which era extinction rate would be lower, era A or era B?", "neg": "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:. \nStory: 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. \nQuestion: 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."}
{"query": "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. \nStory: 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. \nQuestion: Oceans bordering which city, San Francisco or Baltimore, will have marine organisms with higher reproduction?", "pos": "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. \nStory: 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. \nQuestion: Oceans bordering which city, San Francisco or Baltimore, will have water with higher pH?", "neg": "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. \nStory: 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. \nQuestion: 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."}
{"query": "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. \nStory: 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. \nQuestion: Which continent used fewer bromine gasses?", "pos": "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. \nStory: 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. \nQuestion: Which continent killed less plankton?", "neg": "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. \nStory: 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. \nQuestion: 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."}
{"query": "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. \nStory: 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. \nQuestion: Is term A characterized by longer or shorter time period than term B?", "pos": "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. \nStory: 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. \nQuestion: Is term B characterized by longer or shorter time period than term A?", "neg": "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. \nStory: 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. \nQuestion: 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."}
{"query": "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. \nStory: 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. \nQuestion: Would thermocline of sample C be deeper or shallower than the thermocline of sample A?", "pos": "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. \nStory: 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. \nQuestion: Would sample B be warmer or colder than sample A?", "neg": "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. \nStory: 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. \nQuestion: 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."}
{"query": "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 . \nStory: 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. \nQuestion: Which farm caused more algae to grow out of control?", "pos": "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 . \nStory: 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. \nQuestion: Which farm caused more fertilizer to reach the ponds?", "neg": "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. \nStory: 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. \nQuestion: 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."}
{"query": "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. \nStory: 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. \nQuestion: Who will be able to add the other materials to their reaction later?", "pos": "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. \nStory: 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. \nQuestion: Whose sodium hydroxide, Justin's or Alejandro's, will dissolve faster?", "neg": "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. \nStory: 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. \nQuestion: 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."}
{"query": "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. \nStory: Two people went to the eye doctor's office for an annual exam; James had farsightedness, while Bob had myopia. \nQuestion: Which person didn't have lenses focus images farther forward in the eye?", "pos": "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. \nStory: Two people went to the eye doctor's office for an annual exam; James had farsightedness, while Bob had myopia. \nQuestion: Which person didn't have to wear convex lenses?", "neg": "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. \nStory: 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. \nQuestion: 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."}
{"query": "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. \nStory: Dan and Joe studied animals for biology class. Joe had to study predator animals, while Dan studied herbivores and grazers. \nQuestion: Which student learned more about the balance of organisms in an ecosystem?", "pos": "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. \nStory: Dan and Joe studied animals for biology class. Joe had to study predator animals, while Dan studied herbivores and grazers. \nQuestion: Which student learned less about deer?", "neg": "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. \nStory: Two teams studied two types of animals: team A studied predators, while team B studied grazers. They learned a lot from this experience. \nQuestion: 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."}
{"query": "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.\n\nWater 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]. \nStory: 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. \nQuestion: Which lake had more denser layers of water?", "pos": "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.\n\nWater 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]. \nStory: 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. \nQuestion: Which lake had a smaller fish population?", "neg": "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.\n\nWater 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]. \nStory: 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. \nQuestion: 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."}
{"query": "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. \nStory: 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. \nQuestion: Which continent used more bromine gasses?", "pos": "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. \nStory: Two cities had different energy source. Big city burned fossil fuels cut forests and cleared land, while Blue city used alternative sources of energy. \nQuestion: Which city contributed more to global warming?", "neg": "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. \nStory: 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. \nQuestion: 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."}
{"query": "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. \nStory: 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. \nQuestion: Which country had fewer human beings being harmed by air pollution?", "pos": "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. \nStory: 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. \nQuestion: Which country had fewer living things being harmed by air pollution?", "neg": "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. \nStory: 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. \nQuestion: 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."}
{"query": "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). \nStory: Pete and Laura were learning about Earth's vegetation. Laura read about savannas and subtropical vegetation, while Pete read about alpine tundras. \nQuestion: Which person read more about the North American Cordillera?", "pos": "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). \nStory: Pete and Laura were learning about Earth's vegetation. Laura read about savannas and subtropical vegetation, while Pete read about alpine tundras. \nQuestion: Which person read more about the Pyrenees of Europe?", "neg": "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). \nStory: 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. \nQuestion: 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."}
{"query": "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. \nStory: 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. \nQuestion: In case B, would the group get less or more benefit as a whole than in case A?", "pos": "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. \nStory: 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. \nQuestion: In case A, would an individual wildebeest get less or more benfit than in case B?", "neg": "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. \nStory: 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. \nQuestion: 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."}
{"query": "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!. \nStory: 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. \nQuestion: Would group A have greater or smaller gas exchange than group B?", "pos": "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!. \nStory: 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. \nQuestion: Would group B have greater or smaller gas exchange than group A?", "neg": "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!. \nStory: 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. \nQuestion: 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."}
{"query": "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!. \nStory: Two students were learning about atmospheres and planets. Dan learned about the atmosphere of Earth, while Nate learned about planet Venus and its atmosphere. \nQuestion: Which student learned less about the planet with a strong greenhouse effect?", "pos": "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!. \nStory: Two students were learning about atmospheres and planets. Dan learned about the atmosphere of Earth, while Nate learned about planet Venus and its atmosphere. \nQuestion: Which student learned less about the planet with a hotter surface temperature?", "neg": "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!. \nStory: 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. \nQuestion: 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."}
{"query": "Background Paragraph: Baker's yeast is the common name for the strains of yeast commonly used in baking bread and bakery products, serving as a leavening agent which causes the bread to rise (expand and become lighter and softer) by converting the fermentable sugars present in the dough into carbon dioxide and ethanol. Baker's yeast is of the species Saccharomyces cerevisiae,[1] and is the same species (but a different strain) as the kind commonly used in alcoholic fermentation, which is called brewer's yeast.[2] Baker's yeast is also a single-cell microorganism found on and around the human body. \nStory: the two groups of students used yeasts in two different experiments: they baked bread using baker's yeast, and made beer, using brewer's yeast. They learned a lot about sugars and chemistry. the bread making experiment was more successful and appreciated.than the beer experiment. \nQuestion: Which experiment was more successful and appreciated?", "pos": "Background Paragraph: Baker's yeast is the common name for the strains of yeast commonly used in baking bread and bakery products, serving as a leavening agent which causes the bread to rise (expand and become lighter and softer) by converting the fermentable sugars present in the dough into carbon dioxide and ethanol. Baker's yeast is of the species Saccharomyces cerevisiae,[1] and is the same species (but a different strain) as the kind commonly used in alcoholic fermentation, which is called brewer's yeast.[2] Baker's yeast is also a single-cell microorganism found on and around the human body. \nStory: the two groups of students used yeasts in two different experiments: they baked bread using baker's yeast, and made beer, using brewer's yeast. They learned a lot about sugars and chemistry. the bread making experiment was more successful and appreciated.than the beer experiment. \nQuestion: Which experiment produced less bread?", "neg": "Background Paragraph: Baker's yeast is the common name for the strains of yeast commonly used in baking bread and bakery products, serving as a leavening agent which causes the bread to rise (expand and become lighter and softer) by converting the fermentable sugars present in the dough into carbon dioxide and ethanol. Baker's yeast is of the species Saccharomyces cerevisiae,[1] and is the same species (but a different strain) as the kind commonly used in alcoholic fermentation, which is called brewer's yeast.[2] Baker's yeast is also a single-cell microorganism found on and around the human body. \nStory: Two groups of students made some experiments for school. Group A used brewer's yeast on flower and tried to make bread. and Group B brewed beer with brewer's yeast, then baked bread with baker's yeast. \nQuestion: Which group caused the bread to rise less?", "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."}
{"query": "Background Paragraph: Currently, millions of individuals with high cholesterol take a similar type of drug, known as a statin. The drug, an inhibitor of HMG-CoA reductase (3-hydroxy-3-methyl-glutaryl-CoA reductase), the rate limiting enzyme in cholesterol biosynthesis, decreases blood levels of cholesterol by induce the expression of low density lipoprotein (LDL) receptors in the liver. The increased levels of the LDL-receptors stimulate the catabolism of plasma LDL, removing cholesterol from plasma, which is an important determinant of atherosclerosis. You may know of people who take a statin to help with their cholesterol levels. However, these drugs probably work slightly differently in many of those people. In some, it lowers their cholesterol significantly; in others it may lower it only moderately; and in some, it may have no significant effect at all. (Luckily for those individuals, there are multiple versions of the statins, so different drugs can be tested to find the proper combination for that individual.) Why the difference? Because of the genetic background of all people; the different single nucleotide polymorphisms that make us all different. Pharmacogenomics, a combination of pharmacology and genomics (the study of the genome) that refers to the study of the relationship between pharmaceuticals and genetics, may explain and simplify this problem. \nStory: Two university students studied different types of drugs for their exams. Kate studied statins, while Carol studied anti-depressants. \nQuestion: Which student learned less about rate limiting enzyme in cholesterol biosynthesis?", "pos": "Background Paragraph: Currently, millions of individuals with high cholesterol take a similar type of drug, known as a statin. The drug, an inhibitor of HMG-CoA reductase (3-hydroxy-3-methyl-glutaryl-CoA reductase), the rate limiting enzyme in cholesterol biosynthesis, decreases blood levels of cholesterol by induce the expression of low density lipoprotein (LDL) receptors in the liver. The increased levels of the LDL-receptors stimulate the catabolism of plasma LDL, removing cholesterol from plasma, which is an important determinant of atherosclerosis. You may know of people who take a statin to help with their cholesterol levels. However, these drugs probably work slightly differently in many of those people. In some, it lowers their cholesterol significantly; in others it may lower it only moderately; and in some, it may have no significant effect at all. (Luckily for those individuals, there are multiple versions of the statins, so different drugs can be tested to find the proper combination for that individual.) Why the difference? Because of the genetic background of all people; the different single nucleotide polymorphisms that make us all different. Pharmacogenomics, a combination of pharmacology and genomics (the study of the genome) that refers to the study of the relationship between pharmaceuticals and genetics, may explain and simplify this problem. \nStory: Two university students studied different types of drugs for their exams. Kate studied statins, while Carol studied anti-depressants. \nQuestion: Which student learned less about an inhibitor of HMG-CoA reductase?", "neg": "Background Paragraph: Currently, millions of individuals with high cholesterol take a similar type of drug, known as a statin. The drug, an inhibitor of HMG-CoA reductase (3-hydroxy-3-methyl-glutaryl-CoA reductase), the rate limiting enzyme in cholesterol biosynthesis, decreases blood levels of cholesterol by induce the expression of low density lipoprotein (LDL) receptors in the liver. The increased levels of the LDL-receptors stimulate the catabolism of plasma LDL, removing cholesterol from plasma, which is an important determinant of atherosclerosis. You may know of people who take a statin to help with their cholesterol levels. However, these drugs probably work slightly differently in many of those people. In some, it lowers their cholesterol significantly; in others it may lower it only moderately; and in some, it may have no significant effect at all. (Luckily for those individuals, there are multiple versions of the statins, so different drugs can be tested to find the proper combination for that individual.) Why the difference? Because of the genetic background of all people; the different single nucleotide polymorphisms that make us all different. Pharmacogenomics, a combination of pharmacology and genomics (the study of the genome) that refers to the study of the relationship between pharmaceuticals and genetics, may explain and simplify this problem. \nStory: Ben and Andy were two old friends. They both have high levels of cholesterol. Ben was prescribed cholesterol medication, while Andy didn't go to the doctor because he was careless. \nQuestion: Which friend took a drug that changed the rate limiting enzyme in cholesterol biosynthesis?", "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."}
{"query": "Background Paragraph: Just as there are good-quality grasses for putting greens, there are good-quality grasses for the fairway and rough. The quality of grass influences the roll of the ball as well as the ability of the player to \"take a divot\" (effectively, the ability to hit down into the ball, hitting the ball first, then hitting the turf and removing a portion of it as the club continues its arc). Fairways on prestigious tours, like the PGA Tour, are cut low. Mowing heights influence the play of the course. For example, the grass heights at U.S. Open events are alternated from one hole to the next in order to make the course more difficult. One example of this is the infamous roughs at U.S. Opens, which are often 3 to 5 inches high, depending on how close to the fairway or green the section of grass will be. This makes it difficult for a player to recover after a bad shot. \nStory: The golf course at the Aurora Country Club cuts their grass to  2 1/2 inches high. The grass at the Augusta Country Club is cut to 4 inches. Sam likes more of a challenge when playing golf but Jack likes to play on turf where the ball rolls easier. \nQuestion: Which Country Club would Sam enjoy playing golf at less, Aurora or Augusta?", "pos": "Background Paragraph: Just as there are good-quality grasses for putting greens, there are good-quality grasses for the fairway and rough. The quality of grass influences the roll of the ball as well as the ability of the player to \"take a divot\" (effectively, the ability to hit down into the ball, hitting the ball first, then hitting the turf and removing a portion of it as the club continues its arc). Fairways on prestigious tours, like the PGA Tour, are cut low. Mowing heights influence the play of the course. For example, the grass heights at U.S. Open events are alternated from one hole to the next in order to make the course more difficult. One example of this is the infamous roughs at U.S. Opens, which are often 3 to 5 inches high, depending on how close to the fairway or green the section of grass will be. This makes it difficult for a player to recover after a bad shot. \nStory: The golf course at the Aurora Country Club cuts their grass to  2 1/2 inches high. The grass at the Augusta Country Club is cut to 4 inches. Sam likes more of a challenge when playing golf but Jack likes to play on turf where the ball rolls easier. \nQuestion: Which Country Club would Jack enjoy playing golf at less, Aurora or Augusta?", "neg": "Background Paragraph: Just as there are good-quality grasses for putting greens, there are good-quality grasses for the fairway and rough. The quality of grass influences the roll of the ball as well as the ability of the player to \"take a divot\" (effectively, the ability to hit down into the ball, hitting the ball first, then hitting the turf and removing a portion of it as the club continues its arc). Fairways on prestigious tours, like the PGA Tour, are cut low. Mowing heights influence the play of the course. For example, the grass heights at U.S. Open events are alternated from one hole to the next in order to make the course more difficult. One example of this is the infamous roughs at U.S. Opens, which are often 3 to 5 inches high, depending on how close to the fairway or green the section of grass will be. This makes it difficult for a player to recover after a bad shot. \nStory: The golf course at the Aurora Country Club cuts their grass to  2 1/2 inches high. The grass at the Augusta Country Club is cut to 4 inches. Sam likes more of a challenge when playing golf but Jack likes to play on turf where the ball rolls easier. \nQuestion: Which Country Club would Sam enjoy playing golf at more, Aurora or Augusta?", "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."}
{"query": "Background Paragraph: Communication is any way that animals share information. Many animals live in social groups. For these animals, being able to communicate is essential. Communicating increases the ability of group members to cooperate and avoid conflict. Communication may help animals work together to find food and defend themselves from predators. It also helps them find mates and care for their offspring. In addition, communication helps adult animals teach the next generation learned behaviors. Therefore, communication generally improves the chances of animals surviving and reproducing. \nStory: Manny and Dean were two classmates. They had to prepare for a school project so they decided to learn about animals. Manny studied animal communication, while Dean studied animal feeding patterns and nutrition. \nQuestion: Which student learned more about animals working together to defend themselves from predators?", "pos": "Background Paragraph: Communication is any way that animals share information. Many animals live in social groups. For these animals, being able to communicate is essential. Communicating increases the ability of group members to cooperate and avoid conflict. Communication may help animals work together to find food and defend themselves from predators. It also helps them find mates and care for their offspring. In addition, communication helps adult animals teach the next generation learned behaviors. Therefore, communication generally improves the chances of animals surviving and reproducing. \nStory: Manny and Dean were two classmates. They had to prepare for a school project so they decided to learn about animals. Manny studied animal communication, while Dean studied animal feeding patterns and nutrition. \nQuestion: Which student learned more about animals working together to find food?", "neg": "Background Paragraph: Communication is any way that animals share information. Many animals live in social groups. For these animals, being able to communicate is essential. Communicating increases the ability of group members to cooperate and avoid conflict. Communication may help animals work together to find food and defend themselves from predators. It also helps them find mates and care for their offspring. In addition, communication helps adult animals teach the next generation learned behaviors. Therefore, communication generally improves the chances of animals surviving and reproducing. \nStory: There is an experiment being done on a group of animals. The animals in Group A are allowed to communicate with each other, while the animals in Group B have been sequestered and have no communication within their group. \nQuestion: Which group of animals has a lower likely hood of survival?", "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."}
{"query": "Background Paragraph: The Hawaiian Islands ( Figure above ) are in the central Pacific Ocean. The islands are volcanoes that increase in age from southeast to northwest. The youngest island is the Big Island of Hawaii at the southeast end of the chain. The volcanoes get older through Maui, Kahoolawe, Lanai, Molokai, Oahu, Kauai, and Niihau Islands through the northwest. The Kilauea volcano on Hawaii has been erupting almost continuously since 1983. There are also eruptions at an underwater volcano called Loih. \nStory: Tom and Brad were good friends but lived far away from each other. Tom lived in Hawaii so he visited all the islands and the volcanoes frequently. Brad lived on the East Coast, and he never visited The Hawaiian Islands. \nQuestion: Which friend lived farther from Lanai island?", "pos": "Background Paragraph: The Hawaiian Islands ( Figure above ) are in the central Pacific Ocean. The islands are volcanoes that increase in age from southeast to northwest. The youngest island is the Big Island of Hawaii at the southeast end of the chain. The volcanoes get older through Maui, Kahoolawe, Lanai, Molokai, Oahu, Kauai, and Niihau Islands through the northwest. The Kilauea volcano on Hawaii has been erupting almost continuously since 1983. There are also eruptions at an underwater volcano called Loih. \nStory: Tom and Brad were good friends but lived far away from each other. Tom lived in Hawaii so he visited all the islands and the volcanoes frequently. Brad lived on the East Coast, and he never visited The Hawaiian Islands. \nQuestion: Which friend lived farther from Kahoolawe?", "neg": "Background Paragraph: The Hawaiian Islands ( Figure above ) are in the central Pacific Ocean. The islands are volcanoes that increase in age from southeast to northwest. The youngest island is the Big Island of Hawaii at the southeast end of the chain. The volcanoes get older through Maui, Kahoolawe, Lanai, Molokai, Oahu, Kauai, and Niihau Islands through the northwest. The Kilauea volcano on Hawaii has been erupting almost continuously since 1983. There are also eruptions at an underwater volcano called Loihi seamount. Loihi is the youngest volcano. Hawaii is a fantastic place to see volcanic eruptions and features. \nStory: Grant and Fox were talking about flying to Hawaii for a tour of the islands. Grant was born on the Big Island, while Fox never visited Hawaii. \nQuestion: Which friend lived farther from Lanai island?", "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."}
{"query": "Background Paragraph: A paradox is a statement that, despite apparently valid reasoning from true premises, leads to an apparently-self-contradictory or logically unacceptable conclusion.[1][2] A paradox involves contradictory-yet-interrelated elements that exist simultaneously and persist over time.[3][4][5]. \nStory: In ancient Greece King Juno asked two of his court philosophers, philosopher A and philosopher B, to come up with two interesting problems. Philosopher A devised a clever paradox and presented it before the court. He called the  paradox Problem A. But philosopher B didn't come up with a paradox. He too presented a clever problem which was not a paradox - he called it problem B. \nQuestion: Which problem would more likely to have self contradiction, prolem A or problem B?", "pos": "Background Paragraph: A paradox is a statement that, despite apparently valid reasoning from true premises, leads to an apparently-self-contradictory or logically unacceptable conclusion.[1][2] A paradox involves contradictory-yet-interrelated elements that exist simultaneously and persist over time.[3][4][5]. \nStory: In ancient Greece King Juno asked two of his court philosophers, philosopher A and philosopher B, to come up with two interesting problems. Philosopher A devised a clever paradox and presented it before the court. He called the  paradox Problem A. But philosopher B didn't come up with a paradox. He too presented a clever problem which was not a paradox - he called it problem B. \nQuestion: Which problem's elements would persist over time?", "neg": "Background Paragraph: A paradox is a statement that, despite apparently valid reasoning from true premises, leads to an apparently-self-contradictory or logically unacceptable conclusion.[1][2] A paradox involves contradictory-yet-interrelated elements that exist simultaneously and persist over time.[3][4][5]. \nStory: In ancient Greece King Juno asked two of his court philosophers, philosopher A and philosopher B, to come up with two interesting problems. Philosopher A devised a clever paradox and presented it before the court. He called the  paradox Problem A. But philosopher B didn't come up with a paradox. He too presented a clever problem which was not a paradox - he called it problem B. \nQuestion: Would problem A more likely or less likely have self contradiction than problem 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."}
{"query": "Background Paragraph: Prokaryotes have a different way to increase genetic variation. It’s called genetic transfer or bacterial conjugation . It can occur in two ways. One way is when cells “grab” stray pieces of DNA from their environment. The other way is when cells directly exchange DNA (usually plasmids) with other cells. For example, as shown in Figure below , the donor cell makes a structure called an F pilus , or sex pilus. The F pilus attaches one cell to another cell. The membranes of the two cells merge and genetic material, usually a plasmid , moves into the recipient cell. Genetic transfer makes bacteria very useful in biotechnology. It can be used to create bacterial cells that carry new genes. \nStory: Two researches studied living organisms, Joe studied eukaryotes, while Bill studied prokaryotes. They were fascinated by genetic variation. \nQuestion: Which researcher observed more cells “grab” stray pieces of DNA from their environment?", "pos": "Background Paragraph: Prokaryotes have a different way to increase genetic variation. It’s called genetic transfer or bacterial conjugation . It can occur in two ways. One way is when cells “grab” stray pieces of DNA from their environment. The other way is when cells directly exchange DNA (usually plasmids) with other cells. For example, as shown in Figure below , the donor cell makes a structure called an F pilus , or sex pilus. The F pilus attaches one cell to another cell. The membranes of the two cells merge and genetic material, usually a plasmid , moves into the recipient cell. Genetic transfer makes bacteria very useful in biotechnology. It can be used to create bacterial cells that carry new genes. \nStory: Two researches studied living organisms, Joe studied eukaryotes, while Bill studied prokaryotes. They were fascinated by genetic variation. \nQuestion: Which researcher observed more cells directly exchange DNA (usually plasmids) with other cells?", "neg": "Background Paragraph: Prokaryotes have a different way to increase genetic variation. It’s called genetic transfer or bacterial conjugation . It can occur in two ways. One way is when cells “grab” stray pieces of DNA from their environment. The other way is when cells directly exchange DNA (usually plasmids) with other cells. For example, as shown in Figure below , the donor cell makes a structure called an F pilus , or sex pilus. The F pilus attaches one cell to another cell. The membranes of the two cells merge and genetic material, usually a plasmid , moves into the recipient cell. Genetic transfer makes bacteria very useful in biotechnology. It can be used to create bacterial cells that carry new genes. \nStory: Two researches studied living organisms, Joe studied eukaryotes, while Bill studied prokaryotes. They were fascinated by genetic variation. \nQuestion: Which researcher observed fewer membranes of two cells merging?", "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."}
{"query": "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]. \nStory: The Molly Maniacs met to discuss their experiences. They all said they always had a great experience using molly and used the same amount each time. They told how many times they used molly. Bonnie used it 16 times, Julia used it 20 times, Ruby used it 34 times, Lois used it 46 times, Tina used it 59 times, Phyllis used it 68 times, and Norma used it 76 times. \nQuestion: Who has a higher tolerance for molly: Tina or Norma?", "pos": "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]. \nStory: The Molly Maniacs met to discuss their experiences. They all said they always had a great experience using molly and used the same amount each time. They told how many times they used molly. Bonnie used it 16 times, Julia used it 20 times, Ruby used it 34 times, Lois used it 46 times, Tina used it 59 times, Phyllis used it 68 times, and Norma used it 76 times. \nQuestion: Who has a higher tolerance for molly: Phyllis or Norma?", "neg": "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]. \nStory: The Speed Squad met to discuss their experiences. They all said they always had a great experience using speed and used the same amount each time. They told how many times they used speed. Todd used it 36 times, Jesse used it 40 times, Craig used it 44 times, Alan used it 56 times, Shawn used it 69 times, Clarence used it 78 times, and Sean used it 86 times. \nQuestion: Who has a higher tolerance for speed: Clarence or Sean?", "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."}
{"query": "Background Paragraph: Although some lipids in the diet are essential, excess dietary lipids can be harmful. Because lipids are very high in energy, eating too many may lead to unhealthy weight gain. A high-fat diet may also increase lipid levels in the blood. This, in turn, can increase the risk for health problems such as cardiovascular disease. The dietary lipids of most concern are saturated fatty acids, trans fats, and cholesterol. For example, cholesterol is the lipid mainly responsible for narrowing arteries and causing the disease atherosclerosis. \nStory: Greg is a doctor with the city hospital. Today, he is seeing two patients, patient A and patient B. Patient A maintains a high-fat diet, but patient B does not maintain a high fat diet. Greg is advising the patients how lifestyle change can improve their health. \nQuestion: Which patient would more likely gain weight, patient A or patient B?", "pos": "Background Paragraph: Although some lipids in the diet are essential, excess dietary lipids can be harmful. Because lipids are very high in energy, eating too many may lead to unhealthy weight gain. A high-fat diet may also increase lipid levels in the blood. This, in turn, can increase the risk for health problems such as cardiovascular disease. The dietary lipids of most concern are saturated fatty acids, trans fats, and cholesterol. For example, cholesterol is the lipid mainly responsible for narrowing arteries and causing the disease atherosclerosis. \nStory: Greg is a doctor with the city hospital. Today, he is seeing two patients, patient A and patient B. Patient A maintains a high-fat diet, but patient B does not maintain a high fat diet. Greg is advising the patients how lifestyle change can improve their health. \nQuestion: Which patient would have more lipid in the blood, patient A or patient B?", "neg": "Background Paragraph: Although some lipids in the diet are essential, excess dietary lipids can be harmful. Because lipids are very high in energy, eating too many may lead to unhealthy weight gain. A high-fat diet may also increase lipid levels in the blood. This, in turn, can increase the risk for health problems such as cardiovascular disease. The dietary lipids of most concern are saturated fatty acids, trans fats, and cholesterol. For example, cholesterol is the lipid mainly responsible for narrowing arteries and causing the disease atherosclerosis. \nStory: Greg is a doctor with the city hospital. Today, he is seeing two patients, patient A and patient B. Patient A maintains a high-fat diet, but patient B does not maintain a high fat diet. Greg is advising the patients how lifestyle change can improve their health. \nQuestion: Would patient B have more or less lipid in the blood 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."}
{"query": "Background Paragraph: Gamma rays, X-rays and the higher energy range of ultraviolet light constitute the ionizing part of the electromagnetic spectrum. The word \"ionize\" refers to the breaking of one or more electrons away from an atom, an action that requires the relatively high energies that these electromagnetic waves supply. Further down the spectrum, the non-ionizing lower energies of the lower ultraviolet spectrum cannot ionize atoms, but can disrupt the inter-atomic bonds which form molecules, thereby breaking down molecules rather than atoms; a good example of this is sunburn caused by long-wavelength solar ultraviolet. The waves of longer wavelength than UV in visible light, infrared and microwave frequencies cannot break bonds but can cause vibrations in the bonds which are sensed as heat. Radio wavelengths and below generally are not regarded as harmful to biological systems. These are not sharp delineations of the energies; there is some overlap in the effects of specific frequencies.The word radiation arises from the phenomenon of waves radiating (i.e., traveling outward in all directions) from a source. This aspect leads to a system of measurements and physical units that are applicable to all types of radiation. Because such radiation expands as it passes through space, and as its energy is conserved (in vacuum), the intensity of all types of radiation from a point source follows an inverse-square law in relation to the distance from its source. Like any ideal law, the inverse-square law approximates a measured radiation intensity to the extent that the source approximates a geometric point. \nStory: A scientists has discovered two new types of radiation. He notes that radiation type A has the ability to break away atoms from molecules, while radiation type B simply causes them to vibrate. \nQuestion: Which radiation type will have a longer wavelength, radiation type A or B?", "pos": "Background Paragraph: Carbon monoxide is used in modified atmosphere packaging systems in the US, mainly with fresh meat products such as beef, pork, and fish to keep them looking fresh. The carbon monoxide combines with myoglobin to form carboxymyoglobin, a bright-cherry-red pigment. Carboxymyoglobin is more stable than the oxygenated form of myoglobin, oxymyoglobin, which can become oxidized to the brown pigment metmyoglobin. This stable red color can persist much longer than in normally packaged meat. Typical levels of carbon monoxide used in the facilities that use this process are between 0.4% to 0.5%. \nStory: Anna is going grocery shopping today. She gets to the meat section and decides to buy some ground beef. While looking at the cases she notices 2 brands of meat, Brand A and brand B. Bother were packaged the same day but package B's meat is noticeably more brown in color. \nQuestion: Which package of meat was likely treated with carbon monoxide, package A or package B?", "neg": "Background Paragraph: Gamma rays, X-rays and the higher energy range of ultraviolet light constitute the ionizing part of the electromagnetic spectrum. The word \"ionize\" refers to the breaking of one or more electrons away from an atom, an action that requires the relatively high energies that these electromagnetic waves supply. Further down the spectrum, the non-ionizing lower energies of the lower ultraviolet spectrum cannot ionize atoms, but can disrupt the inter-atomic bonds which form molecules, thereby breaking down molecules rather than atoms; a good example of this is sunburn caused by long-wavelength solar ultraviolet. The waves of longer wavelength than UV in visible light, infrared and microwave frequencies cannot break bonds but can cause vibrations in the bonds which are sensed as heat. Radio wavelengths and below generally are not regarded as harmful to biological systems. These are not sharp delineations of the energies; there is some overlap in the effects of specific frequencies.The word radiation arises from the phenomenon of waves radiating (i.e., traveling outward in all directions) from a source. This aspect leads to a system of measurements and physical units that are applicable to all types of radiation. Because such radiation expands as it passes through space, and as its energy is conserved (in vacuum), the intensity of all types of radiation from a point source follows an inverse-square law in relation to the distance from its source. Like any ideal law, the inverse-square law approximates a measured radiation intensity to the extent that the source approximates a geometric point. \nStory: A scientists has discovered two new types of radiation. He notes that radiation type A has the ability to break away atoms from molecules, while radiation type B simply causes them to vibrate. \nQuestion: Given radiation type A actually has overlapping effects with with solar ultraviolet radiation, is it more or less likely to break down molecules?", "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."}
{"query": "Background Paragraph: The quantity of small plastic fragments floating in the north-east Pacific Ocean increased a hundredfold between 1972 and 2012.Marine pollution is a generic term for the harmful entry into the ocean of chemicals or particles. The main culprits are those using the rivers for disposing of their waste. The rivers then empty into the ocean, often also bringing chemicals used as fertilizers in agriculture. The excess of oxygen-depleting chemicals in the water leads to hypoxia and the creation of a dead zone.Marine debris, also known as marine litter, is human-created waste that has ended up floating in a lake, sea, ocean, or waterway. Oceanic debris tends to accumulate at the center of gyres and coastlines, frequently washing aground where it is known as beach litter.In addition, the Pacific Ocean has served as the crash site of satellites, including Mars 96, Fobos-Grunt, and Upper Atmosphere Research Satellite. \nStory: Tim and Joe were two friends living near two different oceans. Tim lived on the Pacific coast while Joe lived on the Atlantic coast. \nQuestion: Which friend sees more marine litter?", "pos": "Background Paragraph: The quantity of small plastic fragments floating in the north-east Pacific Ocean increased a hundredfold between 1972 and 2012.Marine pollution is a generic term for the harmful entry into the ocean of chemicals or particles. The main culprits are those using the rivers for disposing of their waste. The rivers then empty into the ocean, often also bringing chemicals used as fertilizers in agriculture. The excess of oxygen-depleting chemicals in the water leads to hypoxia and the creation of a dead zone.Marine debris, also known as marine litter, is human-created waste that has ended up floating in a lake, sea, ocean, or waterway. Oceanic debris tends to accumulate at the center of gyres and coastlines, frequently washing aground where it is known as beach litter.In addition, the Pacific Ocean has served as the crash site of satellites, including Mars 96, Fobos-Grunt, and Upper Atmosphere Research Satellite. \nStory: Tim and Joe were two friends living near two different oceans. Tim lived on the Pacific coast while Joe lived on the Atlantic coast. \nQuestion: Which friend sees more debris floating in the ocean?", "neg": "Background Paragraph: The quantity of small plastic fragments floating in the north-east Pacific Ocean increased a hundredfold between 1972 and 2012.Marine pollution is a generic term for the harmful entry into the ocean of chemicals or particles. The main culprits are those using the rivers for disposing of their waste. The rivers then empty into the ocean, often also bringing chemicals used as fertilizers in agriculture. The excess of oxygen-depleting chemicals in the water leads to hypoxia and the creation of a dead zone.Marine debris, also known as marine litter, is human-created waste that has ended up floating in a lake, sea, ocean, or waterway. Oceanic debris tends to accumulate at the center of gyres and coastlines, frequently washing aground where it is known as beach litter.In addition, the Pacific Ocean has served as the crash site of satellites, including Mars 96, Fobos-Grunt, and Upper Atmosphere Research Satellite. \nStory: The Marlan Sea and the Jowal Sea are two bodies of water currently being studied by scientists at the Hamford Research Complex. The goal of the study is to find out which sea would be a better choice to support the construction of an experimental underwater laboratory. The employees first begin by analyzing the surrounding regions of the two seas. They discover that the Marlan Sea has many rivers flowing into it. The vast majority of these rivers are located near farms that grow crops to sell to the local cities. The Jowal Sea is surrounded by mostly uninhabited land. The rivers that flow into it have almost no human civilizations near them and instead are surrounded by flat plains and some forests. \nQuestion: Is the chance of a dead zone higher or lower in the Marlan Sea?", "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."}
{"query": "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. \nStory: Two meteorologists were good friends and discussed diverse issues weekly. This week they will talk again. Tim read about the Greenhouse Effect while Norm read about the mini-Ice ages. \nQuestion: Which friend learned less about the amount of trapped terrestrial radiation increasing?", "pos": "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. \nStory: Two meteorologists were good friends and discussed diverse issues weekly. This week they will talk again. Tim read about the Greenhouse Effect while Norm read about the mini-Ice ages. \nQuestion: Which friend learned less about longer wavelength energy?", "neg": "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. \nStory: Two meteorologists were good friends and discussed diverse issues weekly. This week they will talk again. Tim read about the Greenhouse Effect while Norm read about the mini-Ice ages. \nQuestion: Which friend learned more about the amount of trapped terrestrial radiation increasing?", "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."}
{"query": "Background Paragraph: Huge amounts of chemicals, such as fertilizers and pesticides, are applied to farm fields (see Figure below ). Some of the chemicals are picked up by rainwater. Runoff then carries the chemicals to nearby rivers or lakes. Dissolved fertilizer causes too much growth of water plants and algae. This can lead to dead zones where nothing can live in lakes and at the mouths of rivers. Some of the chemicals can infiltrate into groundwater. The contaminated water comes up in water wells. If people drink the polluted water, they may get sick. \nStory: Two neighboring counties used different agricultural methods on their farm fields. Cook county used many fertilizers and pesticides, while Dane county used only organic methods and no pesticides. As a result, the waters in Dane county were cleaner. \nQuestion: Which county polluted more rivers?", "pos": "Background Paragraph: Huge amounts of chemicals, such as fertilizers and pesticides, are applied to farm fields (see Figure below ). Some of the chemicals are picked up by rainwater. Runoff then carries the chemicals to nearby rivers or lakes. Dissolved fertilizer causes too much growth of water plants and algae. This can lead to dead zones where nothing can live in lakes and at the mouths of rivers. Some of the chemicals can infiltrate into groundwater. The contaminated water comes up in water wells. If people drink the polluted water, they may get sick. \nStory: Two neighboring counties used different agricultural methods on their farm fields. Cook county used many fertilizers and pesticides, while Dane county used only organic methods and no pesticides. As a result, the waters in Dane county were cleaner. \nQuestion: Which county polluted more lakes?", "neg": "Background Paragraph: Huge amounts of chemicals, such as fertilizers and pesticides, are applied to farm fields (see Figure below ). Some of the chemicals are picked up by rainwater. Runoff then carries the chemicals to nearby rivers or lakes. Dissolved fertilizer causes too much growth of water plants and algae. This can lead to dead zones where nothing can live in lakes and at the mouths of rivers. Some of the chemicals can infiltrate into groundwater. The contaminated water comes up in water wells. If people drink the polluted water, they may get sick. \nStory: Two neighboring towns used different approaches to agriculture. Big town used pesticides and fertilizers, while Small town applied permaculture principles and organic farming methods. \nQuestion: Which town had less growth of algae because of fertilizer?", "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."}
{"query": "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. \nStory: Two neighboring villages were living mostly off the land. Boar village was full of fat people, because they would overeat lots of animal products. Leap village was inhabited by vegetarians and vegans.Their food consumption was moderate. \nQuestion: Which village had more people with B.M.I. over 30?", "pos": "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. \nStory: Two neighboring villages were living mostly off the land. Boar village was full of fat people, because they would overeat lots of animal products. Leap village was inhabited by vegetarians and vegans.Their food consumption was moderate. \nQuestion: Which village had more people that were obese?", "neg": "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. \nStory: Two neighboring villages were living mostly off the land. Boar village was full of fat people, because they would overeat lots of animal products. Leap village was inhabited by vegetarians and vegans.Their food consumption was moderate. \nQuestion: Which village had fewer people with B.M.I. over 30?", "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."}
{"query": "Background Paragraph: What does popping bubble wrap have to do with science? Actually, it demonstrates an important scientific law, called Boyle’s law. Like other laws in science, this law describes what always happens under certain conditions. Boyle’s law is one of three well-known gas laws, which state the relationships among temperature, volume, and pressure of gases. (The other two gas laws are Charles’ law and Amontons’ law.) According to Boyle’s law , if the temperature of a gas is held constant, then decreasing the volume of the gas increases its pressure—and vice versa. That’s what happens when you squeeze the bubbles of bubble wrap. You decrease the bubbles' volume, so the air pressure inside the bubbles increases until they pop. \nStory: Cindy is throwing a party. One of the games she decides to have is a balloon popping competition. In which people will try to pop as many balloons as they can and will win a prize. Her friend George pops the balloons by picking them up and squeezing. Her friend Meredith quickly grabs a balloon and throws her entire weight on it to quickly pop it. \nQuestion: Will the volume of the air in the balloon increase or decrease when more pressure is applied to it?", "pos": "Background Paragraph: What does popping bubble wrap have to do with science? Actually, it demonstrates an important scientific law, called Boyle’s law. Like other laws in science, this law describes what always happens under certain conditions. Boyle’s law is one of three well-known gas laws, which state the relationships among temperature, volume, and pressure of gases. (The other two gas laws are Charles’ law and Amontons’ law.) According to Boyle’s law , if the temperature of a gas is held constant, then decreasing the volume of the gas increases its pressure—and vice versa. That’s what happens when you squeeze the bubbles of bubble wrap. You decrease the bubbles' volume, so the air pressure inside the bubbles increases until they pop. \nStory: Cindy is throwing a party. One of the games she decides to have is a balloon popping competition. In which people will try to pop as many balloons as they can and will win a prize. Her friend George pops the balloons by picking them up and squeezing. Her friend Meredith quickly grabs a balloon and throws her entire weight on it to quickly pop it. \nQuestion: Will the decreasing the volume of a sealed container cause the pressure to increase or decrease?", "neg": "Background Paragraph: What does popping bubble wrap have to do with science? Actually, it demonstrates an important scientific law, called Boyle’s law. Like other laws in science, this law describes what always happens under certain conditions. Boyle’s law is one of three well-known gas laws, which state the relationships among temperature, volume, and pressure of gases. (The other two gas laws are Charles’ law and Amontons’ law.) According to Boyle’s law , if the temperature of a gas is held constant, then decreasing the volume of the gas increases its pressure—and vice versa. That’s what happens when you squeeze the bubbles of bubble wrap. You decrease the bubbles' volume, so the air pressure inside the bubbles increases until they pop. \nStory: Robert owns a propane store where he keeps containers of propane in various sizes. All the containers of propane in the store are the same temperature.  On the shelf next to him Robert has two containers, both containing the same amount of propane. One of the containers has a small volume, while the other container has a large volume. \nQuestion: Which container will have propane gas with lower pressure, the small volume container or the large volume container?", "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."}
{"query": "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.\n\nWater 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]. \nStory: 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. \nQuestion: Which lake had more phytoplankton?", "pos": "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.\n\nWater 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]. \nStory: 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. \nQuestion: Which lake had more dissolved nutrients?", "neg": "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.\n\nWater 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]. \nStory: 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. \nQuestion: 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."}
{"query": "Background Paragraph: The Human Immunodeficiency Virus ( HIV ) is the virus that causes Acquired Immunodeficiency Syndrome ( AIDS ). Most researchers believe that the HIV originated in sub-Saharan Africa during the 20th century. HIV is transmitted by sexual contact and by contact with infected bodily fluids, such as blood, semen, breast milk, and vaginal secretions. It is also passed from mother to fetus. HIV is now a pandemic , with an estimated (as of 2008) 38.6 million people now living with the disease worldwide. It is estimated that AIDS has killed more than 25 million people since it was first recognized in 1981. \nStory: Dean and Paul both went to volunteered in Africa. They had a blood test when they came back. Paul had been infected with the HIV virus while Dean was healthy and clean. \nQuestion: Which friend has a virus that is transmitted by contact with infected breast milk?", "pos": "Background Paragraph: The Human Immunodeficiency Virus ( HIV ) is the virus that causes Acquired Immunodeficiency Syndrome ( AIDS ). Most researchers believe that the HIV originated in sub-Saharan Africa during the 20th century. HIV is transmitted by sexual contact and by contact with infected bodily fluids, such as blood, semen, breast milk, and vaginal secretions. It is also passed from mother to fetus. HIV is now a pandemic , with an estimated (as of 2008) 38.6 million people now living with the disease worldwide. It is estimated that AIDS has killed more than 25 million people since it was first recognized in 1981. \nStory: Dean and Paul both went to volunteered in Africa. They had a blood test when they came back. Paul had been infected with the HIV virus while Dean was healthy and clean. \nQuestion: Which friend has a virus that is transmitted by contact with infected blood?", "neg": "Background Paragraph: The Human Immunodeficiency Virus ( HIV ) is the virus that causes Acquired Immunodeficiency Syndrome ( AIDS ). Most researchers believe that the HIV originated in sub-Saharan Africa during the 20th century. HIV is transmitted by sexual contact and by contact with infected bodily fluids, such as blood, semen, breast milk, and vaginal secretions. It is also passed from mother to fetus. HIV is now a pandemic , with an estimated (as of 2008) 38.6 million people now living with the disease worldwide. It is estimated that AIDS has killed more than 25 million people since it was first recognized in 1981. \nStory: Two neighboring countries had health epidemics. While Ghana had a measles problem, Niger had a very serious HIV problem that seemed to get out of control. \nQuestion: Which country had more people transmitting HIV by contact with infected breast milk?", "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."}
{"query": "Background Paragraph: Astronomy is very sensitive to light pollution. The night sky viewed from a city bears no resemblance to what can be seen from dark skies.[78] Skyglow (the scattering of light in the atmosphere at night) reduces the contrast between stars and galaxies and the sky itself, making it much harder to see fainter objects. This is one factor that has caused newer telescopes to be built in increasingly remote areas. \nStory: Whenever Bill visited Tim's house, they couldn't see that many stars when stargazing . Tim lived in the city. The sky was much clearer at night at Bill's place, because he lived in a rural area. \nQuestion: Which place experiences more light pollution, Tim's or Bill's?", "pos": "Background Paragraph: Astronomy is very sensitive to light pollution. The night sky viewed from a city bears no resemblance to what can be seen from dark skies.[78] Skyglow (the scattering of light in the atmosphere at night) reduces the contrast between stars and galaxies and the sky itself, making it much harder to see fainter objects. This is one factor that has caused newer telescopes to be built in increasingly remote areas. \nStory: Whenever Bill visited Tim's house, they couldn't see that many stars when stargazing . Tim lived in the city. The sky was much clearer at night at Bill's place, because he lived in a rural area. \nQuestion: Where do they see fewer stars and galaxies, at Tim's or at Bill's?", "neg": "Background Paragraph: Astronomy is very sensitive to light pollution. The night sky viewed from a city bears no resemblance to what can be seen from dark skies.[78] Skyglow (the scattering of light in the atmosphere at night) reduces the contrast between stars and galaxies and the sky itself, making it much harder to see fainter objects. This is one factor that has caused newer telescopes to be built in increasingly remote areas. \nStory: Diana is studying astronomy and in her spare time likes to stargaze. She has never been outside of her large city however. One weekend she got to go on a camping trip with her parents. When they arrived at the campsite, which is very far from the lights of the city she noticed the number of stars she could see in the sky greatly increased. \nQuestion: Will being in a city increase or decrease the number of visible stars?", "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."}
{"query": "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. \nStory: Two neighboring villages were living mostly off the land. Boar village was full of fat people, because they would overeat lots of animal products. Leap village was inhabited by vegetarians and vegans.Their food consumption was moderate. \nQuestion: Which village had fewer people that were obese?", "pos": "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. \nStory: Two neighboring villages were living mostly off the land. Boar village was full of fat people, because they would overeat lots of animal products. Leap village was inhabited by vegetarians and vegans.Their food consumption was moderate. \nQuestion: Which village had fewer people with B.M.I. over 30?", "neg": "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. \nStory: Two neighboring villages were living mostly off the land. Boar village was full of fat people, because they would overeat lots of animal products. Leap village was inhabited by vegetarians and vegans.Their food consumption was moderate. \nQuestion: Which village had more people that were obese?", "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."}
{"query": "Background Paragraph: One of the most common chromosome abnormalities is Down syndrome , due to nondisjunction of chromosome 21 resulting in an extra complete chromosome 21, or part of chromosome 21 ( Figure below ). Down syndrome is the only autosomal trisomy where an affected individual may survive to adulthood. Individuals with Down syndrome often have some degree of mental retardation, some impairment of physical growth, and a specific facial appearance. With proper assistance, individuals with Down syndrome can become successful, contributing members of society. The incidence of Down syndrome increases with maternal age. The risk of having a child with Down syndrome is significantly higher among women age 35 and older. \nStory: Mary had two children. Her firs born was named Bill and was normal, and her second child was named Sam and had Down syndrome. \nQuestion: Which child had some impairment of physical growth?", "pos": "Background Paragraph: One of the most common chromosome abnormalities is Down syndrome , due to nondisjunction of chromosome 21 resulting in an extra complete chromosome 21, or part of chromosome 21 ( Figure below ). Down syndrome is the only autosomal trisomy where an affected individual may survive to adulthood. Individuals with Down syndrome often have some degree of mental retardation, some impairment of physical growth, and a specific facial appearance. With proper assistance, individuals with Down syndrome can become successful, contributing members of society. The incidence of Down syndrome increases with maternal age. The risk of having a child with Down syndrome is significantly higher among women age 35 and older. \nStory: Mary had two children. Her firs born was named Bill and was normal, and her second child was named Sam and had Down syndrome. \nQuestion: Which child had a nondisjunction of chromosome 21?", "neg": "Background Paragraph: One of the most common chromosome abnormalities is Down syndrome , due to nondisjunction of chromosome 21 resulting in an extra complete chromosome 21, or part of chromosome 21 ( Figure below ). Down syndrome is the only autosomal trisomy where an affected individual may survive to adulthood. Individuals with Down syndrome often have some degree of mental retardation, some impairment of physical growth, and a specific facial appearance. With proper assistance, individuals with Down syndrome can become successful, contributing members of society. The incidence of Down syndrome increases with maternal age. The risk of having a child with Down syndrome is significantly higher among women age 35 and older. \nStory: Mary had two children. Her firs born was named Bill and was normal, and her second child was named Sam and had Down syndrome. \nQuestion: Which child didn't have a specific facial appearance?", "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."}
{"query": "Background Paragraph: When waves travel into areas of shallow water, they begin to be affected by the ocean bottom. The free orbital motion of the water is disrupted, and water particles in orbital motion no longer return to their original position. As the water becomes shallower, the swell becomes higher and steeper, ultimately assuming the familiar sharp-crested wave shape. After the wave breaks, it becomes a wave of translation and erosion of the ocean bottom intensifies. \nStory: Most surfers used Wide beach because of the areas of shallow water, but some surfers were happy with Sandy beach, although the water was much deeper at the shore there. \nQuestion: Which beach has more waves of translation?", "pos": "Background Paragraph: When waves travel into areas of shallow water, they begin to be affected by the ocean bottom. The free orbital motion of the water is disrupted, and water particles in orbital motion no longer return to their original position. As the water becomes shallower, the swell becomes higher and steeper, ultimately assuming the familiar sharp-crested wave shape. After the wave breaks, it becomes a wave of translation and erosion of the ocean bottom intensifies. \nStory: Most surfers used Wide beach because of the areas of shallow water, but some surfers were happy with Sandy beach, although the water was much deeper at the shore there. \nQuestion: Which beach experiences more disruption of the free orbital motion of the water?", "neg": "Background Paragraph: When waves travel into areas of shallow water, they begin to be affected by the ocean bottom. The free orbital motion of the water is disrupted, and water particles in orbital motion no longer return to their original position. As the water becomes shallower, the swell becomes higher and steeper, ultimately assuming the familiar sharp-crested wave shape. After the wave breaks, it becomes a wave of translation and erosion of the ocean bottom intensifies. \nStory: Most surfers used Wide beach because of the areas of shallow water, but some surfers were happy with Sandy beach, although the water was much deeper at the shore there. \nQuestion: Which beach has fewer waves of translation?", "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."}
{"query": "Background Paragraph: Shown in the Figure below is a cylinder of gas on the left that is at room temperature (300 K). On the right, the cylinder has been heated until the Kelvin temperature has doubled to 600 K. The kinetic energy of the gas molecules increases, so collisions with the walls of the container are now more forceful than they were before. As a result, the pressure of the gas doubles. Decreasing the temperature would have the opposite effect, and the pressure of an enclosed gas would decrease. \nStory: Nicholas works in pest control, and needs to have a steady supply of nitrogen gas for his tools. He always keeps a \nclosed container of nitrogen gas in his freezer, where the temperature is very low.  Nicholas's neighbor, Justin, likes to grill in his backyard. Justin, therefore, always keeps a closed container of propane gas outside, where the temperature is high. \nQuestion: Molecules of which gas will collide against the walls of their respective container with more force?", "pos": "Background Paragraph: Shown in the Figure below is a cylinder of gas on the left that is at room temperature (300 K). On the right, the cylinder has been heated until the Kelvin temperature has doubled to 600 K. The kinetic energy of the gas molecules increases, so collisions with the walls of the container are now more forceful than they were before. As a result, the pressure of the gas doubles. Decreasing the temperature would have the opposite effect, and the pressure of an enclosed gas would decrease. \nStory: Nicholas works in pest control, and needs to have a steady supply of nitrogen gas for his tools. He always keeps a \nclosed container of nitrogen gas in his freezer, where the temperature is very low.  Nicholas's neighbor, Justin, likes to grill in his backyard. Justin, therefore, always keeps a closed container of propane gas outside, where the temperature is high. \nQuestion: Molecules of which gas will have higher kinetic energy?", "neg": "Background Paragraph: Shown in the Figure below is a cylinder of gas on the left that is at room temperature (300 K). On the right, the cylinder has been heated until the Kelvin temperature has doubled to 600 K. The kinetic energy of the gas molecules increases, so collisions with the walls of the container are now more forceful than they were before. As a result, the pressure of the gas doubles. Decreasing the temperature would have the opposite effect, and the pressure of an enclosed gas would decrease. \nStory: Rob is testing the properties of gas. To that end, he experimented with a cylinder of gas in three stages, stage A, stage B, and stage C. In stage A he kept the gas in room temperature. In stage B he heated the gas up. And in stage C he cooled the gas down. \nQuestion: Would stage A have more or less kinetic energy of the gas molecules than stage 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."}
{"query": "Background Paragraph: Genetically modified organisms (GMO) are organisms whose genetic material has been altered by genetic engineering techniques generally known as recombinant DNA technology. Genetic engineering has expanded the genes available to breeders to utilize in creating desired germlines for new crops. Increased durability, nutritional content, insect and virus resistance and herbicide tolerance are a few of the attributes bred into crops through genetic engineering. For some, GMO crops cause food safety and food labeling concerns. Numerous countries have placed restrictions on the production, import or use of GMO foods and crops. Currently a global treaty, the Biosafety Protocol, regulates the trade of GMOs. There is ongoing discussion regarding the labeling of foods made from GMOs, and while the EU currently requires all GMO foods to be labeled, the US does not.Herbicide-resistant seed has a gene implanted into its genome that allows the plants to tolerate exposure to herbicides, including glyphosate. These seeds allow the farmer to grow a crop that can be sprayed with herbicides to control weeds without harming the resistant crop. Herbicide-tolerant crops are used by farmers worldwide. With the increasing use of herbicide-tolerant crops, comes an increase in the use of glyphosate-based herbicide sprays. In some areas glyphosate resistant weeds have developed, causing farmers to switch to other herbicides. Some studies also link widespread glyphosate usage to iron deficiencies in some crops, which is both a crop production and a nutritional quality concern, with potential economic and health implications.Other GMO crops used by growers include insect-resistant crops, which have a gene from the soil bacterium Bacillus thuringiensis (Bt), which produces a toxin specific to insects. These crops resist damage by insects. Some believe that similar or better pest-resistance traits can be acquired through traditional breeding practices, and resistance to various pests can be gained through hybridization or cross-pollination with wild species. In some cases, wild species are the primary source of resistance traits; some tomato cultivars that have gained resistance to at least 19 diseases did so through crossing with wild populations of tomatoes. \nStory: Keith is a biotech scientist. He had developed a GMO crop that he labeled as crop A. To see how his GMO crop compare with another crop he selected crop B. Crop B was a non-GMO crop. Keith needed to find the pros and cons of both crops. \nQuestion: Which crop would less likely be herbicide tolerant, crop A or crop B?", "pos": "Background Paragraph: Genetically modified organisms (GMO) are organisms whose genetic material has been altered by genetic engineering techniques generally known as recombinant DNA technology. Genetic engineering has expanded the genes available to breeders to utilize in creating desired germlines for new crops. Increased durability, nutritional content, insect and virus resistance and herbicide tolerance are a few of the attributes bred into crops through genetic engineering. For some, GMO crops cause food safety and food labeling concerns. Numerous countries have placed restrictions on the production, import or use of GMO foods and crops. Currently a global treaty, the Biosafety Protocol, regulates the trade of GMOs. There is ongoing discussion regarding the labeling of foods made from GMOs, and while the EU currently requires all GMO foods to be labeled, the US does not.Herbicide-resistant seed has a gene implanted into its genome that allows the plants to tolerate exposure to herbicides, including glyphosate. These seeds allow the farmer to grow a crop that can be sprayed with herbicides to control weeds without harming the resistant crop. Herbicide-tolerant crops are used by farmers worldwide. With the increasing use of herbicide-tolerant crops, comes an increase in the use of glyphosate-based herbicide sprays. In some areas glyphosate resistant weeds have developed, causing farmers to switch to other herbicides. Some studies also link widespread glyphosate usage to iron deficiencies in some crops, which is both a crop production and a nutritional quality concern, with potential economic and health implications.Other GMO crops used by growers include insect-resistant crops, which have a gene from the soil bacterium Bacillus thuringiensis (Bt), which produces a toxin specific to insects. These crops resist damage by insects. Some believe that similar or better pest-resistance traits can be acquired through traditional breeding practices, and resistance to various pests can be gained through hybridization or cross-pollination with wild species. In some cases, wild species are the primary source of resistance traits; some tomato cultivars that have gained resistance to at least 19 diseases did so through crossing with wild populations of tomatoes. \nStory: Keith is a biotech scientist. He had developed a GMO crop that he labeled as crop A. To see how his GMO crop compare with another crop he selected crop B. Crop B was a non-GMO crop. Keith needed to find the pros and cons of both crops. \nQuestion: Which crop would less likely be virus resistant, crop A or crop B?", "neg": "Background Paragraph: Genetically modified organisms (GMO) are organisms whose genetic material has been altered by genetic engineering techniques generally known as recombinant DNA technology. Genetic engineering has expanded the genes available to breeders to utilize in creating desired germlines for new crops. Increased durability, nutritional content, insect and virus resistance and herbicide tolerance are a few of the attributes bred into crops through genetic engineering. For some, GMO crops cause food safety and food labeling concerns. Numerous countries have placed restrictions on the production, import or use of GMO foods and crops. Currently a global treaty, the Biosafety Protocol, regulates the trade of GMOs. There is ongoing discussion regarding the labeling of foods made from GMOs, and while the EU currently requires all GMO foods to be labeled, the US does not.Herbicide-resistant seed has a gene implanted into its genome that allows the plants to tolerate exposure to herbicides, including glyphosate. These seeds allow the farmer to grow a crop that can be sprayed with herbicides to control weeds without harming the resistant crop. Herbicide-tolerant crops are used by farmers worldwide. With the increasing use of herbicide-tolerant crops, comes an increase in the use of glyphosate-based herbicide sprays. In some areas glyphosate resistant weeds have developed, causing farmers to switch to other herbicides. Some studies also link widespread glyphosate usage to iron deficiencies in some crops, which is both a crop production and a nutritional quality concern, with potential economic and health implications.Other GMO crops used by growers include insect-resistant crops, which have a gene from the soil bacterium Bacillus thuringiensis (Bt), which produces a toxin specific to insects. These crops resist damage by insects. Some believe that similar or better pest-resistance traits can be acquired through traditional breeding practices, and resistance to various pests can be gained through hybridization or cross-pollination with wild species. In some cases, wild species are the primary source of resistance traits; some tomato cultivars that have gained resistance to at least 19 diseases did so through crossing with wild populations of tomatoes. \nStory: PepsiCo has been supplying GMO potato seeds to farmers. Eventually, they buy the potatoes for their chips. On the other hand, Kettle Foods supplied non-GMO potato seeds to their farmers. They wanted to see how customers react to their non-GMO products, mostly chips. \nQuestion: Would PepsiCo potatoes be less or more iron deficient than Kettle Foods'?", "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."}
{"query": "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!. \nStory: 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. \nQuestion: Which group would have smaller lungs surface area, group A or group B?", "pos": "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!. \nStory: 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. \nQuestion: Which group may not have network of small blood vessels in the lungs, group A or group B ?", "neg": "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!. \nStory: 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. \nQuestion: Would group B have larger or smaller lungs surface area than group 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."}
{"query": "Background Paragraph: Some materials have negative heats of solution; the dissolution of one of these solutes in water is an exothermic process. Heat is released, causing a net increase in the temperature of the solution. Conversely, other substances have positive heats of solution. For example, the dissolution of potassium nitrate in water is an endothermic process. The resulting absorption of energy causes the solution to become colder. Calculations involving heats of solutions follow the same basic approach that we have used with other enthalpy problems. \nStory: John is conducting an experiment in his chemistry lab. His goal is to find a chemical solution that can regulate temperature. To that end, he considered two processes, process A and process B. Process A is an exothermic process, but process B is an endothermic process. \nQuestion: In process A, would the heat be released or absorbed?", "pos": "Background Paragraph: Some materials have negative heats of solution; the dissolution of one of these solutes in water is an exothermic process. Heat is released, causing a net increase in the temperature of the solution. Conversely, other substances have positive heats of solution. For example, the dissolution of potassium nitrate in water is an endothermic process. The resulting absorption of energy causes the solution to become colder. Calculations involving heats of solutions follow the same basic approach that we have used with other enthalpy problems. \nStory: John is conducting an experiment in his chemistry lab. His goal is to find a chemical solution that can regulate temperature. To that end, he considered two processes, process A and process B. Process A is an exothermic process, but process B is an endothermic process. \nQuestion: Which process would involve positive heats of solution, process A or process B?", "neg": "Background Paragraph: Some materials have negative heats of solution; the dissolution of one of these solutes in water is an exothermic process. Heat is released, causing a net increase in the temperature of the solution. Conversely, other substances have positive heats of solution. For example, the dissolution of potassium nitrate in water is an endothermic process. The resulting absorption of energy causes the solution to become colder. Calculations involving heats of solutions follow the same basic approach that we have used with other enthalpy problems. \nStory: John is conducting an experiment in his chemistry lab. His goal is to find a chemical solution that can regulate temperature. To that end, he considered two processes, process A and process B. Process A is an exothermic process, but process B is an endothermic process. \nQuestion: In which process the solution would be colder, process A or process 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."}
{"query": "Background Paragraph: Cholesterol has been implicated in heart disease for decades. Atherosclerosis is a disorder of the arteries in which cholesterol and other materials are deposited on the interior of the arterial wall. These deposits lead to the formation of plaques that can restrict or even block the flow of blood through these blood vessels (see Figure below ). A decrease in the flow of blood can lead to high blood pressure and a lowered oxygen supply to the heart muscle. A complete blockage of blood flow to parts of the heart (a heart attack) can cause significant damage due to oxygen deprivation, in some cases leading to death. \nStory: Two brothers went to the doctor for their yearly examination. Liam found out he has high cholesterol, while Rudy found out his triglycerides and cholesterol are within normal parameters. \nQuestion: Which brother was less at risk for plaques that can restrict or even block the flow of blood?", "pos": "Background Paragraph: Cholesterol has been implicated in heart disease for decades. Atherosclerosis is a disorder of the arteries in which cholesterol and other materials are deposited on the interior of the arterial wall. These deposits lead to the formation of plaques that can restrict or even block the flow of blood through these blood vessels (see Figure below ). A decrease in the flow of blood can lead to high blood pressure and a lowered oxygen supply to the heart muscle. A complete blockage of blood flow to parts of the heart (a heart attack) can cause significant damage due to oxygen deprivation, in some cases leading to death. \nStory: Two brothers went to the doctor for their yearly examination. Liam found out he has high cholesterol, while Rudy found out his triglycerides and cholesterol are within normal parameters. \nQuestion: Which brother was less at risk for atherosclerosis?", "neg": "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. \nStory: 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. \nQuestion: Would patient A see less or more build up in the inner walls of the arteries 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."}
{"query": "Background Paragraph: Ecology is the study of ecosystems. An ecosystem consists of all the living and nonliving components of the habitat. Whereas nutrients and certain elements are recycled through ecosystems, energy moves in just one direction. Many interactions among species within an ecosystem are centered around the flow of energy. The formation of ecosystems, from new land to current habitats, is usually based on the pioneer species, and these species are able to live in an area due to the nonliving factors, such as the climate, the soil and the amount of rainfall, of that area. The populations within an ecosystem also determine the stability of the system. Recent tremendous increases in the human population have raised many important ecological issues. \nStory: Scientists studied two island. One with an old ecosystem named Old island, and the other with a newly formed and forming ecosystem named New island. Both islands were inhabited, Old island being heavily inhabited. \nQuestion: Which island had a more stable ecosystem factoring in the population?", "pos": "Background Paragraph: Ecology is the study of ecosystems. An ecosystem consists of all the living and nonliving components of the habitat. Whereas nutrients and certain elements are recycled through ecosystems, energy moves in just one direction. Many interactions among species within an ecosystem are centered around the flow of energy. The formation of ecosystems, from new land to current habitats, is usually based on the pioneer species, and these species are able to live in an area due to the nonliving factors, such as the climate, the soil and the amount of rainfall, of that area. The populations within an ecosystem also determine the stability of the system. Recent tremendous increases in the human population have raised many important ecological issues. \nStory: Scientists studied two island. One with an old ecosystem named Old island, and the other with a newly formed and forming ecosystem named New island. Both islands were inhabited, Old island being heavily inhabited. \nQuestion: Which island had a more favorable soil for new ecosystems?", "neg": "Background Paragraph: Ecology is the study of ecosystems. An ecosystem consists of all the living and nonliving components of the habitat. Whereas nutrients and certain elements are recycled through ecosystems, energy moves in just one direction. Many interactions among species within an ecosystem are centered around the flow of energy. The formation of ecosystems, from new land to current habitats, is usually based on the pioneer species, and these species are able to live in an area due to the nonliving factors, such as the climate, the soil and the amount of rainfall, of that area. The populations within an ecosystem also determine the stability of the system. Recent tremendous increases in the human population have raised many important ecological issues. \nStory: Two brothers liked natural sciences. Ben decided to study Ecology, while his brother Dan decided to study Geography. They studied a lot and became very good at these subjects. \nQuestion: Which brother studied fewer ecosystems?", "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."}
{"query": "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. \nStory: While drinking coffee John added some sugar and cream in his coffee. He started to ponder how solutes dissolve in a solvent. To that end, he added solutes in a solvent in six different conditions, case A, case B, case C, case D, case E, and case F. In case A he stirred the solution, but in case B he didn't stir the the solution. In case C he heat the solution up, but in case D he cooled the solution down. In case E he used finely ground solute, but in case F he used cubes of solute. \nQuestion: In which case the solute would have larger surface area, case E or case F?", "pos": "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. \nStory: While drinking coffee John added some sugar and cream in his coffee. He started to ponder how solutes dissolve in a solvent. To that end, he added solutes in a solvent in six different conditions, case A, case B, case C, case D, case E, and case F. In case A he stirred the solution, but in case B he didn't stir the the solution. In case C he heat the solution up, but in case D he cooled the solution down. In case E he used finely ground solute, but in case F he used cubes of solute. \nQuestion: In which case the solute would dissolve faster, case A or case B?", "neg": "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. \nStory: Greg is is a chef. Last night, he was in his kitchen preparing foods for the guests. First, he made some lemonade. In trial one he added some honey in it and stirred it, but in trial two he didn't stir it. Then he made some coffee. In trial three he added hot water in it, but in trial four he added cold water in it. Finally, he made some soup. In trial five he added fine grain salt in it, but in trial six he added coarse salt in it. \nQuestion: Would the coffee be prepared faster or slower in trial four than in trial three?", "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."}
{"query": "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. \nStory: The weather was crazy this week. On Monday, the lake had a inch of it evaporate. On Tuesday, there was massive condensation in the town. On Wednesday, the lake evaporated another inch. On Thursday, condensation was all over the town again. On Friday, the lake evaporated another inch. On Saturday, the town had a ton of condensation. On Sunday, the lake evaporate two inches. \nQuestion: Which day did the environment in the town have a higher cooling: Monday or Saturday?", "pos": "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. \nStory: The community around Lake Charles experienced a crazy weather week. On Saturday, 2 inches of Lake Charles evaporated. On Sunday, another inch of Lake Charles evaporated. On Monday, 3 more inches of Lake Charles evaporated. On Tuesday, Wednesday, Thursday, and Friday, there was condensation all day. \nQuestion: Which day did the environment in the community have a higher cooling: Saturday or Friday?", "neg": "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. \nStory: The weather was crazy this week. On Monday, the lake had a inch of it evaporate. On Tuesday, there was massive condensation in the town. On Wednesday, the lake evaporated another inch. On Thursday, condensation was all over the town again. On Friday, the lake evaporated another inch. On Saturday, the town had a ton of condensation. On Sunday, the lake evaporate two inches. \nQuestion: Which day did the environment in the town have a higher cooling: Wednesday or Saturday?", "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."}
{"query": "Background Paragraph: When humans dig up and use fossil fuels, we have an impact on the carbon cycle ( Figure below ). This carbon is not recycled until it is used by humans. The burning of fossil fuels releases more carbon dioxide into the atmosphere than is used by photosynthesis. So, there is more carbon dioxide entering the atmosphere than is coming out of it. Carbon dioxide is known as a greenhouse gas , since it lets in light energy but does not let heat escape, much like the panes of a greenhouse. The increase of greenhouse gasses in the atmosphere is contributing to a global rise in Earth’s temperature, known as global warming or global climate change. \nStory: Two villages were focused mostly on mining operation. Brown village extracted fossil fuels such as coal from their mountains, while Yellow village was mostly focused on extracting gold the old fashioned way. \nQuestion: Which village has less of an impact on global climate change?", "pos": "Background Paragraph: When humans dig up and use fossil fuels, we have an impact on the carbon cycle ( Figure below ). This carbon is not recycled until it is used by humans. The burning of fossil fuels releases more carbon dioxide into the atmosphere than is used by photosynthesis. So, there is more carbon dioxide entering the atmosphere than is coming out of it. Carbon dioxide is known as a greenhouse gas , since it lets in light energy but does not let heat escape, much like the panes of a greenhouse. The increase of greenhouse gasses in the atmosphere is contributing to a global rise in Earth’s temperature, known as global warming or global climate change. \nStory: Two villages were focused mostly on mining operation. Brown village extracted fossil fuels such as coal from their mountains, while Yellow village was mostly focused on extracting gold the old fashioned way. \nQuestion: Which village has less of an impact on photosynthesis?", "neg": "Background Paragraph: When humans dig up and use fossil fuels, we have an impact on the carbon cycle ( Figure below ). This carbon is not recycled until it is used by humans. The burning of fossil fuels releases more carbon dioxide into the atmosphere than is used by photosynthesis. So, there is more carbon dioxide entering the atmosphere than is coming out of it. Carbon dioxide is known as a greenhouse gas , since it lets in light energy but does not let heat escape, much like the panes of a greenhouse. The increase of greenhouse gasses in the atmosphere is contributing to a global rise in Earth’s temperature, known as global warming or global climate change. \nStory: Two different countries produced their electricity using different methods. Burma used fossil fuels such as coal and oil, while Bhutan used renewable energy sources. \nQuestion: Which country contributed more to a global rise in Earth's temperature?", "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."}
{"query": "Background Paragraph: For example, if a circuit has a potential difference of 100 volts and it is intended for the circuit to contain a 100 ohm resistance, then the wires carrying the current for this circuit will be designed for 1.0 amp. If that 100 ohm resistance is suddenly cut out of the circuit and only 0.10 ohm resistance remains, then the voltage will push 1000 amps of current through the circuit. This current overheats the wires and may damage the circuits or start a fire in the walls or the appliance. There are many possible causes of a short circuit, one possible cause could be something overheating, melting wires, and thereby fusing the circuit closed, bypassing the resistance. Another cause might be something damaging the insulation of a wire, allowing the incoming and grounds wires to touch. In any case, once the resistance is lost, the voltage pushes a huge amount of charge through the wires causing them to overheat. \nStory: John is preparing for a do it yourself science project. First, he made a circuit with adequate resistance. He labeled that state of the circuit as circuit A. Then he lowered the resistance. He called that new state of the circuit as circuit B. While he was doing all this, his friend Keith showed up with another circuit, circuit C. But that circuit's insulation was damaged. \nQuestion: Would circuit B push more or less amount of charge through the wire than circuit A?", "pos": "Background Paragraph: For example, if a circuit has a potential difference of 100 volts and it is intended for the circuit to contain a 100 ohm resistance, then the wires carrying the current for this circuit will be designed for 1.0 amp. If that 100 ohm resistance is suddenly cut out of the circuit and only 0.10 ohm resistance remains, then the voltage will push 1000 amps of current through the circuit. This current overheats the wires and may damage the circuits or start a fire in the walls or the appliance. There are many possible causes of a short circuit, one possible cause could be something overheating, melting wires, and thereby fusing the circuit closed, bypassing the resistance. Another cause might be something damaging the insulation of a wire, allowing the incoming and grounds wires to touch. In any case, once the resistance is lost, the voltage pushes a huge amount of charge through the wires causing them to overheat. \nStory: John is preparing for a do it yourself science project. First, he made a circuit with adequate resistance. He labeled that state of the circuit as circuit A. Then he lowered the resistance. He called that new state of the circuit as circuit B. While he was doing all this, his friend Keith showed up with another circuit, circuit C. But that circuit's insulation was damaged. \nQuestion: Would circuit B have higher or lower temperature than circuit A?", "neg": "Background Paragraph: For example, if a circuit has a potential difference of 100 volts and it is intended for the circuit to contain a 100 ohm resistance, then the wires carrying the current for this circuit will be designed for 1.0 amp. If that 100 ohm resistance is suddenly cut out of the circuit and only 0.10 ohm resistance remains, then the voltage will push 1000 amps of current through the circuit. This current overheats the wires and may damage the circuits or start a fire in the walls or the appliance. There are many possible causes of a short circuit, one possible cause could be something overheating, melting wires, and thereby fusing the circuit closed, bypassing the resistance. Another cause might be something damaging the insulation of a wire, allowing the incoming and grounds wires to touch. In any case, once the resistance is lost, the voltage pushes a huge amount of charge through the wires causing them to overheat. \nStory: John is preparing for a do it yourself science project. First, he made a circuit with adequate resistance. He labeled that state of the circuit as circuit A. Then he lowered the resistance. He called that new state of the circuit as circuit B. While he was doing all this, his friend Keith showed up with another circuit, circuit C. But that circuit's insulation was damaged. \nQuestion: Which circuit would push lesser amount of charge through the wire, circuit A or circuit 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."}
{"query": "Background Paragraph: Besides anthropogenic productivity of the land, the biodiversity of degraded land also declines, as previously mentioned.[12] With less biodiversity, this ecosystem is less adaptable to when disasters strike it[11][8] It has a smaller available food supply, in terms of plants, for animals, who then may die out or more likely may relocate. Proof of this decline is that presently 15-20% of Tibetan Plateau species are now considered endangered; and now because of this animal and plant absence, the soil quality of these degraded lands is very poor.[1] It does not hold the necessary nutrients, such as water, nitrogen, and carbon, essential to either supporting life or inviting life back to that land.[6] As a result of such carbon and nitrogen loss in the Tibetan Plateau, $8,033/ha and $13,315/ha were respectively lost in economic terms. Soils are further weakened by dust storms whose frequency increases because of degradation.[11][4] Erosion of soil becomes a bigger problem, since no longer are there as many plants to anchor in the soil. In the northern Chinese province alone, 400 million are affected every year with an associated 54 billion yuan of annual economic loss due to grassland degradation. \nStory: Both Nicaragua and Costa Rica had large tract of pristine forests. They had one of the largest concentration of tropical species. In the 1980s Nicaragua started clearing up some of these forests. Instead, they have now vast tract of sugarcane production in that land. One can still visit Costa Rica where they kept those pristine forests intact. \nQuestion: Which country's indigenours animals would most likely die or relocate?", "pos": "Background Paragraph: Besides anthropogenic productivity of the land, the biodiversity of degraded land also declines, as previously mentioned.[12] With less biodiversity, this ecosystem is less adaptable to when disasters strike it[11][8] It has a smaller available food supply, in terms of plants, for animals, who then may die out or more likely may relocate. Proof of this decline is that presently 15-20% of Tibetan Plateau species are now considered endangered; and now because of this animal and plant absence, the soil quality of these degraded lands is very poor.[1] It does not hold the necessary nutrients, such as water, nitrogen, and carbon, essential to either supporting life or inviting life back to that land.[6] As a result of such carbon and nitrogen loss in the Tibetan Plateau, $8,033/ha and $13,315/ha were respectively lost in economic terms. Soils are further weakened by dust storms whose frequency increases because of degradation.[11][4] Erosion of soil becomes a bigger problem, since no longer are there as many plants to anchor in the soil. In the northern Chinese province alone, 400 million are affected every year with an associated 54 billion yuan of annual economic loss due to grassland degradation. \nStory: Both Nicaragua and Costa Rica had large tract of pristine forests. They had one of the largest concentration of tropical species. In the 1980s Nicaragua started clearing up some of these forests. Instead, they have now vast tract of sugarcane production in that land. One can still visit Costa Rica where they kept those pristine forests intact. \nQuestion: which country's ecosystem would most likely not adapt better if a disaster strikes, Nicaragua or Costa Rica?", "neg": "Background Paragraph: Besides anthropogenic productivity of the land, the biodiversity of degraded land also declines, as previously mentioned.[12] With less biodiversity, this ecosystem is less adaptable to when disasters strike it[11][8] It has a smaller available food supply, in terms of plants, for animals, who then may die out or more likely may relocate. Proof of this decline is that presently 15-20% of Tibetan Plateau species are now considered endangered; and now because of this animal and plant absence, the soil quality of these degraded lands is very poor.[1] It does not hold the necessary nutrients, such as water, nitrogen, and carbon, essential to either supporting life or inviting life back to that land.[6] As a result of such carbon and nitrogen loss in the Tibetan Plateau, $8,033/ha and $13,315/ha were respectively lost in economic terms. Soils are further weakened by dust storms whose frequency increases because of degradation.[11][4] Erosion of soil becomes a bigger problem, since no longer are there as many plants to anchor in the soil. In the northern Chinese province alone, 400 million are affected every year with an associated 54 billion yuan of annual economic loss due to grassland degradation. \nStory: Xi province started sustainable agriculture and permaculture 40 years ago, while Huan province still uses conventional methods of cultivation.  Animals grazing the fields extensively lead to desertification, the loss of carbon and nitrogen in the soil, and other problems. Permaculture was beneficial in Xi province, they re-built 10 inches of top soil in 10 years which is 6 times faster than the natural rate, which lead to a more diverse ecosystem and more biodiversity. \nQuestion: Which province experienced more dust storms?", "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."}
{"query": "Background Paragraph: Air pollution can also indirectly cause other health issues and even deaths. Air pollutants can cause an increase in cancer including lung cancer, eye problems, and other conditions. For example, using certain chemicals on farms, such as the insecticide DDT (dichlorodiphenyltrichloroethane) and toxic PCBs (polychlorinated biphenyl), can cause cancer. Indoors, pollutants such as radon or asbestos can also increase your cancer risk. Lastly, air pollution can lead to heart disease, including heart attack and stroke. \nStory: Michael recently moved to Xin Jiang, where there is a large amount of air pollutants due to the chemical manufacturing industry there. Kevin, on the other hand, recently moved to Toronto which just finished a several month long tree planting initiative that has drastically lowered the amount of air pollutants in the city. \nQuestion: Who is less at risk for having a heart attack?", "pos": "Background Paragraph: Air pollution can also indirectly cause other health issues and even deaths. Air pollutants can cause an increase in cancer including lung cancer, eye problems, and other conditions. For example, using certain chemicals on farms, such as the insecticide DDT (dichlorodiphenyltrichloroethane) and toxic PCBs (polychlorinated biphenyl), can cause cancer. Indoors, pollutants such as radon or asbestos can also increase your cancer risk. Lastly, air pollution can lead to heart disease, including heart attack and stroke. \nStory: Michael recently moved to Xin Jiang, where there is a large amount of air pollutants due to the chemical manufacturing industry there. Kevin, on the other hand, recently moved to Toronto which just finished a several month long tree planting initiative that has drastically lowered the amount of air pollutants in the city. \nQuestion: Who is less at risk for having a stroke?", "neg": "Background Paragraph: Air pollution can also indirectly cause other health issues and even deaths. Air pollutants can cause an increase in cancer including lung cancer, eye problems, and other conditions. For example, using certain chemicals on farms, such as the insecticide DDT (dichlorodiphenyltrichloroethane) and toxic PCBs (polychlorinated biphenyl), can cause cancer. Indoors, pollutants such as radon or asbestos can also increase your cancer risk. Lastly, air pollution can lead to heart disease, including heart attack and stroke. \nStory: The health inspectors reviewed data from two villages, Key and Auburn. Key village presented higher levels of both indoor and outdoor pollution. \nQuestion: Which village had a lower number of people getting cancer?", "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."}
{"query": "Background Paragraph: Regions on the Earth's surface (or in its atmosphere) that are high above mean sea level are referred to as high altitude. High altitude is sometimes defined to begin at 2,400 meters (8,000 ft) above sea level.[5][6][7]\n\nAt high altitude, atmospheric pressure is lower than that at sea level. This is due to two competing physical effects: gravity, which causes the air to be as close as possible to the ground; and the heat content of the air, which causes the molecules to bounce off each other and expand.[8]. \nStory: There was a competition for who can get the kite highest into the air. Team A got it 2,000 ft. Team B got it 3,000 ft. Team C go it 6,000 ft. Team D got it 9,000 ft. Team E got it 10,000 ft.  Team F got it 11,000 ft. Team G got it 12,000 ft. Team G won the contest and got a gold trophy as the prize. \nQuestion: What team got their kite into high altitude: Team C or Team F?", "pos": "Background Paragraph: Regions on the Earth's surface (or in its atmosphere) that are high above mean sea level are referred to as high altitude. High altitude is sometimes defined to begin at 2,400 meters (8,000 ft) above sea level.[5][6][7]\n\nAt high altitude, atmospheric pressure is lower than that at sea level. This is due to two competing physical effects: gravity, which causes the air to be as close as possible to the ground; and the heat content of the air, which causes the molecules to bounce off each other and expand.[8]. \nStory: There was a competition for who can get the kite highest into the air. Team A got it 2,000 ft. Team B got it 3,000 ft. Team C go it 6,000 ft. Team D got it 9,000 ft. Team E got it 10,000 ft.  Team F got it 11,000 ft. Team G got it 12,000 ft. Team G won the contest and got a gold trophy as the prize. \nQuestion: What team got their kite into high altitude: Team A or Team F?", "neg": "Background Paragraph: Regions on the Earth's surface (or in its atmosphere) that are high above mean sea level are referred to as high altitude. High altitude is sometimes defined to begin at 2,400 meters (8,000 ft) above sea level.[5][6][7]\n\nAt high altitude, atmospheric pressure is lower than that at sea level. This is due to two competing physical effects: gravity, which causes the air to be as close as possible to the ground; and the heat content of the air, which causes the molecules to bounce off each other and expand.[8]. \nStory: Ken is an avid mountain climber. This year he reached the summits of two mountains, mountain A and mountain B. Mountain A is only 5000 ft tall while mountain B is \n15000 ft tall. He has also learned a fun fact that water boils faster and at lower temperature at low atmospheric pressure. \nQuestion: Would mountain summit B need higher temperature or lower temperature to boil water compared to mountain summit 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."}
{"query": "Background Paragraph: Declines in population size can result in a loss of genetic diversity, and owing to genetic variation's role in the evolutionary potential of a species, this could in turn result in an observable Allee effect. As a species' population becomes smaller, its gene pool will be reduced in size as well. One possible outcome from this genetic bottleneck is a reduction in fitness of the species through the process of genetic drift, as well as inbreeding depression. This overall fitness decrease of a species is caused by an accumulation of deleterious mutations throughout the population. Genetic variation within a species could range from beneficial to detrimental. Nevertheless, in a smaller sized gene pool, there is a higher chance of a stochastic event in which deleterious alleles become fixed (genetic drift). While evolutionary theory states that expressed deleterious alleles should be purged through natural selection, purging would be most efficient only at eliminating alleles that are highly detrimental or harmful. Mildly deleterious alleles such as those that act later in life would be less likely to be removed by natural selection, and conversely, newly acquired beneficial mutations are more likely to be lost by random chance in smaller genetic pools than larger ones.Although the long-term population persistence of several species with low genetic variation has recently prompted debate on the generality of inbreeding depression, there are various empirical evidences for genetic Allee effects. One such case was observed in the endangered Florida panther (Puma concolor coryi). The Florida panther experienced a genetic bottleneck in the early 1990s where the population was reduced to ≈25 adult individuals. This reduction in genetic diversity was correlated with defects that include lower sperm quality, abnormal testosterone levels, cowlicks, and kinked tails. In response, a genetic rescue plan was put in motion and several female pumas from Texas were introduced into the Florida population. This action quickly led to the reduction in the prevalence of the defects previously associated with inbreeding depression. Although the timescale for this inbreeding depression is larger than of those more immediate Allee effects, it has significant implications on the long-term persistence of a species. \nStory: Dan is a geneticist and studied two villages from 2,000 years ago. Village A displayed traces of a large population that grew larger over the years, while village B had a small and declining population and was more isolated geographically. \nQuestion: Which village didn't display an observable Allee effect?", "pos": "Background Paragraph: Declines in population size can result in a loss of genetic diversity, and owing to genetic variation's role in the evolutionary potential of a species, this could in turn result in an observable Allee effect. As a species' population becomes smaller, its gene pool will be reduced in size as well. One possible outcome from this genetic bottleneck is a reduction in fitness of the species through the process of genetic drift, as well as inbreeding depression. This overall fitness decrease of a species is caused by an accumulation of deleterious mutations throughout the population. Genetic variation within a species could range from beneficial to detrimental. Nevertheless, in a smaller sized gene pool, there is a higher chance of a stochastic event in which deleterious alleles become fixed (genetic drift). While evolutionary theory states that expressed deleterious alleles should be purged through natural selection, purging would be most efficient only at eliminating alleles that are highly detrimental or harmful. Mildly deleterious alleles such as those that act later in life would be less likely to be removed by natural selection, and conversely, newly acquired beneficial mutations are more likely to be lost by random chance in smaller genetic pools than larger ones.Although the long-term population persistence of several species with low genetic variation has recently prompted debate on the generality of inbreeding depression, there are various empirical evidences for genetic Allee effects. One such case was observed in the endangered Florida panther (Puma concolor coryi). The Florida panther experienced a genetic bottleneck in the early 1990s where the population was reduced to ≈25 adult individuals. This reduction in genetic diversity was correlated with defects that include lower sperm quality, abnormal testosterone levels, cowlicks, and kinked tails. In response, a genetic rescue plan was put in motion and several female pumas from Texas were introduced into the Florida population. This action quickly led to the reduction in the prevalence of the defects previously associated with inbreeding depression. Although the timescale for this inbreeding depression is larger than of those more immediate Allee effects, it has significant implications on the long-term persistence of a species. \nStory: Dan is a geneticist and studied two villages from 2,000 years ago. Village A displayed traces of a large population that grew larger over the years, while village B had a small and declining population and was more isolated geographically. \nQuestion: Which village didn't have a reduced gene pool?", "neg": "Background Paragraph: Declines in population size can result in a loss of genetic diversity, and owing to genetic variation's role in the evolutionary potential of a species, this could in turn result in an observable Allee effect. As a species' population becomes smaller, its gene pool will be reduced in size as well. One possible outcome from this genetic bottleneck is a reduction in fitness of the species through the process of genetic drift, as well as inbreeding depression. This overall fitness decrease of a species is caused by an accumulation of deleterious mutations throughout the population. Genetic variation within a species could range from beneficial to detrimental. Nevertheless, in a smaller sized gene pool, there is a higher chance of a stochastic event in which deleterious alleles become fixed (genetic drift). While evolutionary theory states that expressed deleterious alleles should be purged through natural selection, purging would be most efficient only at eliminating alleles that are highly detrimental or harmful. Mildly deleterious alleles such as those that act later in life would be less likely to be removed by natural selection, and conversely, newly acquired beneficial mutations are more likely to be lost by random chance in smaller genetic pools than larger ones.Although the long-term population persistence of several species with low genetic variation has recently prompted debate on the generality of inbreeding depression, there are various empirical evidences for genetic Allee effects. One such case was observed in the endangered Florida panther (Puma concolor coryi). The Florida panther experienced a genetic bottleneck in the early 1990s where the population was reduced to ≈25 adult individuals. This reduction in genetic diversity was correlated with defects that include lower sperm quality, abnormal testosterone levels, cowlicks, and kinked tails. In response, a genetic rescue plan was put in motion and several female pumas from Texas were introduced into the Florida population. This action quickly led to the reduction in the prevalence of the defects previously associated with inbreeding depression. Although the timescale for this inbreeding depression is larger than of those more immediate Allee effects, it has significant implications on the long-term persistence of a species. \nStory: Bobby and Will were two friends attending a genetics course.  Bobby studied a small, isolated group of mammals. Will studied a large, healthy population of the same species. \nQuestion: Which person observed a loss in genetic diversity?", "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."}
{"query": "Background Paragraph: Currently, millions of individuals with high cholesterol take a similar type of drug, known as a statin. The drug, an inhibitor of HMG-CoA reductase (3-hydroxy-3-methyl-glutaryl-CoA reductase), the rate limiting enzyme in cholesterol biosynthesis, decreases blood levels of cholesterol by induce the expression of low density lipoprotein (LDL) receptors in the liver. The increased levels of the LDL-receptors stimulate the catabolism of plasma LDL, removing cholesterol from plasma, which is an important determinant of atherosclerosis. You may know of people who take a statin to help with their cholesterol levels. However, these drugs probably work slightly differently in many of those people. In some, it lowers their cholesterol significantly; in others it may lower it only moderately; and in some, it may have no significant effect at all. (Luckily for those individuals, there are multiple versions of the statins, so different drugs can be tested to find the proper combination for that individual.) Why the difference? Because of the genetic background of all people; the different single nucleotide polymorphisms that make us all different. Pharmacogenomics, a combination of pharmacology and genomics (the study of the genome) that refers to the study of the relationship between pharmaceuticals and genetics, may explain and simplify this problem. \nStory: Ben and Andy were two old friends. They both have high levels of cholesterol. Ben was prescribed cholesterol medication, while Andy didn't go to the doctor because he was careless. \nQuestion: Which friend didn't take a drug that changed the levels of HMG-CoA reductase?", "pos": "Background Paragraph: Currently, millions of individuals with high cholesterol take a similar type of drug, known as a statin. The drug, an inhibitor of HMG-CoA reductase (3-hydroxy-3-methyl-glutaryl-CoA reductase), the rate limiting enzyme in cholesterol biosynthesis, decreases blood levels of cholesterol by induce the expression of low density lipoprotein (LDL) receptors in the liver. The increased levels of the LDL-receptors stimulate the catabolism of plasma LDL, removing cholesterol from plasma, which is an important determinant of atherosclerosis. You may know of people who take a statin to help with their cholesterol levels. However, these drugs probably work slightly differently in many of those people. In some, it lowers their cholesterol significantly; in others it may lower it only moderately; and in some, it may have no significant effect at all. (Luckily for those individuals, there are multiple versions of the statins, so different drugs can be tested to find the proper combination for that individual.) Why the difference? Because of the genetic background of all people; the different single nucleotide polymorphisms that make us all different. Pharmacogenomics, a combination of pharmacology and genomics (the study of the genome) that refers to the study of the relationship between pharmaceuticals and genetics, may explain and simplify this problem. \nStory: Ben and Andy were two old friends. They both have high levels of cholesterol. Ben was prescribed cholesterol medication, while Andy didn't go to the doctor because he was careless. \nQuestion: Which friend didn't start taking statins for his disease?", "neg": "Background Paragraph: Currently, millions of individuals with high cholesterol take a similar type of drug, known as a statin. The drug, an inhibitor of HMG-CoA reductase (3-hydroxy-3-methyl-glutaryl-CoA reductase), the rate limiting enzyme in cholesterol biosynthesis, decreases blood levels of cholesterol by induce the expression of low density lipoprotein (LDL) receptors in the liver. The increased levels of the LDL-receptors stimulate the catabolism of plasma LDL, removing cholesterol from plasma, which is an important determinant of atherosclerosis. You may know of people who take a statin to help with their cholesterol levels. However, these drugs probably work slightly differently in many of those people. In some, it lowers their cholesterol significantly; in others it may lower it only moderately; and in some, it may have no significant effect at all. (Luckily for those individuals, there are multiple versions of the statins, so different drugs can be tested to find the proper combination for that individual.) Why the difference? Because of the genetic background of all people; the different single nucleotide polymorphisms that make us all different. Pharmacogenomics, a combination of pharmacology and genomics (the study of the genome) that refers to the study of the relationship between pharmaceuticals and genetics, may explain and simplify this problem. \nStory: Two university students studied different types of drugs for their exams. Kate studied statins, while Carol studied anti-depressants. \nQuestion: Which student learned more about an inhibitor of HMG-CoA reductase?", "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."}
{"query": "Background Paragraph: To determine the concentration of an acid in an aqueous solution, an acid-base titration is commonly performed. A strong base solution with a known concentration, usually NaOH or KOH, is added to neutralize the acid solution according to the color change of the indicator with the amount of base added.[7] The titration curve of an acid titrated by a base has two axes, with the base volume on the x-axis and the solution's pH value on the y-axis. The pH of the solution always goes up as the base is added to the solution. \nStory: A chemist was trying to make a new solution to better get rid of stains on the carpet. Solution A stayed the same. Solution B had 1 ounce of base added. Solution C had 2 ounces of base added. Solution D had 3 ounces of base added. Solution E stayed the same. Solution F had 4 ounces of base added. Solution G had 5 ounces of base added. Solution D was proven as the best solution to get rid of carpet stains. \nQuestion: Which solution had it's pH level go up: Solution E or Solution G?", "pos": "Background Paragraph: To determine the concentration of an acid in an aqueous solution, an acid-base titration is commonly performed. A strong base solution with a known concentration, usually NaOH or KOH, is added to neutralize the acid solution according to the color change of the indicator with the amount of base added.[7] The titration curve of an acid titrated by a base has two axes, with the base volume on the x-axis and the solution's pH value on the y-axis. The pH of the solution always goes up as the base is added to the solution. \nStory: A chemist was trying to make a new solution to better get rid of stains on the carpet. Solution A stayed the same. Solution B had 1 ounce of base added. Solution C had 2 ounces of base added. Solution D had 3 ounces of base added. Solution E stayed the same. Solution F had 4 ounces of base added. Solution G had 5 ounces of base added. Solution D was proven as the best solution to get rid of carpet stains. \nQuestion: Which solution had it's pH level go up: Solution A or Solution G?", "neg": "Background Paragraph: If a solution has a higher concentration of hydronium ions than pure water, it has a pH lower than 7. A solution with a pH lower than 7 is called an acid . As the hydronium ion concentration increases, the pH value decreases. Therefore, the more acidic a solution is, the lower its pH value is. Did you ever taste vinegar? Like other acids, it tastes sour. Stronger acids can be harmful to organisms. For example, stomach acid would eat through the stomach if it were not lined with a layer of mucus. Strong acids can also damage materials, even hard materials such as glass. \nStory: Mike is studying chemistry for his exam. Today, he is studying the properties of acids. He picks up an acid solution that he labels as solution A. To compare it with another solution he chooses a solution that is not an acid. He labels it as solution B. \nQuestion: Would solution A have higher or lower pH value than solution 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."}
{"query": "Background Paragraph: Fish reproduce sexually. They lay eggs that can be fertilized either inside or outside of the body. In most fish, the eggs develop outside of the mother's body. In the majority of these species, fertilization also takes place outside the mother's body. The male and female fish release their gametes into the surrounding water, where fertilization occurs. Female fish release very high numbers of eggs to increase the chances of fertilization. \nStory: Tim and Dan both studied reproduction in college. Dan studied plant reproduction while Tim studied fish reproduction. \nQuestion: Which person studied more about the ways fish eggs can be fertilized?", "pos": "Background Paragraph: Fish reproduce sexually. They lay eggs that can be fertilized either inside or outside of the body. In most fish, the eggs develop outside of the mother's body. In the majority of these species, fertilization also takes place outside the mother's body. The male and female fish release their gametes into the surrounding water, where fertilization occurs. Female fish release very high numbers of eggs to increase the chances of fertilization. \nStory: Tim and Dan both studied reproduction in college. Dan studied plant reproduction while Tim studied fish reproduction. \nQuestion: Which person studied more about the ways fish eggs get fertilized?", "neg": "Background Paragraph: Fish reproduce sexually. They lay eggs that can be fertilized either inside or outside of the body. In most fish, the eggs develop outside of the mother's body. In the majority of these species, fertilization also takes place outside the mother's body. The male and female fish release their gametes into the surrounding water, where fertilization occurs. Female fish release very high numbers of eggs to increase the chances of fertilization. \nStory: Two students read about reproduction for biology class. Vic read more about reptile reproduction, while Fox read more about fish reproduction. \nQuestion: Which student learned more about fertilization taking place outside of the mother's body?", "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."}
{"query": "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!. \nStory: Some students studied Earth's atmosphere in class. They also started studying Venus' atmosphere. They were fascinated by the subject and learned a lot. \nQuestion: Which planet has more clouds made of water vapor?", "pos": "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!. \nStory: Some students studied Earth's atmosphere in class. They also started studying Venus' atmosphere. They were fascinated by the subject and learned a lot. \nQuestion: Which planet has an atmosphere that is not toxic to humans, Venus or Earth?", "neg": "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!. \nStory: Two students were learning about atmospheres and planets. Dan learned about the atmosphere of Earth, while Nate learned about planet Venus and its atmosphere. \nQuestion: Which student learned more about the planet with a hotter surface temperature?", "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."}
{"query": "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. \nStory: A new art store had limited edition artworks for sale last week. They all had 300 pieces at the beginning of the week. By the end of the week, they started to sell out. There were only 5 Impression Sunrise, 20 Las Meninas, 50 The Creation Of Adam, 100 Luncheon Of The Boating Party, 100 The Grand Odalisque, 200 The Swing, and 250 The Liberty Leading The People left. \nQuestion: What edition will most likely have it's price increased: The Grand Odalisque or Impression Sunrise?", "pos": "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. \nStory: A new art store had limited edition artworks for sale last week. They all had 300 pieces at the beginning of the week. By the end of the week, they started to sell out. There were only 5 Impression Sunrise, 20 Las Meninas, 50 The Creation Of Adam, 100 Luncheon Of The Boating Party, 100 The Grand Odalisque, 200 The Swing, and 250 The Liberty Leading The People left. \nQuestion: What edition will most likely have it's price increased: Luncheon Of The Boating Party or Impression Sunrise?", "neg": "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. \nStory: The prices of John's paintings started to rise immediately after the edition sold out. they used to cost $10 but now they sell for at least $200. john had 45 paintings in this edition. The prices of Mike's paintings are at $8 a piece, because his edition hasn't sold out yet. Mike's edition run was 250 editions. \nQuestion: Which painter sold a lower percentage of their paintings by today?", "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."}
{"query": "Background Paragraph: In the U.S., the majority of electricity is produced by burning coal or other fossil fuels. This causes air pollution, acid rain, and global warming. Fossil fuels are also limited and may eventually run out. Like fossil fuels, radioactive elements are limited. In fact, they are relatively rare, so they could run out sooner rather than later. On the other hand, nuclear fission does not release air pollution or cause the other environmental problems associated with burning fossil fuels. This is the major advantage of using nuclear fission as a source of energy. \nStory: Park city used fossil fuels to produce their electricity. They were less conscious about the environment than their neighbors from Lake city. People from Lake city used nuclear fission as an energy source. \nQuestion: Which city burned more coal for their energy needs?", "pos": "Background Paragraph: In the U.S., the majority of electricity is produced by burning coal or other fossil fuels. This causes air pollution, acid rain, and global warming. Fossil fuels are also limited and may eventually run out. Like fossil fuels, radioactive elements are limited. In fact, they are relatively rare, so they could run out sooner rather than later. On the other hand, nuclear fission does not release air pollution or cause the other environmental problems associated with burning fossil fuels. This is the major advantage of using nuclear fission as a source of energy. \nStory: Park city used fossil fuels to produce their electricity. They were less conscious about the environment than their neighbors from Lake city. People from Lake city used nuclear fission as an energy source. \nQuestion: Which city caused more acid rain?", "neg": "Background Paragraph: In the U.S., the majority of electricity is produced by burning coal or other fossil fuels. This causes air pollution, acid rain, and global warming. Fossil fuels are also limited and may eventually run out. Like fossil fuels, radioactive elements are limited. In fact, they are relatively rare, so they could run out sooner rather than later. On the other hand, nuclear fission does not release air pollution or cause the other environmental problems associated with burning fossil fuels. This is the major advantage of using nuclear fission as a source of energy. \nStory: Marion county used coal and oil to produce electricity, while James county used nuclear energy for its electricity production. Both counties had a flourishing economy. \nQuestion: Which county used more nuclear fission to produce energy?", "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."}
{"query": "Background Paragraph: The Hawaiian Islands ( Figure above ) are in the central Pacific Ocean. The islands are volcanoes that increase in age from southeast to northwest. The youngest island is the Big Island of Hawaii at the southeast end of the chain. The volcanoes get older through Maui, Kahoolawe, Lanai, Molokai, Oahu, Kauai, and Niihau Islands through the northwest. The Kilauea volcano on Hawaii has been erupting almost continuously since 1983. There are also eruptions at an underwater volcano called Loih. \nStory: Melinda lived on The Big Island of Hawaii. One day she invited her Australian friend Janice over to visit the islands. Janice was very excited about the invitation. \nQuestion: Which person lived closer to Lanai island?", "pos": "Background Paragraph: The Hawaiian Islands ( Figure above ) are in the central Pacific Ocean. The islands are volcanoes that increase in age from southeast to northwest. The youngest island is the Big Island of Hawaii at the southeast end of the chain. The volcanoes get older through Maui, Kahoolawe, Lanai, Molokai, Oahu, Kauai, and Niihau Islands through the northwest. The Kilauea volcano on Hawaii has been erupting almost continuously since 1983. There are also eruptions at an underwater volcano called Loih. \nStory: Melinda lived on The Big Island of Hawaii. One day she invited her Australian friend Janice over to visit the islands. Janice was very excited about the invitation. \nQuestion: Which person lived closer to an underwater volcano called Loih?", "neg": "Background Paragraph: The Hawaiian Islands ( Figure above ) are in the central Pacific Ocean. The islands are volcanoes that increase in age from southeast to northwest. The youngest island is the Big Island of Hawaii at the southeast end of the chain. The volcanoes get older through Maui, Kahoolawe, Lanai, Molokai, Oahu, Kauai, and Niihau Islands through the northwest. The Kilauea volcano on Hawaii has been erupting almost continuously since 1983. There are also eruptions at an underwater volcano called Loihi seamount. Loihi is the youngest volcano. Hawaii is a fantastic place to see volcanic eruptions and features. \nStory: Grant and Fox were talking about flying to Hawaii for a tour of the islands. Grant was born on the Big Island, while Fox never visited Hawaii. \nQuestion: Which friend lived farther from Lanai island?", "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."}
{"query": "Background Paragraph: Temperature is a measure of the average kinetic energy of the particles in matter. In everyday usage, temperature indicates a measure of how hot or cold an object is. Temperature is an important parameter in chemistry. When a substance changes from solid to liquid, it is because there was an increase in the temperature of the material. Chemical reactions usually proceed faster if the temperature is increased. Many unstable materials (such as enzymes) will be viable longer at lower temperatures. \nStory: John an Keith are coworkers in a chemistry lab. Yesterday, they conducted there tests, test A, test B, and test C. In test A, John kept a substance in solid state, but Keith changed the same substance from solid to liquid state. In test B, John conducted a chemical reaction in low temperature, but Keith conducted the same chemical reaction in high temperature. Finally, in test C, John kept an unstable material in room temperature, but Keith kept the same unstable material in a cool container. \nQuestion: In test C, whose material would be viable for shorter time, John or Keith?", "pos": "Background Paragraph: Temperature is a measure of the average kinetic energy of the particles in matter. In everyday usage, temperature indicates a measure of how hot or cold an object is. Temperature is an important parameter in chemistry. When a substance changes from solid to liquid, it is because there was an increase in the temperature of the material. Chemical reactions usually proceed faster if the temperature is increased. Many unstable materials (such as enzymes) will be viable longer at lower temperatures. \nStory: John an Keith are coworkers in a chemistry lab. Yesterday, they conducted there tests, test A, test B, and test C. In test A, John kept a substance in solid state, but Keith changed the same substance from solid to liquid state. In test B, John conducted a chemical reaction in low temperature, but Keith conducted the same chemical reaction in high temperature. Finally, in test C, John kept an unstable material in room temperature, but Keith kept the same unstable material in a cool container. \nQuestion: In test A, whose substance would have lower temperature, John or Keith?", "neg": "Background Paragraph: Temperature is a measure of the average kinetic energy of the particles in matter. In everyday usage, temperature indicates a measure of how hot or cold an object is. Temperature is an important parameter in chemistry. When a substance changes from solid to liquid, it is because there was an increase in the temperature of the material. Chemical reactions usually proceed faster if the temperature is increased. Many unstable materials (such as enzymes) will be viable longer at lower temperatures. \nStory: John an Keith are coworkers in a chemistry lab. Yesterday, they conducted there tests, test A, test B, and test C. In test A, John kept a substance in solid state, but Keith changed the same substance from solid to liquid state. In test B, John conducted a chemical reaction in low temperature, but Keith conducted the same chemical reaction in high temperature. Finally, in test C, John kept an unstable material in room temperature, but Keith kept the same unstable material in a cool container. \nQuestion: In test B, would John's chemical reaction be slower or faster than Keith'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."}
{"query": "Background Paragraph: When peer feedback is established it allows students to interact with their peers and creates high social skills while learning material more effectively. Interaction with other students allows students to have better social approaches when interacting. Learning by peer feedback gives students more of an opportunity to work as a unit instead of individuals working alone. Working in groups gives students more useful life skill that well help prepare them for the future. Peer feedback gives more control to the student, the student can decide if they want to use the criticism their peers are giving them or not. When given options more students are more likely to give and absorb more feedback. Peer feedback has confirmed an increase in affect; students that have increasing responsibilities have more drive towards their work and a spike in confidence.[6] Furthermore, Kristanto (2018) found that peer feedback is an essential element of peer assessment. In peer assessment, feedback from peers can provide suggestions or correction for students' future works as companion of the received grade.[7]. \nStory: Two college groups did a one year experiment on each other. One group called Group Alpha spend more time and worked together. Group Beta let it's members study on their own and be less dependent on the group. Group Alpha had better results. \nQuestion: Which group experienced less peer feedback?", "pos": "Background Paragraph: When peer feedback is established it allows students to interact with their peers and creates high social skills while learning material more effectively. Interaction with other students allows students to have better social approaches when interacting. Learning by peer feedback gives students more of an opportunity to work as a unit instead of individuals working alone. Working in groups gives students more useful life skill that well help prepare them for the future. Peer feedback gives more control to the student, the student can decide if they want to use the criticism their peers are giving them or not. When given options more students are more likely to give and absorb more feedback. Peer feedback has confirmed an increase in affect; students that have increasing responsibilities have more drive towards their work and a spike in confidence.[6] Furthermore, Kristanto (2018) found that peer feedback is an essential element of peer assessment. In peer assessment, feedback from peers can provide suggestions or correction for students' future works as companion of the received grade.[7]. \nStory: Two college groups did a one year experiment on each other. One group called Group Alpha spend more time and worked together. Group Beta let it's members study on their own and be less dependent on the group. Group Alpha had better results. \nQuestion: Which group experienced fewer suggestions for future works?", "neg": "Background Paragraph: When peer feedback is established it allows students to interact with their peers and creates high social skills while learning material more effectively. Interaction with other students allows students to have better social approaches when interacting. Learning by peer feedback gives students more of an opportunity to work as a unit instead of individuals working alone. Working in groups gives students more useful life skill that well help prepare them for the future. Peer feedback gives more control to the student, the student can decide if they want to use the criticism their peers are giving them or not. When given options more students are more likely to give and absorb more feedback. Peer feedback has confirmed an increase in affect; students that have increasing responsibilities have more drive towards their work and a spike in confidence.[6] Furthermore, Kristanto (2018) found that peer feedback is an essential element of peer assessment. In peer assessment, feedback from peers can provide suggestions or correction for students' future works as companion of the received grade.[7]. \nStory: Two school districts adopted two different strategies in educating their students. Park's district made the students work in groups at all times, the students from Lake's district were instructed to work by themselves and in isolation. \nQuestion: Which district's students got more of a spike in confidence?", "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."}
{"query": "Background Paragraph: During May, June, and July, the Northern Hemisphere is exposed to more direct sunlight because the hemisphere faces the Sun. The same is true of the Southern Hemisphere in November, December, and January. It is Earth's axial tilt that causes the Sun to be higher in the sky during the summer months, which increases the solar flux. However, due to seasonal lag, June, July, and August are the warmest months in the Northern Hemisphere while December, January, and February are the warmest months in the Southern Hemisphere. \nStory: In the year 1630 during the month of January Captain Cook began his voyage from the port of Calais in Europe, which is in the Northern Hemisphere. His intention was \nto find the mythical land in the Southern Hemisphere. After about eleven months of sailing, in December 1630, he reached Australia, which is indeed in the Southern Hemisphere. Thinking he finally reached the mythical \nland, he commenced his return voyage to Europe on June, \n1631, He reached Europe in the middle of the following year on July, 1632. \nQuestion: In which place the Sun was higher in the sky when Captain Cook returned back from his voyage in the year 1632, Europe or Australia?", "pos": "Background Paragraph: During May, June, and July, the Northern Hemisphere is exposed to more direct sunlight because the hemisphere faces the Sun. The same is true of the Southern Hemisphere in November, December, and January. It is Earth's axial tilt that causes the Sun to be higher in the sky during the summer months, which increases the solar flux. However, due to seasonal lag, June, July, and August are the warmest months in the Northern Hemisphere while December, January, and February are the warmest months in the Southern Hemisphere. \nStory: In the year 1630 during the month of January Captain Cook began his voyage from the port of Calais in Europe, which is in the Northern Hemisphere. His intention was \nto find the mythical land in the Southern Hemisphere. After about eleven months of sailing, in December 1630, he reached Australia, which is indeed in the Southern Hemisphere. Thinking he finally reached the mythical \nland, he commenced his return voyage to Europe on June, \n1631, He reached Europe in the middle of the following year on July, 1632. \nQuestion: Which place received less direct sunlight when Captain Cook started his voyage to the mythical land in 1630, Europe or Australia?", "neg": "Background Paragraph: During May, June, and July, the Northern Hemisphere is exposed to more direct sunlight because the hemisphere faces the Sun. The same is true of the Southern Hemisphere in November, December, and January. It is Earth's axial tilt that causes the Sun to be higher in the sky during the summer months, which increases the solar flux. However, due to seasonal lag, June, July, and August are the warmest months in the Northern Hemisphere while December, January, and February are the warmest months in the Southern Hemisphere. \nStory: In the year 1630 during the month of January Captain Cook began his voyage from the port of Calais in Europe, which is in the Northern Hemisphere. His intention was \nto find the mythical land in the Southern Hemisphere. After about eleven months of sailing, in December 1630, he reached Australia, which is indeed in the Southern Hemisphere. Thinking he finally reached the mythical \nland, he commenced his return voyage to Europe on June, \n1631, He reached Europe in the middle of the following year on July, 1632. \nQuestion: Did Europe exprience increased or decreased solar flux when Captain Cook reached Australia in 1630?", "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."}
{"query": "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. \nStory: Two farms were supplying produce to a large city. Green farm used organic methods and no fertilizers, while Bean farm used fertilizer to improve production. \nQuestion: Which farm was not the cause of fertilizer ending up in bodies of water?", "pos": "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. \nStory: Two farms were supplying produce to a large city. Green farm used organic methods and no fertilizers, while Bean farm used fertilizer to improve production. \nQuestion: Which farm was not the cause of nitrogen ending up in bodies of water?", "neg": "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. \nStory: 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. \nQuestion: 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."}
{"query": "Background Paragraph: Distance decay is a geographical term which describes the effect of distance on cultural or spatial interactions. The distance decay effect states that the interaction between two locales declines as the distance between them increases. Once the distance is outside of the two locales' activity space, their interactions begin to decrease.\n\nWith the advent of faster travel, distance has less effect than it did in the past, except where places previously connected by now-abandoned railways, for example, have fallen off the beaten path. Advances in communications technology, such as telegraphs, telephones, broadcasting, and internet, have further decreased the effects of distance.[1]. \nStory: Chad invested massively in railways and highways over the past decade. They also funded many IT projects and telecom infrastructure. On the other hand, Bahrain invested less, and didn't do much to improve communication pathways and technologies between different villages. \nQuestion: Which country experiences lesser distance decay effect?", "pos": "Background Paragraph: Distance decay is a geographical term which describes the effect of distance on cultural or spatial interactions. The distance decay effect states that the interaction between two locales declines as the distance between them increases. Once the distance is outside of the two locales' activity space, their interactions begin to decrease.\n\nWith the advent of faster travel, distance has less effect than it did in the past, except where places previously connected by now-abandoned railways, for example, have fallen off the beaten path. Advances in communications technology, such as telegraphs, telephones, broadcasting, and internet, have further decreased the effects of distance.[1]. \nStory: Chad invested massively in railways and highways over the past decade. They also funded many IT projects and telecom infrastructure. On the other hand, Bahrain invested less, and didn't do much to improve communication pathways and technologies between different villages. \nQuestion: Which country experiences less of a cultural isolation effect?", "neg": "Background Paragraph: Distance decay is a geographical term which describes the effect of distance on cultural or spatial interactions. The distance decay effect states that the interaction between two locales declines as the distance between them increases. Once the distance is outside of the two locales' activity space, their interactions begin to decrease.\n\nWith the advent of faster travel, distance has less effect than it did in the past, except where places previously connected by now-abandoned railways, for example, have fallen off the beaten path. Advances in communications technology, such as telegraphs, telephones, broadcasting, and internet, have further decreased the effects of distance.[1]. \nStory: Chad invested massively in railways and highways over the past decade. They also funded many IT projects and telecom infrastructure. On the other hand, Bahrain invested less, and didn't do much to improve communication pathways and technologies between different villages. \nQuestion: Which country experiences less interaction between two locales?", "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."}
{"query": "Background Paragraph: Soil formation, or pedogenesis, is the combined effect of physical, chemical, biological and anthropogenic processes working on soil parent material. Soil is said to be formed when organic matter has accumulated and colloids are washed downward, leaving deposits of clay, humus, iron oxide, carbonate, and gypsum, producing a distinct layer called the B horizon. This is a somewhat arbitrary definition as mixtures of sand, silt, clay and humus will support biological and agricultural activity before that time. These constituents are moved from one level to another by water and animal activity. As a result, layers (horizons) form in the soil profile. The alteration and movement of materials within a soil causes the formation of distinctive soil horizons. However, more recent definitions of soil embrace soils without any organic matter, such as those regoliths that formed on Mars and analogous conditions in planet Earth deserts.An example of the development of a soil would begin with the weathering of lava flow bedrock, which would produce the purely mineral-based parent material from which the soil texture forms. Soil development would proceed most rapidly from bare rock of recent flows in a warm climate, under heavy and frequent rainfall. Under such conditions, plants (in a first stage nitrogen-fixing lichens and cyanobacteria then epilithic higher plants) become established very quickly on basaltic lava, even though there is very little organic material. The plants are supported by the porous rock as it is filled with nutrient-bearing water that carries minerals dissolved from the rocks. Crevasses and pockets, local topography of the rocks, would hold fine materials and harbour plant roots. The developing plant roots are associated with mineral-weathering mycorrhizal fungi that assist in breaking up the porous lava, and by these means organic matter and a finer mineral soil accumulate with time. Such initial stages of soil development have been described on volcanoes, inselbergs, and glacial moraines. \nStory: Ben and Jerry studied agricultural sciences. Ben was specialized in pedology and pedogenesis, while Jerry specialized in entomology and phytopathology. \nQuestion: Which person learned less about deposits of clay?", "pos": "Background Paragraph: Soil formation, or pedogenesis, is the combined effect of physical, chemical, biological and anthropogenic processes working on soil parent material. Soil is said to be formed when organic matter has accumulated and colloids are washed downward, leaving deposits of clay, humus, iron oxide, carbonate, and gypsum, producing a distinct layer called the B horizon. This is a somewhat arbitrary definition as mixtures of sand, silt, clay and humus will support biological and agricultural activity before that time. These constituents are moved from one level to another by water and animal activity. As a result, layers (horizons) form in the soil profile. The alteration and movement of materials within a soil causes the formation of distinctive soil horizons. However, more recent definitions of soil embrace soils without any organic matter, such as those regoliths that formed on Mars and analogous conditions in planet Earth deserts.An example of the development of a soil would begin with the weathering of lava flow bedrock, which would produce the purely mineral-based parent material from which the soil texture forms. Soil development would proceed most rapidly from bare rock of recent flows in a warm climate, under heavy and frequent rainfall. Under such conditions, plants (in a first stage nitrogen-fixing lichens and cyanobacteria then epilithic higher plants) become established very quickly on basaltic lava, even though there is very little organic material. The plants are supported by the porous rock as it is filled with nutrient-bearing water that carries minerals dissolved from the rocks. Crevasses and pockets, local topography of the rocks, would hold fine materials and harbour plant roots. The developing plant roots are associated with mineral-weathering mycorrhizal fungi that assist in breaking up the porous lava, and by these means organic matter and a finer mineral soil accumulate with time. Such initial stages of soil development have been described on volcanoes, inselbergs, and glacial moraines. \nStory: Ben and Jerry studied agricultural sciences. Ben was specialized in pedology and pedogenesis, while Jerry specialized in entomology and phytopathology. \nQuestion: Which person learned less about the accumulation of organic matter?", "neg": "Background Paragraph: Soil formation, or pedogenesis, is the combined effect of physical, chemical, biological and anthropogenic processes working on soil parent material. Soil is said to be formed when organic matter has accumulated and colloids are washed downward, leaving deposits of clay, humus, iron oxide, carbonate, and gypsum, producing a distinct layer called the B horizon. This is a somewhat arbitrary definition as mixtures of sand, silt, clay and humus will support biological and agricultural activity before that time. These constituents are moved from one level to another by water and animal activity. As a result, layers (horizons) form in the soil profile. The alteration and movement of materials within a soil causes the formation of distinctive soil horizons. However, more recent definitions of soil embrace soils without any organic matter, such as those regoliths that formed on Mars and analogous conditions in planet Earth deserts.An example of the development of a soil would begin with the weathering of lava flow bedrock, which would produce the purely mineral-based parent material from which the soil texture forms. Soil development would proceed most rapidly from bare rock of recent flows in a warm climate, under heavy and frequent rainfall. Under such conditions, plants (in a first stage nitrogen-fixing lichens and cyanobacteria then epilithic higher plants) become established very quickly on basaltic lava, even though there is very little organic material. The plants are supported by the porous rock as it is filled with nutrient-bearing water that carries minerals dissolved from the rocks. Crevasses and pockets, local topography of the rocks, would hold fine materials and harbour plant roots. The developing plant roots are associated with mineral-weathering mycorrhizal fungi that assist in breaking up the porous lava, and by these means organic matter and a finer mineral soil accumulate with time. Such initial stages of soil development have been described on volcanoes, inselbergs, and glacial moraines. \nStory: Ben and Jerry studied agricultural sciences. Ben was specialized in pedology and pedogenesis, while Jerry specialized in entomology and phytopathology. \nQuestion: Which person learned more about deposits of iron oxide?", "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."}
{"query": "Background Paragraph: So much rain falling so fast causes some of the damage from a hurricane. But a lot of the damage is caused by storm surge. Storm surge is very high water located in the low pressure eye of the hurricane. The very low pressure of the eye allows the water level to rise above normal sea level. Storm surge can cause flooding when it reaches land ( Figure below ). High winds do a great deal of damage in hurricanes. High winds can also create very big waves. If the large waves are atop a storm surge, the high water can flood the shore. If the storm happens to occur at high tide, the water will rise even higher. \nStory: Two cities were located 50 miles away from each other. They received a hurricane warning. Twin city got hit by the Hurricane, while Big city missed most of the effects. \nQuestion: Which city experienced more rainfall?", "pos": "Background Paragraph: So much rain falling so fast causes some of the damage from a hurricane. But a lot of the damage is caused by storm surge. Storm surge is very high water located in the low pressure eye of the hurricane. The very low pressure of the eye allows the water level to rise above normal sea level. Storm surge can cause flooding when it reaches land ( Figure below ). High winds do a great deal of damage in hurricanes. High winds can also create very big waves. If the large waves are atop a storm surge, the high water can flood the shore. If the storm happens to occur at high tide, the water will rise even higher. \nStory: Two cities were located 50 miles away from each other. They received a hurricane warning. Twin city got hit by the Hurricane, while Big city missed most of the effects. \nQuestion: Which city experienced more storm surge?", "neg": "Background Paragraph: So much rain falling so fast causes some of the damage from a hurricane. But a lot of the damage is caused by storm surge. Storm surge is very high water located in the low pressure eye of the hurricane. The very low pressure of the eye allows the water level to rise above normal sea level. Storm surge can cause flooding when it reaches land ( Figure below ). High winds do a great deal of damage in hurricanes. High winds can also create very big waves. If the large waves are atop a storm surge, the high water can flood the shore. If the storm happens to occur at high tide, the water will rise even higher. \nStory: Beach town was hit hard by the hurricane. Hill town was spared, being situated 50 miles south. the eye of the hurricane passed almost through Beach town. \nQuestion: Which town had less damage caused by storm surge?", "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."}
{"query": "Background Paragraph: Consider the antlers of the Irish elk, (often supposed to be far too large; in deer antler size has an allometric relationship to body size). Obviously, antlers serve positively for defence against predators, and to score victories in the annual rut. But they are costly in terms of resource. Their size during the last glacial period presumably depended on the relative gain and loss of reproductive capacity in the population of elks during that time. As another example, camouflage to avoid detection is destroyed when vivid coloration is displayed at mating time. Here the risk to life is counterbalanced by the necessity for reproduction.Stream-dwelling salamanders, such as Caucasian salamander or Gold-striped salamander have very slender, long bodies, perfectly adapted to life at the banks of fast small rivers and mountain brooks. Elongated body protects their larvae from being washed out by current. However, elongated body increases risk of desiccation and decreases dispersal ability of the salamanders; it also negatively affects their fecundity. As a result, fire salamander, less perfectly adapted to the mountain brook habitats, is in general more successful, have a higher fecundity and broader geographic range. \nStory: John is a biologist. Last summer, he was studying the evolution of two different salamander species, species A and species B. Species A salamander was Gold-striped salamander while species B salamander was fire salamander. He found it interesting that they took different approaches to adapt to different habitats. \nQuestion: Would species A have larger or smaller habitat than species B?", "pos": "Background Paragraph: New species develop naturally through the process of natural selection . Due to natural selection, organisms with traits that better enable them to adapt to their environment will tend to survive and reproduce in greater numbers. Natural selection causes beneficial heritable traits to become more common in a population and unfavorable heritable traits to become less common. For example, a giraffe’s neck is beneficial because it allows the giraffe to reach leaves high in trees. Natural selection caused this beneficial trait to become more common than short necks. \nStory: Mike lives in a cold mid-western city, where there is not much predator prey interaction. Mike noticed that in his city some squirrels have darker coat, while others have lighter coat. He also knew that darker coats are more suitable in cold environment with less predator prey interaction. He started thinking why the squirrels developed different coat colors. \nQuestion: Would lighter squirrels have greater or smaller chance of survival than darker squirrels?", "neg": "Background Paragraph: Consider the antlers of the Irish elk, (often supposed to be far too large; in deer antler size has an allometric relationship to body size). Obviously, antlers serve positively for defence against predators, and to score victories in the annual rut. But they are costly in terms of resource. Their size during the last glacial period presumably depended on the relative gain and loss of reproductive capacity in the population of elks during that time. As another example, camouflage to avoid detection is destroyed when vivid coloration is displayed at mating time. Here the risk to life is counterbalanced by the necessity for reproduction.Stream-dwelling salamanders, such as Caucasian salamander or Gold-striped salamander have very slender, long bodies, perfectly adapted to life at the banks of fast small rivers and mountain brooks. Elongated body protects their larvae from being washed out by current. However, elongated body increases risk of desiccation and decreases dispersal ability of the salamanders; it also negatively affects their fecundity. As a result, fire salamander, less perfectly adapted to the mountain brook habitats, is in general more successful, have a higher fecundity and broader geographic range. \nStory: John is a biologist. Last summer, he was studying the evolution of two different salamander species, species A and species B. Species A salamander was Gold-striped salamander while species B salamander was fire salamander. He found it interesting that they took different approaches to adapt to different habitats. \nQuestion: Which species would have larger habitat, species A or species 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."}
{"query": "Background Paragraph: There is a large area of low ozone concentration or \"ozone hole\" over Antarctica. This hole covers almost the whole continent and was at its largest in September 2008, when the longest lasting hole on record remained until the end of December. The hole was detected by scientists in 1985 and has tended to increase over the years of observation. The ozone hole is attributed to the emission of chlorofluorocarbons or CFCs into the atmosphere, which decompose the ozone into other gases.Some scientific studies suggest that ozone depletion may have a dominant role in governing climatic change in Antarctica (and a wider area of the Southern Hemisphere). Ozone absorbs large amounts of ultraviolet radiation in the stratosphere. Ozone depletion over Antarctica can cause a cooling of around 6 °C in the local stratosphere. This cooling has the effect of intensifying the westerly winds which flow around the continent (the polar vortex) and thus prevents outflow of the cold air near the South Pole. As a result, the continental mass of the East Antarctic ice sheet is held at lower temperatures, and the peripheral areas of Antarctica, especially the Antarctic Peninsula, are subject to higher temperatures, which promote accelerated melting. Models also suggest that the ozone depletion/enhanced polar vortex effect also accounts for the recent increase in sea ice just offshore of the continent. \nStory: Blimpton and Jarmel are two neighboring planets in the Harshlan galaxy. Aliens are currently studying the two planets to see if either of them are suitable for habitation. While studying the planets, they discover that both planets have the same type of atmosphere. However, there is one key difference. The difference is that the current species of animals on Blimpton emit much more chlorofluorocarbons than Jarmel's animals do. The aliens take note of this so they can report back to their bosses on what they have found. \nQuestion: Which planet has a hole in its ozone layer?", "pos": "Background Paragraph: There is a large area of low ozone concentration or \"ozone hole\" over Antarctica. This hole covers almost the whole continent and was at its largest in September 2008, when the longest lasting hole on record remained until the end of December. The hole was detected by scientists in 1985 and has tended to increase over the years of observation. The ozone hole is attributed to the emission of chlorofluorocarbons or CFCs into the atmosphere, which decompose the ozone into other gases.Some scientific studies suggest that ozone depletion may have a dominant role in governing climatic change in Antarctica (and a wider area of the Southern Hemisphere). Ozone absorbs large amounts of ultraviolet radiation in the stratosphere. Ozone depletion over Antarctica can cause a cooling of around 6 °C in the local stratosphere. This cooling has the effect of intensifying the westerly winds which flow around the continent (the polar vortex) and thus prevents outflow of the cold air near the South Pole. As a result, the continental mass of the East Antarctic ice sheet is held at lower temperatures, and the peripheral areas of Antarctica, especially the Antarctic Peninsula, are subject to higher temperatures, which promote accelerated melting. Models also suggest that the ozone depletion/enhanced polar vortex effect also accounts for the recent increase in sea ice just offshore of the continent. \nStory: Blimpton and Jarmel are two neighboring planets in the Harshlan galaxy. Aliens are currently studying the two planets to see if either of them are suitable for habitation. While studying the planets, they discover that both planets have the same type of atmosphere. However, there is one key difference. The difference is that the current species of animals on Blimpton emit much more chlorofluorocarbons than Jarmel's animals do. The aliens take note of this so they can report back to their bosses on what they have found. \nQuestion: Which planet's stratosphere is warmer?", "neg": "Background Paragraph: There is a large area of low ozone concentration or \"ozone hole\" over Antarctica. This hole covers almost the whole continent and was at its largest in September 2008, when the longest lasting hole on record remained until the end of December. The hole was detected by scientists in 1985 and has tended to increase over the years of observation. The ozone hole is attributed to the emission of chlorofluorocarbons or CFCs into the atmosphere, which decompose the ozone into other gases.Some scientific studies suggest that ozone depletion may have a dominant role in governing climatic change in Antarctica (and a wider area of the Southern Hemisphere). Ozone absorbs large amounts of ultraviolet radiation in the stratosphere. Ozone depletion over Antarctica can cause a cooling of around 6 °C in the local stratosphere. This cooling has the effect of intensifying the westerly winds which flow around the continent (the polar vortex) and thus prevents outflow of the cold air near the South Pole. As a result, the continental mass of the East Antarctic ice sheet is held at lower temperatures, and the peripheral areas of Antarctica, especially the Antarctic Peninsula, are subject to higher temperatures, which promote accelerated melting. Models also suggest that the ozone depletion/enhanced polar vortex effect also accounts for the recent increase in sea ice just offshore of the continent. \nStory: Blimpton and Jarmel are two neighboring planets in the Harshlan galaxy. Aliens are currently studying the two planets to see if either of them are suitable for habitation. While studying the planets, they discover that both planets have the same type of atmosphere. However, there is one key difference. The difference is that the current species of animals on Blimpton emit much more chlorofluorocarbons than Jarmel's animals do. The aliens take note of this so they can report back to their bosses on what they have found. \nQuestion: Are the winds on Jarmel more or less intense than on Blimpton?", "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."}
{"query": "Background Paragraph: Using longitudinal data from over 100 countries, Diener and his colleagues showed that rich countries are in general happier than poor countries (Diener, Tay, & Oishi, 2013).[17] Also, life satisfaction for most countries goes up as they become wealthier over time. Diener identified three factors that influence the relationship between income and SWB. Namely, rising income most likely results in higher SWB when it leads to greater optimism, financial satisfaction and household material prosperity among citizens. Furthermore, Diener and his colleagues investigated the relationship between income and different elements of SWB. They illustrated that income has stronger influence on people’s evaluation of their lives than the positive or negative emotions they experience over time (Diener, Kahneman, Tov, & Arora, 2010).[18] The study points to the necessity to evaluate different elements of SWB separately instead of treating happiness as a single entity. \nStory: Over the years, the town of Euphoria has grown more successful and wealthier than anyone ever thought. As the wealth has increased and people have acquired more material possessions, their outlook on life has become more positive and it has been noted that the citizens have a lower incidence of depression. The town of Zenphora, on the other hand, has taken a downward financial turn over the past 50 years. The citizens have had to sell their worldly goods just to make ends meet and many do not have a good feeling about what their future holds. \nQuestion: Due to financial success, has the SWB in Euphoria increased or decreased?", "pos": "Background Paragraph: Using longitudinal data from over 100 countries, Diener and his colleagues showed that rich countries are in general happier than poor countries (Diener, Tay, & Oishi, 2013).[17] Also, life satisfaction for most countries goes up as they become wealthier over time. Diener identified three factors that influence the relationship between income and SWB. Namely, rising income most likely results in higher SWB when it leads to greater optimism, financial satisfaction and household material prosperity among citizens. Furthermore, Diener and his colleagues investigated the relationship between income and different elements of SWB. They illustrated that income has stronger influence on people’s evaluation of their lives than the positive or negative emotions they experience over time (Diener, Kahneman, Tov, & Arora, 2010).[18] The study points to the necessity to evaluate different elements of SWB separately instead of treating happiness as a single entity. \nStory: Over the years, the town of Euphoria has grown more successful and wealthier than anyone ever thought. As the wealth has increased and people have acquired more material possessions, their outlook on life has become more positive and it has been noted that the citizens have a lower incidence of depression. The town of Zenphora, on the other hand, has taken a downward financial turn over the past 50 years. The citizens have had to sell their worldly goods just to make ends meet and many do not have a good feeling about what their future holds. \nQuestion: If the financial situation in Zenphora increase will the SWB increase or decrease?", "neg": "Background Paragraph: Using longitudinal data from over 100 countries, Diener and his colleagues showed that rich countries are in general happier than poor countries (Diener, Tay, & Oishi, 2013).[17] Also, life satisfaction for most countries goes up as they become wealthier over time. Diener identified three factors that influence the relationship between income and SWB. Namely, rising income most likely results in higher SWB when it leads to greater optimism, financial satisfaction and household material prosperity among citizens. Furthermore, Diener and his colleagues investigated the relationship between income and different elements of SWB. They illustrated that income has stronger influence on people’s evaluation of their lives than the positive or negative emotions they experience over time (Diener, Kahneman, Tov, & Arora, 2010).[18] The study points to the necessity to evaluate different elements of SWB separately instead of treating happiness as a single entity. \nStory: Over the years, the town of Euphoria has grown more successful and wealthier than anyone ever thought. As the wealth has increased and people have acquired more material possessions, their outlook on life has become more positive and it has been noted that the citizens have a lower incidence of depression. The town of Zenphora, on the other hand, has taken a downward financial turn over the past 50 years. The citizens have had to sell their worldly goods just to make ends meet and many do not have a good feeling about what their future holds. \nQuestion: Which town is likely to have a lower SWB, Euphoria or Zenphora?", "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."}
{"query": "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. \nStory: Two coworkers are sitting in the large break room eating lunch and watching the news on TV when they see an advertisement for glasses. John, upon seeing the ad, comments that he really should go and get a new pair since he is nearsighted and hasn't gotten a new pair of glasses in a couple years. Rick says he is glad that he doesn't need to wear glasses because it seems like such a pain to have to always have something on your face. John nods in agreement and then both men turn to see a woman at the other side of the break room waving at them and trying to get their attention. \nQuestion: Which person's parents are more likely to wear glasses?", "pos": "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. \nStory: Two coworkers are sitting in the large break room eating lunch and watching the news on TV when they see an advertisement for glasses. John, upon seeing the ad, comments that he really should go and get a new pair since he is nearsighted and hasn't gotten a new pair of glasses in a couple years. Rick says he is glad that he doesn't need to wear glasses because it seems like such a pain to have to always have something on your face. John nods in agreement and then both men turn to see a woman at the other side of the break room waving at them and trying to get their attention. \nQuestion: Is it more likely that John or Rick's favorite hobby is reading?", "neg": "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. \nStory: Two coworkers are sitting in the large break room eating lunch and watching the news on TV when they see an advertisement for glasses. John, upon seeing the ad, comments that he really should go and get a new pair since he is nearsighted and hasn't gotten a new pair of glasses in a couple years. Rick says he is glad that he doesn't need to wear glasses because it seems like such a pain to have to always have something on your face. John nods in agreement and then both men turn to see a woman at the other side of the break room waving at them and trying to get their attention. \nQuestion: Is Rick more or less likely than John to correctly identify the woman?", "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."}
{"query": "Background Paragraph: A major use for petroleum products is fuel for cars, trucks, airplanes, trains, and other vehicles. The chemical used are usually a mixture of compounds containing several carbon atoms in a chain. When the material is ignited, a massive amount of gas is created almost instantaneously. This increase in volume will move the pistons in an internal combustion engine to provide power. A jet plane works on a similar principle. Air comes into the front of the engine and mixes with the jet fuel. This mixture is ignited and the gases formed create a lot of pressure to push the plane forward. The idea can be seen even more clearly in the case of a rocket launch. The ignition of the fuel (either solid-state or liquid) creates gases produced under great pressure that pushes the rocket up. \nStory: Big town and Fair town both used petroleum products. Big town used them to make plastics and related materials, but didn't use it for gas, because they were environmentally conscious and used only electric vehicles for transportation. Fair town used petroleum for fuel mostly. \nQuestion: Which town used petroleum to make fuel for cars?", "pos": "Background Paragraph: A major use for petroleum products is fuel for cars, trucks, airplanes, trains, and other vehicles. The chemical used are usually a mixture of compounds containing several carbon atoms in a chain. When the material is ignited, a massive amount of gas is created almost instantaneously. This increase in volume will move the pistons in an internal combustion engine to provide power. A jet plane works on a similar principle. Air comes into the front of the engine and mixes with the jet fuel. This mixture is ignited and the gases formed create a lot of pressure to push the plane forward. The idea can be seen even more clearly in the case of a rocket launch. The ignition of the fuel (either solid-state or liquid) creates gases produced under great pressure that pushes the rocket up. \nStory: Big town and Fair town both used petroleum products. Big town used them to make plastics and related materials, but didn't use it for gas, because they were environmentally conscious and used only electric vehicles for transportation. Fair town used petroleum for fuel mostly. \nQuestion: Which town used more fuel for airplanes?", "neg": "Background Paragraph: A major use for petroleum products is fuel for cars, trucks, airplanes, trains, and other vehicles. The chemical used are usually a mixture of compounds containing several carbon atoms in a chain. When the material is ignited, a massive amount of gas is created almost instantaneously. This increase in volume will move the pistons in an internal combustion engine to provide power. A jet plane works on a similar principle. Air comes into the front of the engine and mixes with the jet fuel. This mixture is ignited and the gases formed create a lot of pressure to push the plane forward. The idea can be seen even more clearly in the case of a rocket launch. The ignition of the fuel (either solid-state or liquid) creates gases produced under great pressure that pushes the rocket up. \nStory: Company A was a refinery and managed petroleum products. Another company, named company H, produced and distributed electricity using wind power. Both companies strive to be more efficient and to pollute less. \nQuestion: Which company made less fuel for cars?", "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."}
{"query": "Background Paragraph: Alberta's electrical demand varies throughout the day and across the seasons. When individuals are fixing supper and using home appliances, demand for power goes up, as it does during heat waves and cold snaps. It tapers off during spring and fall. Like other mechanical devices, generators fail from time to time. If they are wind-powered, their output varies with the wind. \nStory: Horus works at the power plant in Alberta. He is charged with varying which generators to turn on for various power demands. His boss has informed him that he wants Horus to be as efficient as possible, and to only use the generators when needed, otherwise to have them off. Horus has been trained to recognize different conditions, such as hot temperatures, cold temperatures, moderate weather, and time of the day, such as late at night, early mornings, or the evenings, as all having different power demands. \nQuestion: Will the demand for power be higher or lower in moderate weather than in hot weather?", "pos": "Background Paragraph: Alberta's electrical demand varies throughout the day and across the seasons. When individuals are fixing supper and using home appliances, demand for power goes up, as it does during heat waves and cold snaps. It tapers off during spring and fall. Like other mechanical devices, generators fail from time to time. If they are wind-powered, their output varies with the wind. \nStory: Horus works at the power plant in Alberta. He is charged with varying which generators to turn on for various power demands. His boss has informed him that he wants Horus to be as efficient as possible, and to only use the generators when needed, otherwise to have them off. Horus has been trained to recognize different conditions, such as hot temperatures, cold temperatures, moderate weather, and time of the day, such as late at night, early mornings, or the evenings, as all having different power demands. \nQuestion: Will the demand for power be higher or lower late at night than in the evening?", "neg": "Background Paragraph: Alberta's electrical demand varies throughout the day and across the seasons. When individuals are fixing supper and using home appliances, demand for power goes up, as it does during heat waves and cold snaps. It tapers off during spring and fall. Like other mechanical devices, generators fail from time to time. If they are wind-powered, their output varies with the wind. \nStory: Horus works at the power plant in Alberta. He is charged with varying which generators to turn on for various power demands. His boss has informed him that he wants Horus to be as efficient as possible, and to only use the generators when needed, otherwise to have them off. Horus has been trained to recognize different conditions, such as hot temperatures, cold temperatures, moderate weather, and time of the day, such as late at night, early mornings, or the evenings, as all having different power demands. \nQuestion: If the temperature is hot outside should Horus turn on or turn off more generators?", "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."}
{"query": "Background Paragraph: Enzymes increase the rate of chemical reactions by reducing the amount of activation energy needed for reactants to start reacting. One way this can happen is modeled in the Figure below . Enzymes aren’t changed or used up in the reactions they catalyze, so they can be used to speed up the same reaction over and over again. Each enzyme is highly specific for the particular reaction is catalyzes, so enzymes are very effective. A reaction that would take many years to occur without its enzyme might occur in a split second with the enzyme. Enzymes are also very efficient, so waste products rarely form. \nStory: David is a chemist, working for a large pharmaceutical company. He was contemplating on a project that would help perform chemical reactions more efficiently. For that, he conducted two chemical reaction tests, test A and test B. In test A he used enzymes, but in test B he didn't use any enzymes. He now needs to evaluate the  pros and cons of each of the tests. \nQuestion: Would test A be more effective or less effective than test B?", "pos": "Background Paragraph: Enzymes increase the rate of chemical reactions by reducing the amount of activation energy needed for reactants to start reacting. One way this can happen is modeled in the Figure below . Enzymes aren’t changed or used up in the reactions they catalyze, so they can be used to speed up the same reaction over and over again. Each enzyme is highly specific for the particular reaction is catalyzes, so enzymes are very effective. A reaction that would take many years to occur without its enzyme might occur in a split second with the enzyme. Enzymes are also very efficient, so waste products rarely form. \nStory: A scientist is testing chemical reactions. At first he tries mixing two chemicals together at a temperature of 85 degrees Celsius and labels it Trial A. He records the time for the reaction to complete at 2 minutes. Knowing that this isn't the temperature users at home will be combining the chemicals at he tries the reaction again at a more modest 65 degrees Celsius and labels this trial B. Noting this temperature the reaction takes almost 4 times as long which is completely unacceptable, He then gets an idea to add and enzyme designed specifically for these two chemicals and then tries the reaction at the modest 65 degrees Celsius again calling this one trial C. \nQuestion: Given that this enzyme is designed specifically for use with the chemicals in this experiment, will the reaction for trial C be faster or slower than the reaction in trial B?", "neg": "Background Paragraph: Enzymes increase the rate of chemical reactions by reducing the amount of activation energy needed for reactants to start reacting. One way this can happen is modeled in the Figure below . Enzymes aren’t changed or used up in the reactions they catalyze, so they can be used to speed up the same reaction over and over again. Each enzyme is highly specific for the particular reaction is catalyzes, so enzymes are very effective. A reaction that would take many years to occur without its enzyme might occur in a split second with the enzyme. Enzymes are also very efficient, so waste products rarely form. \nStory: David is a chemist, working for a large pharmaceutical company. He was contemplating on a project that would help perform chemical reactions more efficiently. For that, he conducted two chemical reaction tests, test A and test B. In test A he used enzymes, but in test B he didn't use any enzymes. He now needs to evaluate the  pros and cons of each of the tests. \nQuestion: Which test would require shorter time, test A or test 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."}
{"query": "Background Paragraph: Hepatitis B is a contagious virus that affects the liver, infection can last from a few weeks to a serious lifelong illness. Two different types of infection exist for this disease, \"acute\" and \"chronic.\" Acute Hepatitis B is a short term illness that occurs within 6 months of exposure, Chronic Hepatitis B is long term and happens when the virus remains in the body. The younger the child is, the greater their chance of developing a chronic infection and this risk goes down as the child gets older. Approximately 90% of infected infants will develop a chronic infection.[3]. \nStory: A 3rd grade classroom photo was held today. They all gathered by age. Raymond was the oldest. Gregory was the 2nd oldest. Joshua was the 3rd oldest. Jerry was the 4th oldest. Dennis was the 5th oldest. Walter was the 6th oldest. The last one was Patrick, who was the youngest. They all looked good that day. \nQuestion: Who has a greater chance of developing a chronic infection: Gregory or Patrick?", "pos": "Background Paragraph: Hepatitis B is a contagious virus that affects the liver, infection can last from a few weeks to a serious lifelong illness. Two different types of infection exist for this disease, \"acute\" and \"chronic.\" Acute Hepatitis B is a short term illness that occurs within 6 months of exposure, Chronic Hepatitis B is long term and happens when the virus remains in the body. The younger the child is, the greater their chance of developing a chronic infection and this risk goes down as the child gets older. Approximately 90% of infected infants will develop a chronic infection.[3]. \nStory: A 3rd grade classroom photo was held today. They all gathered by age. Raymond was the oldest. Gregory was the 2nd oldest. Joshua was the 3rd oldest. Jerry was the 4th oldest. Dennis was the 5th oldest. Walter was the 6th oldest. The last one was Patrick, who was the youngest. They all looked good that day. \nQuestion: Who has a greater chance of developing a chronic infection: Walter or Patrick?", "neg": "Background Paragraph: Hepatitis B is a contagious virus that affects the liver, infection can last from a few weeks to a serious lifelong illness. Two different types of infection exist for this disease, \"acute\" and \"chronic.\" Acute Hepatitis B is a short term illness that occurs within 6 months of exposure, Chronic Hepatitis B is long term and happens when the virus remains in the body. The younger the child is, the greater their chance of developing a chronic infection and this risk goes down as the child gets older. Approximately 90% of infected infants will develop a chronic infection.[3]. \nStory: A 1st grade classroom photo was held today. They all gathered by age. Prince was the youngest. Shirley was the 2nd youngest. Tad was the 3rd youngest. Trinidad was the 4th youngest. Donn was the 5th youngest. Jarred was the 6th youngest. The last one was Tanner, who was the oldest. They all looked fantastic. \nQuestion: Who has a greater chance of developing a chronic infection: Donn or Shirley?", "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."}
{"query": "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. \nStory: Two brothers took a blood test. The doctor found out that Tim had hemophilia, while his brother Rick had normal blood cells and was healthy. \nQuestion: Which brother had a higher risk of bleeding to death?", "pos": "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. \nStory: Two brothers took a blood test. The doctor found out that Tim had hemophilia, while his brother Rick had normal blood cells and was healthy. \nQuestion: Which brother had a higher risk of internal bleeding?", "neg": "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. \nStory: 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. \nQuestion: 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."}
{"query": "Background Paragraph: When humans dig up and use fossil fuels, we have an impact on the carbon cycle ( Figure below ). This carbon is not recycled until it is used by humans. The burning of fossil fuels releases more carbon dioxide into the atmosphere than is used by photosynthesis. So, there is more carbon dioxide entering the atmosphere than is coming out of it. Carbon dioxide is known as a greenhouse gas , since it lets in light energy but does not let heat escape, much like the panes of a greenhouse. The increase of greenhouse gasses in the atmosphere is contributing to a global rise in Earth’s temperature, known as global warming or global climate change. \nStory: Two neighboring countries France and Spain were competing for economical supremacy in Europe. Spain dug up fossil fuels and used it as an energy source. France used alternative sources of energy. \nQuestion: Which country contributed more to climate change?", "pos": "Background Paragraph: When humans dig up and use fossil fuels, we have an impact on the carbon cycle ( Figure below ). This carbon is not recycled until it is used by humans. The burning of fossil fuels releases more carbon dioxide into the atmosphere than is used by photosynthesis. So, there is more carbon dioxide entering the atmosphere than is coming out of it. Carbon dioxide is known as a greenhouse gas , since it lets in light energy but does not let heat escape, much like the panes of a greenhouse. The increase of greenhouse gasses in the atmosphere is contributing to a global rise in Earth’s temperature, known as global warming or global climate change. \nStory: Two neighboring countries France and Spain were competing for economical supremacy in Europe. Spain dug up fossil fuels and used it as an energy source. France used alternative sources of energy. \nQuestion: Which country released more carbon dioxide into the atmosphere?", "neg": "Background Paragraph: When humans dig up and use fossil fuels, we have an impact on the carbon cycle ( Figure below ). This carbon is not recycled until it is used by humans. The burning of fossil fuels releases more carbon dioxide into the atmosphere than is used by photosynthesis. So, there is more carbon dioxide entering the atmosphere than is coming out of it. Carbon dioxide is known as a greenhouse gas , since it lets in light energy but does not let heat escape, much like the panes of a greenhouse. The increase of greenhouse gasses in the atmosphere is contributing to a global rise in Earth’s temperature, known as global warming or global climate change. \nStory: One year,due to extreme use of fossil fuels, an astronomical amount of carbon dioxide is released into the atmosphere due to burning fossil fuels. Many places become much hotter than usual. Another study is done and it is found that the Earths temperature has increased by 4 degrees on average. \nQuestion: Given that even more carbon dioxide is added to the atmosphere, will the temperature 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."}
{"query": "Background Paragraph: Baker's yeast is the common name for the strains of yeast commonly used in baking bread and bakery products, serving as a leavening agent which causes the bread to rise (expand and become lighter and softer) by converting the fermentable sugars present in the dough into carbon dioxide and ethanol. Baker's yeast is of the species Saccharomyces cerevisiae,[1] and is the same species (but a different strain) as the kind commonly used in alcoholic fermentation, which is called brewer's yeast.[2] Baker's yeast is also a single-cell microorganism found on and around the human body. \nStory: Ken is a microbiologist. He got two samples of yeasts, yeast A and yeast B, from two different businesses. Yeast A is used in a bakery, and yeast B is used in a brewery. He has to decide the characteristics of each \nyeast sample for further study.\nInterestingly, despite all his curiosity, Ken doesn't like any yeast to be around him. \nQuestion: If Ken wants a dough sample to expand, which yeast should he use, yeast A or yeast B?", "pos": "Background Paragraph: Baker's yeast is the common name for the strains of yeast commonly used in baking bread and bakery products, serving as a leavening agent which causes the bread to rise (expand and become lighter and softer) by converting the fermentable sugars present in the dough into carbon dioxide and ethanol. Baker's yeast is of the species Saccharomyces cerevisiae,[1] and is the same species (but a different strain) as the kind commonly used in alcoholic fermentation, which is called brewer's yeast.[2] Baker's yeast is also a single-cell microorganism found on and around the human body. \nStory: Ken is a microbiologist. He got two samples of yeasts, yeast A and yeast B, from two different businesses. Yeast A is used in a bakery, and yeast B is used in a brewery. He has to decide the characteristics of each \nyeast sample for further study.\nInterestingly, despite all his curiosity, Ken doesn't like any yeast to be around him. \nQuestion: Which yeast sample would be used as a leavening agent,  yeast A or yeast B?", "neg": "Background Paragraph: Baker's yeast is the common name for the strains of yeast commonly used in baking bread and bakery products, serving as a leavening agent which causes the bread to rise (expand and become lighter and softer) by converting the fermentable sugars present in the dough into carbon dioxide and ethanol. Baker's yeast is of the species Saccharomyces cerevisiae,[1] and is the same species (but a different strain) as the kind commonly used in alcoholic fermentation, which is called brewer's yeast.[2] Baker's yeast is also a single-cell microorganism found on and around the human body. \nStory: Ken is a microbiologist. He got two samples of yeasts, yeast A and yeast B, from two different businesses. Yeast A is used in a bakery, and yeast B is used in a brewery. He has to decide the characteristics of each \nyeast sample for further study.\nInterestingly, despite all his curiosity, Ken doesn't like any yeast to be around him. \nQuestion: Would yeast B more likely to present or absent on human body?", "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."}
{"query": "Background Paragraph: Storing large volumes of data – When storing XML to either file or database, the volume of data a system produces can often exceed reasonable limits, with a number of detriments: the access times go up as more data is read, CPU load goes up as XML data takes more power to process, and storage costs go up. By storing XML data in Fast Infoset format, data volume may be reduced by as much as 80 percent. \nStory: Carl had a busy day storing XML. At 1 PM, he stored 1000 Gigabytes to the database. At 2 PM, he stored 2000 Gigabytes to the database. At 3 PM, he stored 3000 Gigabytes to the database. At 4 PM, he got dinner. At 5 PM, he stored 4000 Gigabytes to the database. At 6 PM, he stored 5000 Gigabytes to the database. At 7 PM, he went to sleep to finish storing XML tomorrow. \nQuestion: What time did storage costs go up:  5 PM or 7 PM?", "pos": "Background Paragraph: Storing large volumes of data – When storing XML to either file or database, the volume of data a system produces can often exceed reasonable limits, with a number of detriments: the access times go up as more data is read, CPU load goes up as XML data takes more power to process, and storage costs go up. By storing XML data in Fast Infoset format, data volume may be reduced by as much as 80 percent. \nStory: Paul had a busy day storing XML. At 3 PM, he stored 22111 Gigabytes to the database. At 4 PM, he stored 33222 Gigabytes to the database. At 5 PM, he stored 44333 Gigabytes to the database. At 6 PM, he got dinner. At 7 PM, he stored 55444 Gigabytes to the database. At 8 PM, he stored 66555 Gigabytes to the database. At 9 PM, he went to sleep to finish storing XML tomorrow afternoon. \nQuestion: What time did storage costs go up:  5 PM or 6 PM?", "neg": "Background Paragraph: Storing large volumes of data – When storing XML to either file or database, the volume of data a system produces can often exceed reasonable limits, with a number of detriments: the access times go up as more data is read, CPU load goes up as XML data takes more power to process, and storage costs go up. By storing XML data in Fast Infoset format, data volume may be reduced by as much as 80 percent. \nStory: Bob works for a data storage company. He has now three projects, project A, project B, and project C, simultaneously going on. All of them involves storing \nXML data. Project A has small volume of data, but project B and project C has large volume of data. He applied Fast Infoset format for project B, but didn't apply that format for project C. \nQuestion: Would project C have reduced or enlarged data volume than porject 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."}
{"query": "Background Paragraph: An enzyme is a protein that acts as a biological catalyst. Recall that a catalyst is a substance that increases the rate of a chemical reaction without itself being consumed in the reaction. Cellular processes consist of many chemical reactions that must occur quickly in order for the cell to function properly. Enzymes catalyze most of the chemical reactions that occur in a cell. A substrate is the molecule or molecules on which the enzyme acts. In the urease catalyzed reaction above, urea is the substrate. The Figure below diagrams a typical enzymatic reaction. \nStory: Robert is a scientist that is analyzing the skin cells he obtained from a new species of spider. He is comparing two cells side by side. He notices that the cell on the left, cell A, does not have any enzymes present. The cell on the right, cell B, however contains a large number of enzymes. \nQuestion: Which cell will have faster chemical reactions?", "pos": "Background Paragraph: Active transport occurs when a substance passes through the cell membrane with the help of extra energy. This happens when a substance moves from an area where it is less concentrated to an area where it is more concentrated. This is the opposite of diffusion. The substance moves up, instead of down, the concentration gradient. Like rolling a ball uphill, this requires an input of energy. The energy comes from the molecule named ATP (adenosine triphosphate). The energy allows special transport proteins called pumps to move substances to areas of higher concentration. An example is the sodium-potassium pump. \nStory: Two cells, Cell B and Cell C, are being examined under microscopes by students in a science class. While looking at the cells, one student, Kim, notices that there is a noticeable trend in Cell B for a particular substance to try to group up in a more concentrated area. In Cell C though, she notices that the same substance is spreading apart and finding less concentrated areas to move to. \nQuestion: Which cell is not exhibiting diffusion?", "neg": "Background Paragraph: Most chemical reactions within organisms would be impossible under the conditions in cells. For example, the body temperature of most organisms is too low for reactions to occur quickly enough to carry out life processes. Reactants may also be present in such low concentrations that it is unlikely they will meet and collide. Therefore, the rate of most biochemical reactions must be increased by a catalyst. A catalyst is a chemical that speeds up chemical reactions. In organisms, catalysts are called enzymes . Essentially, enzymes are biological catalysts. \nStory: Mark is a biologist. He is trying to see how to make chemical reactions within organism easier. To that end, he conducts two tests, test A an test B, on an organism. In test A he reduces catalysts from the organism, but in test B he induces catalysts in the organism. He needs to observe the outcomes of these tests. \nQuestion: Would test B see less or more reactants colliding than test 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."}
{"query": "Background Paragraph: For example, a radioactive isotope of iodine (I-131) is used in both the diagnosis and treatment of thyroid cancer. The thyroid will normally absorb some iodine to produce iodine-containing thyroid hormones. An overactive thyroid gland will absorb a larger amount of the radioactive material. If this is the case, more and more radioactive iodine can be administered, where it will cluster in the diseased portion of the thyroid tissue and kill some of the nearby cells. Cancer treatments often cause patients to feel very sick, because while the radiation treatment kills the unwanted cancer cells, it causes damage to some healthy cells in the process. \nStory: John is a doctor in a local hospital. Today, he is seeing two patients, patient A and patient B. Patient A has thyroid cancer, but patient B does not have thyroid cancer. John is trying to see the difference between these two patients' reports. \nQuestion: Which patient might not risk damaging healthy cells, patient A or patient B?", "pos": "Background Paragraph: For example, a radioactive isotope of iodine (I-131) is used in both the diagnosis and treatment of thyroid cancer. The thyroid will normally absorb some iodine to produce iodine-containing thyroid hormones. An overactive thyroid gland will absorb a larger amount of the radioactive material. If this is the case, more and more radioactive iodine can be administered, where it will cluster in the diseased portion of the thyroid tissue and kill some of the nearby cells. Cancer treatments often cause patients to feel very sick, because while the radiation treatment kills the unwanted cancer cells, it causes damage to some healthy cells in the process. \nStory: John is a doctor in a local hospital. Today, he is seeing two patients, patient A and patient B. Patient A has thyroid cancer, but patient B does not have thyroid cancer. John is trying to see the difference between these two patients' reports. \nQuestion: Which patient would not have an overactive thyroid gland, patient A or patient B?", "neg": "Background Paragraph: Cancer is a disease that causes cells to divide out of control. Normally, the body has systems that prevent cells from dividing out of control. But in the case of cancer, these systems fail. Cancer is usually caused by mutations. Mutations are random errors in genes. Mutations that lead to cancer usually happen to genes that control the cell cycle. Because of the mutations, abnormal cells divide uncontrollably. This often leads to the development of a tumor. A tumor is a mass of abnormal tissue. As a tumor grows, it may harm normal tissues around it. Anything that can cause cancer is called a carcinogen . Carcinogens may be pathogens, chemicals, or radiation. \nStory: Jason recently learned that he has cancer. After hearing this news, he convinced his wife, Charlotte, to get checked out. After running several tests, the doctors determined Charlotte has no cancer, but she does have high blood pressure. Relieved at this news, Jason was now focused on battling his cancer and fighting as hard as he could to survive. \nQuestion: Which person is more likely to have previously been exposed to radiation?", "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."}
{"query": "Background Paragraph: Noble gases are also used to fill the glass tubes of lighted signs like the one in the Figure below . Although noble gases are chemically nonreactive, their electrons can be energized by sending an electric current through them. When this happens, the electrons jump to a higher energy level. When the electrons return to their original energy level, they give off energy as light. Different noble gases give off light of different colors. Neon gives off reddish-orange light, like the word “Open” in the sign below. Krypton gives off violet light and xenon gives off blue light. \nStory: A scientist, John, has two containers of the same noble gas. John sends electricity through container A. Just as he is about to activate the electricity for container B, the power goes out, and he is unable to do so. Frustrated, John goes to find the circuit breaker to see if a fuse has blown. \nQuestion: Will the gas in container A have a higher or lower energy level than container B?", "pos": "Background Paragraph: Noble gases are also used to fill the glass tubes of lighted signs like the one in the Figure below . Although noble gases are chemically nonreactive, their electrons can be energized by sending an electric current through them. When this happens, the electrons jump to a higher energy level. When the electrons return to their original energy level, they give off energy as light. Different noble gases give off light of different colors. Neon gives off reddish-orange light, like the word “Open” in the sign below. Krypton gives off violet light and xenon gives off blue light. \nStory: A scientist, John, has two containers of the same noble gas. John sends electricity through container A. Just as he is about to activate the electricity for container B, the power goes out, and he is unable to do so. Frustrated, John goes to find the circuit breaker to see if a fuse has blown. \nQuestion: Will the gas in container B have a higher or lower energy level than container A?", "neg": "Background Paragraph: Noble gases are also used to fill the glass tubes of lighted signs like the one in the Figure below . Although noble gases are chemically nonreactive, their electrons can be energized by sending an electric current through them. When this happens, the electrons jump to a higher energy level. When the electrons return to their original energy level, they give off energy as light. Different noble gases give off light of different colors. Neon gives off reddish-orange light, like the word “Open” in the sign below. Krypton gives off violet light and xenon gives off blue light. \nStory: A scientist, John, has two containers of the same noble gas. John sends electricity through container A. Just as he is about to activate the electricity for container B, the power goes out, and he is unable to do so. Frustrated, John goes to find the circuit breaker to see if a fuse has blown. \nQuestion: Which container has energized electrons?", "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."}
{"query": "Background Paragraph: Just as there are good-quality grasses for putting greens, there are good-quality grasses for the fairway and rough. The quality of grass influences the roll of the ball as well as the ability of the player to \"take a divot\" (effectively, the ability to hit down into the ball, hitting the ball first, then hitting the turf and removing a portion of it as the club continues its arc). Fairways on prestigious tours, like the PGA Tour, are cut low. Mowing heights influence the play of the course. For example, the grass heights at U.S. Open events are alternated from one hole to the next in order to make the course more difficult. One example of this is the infamous roughs at U.S. Opens, which are often 3 to 5 inches high, depending on how close to the fairway or green the section of grass will be. This makes it difficult for a player to recover after a bad shot. \nStory: The golf course at the Aurora Country Club cuts their grass to  2 1/2 inches high. The grass at the Augusta Country Club is cut to 4 inches. Sam likes more of a challenge when playing golf but Jack likes to play on turf where the ball rolls easier. \nQuestion: Which Country Club would Sam enjoy playing golf at more, Aurora or Augusta?", "pos": "Background Paragraph: Just as there are good-quality grasses for putting greens, there are good-quality grasses for the fairway and rough. The quality of grass influences the roll of the ball as well as the ability of the player to \"take a divot\" (effectively, the ability to hit down into the ball, hitting the ball first, then hitting the turf and removing a portion of it as the club continues its arc). Fairways on prestigious tours, like the PGA Tour, are cut low. Mowing heights influence the play of the course. For example, the grass heights at U.S. Open events are alternated from one hole to the next in order to make the course more difficult. One example of this is the infamous roughs at U.S. Opens, which are often 3 to 5 inches high, depending on how close to the fairway or green the section of grass will be. This makes it difficult for a player to recover after a bad shot. \nStory: The golf course at the Aurora Country Club cuts their grass to  2 1/2 inches high. The grass at the Augusta Country Club is cut to 4 inches. Sam likes more of a challenge when playing golf but Jack likes to play on turf where the ball rolls easier. \nQuestion: Which Country Club would Jack enjoy playing golf at less, Aurora or Augusta?", "neg": "Background Paragraph: Just as there are good-quality grasses for putting greens, there are good-quality grasses for the fairway and rough. The quality of grass influences the roll of the ball as well as the ability of the player to \"take a divot\" (effectively, the ability to hit down into the ball, hitting the ball first, then hitting the turf and removing a portion of it as the club continues its arc). Fairways on prestigious tours, like the PGA Tour, are cut low. Mowing heights influence the play of the course. For example, the grass heights at U.S. Open events are alternated from one hole to the next in order to make the course more difficult. One example of this is the infamous roughs at U.S. Opens, which are often 3 to 5 inches high, depending on how close to the fairway or green the section of grass will be. This makes it difficult for a player to recover after a bad shot. \nStory: The golf course at the Aurora Country Club cuts their grass to  2 1/2 inches high. The grass at the Augusta Country Club is cut to 4 inches. Sam likes more of a challenge when playing golf but Jack likes to play on turf where the ball rolls easier. \nQuestion: Which Country Club would Sam enjoy playing golf at less, Aurora or Augusta?", "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."}
{"query": "Background Paragraph: Sometimes muscles and tendons get injured when a person starts doing an activity before they have warmed up properly. A warm up is a slow increase in the intensity of a physical activity that prepares muscles for an activity. Warming up increases the blood flow to the muscles and increases the heart rate. Warmed-up muscles and tendons are less likely to get injured. For example, before running or playing soccer, a person might jog slowly to warm muscles and increase their heart rate. Even elite athletes need to warm up ( Figure below ). \nStory: Beth and Sally are both on the high school basketball team and are about to play a match against their rival school. This match is extremely important, and students from both schools always turn out in droves to support their team. Last year, Beth and Sally's team lost so they are extra motivated this year to win. Before the game, Beth spends her time running in place and doing jumping jacks to prepare, and Sally spends her time talking to her friends who are sitting in the bleachers cheering the team on. \nQuestion: Who is more likely to be injured during the game?", "pos": "Background Paragraph: Sometimes muscles and tendons get injured when a person starts doing an activity before they have warmed up properly. A warm up is a slow increase in the intensity of a physical activity that prepares muscles for an activity. Warming up increases the blood flow to the muscles and increases the heart rate. Warmed-up muscles and tendons are less likely to get injured. For example, before running or playing soccer, a person might jog slowly to warm muscles and increase their heart rate. Even elite athletes need to warm up ( Figure below ). \nStory: Beth and Sally are both on the high school basketball team and are about to play a match against their rival school. This match is extremely important, and students from both schools always turn out in droves to support their team. Last year, Beth and Sally's team lost so they are extra motivated this year to win. Before the game, Beth spends her time running in place and doing jumping jacks to prepare, and Sally spends her time talking to her friends who are sitting in the bleachers cheering the team on. \nQuestion: Who has less blood flowing to their muscles?", "neg": "Background Paragraph: Sometimes muscles and tendons get injured when a person starts doing an activity before they have warmed up properly. A warm up is a slow increase in the intensity of a physical activity that prepares muscles for an activity. Warming up increases the blood flow to the muscles and increases the heart rate. Warmed-up muscles and tendons are less likely to get injured. For example, before running or playing soccer, a person might jog slowly to warm muscles and increase their heart rate. Even elite athletes need to warm up ( Figure below ). \nStory: Beth and Sally are both on the high school basketball team and are about to play a match against their rival school. This match is extremely important, and students from both schools always turn out in droves to support their team. Last year, Beth and Sally's team lost so they are extra motivated this year to win. Before the game, Beth spends her time running in place and doing jumping jacks to prepare, and Sally spends her time talking to her friends who are sitting in the bleachers cheering the team on. \nQuestion: Are Beth's muscles more or less ready for the game than Sally'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."}
{"query": "Background Paragraph: Another obvious change that occurs during puberty is rapid growth. This is called the adolescent growth spurt . In boys, it is controlled by testosterone. The rate of growth usually starts to increase relatively early in puberty. At its peak rate, growth in height is about 10 centimeters (almost 4 inches) per year in the average male. Growth generally remains rapid for several years. Growth and development of muscles occur toward the end of the growth spurt in height. Muscles may continue to develop and gain strength after growth in height is finished. \nStory: Joseph and Walter are two brothers who have always gotten along well, but are now going to be separated for the first time in their lives. Walter has just graduated high school and is going off to live at college several states away from home. Joseph is about to be a freshman in high school, so he has several years before he will even have the possibility of going off to the same college as his brother. \nQuestion: Whose muscles are more developed?", "pos": "Background Paragraph: Another obvious change that occurs during puberty is rapid growth. This is called the adolescent growth spurt . In boys, it is controlled by testosterone. The rate of growth usually starts to increase relatively early in puberty. At its peak rate, growth in height is about 10 centimeters (almost 4 inches) per year in the average male. Growth generally remains rapid for several years. Growth and development of muscles occur toward the end of the growth spurt in height. Muscles may continue to develop and gain strength after growth in height is finished. \nStory: Joseph and Walter are two brothers who have always gotten along well, but are now going to be separated for the first time in their lives. Walter has just graduated high school and is going off to live at college several states away from home. Joseph is about to be a freshman in high school, so he has several years before he will even have the possibility of going off to the same college as his brother. \nQuestion: Which boy is currently more likely to be taller?", "neg": "Background Paragraph: Another obvious change that occurs during puberty is rapid growth. This is called the adolescent growth spurt . In boys, it is controlled by testosterone. The rate of growth usually starts to increase relatively early in puberty. At its peak rate, growth in height is about 10 centimeters (almost 4 inches) per year in the average male. Growth generally remains rapid for several years. Growth and development of muscles occur toward the end of the growth spurt in height. Muscles may continue to develop and gain strength after growth in height is finished. \nStory: Joseph and Walter are two brothers who have always gotten along well, but are now going to be separated for the first time in their lives. Walter has just graduated high school and is going off to live at college several states away from home. Joseph is about to be a freshman in high school, so he has several years before he will even have the possibility of going off to the same college as his brother. \nQuestion: Is Joseph's rate of growth increasing or decreasing?", "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."}
{"query": "Background Paragraph: Shown in the Figure below is a cylinder of gas on the left that is at room temperature (300 K). On the right, the cylinder has been heated until the Kelvin temperature has doubled to 600 K. The kinetic energy of the gas molecules increases, so collisions with the walls of the container are now more forceful than they were before. As a result, the pressure of the gas doubles. Decreasing the temperature would have the opposite effect, and the pressure of an enclosed gas would decrease. \nStory: David was trying to see how steam engines work. For that, he conducted two tests, test A and test B. In test A, he used low temperature. On the other hand, in test B, he used high temperature. David started thinking about how he could use the results of his tests in everyday life. \nQuestion: Would test B see higher or lower kinetic energy than test A?", "pos": "Background Paragraph: Shown in the Figure below is a cylinder of gas on the left that is at room temperature (300 K). On the right, the cylinder has been heated until the Kelvin temperature has doubled to 600 K. The kinetic energy of the gas molecules increases, so collisions with the walls of the container are now more forceful than they were before. As a result, the pressure of the gas doubles. Decreasing the temperature would have the opposite effect, and the pressure of an enclosed gas would decrease. \nStory: David was trying to see how steam engines work. For that, he conducted two tests, test A and test B. In test A, he used low temperature. On the other hand, in test B, he used high temperature. David started thinking about how he could use the results of his tests in everyday life. \nQuestion: Would test A see higher or lower kinetic energy than test B?", "neg": "Background Paragraph: Shown in the Figure below is a cylinder of gas on the left that is at room temperature (300 K). On the right, the cylinder has been heated until the Kelvin temperature has doubled to 600 K. The kinetic energy of the gas molecules increases, so collisions with the walls of the container are now more forceful than they were before. As a result, the pressure of the gas doubles. Decreasing the temperature would have the opposite effect, and the pressure of an enclosed gas would decrease. \nStory: David was trying to see how steam engines work. For that, he conducted two tests, test A and test B. In test A, he used low temperature. On the other hand, in test B, he used high temperature. David started thinking about how he could use the results of his tests in everyday life. \nQuestion: Which test would see decrease in pressure, case A or case 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."}
{"query": "Background Paragraph: Sugaring is a food preservation method similar to pickling. Sugaring is the process of desiccating a food by first dehydrating it, then packing it with pure sugar. This sugar can be crystalline in the form of table or raw sugar, or it can be a high sugar density liquid such as honey, syrup or molasses.\n\nThe purpose of sugaring is to create an environment hostile to microbial life and prevent food spoilage. Sugaring is commonly used to preserve fruits as well as vegetables such as ginger. From time to time sugaring has also been used for non-food preservations. For example, honey was used as part of the mummification process in some ancient Egyptian rites.\n\nA risk in sugaring is that sugar itself attracts moisture. Once a sufficient moisture level is reached, native yeast in the environment will come out of dormancy and begin to ferment the sugars into alcohol and carbon dioxide. This leads to the process of fermentation. Although fermentation can be used as a food preservation method, it must be intentionally controlled, or the results will tend to be unpleasant. \nStory: Greg has decided he would like to store some foods for the winter. He has decided to use two different methods to preserve his food. First, he decides to use a process called sugaring, the next he just stores the food in a jar. \nQuestion: Which method should Greg use if he wants to avoid attracting moisture?", "pos": "Background Paragraph: Sugaring is a food preservation method similar to pickling. Sugaring is the process of desiccating a food by first dehydrating it, then packing it with pure sugar. This sugar can be crystalline in the form of table or raw sugar, or it can be a high sugar density liquid such as honey, syrup or molasses.\n\nThe purpose of sugaring is to create an environment hostile to microbial life and prevent food spoilage. Sugaring is commonly used to preserve fruits as well as vegetables such as ginger. From time to time sugaring has also been used for non-food preservations. For example, honey was used as part of the mummification process in some ancient Egyptian rites.\n\nA risk in sugaring is that sugar itself attracts moisture. Once a sufficient moisture level is reached, native yeast in the environment will come out of dormancy and begin to ferment the sugars into alcohol and carbon dioxide. This leads to the process of fermentation. Although fermentation can be used as a food preservation method, it must be intentionally controlled, or the results will tend to be unpleasant. \nStory: Peter decided to sugar mangoes, ginger, pineapples, peaches to preserve them for next spring. He also bought blueberries and raspberries to eat fresh. \nQuestion: Which fruit had a lower sugar content, peaches or blueberries?", "neg": "Background Paragraph: Sugaring is a food preservation method similar to pickling. Sugaring is the process of desiccating a food by first dehydrating it, then packing it with pure sugar. This sugar can be crystalline in the form of table or raw sugar, or it can be a high sugar density liquid such as honey, syrup or molasses.\n\nThe purpose of sugaring is to create an environment hostile to microbial life and prevent food spoilage. Sugaring is commonly used to preserve fruits as well as vegetables such as ginger. From time to time sugaring has also been used for non-food preservations. For example, honey was used as part of the mummification process in some ancient Egyptian rites.\n\nA risk in sugaring is that sugar itself attracts moisture. Once a sufficient moisture level is reached, native yeast in the environment will come out of dormancy and begin to ferment the sugars into alcohol and carbon dioxide. This leads to the process of fermentation. Although fermentation can be used as a food preservation method, it must be intentionally controlled, or the results will tend to be unpleasant. \nStory: Greg has decided he would like to store some foods for the winter. He has decided to use two different methods to preserve his food. First, he decides to use a process called sugaring, the next he just stores the food in a jar. \nQuestion: Will having food in a jar  have an increased or decreased chance of fermentation than sugaring?", "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."}
{"query": "Background Paragraph: However, the addition of a metal catalyst, such as platinum, provides a lower energy pathway. The energy requirements for breaking the H-H bond are offset somewhat if each hydrogen atom can form a new bond with the metal surface. Then, collisions between the alkene and the metal-hydrogen complex result in the formation of a product. The metal surface is regenerated after the hydrogen atoms are removed, so it is not used up by the reaction, but it increases the rate by stabilizing the high energy hydrogen atoms. \nStory: Michael and Robert are both performing a chemistry experiment. The reaction they are performing uses alkenes and hydrogen as reactants. Michael performs the experiment without any additional materials, while Robert performs the experiment while using a platinum catalyst. \nQuestion: Who will have a higher reaction rate in their experiments?", "pos": "Background Paragraph: However, the addition of a metal catalyst, such as platinum, provides a lower energy pathway. The energy requirements for breaking the H-H bond are offset somewhat if each hydrogen atom can form a new bond with the metal surface. Then, collisions between the alkene and the metal-hydrogen complex result in the formation of a product. The metal surface is regenerated after the hydrogen atoms are removed, so it is not used up by the reaction, but it increases the rate by stabilizing the high energy hydrogen atoms. \nStory: Michael and Robert are both performing a chemistry experiment. The reaction they are performing uses alkenes and hydrogen as reactants. Michael performs the experiment without any additional materials, while Robert performs the experiment while using a platinum catalyst. \nQuestion: Whose reaction will require less energy to occur?", "neg": "Background Paragraph: A catalyst is a substance that increases the rate of a chemical reaction.  A catalyst is a substance that increases the rate of a chemical reaction. The presence of a catalyst is one of several factors that influence the rate of chemical reactions. (Other factors include the temperature, concentration, and surface area of reactants.) A catalyst isn’t a reactant in the chemical reaction it speeds up. As a result, it isn’t changed or used up in the reaction, so it can go on to catalyze many more reactions. \nStory: Henry and Tiffany are performing chemical reactions in their high school chemistry class. Henry performs his reactions with the use of a catalyst. Tiffany performs the same reaction with no catalyst present. \nQuestion: Could Tiffany change other aspects of her reaction besides adding a catalyst to influence its rate, yes or no?", "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."}
{"query": "Background Paragraph: While the Grants were on the Galápagos, a drought occurred. As a result, fewer seeds were available for finches to eat. Birds with smaller beaks could crack open and eat only the smaller seeds. Birds with bigger beaks could crack and eat seeds of all sizes. As a result, many of the small-beaked birds died in the drought. Birds with bigger beaks survived and reproduced (see Figure below ). Within 2 years, the average beak size in the finch population increased. Evolution by natural selection had occurred. \nStory: The explorers visited Galapagos 1 and Galapagos 2, both islands part of the same archipelago. Island 1 had experienced a drought in recent years. Both islands had populations of birds living there. \nQuestion: Which island had the average beak size in the finch population increase?", "pos": "Background Paragraph: While the Grants were on the Galápagos, a drought occurred. As a result, fewer seeds were available for finches to eat. Birds with smaller beaks could crack open and eat only the smaller seeds. Birds with bigger beaks could crack and eat seeds of all sizes. As a result, many of the small-beaked birds died in the drought. Birds with bigger beaks survived and reproduced (see Figure below ). Within 2 years, the average beak size in the finch population increased. Evolution by natural selection had occurred. \nStory: The explorers visited Galapagos 1 and Galapagos 2, both islands part of the same archipelago. Island 1 had experienced a drought in recent years. Both islands had populations of birds living there. \nQuestion: Which island had more small-beaked birds that could only crack open smaller seeds?", "neg": "Background Paragraph: While the Grants were on the Galápagos, a drought occurred. As a result, fewer seeds were available for finches to eat. Birds with smaller beaks could crack open and eat only the smaller seeds. Birds with bigger beaks could crack and eat seeds of all sizes. As a result, many of the small-beaked birds died in the drought. Birds with bigger beaks survived and reproduced (see Figure below ). Within 2 years, the average beak size in the finch population increased. Evolution by natural selection had occurred. \nStory: Two neighboring islands inhabited by thousands of birds each were hit by extreme weather. While Port island experienced wet weather over the past 3 summers, Bank island experienced severe drought, therefore the food supply on the island diminished. \nQuestion: Which island had more seeds available for the birds to eat?", "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."}
{"query": "Background Paragraph: A baby is born with zones of cartilage in its bones that allow growth of the bones. These areas, called growth plates , allow the bones to grow longer as the child grows. By the time the child reaches an age of about 18 to 25 years, all of the cartilage in the growth plate has been replaced by bone. This stops the bone from growing any longer. Even though bones stop growing in length in early adulthood, they can continue to increase in thickness throughout life. This thickening occurs in response to strain from increased muscle activity and from weight-lifting exercises. \nStory: Two brothers, Tom, aged 26, and Paul, aged 16 were into sports. Tom started weight-lifting to gain more muscle mass. Three years later he was 20-25 lbs. heavier. Paul started track and field, he liked running. \nQuestion: Which brother had thicker bones after three years?", "pos": "Background Paragraph: A baby is born with zones of cartilage in its bones that allow growth of the bones. These areas, called growth plates , allow the bones to grow longer as the child grows. By the time the child reaches an age of about 18 to 25 years, all of the cartilage in the growth plate has been replaced by bone. This stops the bone from growing any longer. Even though bones stop growing in length in early adulthood, they can continue to increase in thickness throughout life. This thickening occurs in response to strain from increased muscle activity and from weight-lifting exercises. \nStory: Two brothers, Tom, aged 26, and Paul, aged 16 were into sports. Tom started weight-lifting to gain more muscle mass. Three years later he was 20-25 lbs. heavier. Paul started track and field, he liked running. \nQuestion: Which brother's bones had stopped growing?", "neg": "Background Paragraph: A baby is born with zones of cartilage in its bones that allow growth of the bones. These areas, called growth plates , allow the bones to grow longer as the child grows. By the time the child reaches an age of about 18 to 25 years, all of the cartilage in the growth plate has been replaced by bone. This stops the bone from growing any longer. Even though bones stop growing in length in early adulthood, they can continue to increase in thickness throughout life. This thickening occurs in response to strain from increased muscle activity and from weight-lifting exercises. \nStory: John was a relatively thin and bone-y child when he was younger. He would often get bruises and was prone to breaking bones. As an adult however he does lots of weight lifting and hasn't broken a bone yet. \nQuestion: Will lifting weights likely increase or decrease bone thickness?", "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."}
{"query": "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. \nStory: In an area east of the Rocky mountains, there are seasons of heavy rains and times of the year where it experiences sever droughts. This year the area has received record breaking amounts of rain. \nQuestion: Given a scientist is studying a desert with no rain all year, will he find the effects of weathering are high or low?", "pos": "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. \nStory: In an area east of the Rocky mountains, there are seasons of heavy rains and times of the year where it experiences sever droughts. This year the area has received record breaking amounts of rain. \nQuestion: Given that there is a rainy season and a dry season, will weathering during the dry season be higher or lower than during the rainy season?", "neg": "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. \nStory: Rob is an environmental scientist. He is looking at two samples of soil, sample A and sample B. Sample A is from Amazon Rain-forest, where they get one of the highest rainfall in the world. Sample B is from the Atacama Desert, where they get one of the lowest rainfall in the world. He needs to determine the properties of these samples. \nQuestion: In which sample the materials might not have been carried away?", "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."}
{"query": "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. \nStory: Two groups of people when to the doctor. Group A had myopia, while group B had nearsightedness. Both groups got eyeglasses for their conditions. \nQuestion: Which group had more people that spend a lot of time reading?", "pos": "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. \nStory: Two groups of people when to the doctor. Group A had myopia, while group B had nearsightedness. Both groups got eyeglasses for their conditions. \nQuestion: Which group had more people that do a lot of visual work?", "neg": "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. \nStory: 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 farsightedness. \nQuestion: Which sibling had Myopia?", "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."}
{"query": "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. \nStory: Two friends found out more about cancer. Bill got scared and started making healthy lifestyle choices, while Dan carried on with his life as if nothing happened. \nQuestion: Which friend didn't start to prevent some types of cancer?", "pos": "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. \nStory: Two smoker friends found out more about cancer. Bill got scared and started making healthy lifestyle choices, while Dan carried on with his life as if nothing happened. \nQuestion: Which friend didn't decide to avoid UV lamps?", "neg": "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. \nStory: 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. \nQuestion: Is Bill's chance of skin cancer higher or lower than Steve'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."}
{"query": "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. \nStory: A scientist with an interesting idea for an experiment begins building a dome. This dome will be completely cut off from the rest of the world. It will produce all of its own resources, breathable air, anything needed to sustain life, putting it into a state of homeostasis. \nQuestion: Given the dome experiment is a success will carbon dioxide levels increase, or stay fairly consistent?", "pos": "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. \nStory: A scientist with an interesting idea for an experiment begins building a dome. This dome will be completely cut off from the rest of the world. It will produce all of its own resources, breathable air, anything needed to sustain life, putting it into a state of homeostasis. \nQuestion: Given the dome experiment is a success and attains homeostasis, will it be in a stable or unstable state?", "neg": "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. \nStory: A scientist with an interesting idea for an experiment begins building a dome. This dome will be completely cut off from the rest of the world. It will produce all of its own resources, breathable air, anything needed to sustain life, putting it into a state of homeostasis. \nQuestion: Given The Gaia hypothesis, would this dome be considered a living organism or non-living?", "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."}
{"query": "Background Paragraph: The dangers of global warming are being increasingly studied by a wide global consortium of scientists. These scientists are increasingly concerned about the potential long-term effects of global warming on our natural environment and on the planet. Of particular concern is how climate change and global warming caused by anthropogenic, or human-made releases of greenhouse gases, most notably carbon dioxide, can act interactively, and have adverse effects upon the planet, its natural environment and humans' existence. It is clear the planet is warming, and warming rapidly. This is due to the greenhouse effect, which is caused by greenhouse gases, which trap heat inside the Earth's atmosphere because of their more complex molecular structure which allows them to vibrate and in turn trap heat and release it back towards the Earth. This warming is also responsible for the extinction of natural habitats, which in turn leads to a reduction in wildlife population.The most recent report from the Intergovernmental Panel on Climate Change (the group of the leading climate scientists in the world) concluded that the earth will warm anywhere from 2.7 to almost 11 degrees Fahrenheit (1.5 to 6 degrees Celsius) between 1990 and 2100. \nStory: Rob was evaluating two research studies on climate change, study A and study B. Study A explained how increased greenhouse gases would affect the climate. On the other hand, study B showed how decreased greenhouse gases would affect the climate. Rob found the studies very interesting. \nQuestion: In which study more heat would be trapped inside the Earth's atmosphere, study A or study B?", "pos": "Background Paragraph: The dangers of global warming are being increasingly studied by a wide global consortium of scientists. These scientists are increasingly concerned about the potential long-term effects of global warming on our natural environment and on the planet. Of particular concern is how climate change and global warming caused by anthropogenic, or human-made releases of greenhouse gases, most notably carbon dioxide, can act interactively, and have adverse effects upon the planet, its natural environment and humans' existence. It is clear the planet is warming, and warming rapidly. This is due to the greenhouse effect, which is caused by greenhouse gases, which trap heat inside the Earth's atmosphere because of their more complex molecular structure which allows them to vibrate and in turn trap heat and release it back towards the Earth. This warming is also responsible for the extinction of natural habitats, which in turn leads to a reduction in wildlife population.The most recent report from the Intergovernmental Panel on Climate Change (the group of the leading climate scientists in the world) concluded that the earth will warm anywhere from 2.7 to almost 11 degrees Fahrenheit (1.5 to 6 degrees Celsius) between 1990 and 2100. \nStory: Rob was evaluating two research studies on climate change, study A and study B. Study A explained how increased greenhouse gases would affect the climate. On the other hand, study B showed how decreased greenhouse gases would affect the climate. Rob found the studies very interesting. \nQuestion: Which study would see less wildlife population, study A or study B?", "neg": "Background Paragraph: The dangers of global warming are being increasingly studied by a wide global consortium of scientists. These scientists are increasingly concerned about the potential long-term effects of global warming on our natural environment and on the planet. Of particular concern is how climate change and global warming caused by anthropogenic, or human-made releases of greenhouse gases, most notably carbon dioxide, can act interactively, and have adverse effects upon the planet, its natural environment and humans' existence. It is clear the planet is warming, and warming rapidly. This is due to the greenhouse effect, which is caused by greenhouse gases, which trap heat inside the Earth's atmosphere because of their more complex molecular structure which allows them to vibrate and in turn trap heat and release it back towards the Earth. This warming is also responsible for the extinction of natural habitats, which in turn leads to a reduction in wildlife population.The most recent report from the Intergovernmental Panel on Climate Change (the group of the leading climate scientists in the world) concluded that the earth will warm anywhere from 2.7 to almost 11 degrees Fahrenheit (1.5 to 6 degrees Celsius) between 1990 and 2100. \nStory: Two identical planets, Norlon and Bothar, have been discovered in a neighboring galaxy of ours. These two planets have the same type of atmosphere as Earth and are extremely similar to Earth in terms of topography and even species of animals that live on them. The main difference is that Norlon is inhabited by a species very similar to humans that emit a lot of carbon dioxide into the atmosphere. Bothar, however, has no such species on its planet. \nQuestion: Does Bothar or Norlon have less wildlife?", "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."}
{"query": "Background Paragraph: In grassland, much of the organic matter added to the soil is from the deep, fibrous, grass root systems. By contrast, tree leaves falling on the forest floor are the principal source of soil organic matter in the forest. Another difference is the frequent occurrence in the grasslands of fires that destroy large amounts of aboveground material but stimulate even greater contributions from roots. Also, the much greater acidity under any forests inhibits the action of certain soil organisms that otherwise would mix much of the surface litter into the mineral soil. As a result, the soils under grasslands generally develop a thicker A horizon with a deeper distribution of organic matter than in comparable soils under forests, which characteristically store most of their organic matter in the forest floor (O horizon) and thin A horizon. \nStory: In the Kenya-Tanzania border Kenyan grassland gradually merges into Tanzanian forest. Though they had similar soil to start with millions of years ago, today they are two different habitats. At present, Kenya has one of the largest contiguous grassland in Africa. On the other hand, Tanzania boasts one of the largest forest cover in Africa. \nQuestion: In which place plant roots would play greater role in soil development, Kenya or Tanzania?", "pos": "Background Paragraph: In grassland, much of the organic matter added to the soil is from the deep, fibrous, grass root systems. By contrast, tree leaves falling on the forest floor are the principal source of soil organic matter in the forest. Another difference is the frequent occurrence in the grasslands of fires that destroy large amounts of aboveground material but stimulate even greater contributions from roots. Also, the much greater acidity under any forests inhibits the action of certain soil organisms that otherwise would mix much of the surface litter into the mineral soil. As a result, the soils under grasslands generally develop a thicker A horizon with a deeper distribution of organic matter than in comparable soils under forests, which characteristically store most of their organic matter in the forest floor (O horizon) and thin A horizon. \nStory: In the Kenya-Tanzania border Kenyan grassland gradually merges into Tanzanian forest. Though they had similar soil to start with millions of years ago, today they are two different habitats. At present, Kenya has one of the largest contiguous grassland in Africa. On the other hand, Tanzania boasts one of the largest forest cover in Africa. \nQuestion: Which place would store less organic matter in the \"O horizon\", Kenya or Tanzania?", "neg": "Background Paragraph: In grassland, much of the organic matter added to the soil is from the deep, fibrous, grass root systems. By contrast, tree leaves falling on the forest floor are the principal source of soil organic matter in the forest. Another difference is the frequent occurrence in the grasslands of fires that destroy large amounts of aboveground material but stimulate even greater contributions from roots. Also, the much greater acidity under any forests inhibits the action of certain soil organisms that otherwise would mix much of the surface litter into the mineral soil. As a result, the soils under grasslands generally develop a thicker A horizon with a deeper distribution of organic matter than in comparable soils under forests, which characteristically store most of their organic matter in the forest floor (O horizon) and thin A horizon. \nStory: In the Kenya-Tanzania border Kenyan grassland gradually merges into Tanzanian forest. Though they had similar soil to start with millions of years ago, today they are two different habitats. At present, Kenya has one of the largest contiguous grassland in Africa. On the other hand, Tanzania boasts one of the largest forest cover in Africa. \nQuestion: Would Tanzania have less or more organic matter stored in the \"O horizon\" than Kenya?", "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."}
{"query": "Background Paragraph: About 10% of sedimentary rocks are limestones. The solubility of limestone in water and weak acid solutions leads to karst landscapes, in which water erodes the limestone over thousands to millions of years. Most cave systems are through limestone bedrock. \nStory: Craig is traveling the country and seeing the different sites. On Monday and Tuesday, he will be seeing a vast field where an old battle happened, called Marshall Field. It is now mostly used for farming for its fertile soil. On Thursday and Friday Craig will venture to see Smuggler's Caves, an intricate cave system that used to be used by smuggler's and pirates. \nQuestion: Will Craig have more or less chance of seeing limestone on Tuesday than Thursday?", "pos": "Background Paragraph: About 10% of sedimentary rocks are limestones. The solubility of limestone in water and weak acid solutions leads to karst landscapes, in which water erodes the limestone over thousands to millions of years. Most cave systems are through limestone bedrock. \nStory: Craig is traveling the country and seeing the different sites. On Monday and Tuesday, he will be seeing a vast field where an old battle happened, called Marshall Field. It is now mostly used for farming for its fertile soil. On Thursday and Friday Craig will venture to see Smuggler's Caves, an intricate cave system that used to be used by smuggler's and pirates. \nQuestion: Will Craig have more or less chance of seeing limestone on Tuesday than Friday?", "neg": "Background Paragraph: About 10% of sedimentary rocks are limestones. The solubility of limestone in water and weak acid solutions leads to karst landscapes, in which water erodes the limestone over thousands to millions of years. Most cave systems are through limestone bedrock. \nStory: Bill is going on some trips this week. The first trip on Saturday is to Reginald's Peak. The next trip on Sunday is to Smuggler's Caves. He is very excited to see what both of the sites have to offer!. \nQuestion: On which day will Bill have a less likely chance to see limestone formations?", "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."}
{"query": "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. \nStory: 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. \nQuestion: Which county invested more in DNA testing?", "pos": "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. \nStory: 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. \nQuestion: Which county invested more in officer training?", "neg": "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. \nStory: 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. \nQuestion: 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."}
{"query": "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. \nStory: Two groups of people were part of a nutrition study that lasted 2 years. Group A had a normal diet, while group B consumed an extra 1000 calories a day for 2 years. Group B gained lots of weight. \nQuestion: Which group had fewer people with a B.M.I. greater than 30.0??", "pos": "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. \nStory: Two groups of people were part of a nutrition study that lasted 2 years. Group A had a normal diet, while group B consumed an extra 1000 calories a day for 2 years. Group B gained lots of weight. \nQuestion: Which group had fewer people that consistently consumed more food energy then they need?", "neg": "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. \nStory: Two men go into the doctor's office for a checkup. Stepping on the scale, the doctor weighs each of them. Tom has an average and healthy weight. However, Joe has a weight that indicates he is obese. \nQuestion: Who has a lower BMI?", "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."}
{"query": "Background Paragraph: Hepatitis B is a contagious virus that affects the liver, infection can last from a few weeks to a serious lifelong illness. Two different types of infection exist for this disease, \"acute\" and \"chronic.\" Acute Hepatitis B is a short term illness that occurs within 6 months of exposure, Chronic Hepatitis B is long term and happens when the virus remains in the body. The younger the child is, the greater their chance of developing a chronic infection and this risk goes down as the child gets older. Approximately 90% of infected infants will develop a chronic infection.[3]. \nStory: A 3rd grade classroom photo was held today. They all gathered by age. Norberto was the youngest. Trey was the 2nd youngest. Andrea was the 3rd youngest. Ivory was the 4th youngest. Kieth was the 5th youngest. Normand was the 6th youngest. The last one was Deandre, who was the oldest. They all looked super. \nQuestion: Who has a greater chance of developing a chronic infection: Trey or Norberto?", "pos": "Background Paragraph: Hepatitis B is a contagious virus that affects the liver, infection can last from a few weeks to a serious lifelong illness. Two different types of infection exist for this disease, \"acute\" and \"chronic.\" Acute Hepatitis B is a short term illness that occurs within 6 months of exposure, Chronic Hepatitis B is long term and happens when the virus remains in the body. The younger the child is, the greater their chance of developing a chronic infection and this risk goes down as the child gets older. Approximately 90% of infected infants will develop a chronic infection.[3]. \nStory: A 3rd grade classroom photo was held today. They all gathered by age. Norberto was the youngest. Trey was the 2nd youngest. Andrea was the 3rd youngest. Ivory was the 4th youngest. Kieth was the 5th youngest. Normand was the 6th youngest. The last one was Deandre, who was the oldest. They all looked super. \nQuestion: Who has a greater chance of developing a chronic infection: Normand or Norberto?", "neg": "Background Paragraph: Hepatitis B is a contagious virus that affects the liver, infection can last from a few weeks to a serious lifelong illness. Two different types of infection exist for this disease, \"acute\" and \"chronic.\" Acute Hepatitis B is a short term illness that occurs within 6 months of exposure, Chronic Hepatitis B is long term and happens when the virus remains in the body. The younger the child is, the greater their chance of developing a chronic infection and this risk goes down as the child gets older. Approximately 90% of infected infants will develop a chronic infection.[3]. \nStory: A 4th grade classroom photo was held today. They all gathered by age. Eloy was the youngest, followed by Gail, and Josef was the oldest. They looked wonderful that day. \nQuestion: Who has a greater chance of developing a chronic infection: Josef or Gail?", "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."}
{"query": "Background Paragraph: Although some lipids in the diet are essential, excess dietary lipids can be harmful. Because lipids are very high in energy, eating too many may lead to unhealthy weight gain. A high-fat diet may also increase lipid levels in the blood. This, in turn, can increase the risk for health problems such as cardiovascular disease. The dietary lipids of most concern are saturated fatty acids, trans fats, and cholesterol. For example, cholesterol is the lipid mainly responsible for narrowing arteries and causing the disease atherosclerosis. \nStory: Ben and Jerry were two friends with very different dietary habits. Jerry ate healthy food, and was always on top of his caloric consumption, while Ben overate because he loved fatty foods such as butter, bacon et al. \nQuestion: Which friend had a lower chance of experiencing unhealthy weight gain?", "pos": "Background Paragraph: Although some lipids in the diet are essential, excess dietary lipids can be harmful. Because lipids are very high in energy, eating too many may lead to unhealthy weight gain. A high-fat diet may also increase lipid levels in the blood. This, in turn, can increase the risk for health problems such as cardiovascular disease. The dietary lipids of most concern are saturated fatty acids, trans fats, and cholesterol. For example, cholesterol is the lipid mainly responsible for narrowing arteries and causing the disease atherosclerosis. \nStory: Ben and Jerry were two friends with very different dietary habits. Jerry ate healthy food, and was always on top of his caloric consumption, while Ben overate because he loved fatty foods such as butter, bacon et al. \nQuestion: Which friend was at a lower risk for health problems?", "neg": "Background Paragraph: Although some lipids in the diet are essential, excess dietary lipids can be harmful. Because lipids are very high in energy, eating too many may lead to unhealthy weight gain. A high-fat diet may also increase lipid levels in the blood. This, in turn, can increase the risk for health problems such as cardiovascular disease. The dietary lipids of most concern are saturated fatty acids, trans fats, and cholesterol. For example, cholesterol is the lipid mainly responsible for narrowing arteries and causing the disease atherosclerosis. \nStory: Two groups of people were part of a science study. Group A ate lots of fats(lipids), while Group B  had a more balanced diet with few fats. Group A gained a lot of weight over the course of the 6 month study. \nQuestion: Which group didn't eat excess lipids?", "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."}
{"query": "Background Paragraph: Alberta's electrical demand varies throughout the day and across the seasons. When individuals are fixing supper and using home appliances, demand for power goes up, as it does during heat waves and cold snaps. It tapers off during spring and fall. Like other mechanical devices, generators fail from time to time. If they are wind-powered, their output varies with the wind. \nStory: Horus works at the power plant in Alberta. He is charged with varying which generators to turn on for various power demands. His boss has informed him that he wants Horus to be as efficient as possible, and to only use the generators when needed, otherwise to have them off. Horus has been trained to recognize different conditions, such as hot temperatures, cold temperatures, moderate weather, and time of the day, such as late at night, early mornings, or the evenings, as all having different power demands. \nQuestion: If it is late at night, should Horus turn off or turn on more generators?", "pos": "Background Paragraph: Alberta's electrical demand varies throughout the day and across the seasons. When individuals are fixing supper and using home appliances, demand for power goes up, as it does during heat waves and cold snaps. It tapers off during spring and fall. Like other mechanical devices, generators fail from time to time. If they are wind-powered, their output varies with the wind. \nStory: Horus works at the power plant in Alberta. He is charged with varying which generators to turn on for various power demands. His boss has informed him that he wants Horus to be as efficient as possible, and to only use the generators when needed, otherwise to have them off. Horus has been trained to recognize different conditions, such as hot temperatures, cold temperatures, moderate weather, and time of the day, such as late at night, early mornings, or the evenings, as all having different power demands. \nQuestion: If the temperature is moderate outside should Horus turn on or turn off more generators?", "neg": "Background Paragraph: Alberta's electrical demand varies throughout the day and across the seasons. When individuals are fixing supper and using home appliances, demand for power goes up, as it does during heat waves and cold snaps. It tapers off during spring and fall. Like other mechanical devices, generators fail from time to time. If they are wind-powered, their output varies with the wind. \nStory: Horus works at the power plant in Alberta. He is charged with varying which generators to turn on for various power demands. His boss has informed him that he wants Horus to be as efficient as possible, and to only use the generators when needed, otherwise to have them off. Horus has been trained to recognize different conditions, such as hot temperatures, cold temperatures, moderate weather, and time of the day, such as late at night, early mornings, or the evenings, as all having different power demands. \nQuestion: Will the demand for power be higher or lower in the evening than late at night?", "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."}
{"query": "Background Paragraph: While the Grants were on the Galápagos, a drought occurred. As a result, fewer seeds were available for finches to eat. Birds with smaller beaks could crack open and eat only the smaller seeds. Birds with bigger beaks could crack and eat seeds of all sizes. As a result, many of the small-beaked birds died in the drought. Birds with bigger beaks survived and reproduced (see Figure below ). Within 2 years, the average beak size in the finch population increased. Evolution by natural selection had occurred. \nStory: Two islands inhabited by many species of finches went through some climatic changes during the past several years. While Park island hat wetter than average years, Boat island experienced years of drought, so many birds died. \nQuestion: Which island had more large-beaked birds reproduce?", "pos": "Background Paragraph: While the Grants were on the Galápagos, a drought occurred. As a result, fewer seeds were available for finches to eat. Birds with smaller beaks could crack open and eat only the smaller seeds. Birds with bigger beaks could crack and eat seeds of all sizes. As a result, many of the small-beaked birds died in the drought. Birds with bigger beaks survived and reproduced (see Figure below ). Within 2 years, the average beak size in the finch population increased. Evolution by natural selection had occurred. \nStory: Two islands inhabited by many species of finches went through some climatic changes during the past several years. While Park island hat wetter than average years, Boat island experienced years of drought, so many birds died. \nQuestion: Which island had more small-beaked birds die?", "neg": "Background Paragraph: A period of very low rainfall occurred while the Grants were on the islands. The drought resulted in fewer seeds for the finches to eat. Birds with smaller beaks could eat only the smaller seeds. Birds with bigger beaks were better off. They could eat seeds of all sizes. Therefore, there was more food available to them. Many of the small-beaked birds died in the drought. More of the big-beaked birds survived and reproduced. Within just a couple of years, the average beak size in the finches increased. This was clearly evolution by natural selection. \nStory: Two ancient continents both had a great bird population. At some point in time, the continent of MU experienced a great drought that lasted for several years. The other continent, Lemuria, was unaffected by the drought. \nQuestion: Which continent had more small-beaked birds die in the drought?", "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."}
{"query": "Background Paragraph: Turner et al (2006) derived crash prediction models for this report’s predecessor and found a\npronounced ‘safety in numbers’ effect in the models. Using the crash prediction model for mid-block\nlocations, generic motorist and cyclist volumes can be used to demonstrate the impacts on the\nexpected crash rate of varying motor vehicle and cycle volumes. As shown in figure 2.20, an increase\nin the proportion of cyclists to the overall traffic volume causes an increase in expected crashes at\nmid-block locations, but the crash rate increases at a decreasing rate. That is to say, the crash rate per\ncyclist goes down as the cycle volume increases. \nStory: There were a lot of motorcycles on Interstate 17 last week. On Monday, there were 1355 motorcyclists. On Tuesday, there were 2355 motorcyclists. On Wednesday, there were 3351 motorcyclists. On Thursday, there were 4351 motorcyclists. On Friday, there were 5351 motorcyclists. On Saturday, there were 6351 motorcyclists. On Sunday, there were 7351 motorcyclists. \nQuestion: What day had a lower crash rate per cyclist: Wednesday or Sunday?", "pos": "Background Paragraph: Turner et al (2006) derived crash prediction models for this report’s predecessor and found a\npronounced ‘safety in numbers’ effect in the models. Using the crash prediction model for mid-block\nlocations, generic motorist and cyclist volumes can be used to demonstrate the impacts on the\nexpected crash rate of varying motor vehicle and cycle volumes. As shown in figure 2.20, an increase\nin the proportion of cyclists to the overall traffic volume causes an increase in expected crashes at\nmid-block locations, but the crash rate increases at a decreasing rate. That is to say, the crash rate per\ncyclist goes down as the cycle volume increases. \nStory: There were a lot of motorcycles on Interstate 17 last week. On Monday, there were 1355 motorcyclists. On Tuesday, there were 2355 motorcyclists. On Wednesday, there were 3351 motorcyclists. On Thursday, there were 4351 motorcyclists. On Friday, there were 5351 motorcyclists. On Saturday, there were 6351 motorcyclists. On Sunday, there were 7351 motorcyclists. \nQuestion: What day had a lower crash rate per cyclist: Friday or Sunday?", "neg": "Background Paragraph: Turner et al (2006) derived crash prediction models for this report’s predecessor and found a\npronounced ‘safety in numbers’ effect in the models. Using the crash prediction model for mid-block\nlocations, generic motorist and cyclist volumes can be used to demonstrate the impacts on the\nexpected crash rate of varying motor vehicle and cycle volumes. As shown in figure 2.20, an increase\nin the proportion of cyclists to the overall traffic volume causes an increase in expected crashes at\nmid-block locations, but the crash rate increases at a decreasing rate. That is to say, the crash rate per\ncyclist goes down as the cycle volume increases. \nStory: Berg village and Hill village are renowned for the high number of cyclists living there. Berg village dealt with many traffic casualties because of narrower streets and lanes, While Hill village had wide streets, more traffic signals and a greater number of cyclists. \nQuestion: Which village had a higher crash per cyclist ratio?", "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."}
{"query": "Background Paragraph: Mantle melting can come about three ways: (1) when the temperature rises, (2) if the pressure lowers (which lowers the melting point), and (3) if water is added, which lowers the melting point. Two of these (1 and 3) might explain why there are volcanoes at convergent plate boundaries the temperature of the subducting plate increases as it sinks into the hot mantle (1). Sediments lying on top of the subducting plate contain water. As the sediments subduct, the water rises into the overlying mantle material. This lowers the melting temperature of the mantle (3). When the mantle above the subducting plate melts, volcanoes form above it. This leads to volcanoes in an island arc or continental arc. \nStory: Two brothers Syd and Dan went to college. Syd studied plate tectonics and mantle melting. His brother Dan got to study types of soil and pedology. \nQuestion: Which brother studied more about the influence sediments have on mantle melting?", "pos": "Background Paragraph: Mantle melting can come about three ways: (1) when the temperature rises, (2) if the pressure lowers (which lowers the melting point), and (3) if water is added, which lowers the melting point. Two of these (1 and 3) might explain why there are volcanoes at convergent plate boundaries the temperature of the subducting plate increases as it sinks into the hot mantle (1). Sediments lying on top of the subducting plate contain water. As the sediments subduct, the water rises into the overlying mantle material. This lowers the melting temperature of the mantle (3). When the mantle above the subducting plate melts, volcanoes form above it. This leads to volcanoes in an island arc or continental arc. \nStory: Two brothers Syd and Dan went to college. Syd studied plate tectonics and mantle melting. His brother Dan got to study types of soil and pedology. \nQuestion: Which brother studied more about added water lowering the mantle's melting point?", "neg": "Background Paragraph: Mantle melting can come about three ways: (1) when the temperature rises, (2) if the pressure lowers (which lowers the melting point), and (3) if water is added, which lowers the melting point. Two of these (1 and 3) might explain why there are volcanoes at convergent plate boundaries the temperature of the subducting plate increases as it sinks into the hot mantle (1). Sediments lying on top of the subducting plate contain water. As the sediments subduct, the water rises into the overlying mantle material. This lowers the melting temperature of the mantle (3). When the mantle above the subducting plate melts, volcanoes form above it. This leads to volcanoes in an island arc or continental arc. \nStory: Two brothers Syd and Dan went to college. Syd studied plate tectonics and mantle melting. His brother Dan got to study types of soil and pedology. \nQuestion: Which brother studied less about the influence sediments have on mantle melting?", "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."}
{"query": "Background Paragraph: Around 5.4 billion years from now, the core of the Sun will become hot enough to trigger hydrogen fusion in its surrounding shell. This will cause the outer layers of the star to expand greatly, and the star will enter a phase of its life in which it is called a red giant. Within 7.5 billion years, the Sun will have expanded to a radius of 1.2 AU—256 times its current size. At the tip of the red giant branch, as a result of the vastly increased surface area, the Sun's surface will be much cooler (about 2600 K) than now and its luminosity much higher—up to 2,700 current solar luminosities. For part of its red giant life, the Sun will have a strong stellar wind that will carry away around 33% of its mass. During these times, it is possible that Saturn's moon Titan could achieve surface temperatures necessary to support life.As the Sun expands, it will swallow the planets Mercury and Venus. Earth's fate is less clear; although the Sun will envelop Earth's current orbit, the star's loss of mass (and thus weaker gravity) will cause the planets' orbits to move farther out. If it were only for this, Venus and Earth would probably escape incineration, but a 2008 study suggests that Earth will likely be swallowed up as a result of tidal interactions with the Sun's weakly bound outer envelope.Gradually, the hydrogen burning in the shell around the solar core will increase the mass of the core until it reaches about 45% of the present solar mass. At this point the density and temperature will become so high that the fusion of helium into carbon will begin, leading to a helium flash; the Sun will shrink from around 250 to 11 times its present (main-sequence) radius. Consequently, its luminosity will decrease from around 3,000 to 54 times its current level, and its surface temperature will increase to about 4770 K. The Sun will become a horizontal giant, burning helium in its core in a stable fashion much like it burns hydrogen today. The helium-fusing stage will last only 100 million years. Eventually, it will have to again resort to the reserves of hydrogen and helium in its outer layers and will expand a second time, turning into what is known as an asymptotic giant. Here the luminosity of the Sun will increase again, reaching about 2,090 present luminosities, and it will cool to about 3500 K. This phase lasts about 30 million years, after which, over the course of a further 100,000 years, the Sun's remaining outer layers will fall away, ejecting a vast stream of matter into space and forming a halo known (misleadingly) as a planetary nebula. The ejected material will contain the helium and carbon produced by the Sun's nuclear reactions, continuing the enrichment of the interstellar medium with heavy elements for future generations of stars. \nStory: Keith was playing a simulation game. In the game he could travel around the Sun in the future. He started the game in \npresent time, which was denoted as time A. Then he traveled 5.4 billion years into the future, which was denoted as time B. Finally, he reached 7.5 billion years into the future, which was denoted as time C. He was amazed to find how the Sun would change over time. \nQuestion: When would the Sun be brighter, time A or time C?", "pos": "Background Paragraph: Around 5.4 billion years from now, the core of the Sun will become hot enough to trigger hydrogen fusion in its surrounding shell. This will cause the outer layers of the star to expand greatly, and the star will enter a phase of its life in which it is called a red giant. Within 7.5 billion years, the Sun will have expanded to a radius of 1.2 AU—256 times its current size. At the tip of the red giant branch, as a result of the vastly increased surface area, the Sun's surface will be much cooler (about 2600 K) than now and its luminosity much higher—up to 2,700 current solar luminosities. For part of its red giant life, the Sun will have a strong stellar wind that will carry away around 33% of its mass. During these times, it is possible that Saturn's moon Titan could achieve surface temperatures necessary to support life.As the Sun expands, it will swallow the planets Mercury and Venus. Earth's fate is less clear; although the Sun will envelop Earth's current orbit, the star's loss of mass (and thus weaker gravity) will cause the planets' orbits to move farther out. If it were only for this, Venus and Earth would probably escape incineration, but a 2008 study suggests that Earth will likely be swallowed up as a result of tidal interactions with the Sun's weakly bound outer envelope.Gradually, the hydrogen burning in the shell around the solar core will increase the mass of the core until it reaches about 45% of the present solar mass. At this point the density and temperature will become so high that the fusion of helium into carbon will begin, leading to a helium flash; the Sun will shrink from around 250 to 11 times its present (main-sequence) radius. Consequently, its luminosity will decrease from around 3,000 to 54 times its current level, and its surface temperature will increase to about 4770 K. The Sun will become a horizontal giant, burning helium in its core in a stable fashion much like it burns hydrogen today. The helium-fusing stage will last only 100 million years. Eventually, it will have to again resort to the reserves of hydrogen and helium in its outer layers and will expand a second time, turning into what is known as an asymptotic giant. Here the luminosity of the Sun will increase again, reaching about 2,090 present luminosities, and it will cool to about 3500 K. This phase lasts about 30 million years, after which, over the course of a further 100,000 years, the Sun's remaining outer layers will fall away, ejecting a vast stream of matter into space and forming a halo known (misleadingly) as a planetary nebula. The ejected material will contain the helium and carbon produced by the Sun's nuclear reactions, continuing the enrichment of the interstellar medium with heavy elements for future generations of stars. \nStory: Keith was playing a simulation game. In the game he could travel around the Sun in the future. He started the game in \npresent time, which was denoted as time A. Then he traveled 5.4 billion years into the future, which was denoted as time B. Finally, he reached 7.5 billion years into the future, which was denoted as time C. He was amazed to find how the Sun would change over time. \nQuestion: When would the size of the Sun be bigger, time A or time C?", "neg": "Background Paragraph: In the long term, the greatest changes in the Solar System will come from changes in the Sun itself as it ages. As the Sun burns through its supply of hydrogen fuel, it gets hotter and burns the remaining fuel even faster. As a result, the Sun is growing brighter at a rate of ten percent every 1.1 billion years. In about 600 million years, the Sun brightness will have disrupted the Carbon Cycle to the point that trees and forests (C3 photosynthetic plant life) will no longer be able to survive and in around 800 million years, the Sun will have killed all complex life on the Earth's surface and in the oceans. In 1.1 billion years' time, the Sun's increased radiation output will cause its circumstellar habitable zone to move outwards, making the Earth's surface too hot for liquid water to exist there naturally. At this point, all life will be reduced to single celled organisms. Evaporation of water, a potent greenhouse gas, from the oceans' surface could accelerate temperature increase, potentially ending all life on Earth even sooner. During this time, it is possible that as Mars's surface temperature gradually rises, carbon dioxide and water currently frozen under the surface regolith will release into the atmosphere, creating a greenhouse effect that will heat the planet until it achieves conditions parallel to Earth today, providing a potential future abode for life. By 3.5 billion years from now, Earth's surface conditions will be similar to those of Venus today. \nStory: Rob knows a brilliant scientist who has made a time machine. One day, the scientist let Rob travel time with his machine. Rob noticed that the machine had four gears, gear A, gear B, gear C, and gear D. Rob started with Gear A, which represented the present time. Then he pushed the gear to gear B, which was 600 million years from now. Then he further pushed the gear to gear C, which brought him to 800 million years from now. Finally, he pushed the gear to gear D, which brought him to 1.1 billion years from now. Though he traveled time, Rob was always on Earth all the time. \nQuestion: Would Rob see less or more complex organisms in gear C than in gear 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."}
{"query": "Background Paragraph: Saturated hydrocarbons are given the general name of alkanes . The name of specific alkanes always ends in - ane . The first part of the name indicates how many carbon atoms each molecule of the alkane has. The smallest alkane is methane. It has just one carbon atom. The next largest is ethane, with two carbon atoms. The chemical formulas and properties of methane, ethane, and several other alkanes are listed in Table below . The boiling and melting points of alkanes are determined mainly by the number of carbon atoms they have. Alkanes with more carbon atoms generally have higher boiling and melting points. \nStory: Beth and Jane studied chemistry in school. However, Beth studied noble gasses while Jane decided to know more about alkanes. \nQuestion: Which student learned more about how many carbon atoms each molecule of the alkane has?", "pos": "Background Paragraph: Saturated hydrocarbons are given the general name of alkanes . The name of specific alkanes always ends in - ane . The first part of the name indicates how many carbon atoms each molecule of the alkane has. The smallest alkane is methane. It has just one carbon atom. The next largest is ethane, with two carbon atoms. The chemical formulas and properties of methane, ethane, and several other alkanes are listed in Table below . The boiling and melting points of alkanes are determined mainly by the number of carbon atoms they have. Alkanes with more carbon atoms generally have higher boiling and melting points. \nStory: Beth and Jane studied chemistry in school. However, Beth studied noble gasses while Jane decided to know more about alkanes. \nQuestion: Which student learned more about ethane?", "neg": "Background Paragraph: Saturated hydrocarbons are given the general name of alkanes . The name of specific alkanes always ends in - ane . The first part of the name indicates how many carbon atoms each molecule of the alkane has. The smallest alkane is methane. It has just one carbon atom. The next largest is ethane, with two carbon atoms. The chemical formulas and properties of methane, ethane, and several other alkanes are listed in Table below . The boiling and melting points of alkanes are determined mainly by the number of carbon atoms they have. Alkanes with more carbon atoms generally have higher boiling and melting points. \nStory: Vic and Joe studied chemistry in school. Joe studied alkanes, while his friend Vic studied other acyclic hydrocarbons. \nQuestion: Which friend studied more about ethane gas?", "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."}
{"query": "Background Paragraph: No doubt you already have a good idea of what temperature is. You might say that it’s how warm or cool something feels. In physics, temperature is defined as the average kinetic energy of the particles of matter. When particles of matter move more quickly, they have more kinetic energy, so their temperature is higher. With a higher temperature, matter feels warmer. When particles move more slowly, they have less kinetic energy on average, so their temperature is lower. With a lower temperature, matter feels cooler. \nStory: David is trying to understand temperature and the science behind it. He took two objects, object A and object B, to his physics professor. Object A had higher temperature, but object B had lower temperature. His physics professor explained him why one object's temperature was higher while other object's temperature was lower. \nQuestion: Would objcet B have more or less average kinetic energy than object A?", "pos": "Background Paragraph: No doubt you already have a good idea of what temperature is. You might say that it’s how warm or cool something feels. In physics, temperature is defined as the average kinetic energy of the particles of matter. When particles of matter move more quickly, they have more kinetic energy, so their temperature is higher. With a higher temperature, matter feels warmer. When particles move more slowly, they have less kinetic energy on average, so their temperature is lower. With a lower temperature, matter feels cooler. \nStory: David is trying to understand temperature and the science behind it. He took two objects, object A and object B, to his physics professor. Object A had higher temperature, but object B had lower temperature. His physics professor explained him why one object's temperature was higher while other object's temperature was lower. \nQuestion: Would particles move slower or faster in object B than in object A?", "neg": "Background Paragraph: No doubt you already have a good idea of what temperature is. You might say that it’s how warm or cool something feels. In physics, temperature is defined as the average kinetic energy of the particles of matter. When particles of matter move more quickly, they have more kinetic energy, so their temperature is higher. With a higher temperature, matter feels warmer. When particles move more slowly, they have less kinetic energy on average, so their temperature is lower. With a lower temperature, matter feels cooler. \nStory: David is trying to understand temperature and the science behind it. He took two objects, object A and object B, to his physics professor. Object A had higher temperature, but object B had lower temperature. His physics professor explained him why one object's temperature was higher while other object's temperature was lower. \nQuestion: Which object would have less average kinetic energy, object A or object 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."}
{"query": "Background Paragraph: Cancer is a disease that causes cells to divide out of control. Normally, the body has systems that prevent cells from dividing out of control. But in the case of cancer, these systems fail. Cancer is usually caused by mutations. Mutations are random errors in genes. Mutations that lead to cancer usually happen to genes that control the cell cycle. Because of the mutations, abnormal cells divide uncontrollably. This often leads to the development of a tumor. A tumor is a mass of abnormal tissue. As a tumor grows, it may harm normal tissues around it. Anything that can cause cancer is called a carcinogen . Carcinogens may be pathogens, chemicals, or radiation. \nStory: Two sisters went to the doctor to get screened for cancer. Lisa had cancer, while her sister Beth didn't. Lisa was terrified, but her sister comforted her. \nQuestion: Which sister had a smaller chance of developing a tumor?", "pos": "Background Paragraph: Cancer is a disease that causes cells to divide out of control. Normally, the body has systems that prevent cells from dividing out of control. But in the case of cancer, these systems fail. Cancer is usually caused by mutations. Mutations are random errors in genes. Mutations that lead to cancer usually happen to genes that control the cell cycle. Because of the mutations, abnormal cells divide uncontrollably. This often leads to the development of a tumor. A tumor is a mass of abnormal tissue. As a tumor grows, it may harm normal tissues around it. Anything that can cause cancer is called a carcinogen . Carcinogens may be pathogens, chemicals, or radiation. \nStory: Two sisters went to the doctor to get screened for cancer. Lisa had cancer, while her sister Beth didn't. Lisa was terrified, but her sister comforted her. \nQuestion: Which sister had a greater chance of developing a tumor?", "neg": "Background Paragraph: Cancer is a disease that causes cells to divide out of control. Normally, the body has systems that prevent cells from dividing out of control. But in the case of cancer, these systems fail. Cancer is usually caused by mutations. Mutations are random errors in genes. Mutations that lead to cancer usually happen to genes that control the cell cycle. Because of the mutations, abnormal cells divide uncontrollably. This often leads to the development of a tumor. A tumor is a mass of abnormal tissue. As a tumor grows, it may harm normal tissues around it. Anything that can cause cancer is called a carcinogen . Carcinogens may be pathogens, chemicals, or radiation. \nStory: Jason recently learned that he has cancer. After hearing this news, he convinced his wife, Charlotte, to get checked out. After running several tests, the doctors determined Charlotte has no cancer, but she does have high blood pressure. Relieved at this news, Jason was now focused on battling his cancer and fighting as hard as he could to survive. \nQuestion: Are Charlotte's chances of developing a tumor higher or lower than Jason'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."}
{"query": "Background Paragraph: The primary role of red blood cells in the circulatory system is to transport oxygen to the tissues. The actual carrier of oxygen molecules is the protein hemoglobin, which binds to the oxygen and moves it throughout the body, releasing it in areas where the concentration of dissolved oxygen is low. A certain mutation in the gene for hemoglobin causes a slight change in the structure of this crucial protein, resulting in a disease called sickle-cell anemia. For people with this mutation, the hemoglobin produced by their red blood cells has a tendency to clump together, distorting the shape of the red blood cells and giving rise to the crescent-shaped cells seen above. By understanding the changes in structure that are the underlying cause of this disease, we have developed various ways to treat and manage this illness. \nStory: Dr. Bill studies 2 groups of patients, group S composed of individuals with siclke-cell anemia, and group N with normal blood and no health issues. \nQuestion: Which group had people with more crescent-shaped cells?", "pos": "Background Paragraph: The primary role of red blood cells in the circulatory system is to transport oxygen to the tissues. The actual carrier of oxygen molecules is the protein hemoglobin, which binds to the oxygen and moves it throughout the body, releasing it in areas where the concentration of dissolved oxygen is low. A certain mutation in the gene for hemoglobin causes a slight change in the structure of this crucial protein, resulting in a disease called sickle-cell anemia. For people with this mutation, the hemoglobin produced by their red blood cells has a tendency to clump together, distorting the shape of the red blood cells and giving rise to the crescent-shaped cells seen above. By understanding the changes in structure that are the underlying cause of this disease, we have developed various ways to treat and manage this illness. \nStory: Dr. Bill studies 2 groups of patients, group S composed of individuals with siclke-cell anemia, and group N with normal blood and no health issues. \nQuestion: Which group had people with more cells distorted by hemoglobin?", "neg": "Background Paragraph: The primary role of red blood cells in the circulatory system is to transport oxygen to the tissues. The actual carrier of oxygen molecules is the protein hemoglobin, which binds to the oxygen and moves it throughout the body, releasing it in areas where the concentration of dissolved oxygen is low. A certain mutation in the gene for hemoglobin causes a slight change in the structure of this crucial protein, resulting in a disease called sickle-cell anemia. For people with this mutation, the hemoglobin produced by their red blood cells has a tendency to clump together, distorting the shape of the red blood cells and giving rise to the crescent-shaped cells seen above. By understanding the changes in structure that are the underlying cause of this disease, we have developed various ways to treat and manage this illness. \nStory: Doctors studied Dan, a normal patient, whit a normal number of red blood cells, and Jim, a patient that had sickle-cell anemia. The differences were remarkable in terms of overall well-being and health. \nQuestion: Which patient had more crescent shaped red blood cells, Dan or Jim?", "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."}
{"query": "Background Paragraph: Human beings invented agriculture about 10,000 years ago. This provided a bigger, more dependable food supply. It also allowed people to settle down in villages and cities for the first time. Birth rates went up because there was more food and settled life had other advantages. Death rates also rose because of crowded living conditions and diseases that spread from domestic animals. Because the higher birth rates were matched by higher death rates, the human population continued to grow very slowly. \nStory: Gary researched two old human settlements. Village A was smaller, it existed about 12,000 years ago. He also studied village B, which existed about 6,000 years ago. The village was much bigger and better developed. \nQuestion: Which village had higher birth rates?", "pos": "Background Paragraph: Human beings invented agriculture about 10,000 years ago. This provided a bigger, more dependable food supply. It also allowed people to settle down in villages and cities for the first time. Birth rates went up because there was more food and settled life had other advantages. Death rates also rose because of crowded living conditions and diseases that spread from domestic animals. Because the higher birth rates were matched by higher death rates, the human population continued to grow very slowly. \nStory: Gary researched two old human settlements. Village A was smaller, it existed about 12,000 years ago. He also studied village B, which existed about 6,000 years ago. The village was much bigger and better developed. \nQuestion: Which village had higher death rates?", "neg": "Background Paragraph: Human beings invented agriculture about 10,000 years ago. This provided a bigger, more dependable food supply. It also allowed people to settle down in villages and cities for the first time. Birth rates went up because there was more food and settled life had other advantages. Death rates also rose because of crowded living conditions and diseases that spread from domestic animals. Because the higher birth rates were matched by higher death rates, the human population continued to grow very slowly. \nStory: Brad studied ancient human settlements from 100,000 years ago. His colleague Phil studied human settlement from 8-10,000 years ago. They were both fascinated by their findings. \nQuestion: Which colleague studied that more people settled down in cities?", "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."}
{"query": "Background Paragraph: Reptiles are a class of animals comprising turtles, tuataras, lizards, snakes and crocodiles. They are tetrapods, but the snakes and a few species of lizard either have no limbs or their limbs are much reduced in size. Their bones are better ossified and their skeletons stronger than those of amphibians. The teeth are conical and mostly uniform in size. The surface cells of the epidermis are modified into horny scales which create a waterproof layer. Reptiles are unable to use their skin for respiration as do amphibians and have a more efficient respiratory system drawing air into their lungs by expanding their chest walls. The heart resembles that of the amphibian but there is a septum which more completely separates the oxygenated and deoxygenated bloodstreams. The reproductive system has evolved for internal fertilization, with a copulatory organ present in most species. The eggs are surrounded by amniotic membranes which prevents them from drying out and are laid on land, or develop internally in some species. The bladder is small as nitrogenous waste is excreted as uric acid.Turtles are notable for their protective shells. They have an inflexible trunk encased in a horny carapace above and a plastron below. These are formed from bony plates embedded in the dermis which are overlain by horny ones and are partially fused with the ribs and spine. The neck is long and flexible and the head and the legs can be drawn back inside the shell. Turtles are vegetarians and the typical reptile teeth have been replaced by sharp, horny plates. In aquatic species, the front legs are modified into flippers.Tuataras superficially resemble lizards but the lineages diverged in the Triassic period. There is one living species, Sphenodon punctatus. The skull has two openings (fenestrae) on either side and the jaw is rigidly attached to the skull. There is one row of teeth in the lower jaw and this fits between the two rows in the upper jaw when the animal chews. The teeth are merely projections of bony material from the jaw and eventually wear down. The brain and heart are more primitive than those of other reptiles, and the lungs have a single chamber and lack bronchi. The tuatara has a well-developed parietal eye on its forehead.Lizards have skulls with only one fenestra on each side, the lower bar of bone below the second fenestra having been lost. This results in the jaws being less rigidly attached which allows the mouth to open wider. Lizards are mostly quadrupeds, with the trunk held off the ground by short, sideways-facing legs, but a few species have no limbs and resemble snakes. Lizards have moveable eyelids, eardrums are present and some species have a central parietal eye.Snakes are closely related to lizards, having branched off from a common ancestral lineage during the Cretaceous period, and they share many of the same features. The skeleton consists of a skull, a hyoid bone, spine and ribs though a few species retain a vestige of the pelvis and rear limbs in the form of pelvic spurs. The bar under the second fenestra has also been lost and the jaws have extreme flexibility allowing the snake to swallow its prey whole. Snakes lack moveable eyelids, the eyes being covered by transparent \"spectacle\" scales. They do not have eardrums but can detect ground vibrations through the bones of their skull. Their forked tongues are used as organs of taste and smell and some species have sensory pits on their heads enabling them to locate warm-blooded prey.Crocodilians are large, low-slung aquatic reptiles with long snouts and large numbers of teeth. The head and trunk are dorso-ventrally flattened and the tail is laterally compressed. It undulates from side to side to force the animal through the water when swimming. The tough keratinized scales provide body armour and some are fused to the skull. The nostrils, eyes and ears are elevated above the top of the flat head enabling them to remain above the surface of the water when the animal is floating. Valves seal the nostrils and ears when it is submerged. Unlike other reptiles, crocodilians have hearts with four chambers allowing complete separation of oxygenated and deoxygenated blood. \nStory: Greg and Lucy are two elementary school students in the same class. They don't know each other well, but have started talking a bit today. During their conversation, they discover that they each have a rather unique pet. Greg owns a pet turtle, named Chompy, and Lucy owns a pet frog, an amphibian. They decide they need to meet outside of school sometime so they can share pets since they both like playing with different animals. \nQuestion: Is Greg's or Lucy's pet unable to breathe through its skin?", "pos": "Background Paragraph: Reptiles are a class of animals comprising turtles, tuataras, lizards, snakes and crocodiles. They are tetrapods, but the snakes and a few species of lizard either have no limbs or their limbs are much reduced in size. Their bones are better ossified and their skeletons stronger than those of amphibians. The teeth are conical and mostly uniform in size. The surface cells of the epidermis are modified into horny scales which create a waterproof layer. Reptiles are unable to use their skin for respiration as do amphibians and have a more efficient respiratory system drawing air into their lungs by expanding their chest walls. The heart resembles that of the amphibian but there is a septum which more completely separates the oxygenated and deoxygenated bloodstreams. The reproductive system has evolved for internal fertilization, with a copulatory organ present in most species. The eggs are surrounded by amniotic membranes which prevents them from drying out and are laid on land, or develop internally in some species. The bladder is small as nitrogenous waste is excreted as uric acid.Turtles are notable for their protective shells. They have an inflexible trunk encased in a horny carapace above and a plastron below. These are formed from bony plates embedded in the dermis which are overlain by horny ones and are partially fused with the ribs and spine. The neck is long and flexible and the head and the legs can be drawn back inside the shell. Turtles are vegetarians and the typical reptile teeth have been replaced by sharp, horny plates. In aquatic species, the front legs are modified into flippers.Tuataras superficially resemble lizards but the lineages diverged in the Triassic period. There is one living species, Sphenodon punctatus. The skull has two openings (fenestrae) on either side and the jaw is rigidly attached to the skull. There is one row of teeth in the lower jaw and this fits between the two rows in the upper jaw when the animal chews. The teeth are merely projections of bony material from the jaw and eventually wear down. The brain and heart are more primitive than those of other reptiles, and the lungs have a single chamber and lack bronchi. The tuatara has a well-developed parietal eye on its forehead.Lizards have skulls with only one fenestra on each side, the lower bar of bone below the second fenestra having been lost. This results in the jaws being less rigidly attached which allows the mouth to open wider. Lizards are mostly quadrupeds, with the trunk held off the ground by short, sideways-facing legs, but a few species have no limbs and resemble snakes. Lizards have moveable eyelids, eardrums are present and some species have a central parietal eye.Snakes are closely related to lizards, having branched off from a common ancestral lineage during the Cretaceous period, and they share many of the same features. The skeleton consists of a skull, a hyoid bone, spine and ribs though a few species retain a vestige of the pelvis and rear limbs in the form of pelvic spurs. The bar under the second fenestra has also been lost and the jaws have extreme flexibility allowing the snake to swallow its prey whole. Snakes lack moveable eyelids, the eyes being covered by transparent \"spectacle\" scales. They do not have eardrums but can detect ground vibrations through the bones of their skull. Their forked tongues are used as organs of taste and smell and some species have sensory pits on their heads enabling them to locate warm-blooded prey.Crocodilians are large, low-slung aquatic reptiles with long snouts and large numbers of teeth. The head and trunk are dorso-ventrally flattened and the tail is laterally compressed. It undulates from side to side to force the animal through the water when swimming. The tough keratinized scales provide body armour and some are fused to the skull. The nostrils, eyes and ears are elevated above the top of the flat head enabling them to remain above the surface of the water when the animal is floating. Valves seal the nostrils and ears when it is submerged. Unlike other reptiles, crocodilians have hearts with four chambers allowing complete separation of oxygenated and deoxygenated blood. \nStory: Two animal collectors met online to talk about trading animals. Greg was a reptile collector and owned most reptile species. Danny collected rare birds but was thinking about buying some reptiles. \nQuestion: Which person owned more crocodiles?", "neg": "Background Paragraph: Reptiles are a class of animals comprising turtles, tuataras, lizards, snakes and crocodiles. They are tetrapods, but the snakes and a few species of lizard either have no limbs or their limbs are much reduced in size. Their bones are better ossified and their skeletons stronger than those of amphibians. The teeth are conical and mostly uniform in size. The surface cells of the epidermis are modified into horny scales which create a waterproof layer. Reptiles are unable to use their skin for respiration as do amphibians and have a more efficient respiratory system drawing air into their lungs by expanding their chest walls. The heart resembles that of the amphibian but there is a septum which more completely separates the oxygenated and deoxygenated bloodstreams. The reproductive system has evolved for internal fertilization, with a copulatory organ present in most species. The eggs are surrounded by amniotic membranes which prevents them from drying out and are laid on land, or develop internally in some species. The bladder is small as nitrogenous waste is excreted as uric acid.Turtles are notable for their protective shells. They have an inflexible trunk encased in a horny carapace above and a plastron below. These are formed from bony plates embedded in the dermis which are overlain by horny ones and are partially fused with the ribs and spine. The neck is long and flexible and the head and the legs can be drawn back inside the shell. Turtles are vegetarians and the typical reptile teeth have been replaced by sharp, horny plates. In aquatic species, the front legs are modified into flippers.Tuataras superficially resemble lizards but the lineages diverged in the Triassic period. There is one living species, Sphenodon punctatus. The skull has two openings (fenestrae) on either side and the jaw is rigidly attached to the skull. There is one row of teeth in the lower jaw and this fits between the two rows in the upper jaw when the animal chews. The teeth are merely projections of bony material from the jaw and eventually wear down. The brain and heart are more primitive than those of other reptiles, and the lungs have a single chamber and lack bronchi. The tuatara has a well-developed parietal eye on its forehead.Lizards have skulls with only one fenestra on each side, the lower bar of bone below the second fenestra having been lost. This results in the jaws being less rigidly attached which allows the mouth to open wider. Lizards are mostly quadrupeds, with the trunk held off the ground by short, sideways-facing legs, but a few species have no limbs and resemble snakes. Lizards have moveable eyelids, eardrums are present and some species have a central parietal eye.Snakes are closely related to lizards, having branched off from a common ancestral lineage during the Cretaceous period, and they share many of the same features. The skeleton consists of a skull, a hyoid bone, spine and ribs though a few species retain a vestige of the pelvis and rear limbs in the form of pelvic spurs. The bar under the second fenestra has also been lost and the jaws have extreme flexibility allowing the snake to swallow its prey whole. Snakes lack moveable eyelids, the eyes being covered by transparent \"spectacle\" scales. They do not have eardrums but can detect ground vibrations through the bones of their skull. Their forked tongues are used as organs of taste and smell and some species have sensory pits on their heads enabling them to locate warm-blooded prey.Crocodilians are large, low-slung aquatic reptiles with long snouts and large numbers of teeth. The head and trunk are dorso-ventrally flattened and the tail is laterally compressed. It undulates from side to side to force the animal through the water when swimming. The tough keratinized scales provide body armour and some are fused to the skull. The nostrils, eyes and ears are elevated above the top of the flat head enabling them to remain above the surface of the water when the animal is floating. Valves seal the nostrils and ears when it is submerged. Unlike other reptiles, crocodilians have hearts with four chambers allowing complete separation of oxygenated and deoxygenated blood. \nStory: An archipelago in the Indian ocean included two very different islands. Snake island was a reptile paradise, inhabited by many species of reptiles. Bird island had few reptiles on it, but had various birds inhabiting it. \nQuestion: Which island was inhabited by more turtles?", "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."}
{"query": "Background Paragraph: For example, if a circuit has a potential difference of 100 volts and it is intended for the circuit to contain a 100 ohm resistance, then the wires carrying the current for this circuit will be designed for 1.0 amp. If that 100 ohm resistance is suddenly cut out of the circuit and only 0.10 ohm resistance remains, then the voltage will push 1000 amps of current through the circuit. This current overheats the wires and may damage the circuits or start a fire in the walls or the appliance. There are many possible causes of a short circuit, one possible cause could be something overheating, melting wires, and thereby fusing the circuit closed, bypassing the resistance. Another cause might be something damaging the insulation of a wire, allowing the incoming and grounds wires to touch. In any case, once the resistance is lost, the voltage pushes a huge amount of charge through the wires causing them to overheat. \nStory: John is preparing for a do it yourself science project. First, he made a circuit with adequate resistance. He labeled that state of the circuit as circuit A. Then he lowered the resistance. He called that new state of the circuit as circuit B. While he was doing all this, his friend Keith showed up with another circuit, circuit C. But that circuit's insulation was damaged. \nQuestion: Which circuit would be less prone to short circuit, circuit A or circuit C?", "pos": "Background Paragraph: For example, if a circuit has a potential difference of 100 volts and it is intended for the circuit to contain a 100 ohm resistance, then the wires carrying the current for this circuit will be designed for 1.0 amp. If that 100 ohm resistance is suddenly cut out of the circuit and only 0.10 ohm resistance remains, then the voltage will push 1000 amps of current through the circuit. This current overheats the wires and may damage the circuits or start a fire in the walls or the appliance. There are many possible causes of a short circuit, one possible cause could be something overheating, melting wires, and thereby fusing the circuit closed, bypassing the resistance. Another cause might be something damaging the insulation of a wire, allowing the incoming and grounds wires to touch. In any case, once the resistance is lost, the voltage pushes a huge amount of charge through the wires causing them to overheat. \nStory: John is preparing for a do it yourself science project. First, he made a circuit with adequate resistance. He labeled that state of the circuit as circuit A. Then he lowered the resistance. He called that new state of the circuit as circuit B. While he was doing all this, his friend Keith showed up with another circuit, circuit C. But that circuit's insulation was damaged. \nQuestion: Which circuit would push lesser amount of charge through the wire, circuit A or circuit B?", "neg": "Background Paragraph: For example, if a circuit has a potential difference of 100 volts and it is intended for the circuit to contain a 100 ohm resistance, then the wires carrying the current for this circuit will be designed for 1.0 amp. If that 100 ohm resistance is suddenly cut out of the circuit and only 0.10 ohm resistance remains, then the voltage will push 1000 amps of current through the circuit. This current overheats the wires and may damage the circuits or start a fire in the walls or the appliance. There are many possible causes of a short circuit, one possible cause could be something overheating, melting wires, and thereby fusing the circuit closed, bypassing the resistance. Another cause might be something damaging the insulation of a wire, allowing the incoming and grounds wires to touch. In any case, once the resistance is lost, the voltage pushes a huge amount of charge through the wires causing them to overheat. \nStory: John is preparing for a do it yourself science project. First, he made a circuit with adequate resistance. He labeled that state of the circuit as circuit A. Then he lowered the resistance. He called that new state of the circuit as circuit B. While he was doing all this, his friend Keith showed up with another circuit, circuit C. But that circuit's insulation was damaged. \nQuestion: Would circuit B push more or less amount of charge through the wire than circuit 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."}
{"query": "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. \nStory: Bird city had may economic ties with Pine city. Pine city was located in the mountains, and was inhabited by nature lovers and people that protected the environment. Bird city was situated on the banks of a large river flowing into the sea. They relied mostly on conventional agriculture and used fertilizer for their crops. \nQuestion: Which city contributed more to marine pollution?", "pos": "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. \nStory: Bird city had may economic ties with Pine city. Pine city was located in the mountains, and was inhabited by nature lovers and people that protected the environment. Bird city was situated on the banks of a large river flowing into the sea. They relied mostly on conventional agriculture and used fertilizer for their crops. \nQuestion: Which city released more livestock waste into the ocean?", "neg": "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. \nStory: Bird city had may economic ties with Pine city. Pine city was located in the mountains, and was inhabited by nature lovers and people that protected the environment. Bird city was situated on the banks of a large river flowing into the sea. They relied mostly on conventional agriculture and used fertilizer for their crops. \nQuestion: Which city contributed less to marine pollution?", "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."}
{"query": "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. \nStory: Bird city had may economic ties with Pine city. Pine city was located in the mountains, and was inhabited by nature lovers and people that protected the environment. Bird city was situated on the banks of a large river flowing into the sea. They relied mostly on conventional agriculture and used fertilizer for their crops. \nQuestion: Which city released less livestock waste into the ocean?", "pos": "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. \nStory: Bird city had may economic ties with Pine city. Pine city was located in the mountains, and was inhabited by nature lovers and people that protected the environment. Bird city was situated on the banks of a large river flowing into the sea. They relied mostly on conventional agriculture and used fertilizer for their crops. \nQuestion: Which city contributed less to marine pollution?", "neg": "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. \nStory: Bird city had may economic ties with Pine city. Pine city was located in the mountains, and was inhabited by nature lovers and people that protected the environment. Bird city was situated on the banks of a large river flowing into the sea. They relied mostly on conventional agriculture and used fertilizer for their crops. \nQuestion: Which city released more livestock waste into the 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."}
{"query": "Background Paragraph: Besides anthropogenic productivity of the land, the biodiversity of degraded land also declines, as previously mentioned.[12] With less biodiversity, this ecosystem is less adaptable to when disasters strike it[11][8] It has a smaller available food supply, in terms of plants, for animals, who then may die out or more likely may relocate. Proof of this decline is that presently 15-20% of Tibetan Plateau species are now considered endangered; and now because of this animal and plant absence, the soil quality of these degraded lands is very poor.[1] It does not hold the necessary nutrients, such as water, nitrogen, and carbon, essential to either supporting life or inviting life back to that land.[6] As a result of such carbon and nitrogen loss in the Tibetan Plateau, $8,033/ha and $13,315/ha were respectively lost in economic terms. Soils are further weakened by dust storms whose frequency increases because of degradation.[11][4] Erosion of soil becomes a bigger problem, since no longer are there as many plants to anchor in the soil. In the northern Chinese province alone, 400 million are affected every year with an associated 54 billion yuan of annual economic loss due to grassland degradation. \nStory: Xi province started sustainable agriculture and permaculture 40 years ago, while Huan province still uses conventional methods of cultivation.  Animals grazing the fields extensively lead to desertification, the loss of carbon and nitrogen in the soil, and other problems. Permaculture was beneficial in Xi province, they re-built 10 inches of top soil in 10 years which is 6 times faster than the natural rate, which lead to a more diverse ecosystem and more biodiversity. \nQuestion: Which province contributed to regenerating less soil?", "pos": "Background Paragraph: Besides anthropogenic productivity of the land, the biodiversity of degraded land also declines, as previously mentioned.[12] With less biodiversity, this ecosystem is less adaptable to when disasters strike it[11][8] It has a smaller available food supply, in terms of plants, for animals, who then may die out or more likely may relocate. Proof of this decline is that presently 15-20% of Tibetan Plateau species are now considered endangered; and now because of this animal and plant absence, the soil quality of these degraded lands is very poor.[1] It does not hold the necessary nutrients, such as water, nitrogen, and carbon, essential to either supporting life or inviting life back to that land.[6] As a result of such carbon and nitrogen loss in the Tibetan Plateau, $8,033/ha and $13,315/ha were respectively lost in economic terms. Soils are further weakened by dust storms whose frequency increases because of degradation.[11][4] Erosion of soil becomes a bigger problem, since no longer are there as many plants to anchor in the soil. In the northern Chinese province alone, 400 million are affected every year with an associated 54 billion yuan of annual economic loss due to grassland degradation. \nStory: Xi province started sustainable agriculture and permaculture 40 years ago, while Huan province still uses conventional methods of cultivation.  Animals grazing the fields extensively lead to desertification, the loss of carbon and nitrogen in the soil, and other problems. Permaculture was beneficial in Xi province, they re-built 10 inches of top soil in 10 years which is 6 times faster than the natural rate, which lead to a more diverse ecosystem and more biodiversity. \nQuestion: Which province had a greater food production due to agriculture practices?", "neg": "Background Paragraph: Besides anthropogenic productivity of the land, the biodiversity of degraded land also declines, as previously mentioned.[12] With less biodiversity, this ecosystem is less adaptable to when disasters strike it[11][8] It has a smaller available food supply, in terms of plants, for animals, who then may die out or more likely may relocate. Proof of this decline is that presently 15-20% of Tibetan Plateau species are now considered endangered; and now because of this animal and plant absence, the soil quality of these degraded lands is very poor.[1] It does not hold the necessary nutrients, such as water, nitrogen, and carbon, essential to either supporting life or inviting life back to that land.[6] As a result of such carbon and nitrogen loss in the Tibetan Plateau, $8,033/ha and $13,315/ha were respectively lost in economic terms. Soils are further weakened by dust storms whose frequency increases because of degradation.[11][4] Erosion of soil becomes a bigger problem, since no longer are there as many plants to anchor in the soil. In the northern Chinese province alone, 400 million are affected every year with an associated 54 billion yuan of annual economic loss due to grassland degradation. \nStory: Both Nicaragua and Costa Rica had large tract of pristine forests. They had one of the largest concentration of tropical species. In the 1980s Nicaragua started clearing up some of these forests. Instead, they have now vast tract of sugarcane production in that land. One can still visit Costa Rica where they kept those pristine forests intact. \nQuestion: Will Nicaragua have smaller or larger plant food supply for its indigenous animals?", "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."}
{"query": "Background Paragraph: Habitat destruction has played a key role in extinctions, especially in relation to tropical forest destruction. Factors contributing to habitat loss include: overconsumption, overpopulation, land use change, deforestation, pollution (air pollution, water pollution, soil contamination) and global warming or climate change.Habitat size and numbers of species are systematically related. Physically larger species and those living at lower latitudes or in forests or oceans are more sensitive to reduction in habitat area. Conversion to \"trivial\" standardized ecosystems (e.g., monoculture following deforestation) effectively destroys habitat for the more diverse species that preceded the conversion. Even the simplest forms of agriculture affect diversity – through clearing/draining land, discouraging weeds and \"pests\", and encouraging just a limited set of domesticated plant and animal species. In some countries lack of property rights or lax law/regulatory enforcement necessarily leads to biodiversity loss (degradation costs having to be supported by the community).A 2007 study conducted by the National Science Foundation found that biodiversity and genetic diversity are codependent—that diversity among species requires diversity within a species and vice versa. \"If any one type is removed from the system, the cycle can break down and the community becomes dominated by a single species.\". \nStory: In recent years Indonesia has seen widespread habitat destruction. At the eastern part of Indonesian islands lies the country of Papua New Guinea. Fortunately, Papua New Guinea has avoided mass destruction of habitat. \nQuestion: Which county would have seen more deforestation, Indonesia or Papua New Guinea?", "pos": "Background Paragraph: Habitat destruction has played a key role in extinctions, especially in relation to tropical forest destruction. Factors contributing to habitat loss include: overconsumption, overpopulation, land use change, deforestation, pollution (air pollution, water pollution, soil contamination) and global warming or climate change.Habitat size and numbers of species are systematically related. Physically larger species and those living at lower latitudes or in forests or oceans are more sensitive to reduction in habitat area. Conversion to \"trivial\" standardized ecosystems (e.g., monoculture following deforestation) effectively destroys habitat for the more diverse species that preceded the conversion. Even the simplest forms of agriculture affect diversity – through clearing/draining land, discouraging weeds and \"pests\", and encouraging just a limited set of domesticated plant and animal species. In some countries lack of property rights or lax law/regulatory enforcement necessarily leads to biodiversity loss (degradation costs having to be supported by the community).A 2007 study conducted by the National Science Foundation found that biodiversity and genetic diversity are codependent—that diversity among species requires diversity within a species and vice versa. \"If any one type is removed from the system, the cycle can break down and the community becomes dominated by a single species.\". \nStory: In recent years Indonesia has seen widespread habitat destruction. At the eastern part of Indonesian islands lies the country of Papua New Guinea. Fortunately, Papua New Guinea has avoided mass destruction of habitat. \nQuestion: In which country one would more likely see overpopulation, Indonesia or Papua New Guinea?", "neg": "Background Paragraph: Habitat destruction has played a key role in extinctions, especially in relation to tropical forest destruction. Factors contributing to habitat loss include: overconsumption, overpopulation, land use change, deforestation, pollution (air pollution, water pollution, soil contamination) and global warming or climate change.Habitat size and numbers of species are systematically related. Physically larger species and those living at lower latitudes or in forests or oceans are more sensitive to reduction in habitat area. Conversion to \"trivial\" standardized ecosystems (e.g., monoculture following deforestation) effectively destroys habitat for the more diverse species that preceded the conversion. Even the simplest forms of agriculture affect diversity – through clearing/draining land, discouraging weeds and \"pests\", and encouraging just a limited set of domesticated plant and animal species. In some countries lack of property rights or lax law/regulatory enforcement necessarily leads to biodiversity loss (degradation costs having to be supported by the community).A 2007 study conducted by the National Science Foundation found that biodiversity and genetic diversity are codependent—that diversity among species requires diversity within a species and vice versa. \"If any one type is removed from the system, the cycle can break down and the community becomes dominated by a single species.\". \nStory: In recent years Indonesia has seen widespread habitat destruction. At the eastern part of Indonesian islands lies the country of Papua New Guinea. Fortunately, Papua New Guinea has avoided mass destruction of habitat. \nQuestion: Would Indonesia have seen less or more deforestation than Papua New Guinea?", "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."}
{"query": "Background Paragraph: When the temperature of reactants is higher, the rate of the reaction is faster. At higher temperatures, particles of reactants have more energy, so they move faster. They are more likely to bump into one another and to collide with greater force. For example, when you fry an egg, turning up the heat causes the egg to cook faster. The same principle explains why storing food in a cold refrigerator reduces the rate at which food spoils (see Figure below ). Both food frying and food spoiling are chemical reactions that happen faster at higher temperatures. \nStory: Ned learned about reactions at a higher temperature for his physics class, while Paul had to learn about reactions at lower temperatures. \nQuestion: Which person studied about particles of reactants having less energy?", "pos": "Background Paragraph: When the temperature of reactants is higher, the rate of the reaction is faster. At higher temperatures, particles of reactants have more energy, so they move faster. They are more likely to bump into one another and to collide with greater force. For example, when you fry an egg, turning up the heat causes the egg to cook faster. The same principle explains why storing food in a cold refrigerator reduces the rate at which food spoils (see Figure below ). Both food frying and food spoiling are chemical reactions that happen faster at higher temperatures. \nStory: Ned learned about reactions at a higher temperature for his physics class, while Paul had to learn about reactions at lower temperatures. \nQuestion: Which person studied about particles of reactants moving slower?", "neg": "Background Paragraph: When the temperature of reactants is higher, the rate of the reaction is faster. At higher temperatures, particles of reactants have more energy, so they move faster. As a result, they are more likely to bump into one another and to collide with greater force. For example, food spoils because of chemical reactions, and these reactions occur faster at higher temperatures (see the bread on the left in the Figure below ). This is why we store foods in the refrigerator or freezer (like the bread on the right in the Figure below ). The lower temperature slows the rate of spoilage. \nStory: Justin and Thomas are two college students conducting an experiment in their chemistry laboratory course.  They are mixing together acids and bases to produce sodium based compounds. Justin conducts his reactions at a high temperature, while Thomas conducts his reactions at a lower temperature. \nQuestion: If Thomas wanted the rate of his reactions to be similar to Justin's, should he increase or decrease the temperature of his reactions?", "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."}
{"query": "Background Paragraph: Klinefelter's syndrome is caused by the presence of one or more extra copies of the X chromosome in a male's cells. Extra genetic material from the X chromosome interferes with male sexual development, preventing the testicles from functioning normally and reducing the levels of testosterone. Triple X syndrome (trisomy X) results from an extra copy of the X chromosome in each of a female's cells. Females with trisomy X have a lower IQ than their siblings. Turner syndrome results when each of a female's cells has one normal X chromosome and the other sex chromosome is missing or altered. The missing genetic material affects development and causes the characteristic features of the condition, including short stature and infertility. \nStory: David is a physician with the children's hospital. He is seeing four patients, patient A, patient B, patient C, and patient D. Patient A is a male with Klinefelter's syndrome. Patient B is female with Turner syndrome. Patient C is a male and does not have any of these illnesses. Patient D is a female and she too does not have any of these illnesses. \nQuestion: Would patient A have higher or lower level of testosterone than patient C?", "pos": "Background Paragraph: Klinefelter's syndrome is caused by the presence of one or more extra copies of the X chromosome in a male's cells. Extra genetic material from the X chromosome interferes with male sexual development, preventing the testicles from functioning normally and reducing the levels of testosterone. Triple X syndrome (trisomy X) results from an extra copy of the X chromosome in each of a female's cells. Females with trisomy X have a lower IQ than their siblings. Turner syndrome results when each of a female's cells has one normal X chromosome and the other sex chromosome is missing or altered. The missing genetic material affects development and causes the characteristic features of the condition, including short stature and infertility. \nStory: David is a physician with the children's hospital. He is seeing four patients, patient A, patient B, patient C, and patient D. Patient A is a male with Klinefelter's syndrome. Patient B is female with Turner syndrome. Patient C is a male and does not have any of these illnesses. Patient D is a female and she too does not have any of these illnesses. \nQuestion: Would patient B be shorter or taller than patient D?", "neg": "Background Paragraph: Klinefelter's syndrome is caused by the presence of one or more extra copies of the X chromosome in a male's cells. Extra genetic material from the X chromosome interferes with male sexual development, preventing the testicles from functioning normally and reducing the levels of testosterone. Triple X syndrome (trisomy X) results from an extra copy of the X chromosome in each of a female's cells. Females with trisomy X have a lower IQ than their siblings. Turner syndrome results when each of a female's cells has one normal X chromosome and the other sex chromosome is missing or altered. The missing genetic material affects development and causes the characteristic features of the condition, including short stature and infertility. \nStory: David is a physician with the children's hospital. He is seeing four patients, patient A, patient B, patient C, and patient D. Patient A is a male with Klinefelter's syndrome. Patient B is female with Turner syndrome. Patient C is a male and does not have any of these illnesses. Patient D is a female and she too does not have any of these illnesses. \nQuestion: Which patient would have lower level of testosterone, patient A or patient 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."}
{"query": "Background Paragraph: During May, June, and July, the Northern Hemisphere is exposed to more direct sunlight because the hemisphere faces the Sun. The same is true of the Southern Hemisphere in November, December, and January. It is Earth's axial tilt that causes the Sun to be higher in the sky during the summer months, which increases the solar flux. However, due to seasonal lag, June, July, and August are the warmest months in the Northern Hemisphere while December, January, and February are the warmest months in the Southern Hemisphere. \nStory: Stan moved from the US to Australia, and he still gets confused because of the seasons in the southern hemisphere and the fact that they use the same calendar as the rest of the world. \nQuestion: Which month is colder in the northern hemisphere, July or January?", "pos": "Background Paragraph: During May, June, and July, the Northern Hemisphere is exposed to more direct sunlight because the hemisphere faces the Sun. The same is true of the Southern Hemisphere in November, December, and January. It is Earth's axial tilt that causes the Sun to be higher in the sky during the summer months, which increases the solar flux. However, due to seasonal lag, June, July, and August are the warmest months in the Northern Hemisphere while December, January, and February are the warmest months in the Southern Hemisphere. \nStory: Stan moved from the US to Australia, and he still gets confused because of the seasons in the southern hemisphere and the fact that they use the same calendar as the rest of the world. \nQuestion: Which month is colder in the northern hemisphere, June or December?", "neg": "Background Paragraph: During May, June, and July, the Northern Hemisphere is exposed to more direct sunlight because the hemisphere faces the Sun. The same is true of the Southern Hemisphere in November, December, and January. It is Earth's axial tilt that causes the Sun to be higher in the sky during the summer months, which increases the solar flux. However, due to seasonal lag, June, July, and August are the warmest months in the Northern Hemisphere while December, January, and February are the warmest months in the Southern Hemisphere. \nStory: Tim and Allen were two pen pals, Tim lived in Canada, while Allen lived in Australia. they were chatting about the weather and the fact that their two countries are situated in two different hemispheres. \nQuestion: Which person experiences colder weather in January, Tim or Allen?", "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."}
{"query": "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. \nStory: The prices of John's paintings started to rise immediately after the edition sold out. they used to cost $10 but now they sell for at least $200. john had 45 paintings in this edition. The prices of Mike's paintings are at $8 a piece, because his edition hasn't sold out yet. Mike's edition run was 250 editions. \nQuestion: Which painter sold a lower percentage of their paintings by today?", "pos": "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. \nStory: The prices of John's paintings started to rise immediately after the edition sold out. they used to cost $10 but now they sell for at least $200. john had 45 paintings in this edition. The prices of Mike's paintings are at $8 a piece, because his edition hasn't sold out yet. Mike's edition run was 250 editions. \nQuestion: Which painter was less successful at selling their paintings?", "neg": "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. \nStory: An old art store had limited edition artworks for sale last week. They all had the same amount for each edition at the beginning of the week. The Gross Clinic nearly sold out. The Ninth Wave had half of the editions sold. The Last Supper only sold a few. \nQuestion: What edition will least likely have it's price increased: The Gross Clinic or The Ninth Wave?", "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."}
{"query": "Background Paragraph: Human beings invented agriculture about 10,000 years ago. This provided a bigger, more dependable food supply. It also allowed people to settle down in villages and cities for the first time. Birth rates went up because there was more food and settled life had other advantages. Death rates also rose because of crowded living conditions and diseases that spread from domestic animals. Because the higher birth rates were matched by higher death rates, the human population continued to grow very slowly. \nStory: A team of archaeologists studied two human settlements, village Alpha from about 11000 years ago and village Beta, which existed 9000 years ago. Village Beta was bigger, because their inhabitants already knew about and practiced agriculture. \nQuestion: Which village had smaller death rates because of crowded living conditions?", "pos": "Background Paragraph: Human beings invented agriculture about 10,000 years ago. This provided a bigger, more dependable food supply. It also allowed people to settle down in villages and cities for the first time. Birth rates went up because there was more food and settled life had other advantages. Death rates also rose because of crowded living conditions and diseases that spread from domestic animals. Because the higher birth rates were matched by higher death rates, the human population continued to grow very slowly. \nStory: A team of archaeologists studied two human settlements, village Alpha from about 11000 years ago and village Beta, which existed 9000 years ago. Village Beta was bigger, because their inhabitants already knew about and practiced agriculture. \nQuestion: Which village was less exposed to diseases because of crowded living conditions?", "neg": "Background Paragraph: Human beings invented agriculture about 10,000 years ago. This provided a bigger, more dependable food supply. It also allowed people to settle down in villages and cities for the first time. Birth rates went up because there was more food and settled life had other advantages. Death rates also rose because of crowded living conditions and diseases that spread from domestic animals. Because the higher birth rates were matched by higher death rates, the human population continued to grow very slowly. \nStory: Gary researched two old human settlements. Village A was smaller, it existed about 12,000 years ago. He also studied village B, which existed about 6,000 years ago. The village was much bigger and better developed. \nQuestion: Which village had higher birth rates?", "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."}
{"query": "Background Paragraph: Middle adulthood lasts from the mid-30s to the mid-60s. During this stage of life, many people raise a family and strive to attain career goals. They start showing physical signs of aging, such as wrinkles and gray hair. Typically, vision, strength and reaction time start declining. Diseases such as type 2 diabetes, cardiovascular or heart disease, and cancer are often diagnosed during this stage of life. These diseases are also the chief causes of death in middle adulthood. \nStory: Adam and his older brother Chris were born almost 15 years apart from each other. Adam is 27 now which means Chris is 41.  Lately Chris has started noticing grey hairs come in. When Adam and him play games together Chris also seems to lose more often now even though historically he has always been better. \nQuestion: Will getting older likely increase or decrease your ability to see well?", "pos": "Background Paragraph: Middle adulthood lasts from the mid-30s to the mid-60s. During this stage of life, many people raise a family and strive to attain career goals. They start showing physical signs of aging, such as wrinkles and gray hair. Typically, vision, strength and reaction time start declining. Diseases such as type 2 diabetes, cardiovascular or heart disease, and cancer are often diagnosed during this stage of life. These diseases are also the chief causes of death in middle adulthood. \nStory: Adam and his older brother Chris were born almost 15 years apart from each other. Adam is 27 now which means Chris is 41.  Lately Chris has started noticing grey hairs come in. When Adam and him play games together Chris also seems to lose more often now even though historically he has always been better. \nQuestion: Will Chris' signs of aging continue to increase or decrease as more time passes?", "neg": "Background Paragraph: Middle adulthood lasts from the mid-30s to the mid-60s. During this stage of life, many people raise a family and strive to attain career goals. They start showing physical signs of aging, such as wrinkles and gray hair. Typically, vision, strength and reaction time start declining. Diseases such as type 2 diabetes, cardiovascular or heart disease, and cancer are often diagnosed during this stage of life. These diseases are also the chief causes of death in middle adulthood. \nStory: Adam and his older brother Chris were born almost 15 years apart from each other. Adam is 27 now which means Chris is 41.  Lately Chris has started noticing grey hairs come in. When Adam and him play games together Chris also seems to lose more often now even though historically he has always been better. \nQuestion: Which brother is likely experiencing a decline in strength, Adam or Chris?", "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."}
{"query": "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]. \nStory: The Boat Ballers met to discuss their experiences. They all said they always had a great experience using boat and used the same amount each time. They told how many times they used boat. Les used it 99 times, Osvaldo used it 89 times, Dino used it 79 times, Refugio used it 69 times, Coleman used it 59 times, Margarito used it 49 times, and Alden used it 39 times. \nQuestion: Who has a higher tolerance for boat: Refugio or Osvaldo?", "pos": "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]. \nStory: The Boat Ballers met to discuss their experiences. They all said they always had a great experience using boat and used the same amount each time. They told how many times they used boat. Les used it 99 times, Osvaldo used it 89 times, Dino used it 79 times, Refugio used it 69 times, Coleman used it 59 times, Margarito used it 49 times, and Alden used it 39 times. \nQuestion: Who has a higher tolerance for boat: Margarito or Osvaldo?", "neg": "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]. \nStory: The Boat Ballers met to discuss their experiences. They all said they always had a great experience using boat and used the same amount each time. They told how many times they used boat. Les used it 99 times, Osvaldo used it 89 times, Dino used it 79 times, Refugio used it 69 times, Coleman used it 59 times, Margarito used it 49 times, and Alden used it 39 times. \nQuestion: Who has a higher tolerance for boat: Osvaldo or Les?", "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."}
{"query": "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. \nStory: Keith is a doctor at the city hospital. Today, he is seeing six patients, patient A, patient B, patient C, patient D, patient E, and patient F. Patient A is a smoker, but patient B is not a smoker. Patient C uses sunscreen, but patient D does not use any sunscreen. Patient E tans with tanning lamps, but patient F tans in the sun. \nQuestion: Would patient A have higher or lower risk of lung cancer than patient B?", "pos": "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. \nStory: 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. \nQuestion: Is Bill's chance of skin cancer higher or lower than Steve's?", "neg": "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. \nStory: Bob and Bill studied at the same university. While Bob got into studying nutrition, Bill ended up studying about cancer and how to prevent it. \nQuestion: Which student learned less about exposure of the skin to UV radiation?", "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."}
{"query": "Background Paragraph: Naturally occurring uranium is composed almost entirely of two isotopes, uranium-238 (99%) and uranium-235 (1%). It is the uranium-235 that is fissionable (will undergo fission) and therefore, this is the uranium isotope than can be used for fuel in a nuclear reactor. For uranium to be used as fuel, the percent of uranium-235 must be increased to at least 3%. Uranium in which the U-235 content is more than 1% is called enriched uranium. Somehow, the two isotopes must be separated so that enriched uranium is available for use as fuel. Separating the isotope by chemical means (chemical reactions) is not successful because the isotopes have exactly the same chemistry. The only essential difference between U-238 and U-235 is their atomic masses; as a result, the two isotopes are separated by a physical means that takes advantage of the difference in mass. \nStory: John is a nuclear scientist who works at the Fermi lab. Today, in front of him he has four samples, sample A, sample B, sample C, and sample D. Sample A is the naturally occurring uranium. Sample B is enriched uranium. Sample C is the U-238, and sample D is the U-235. He needs to figure out how to best use them. \nQuestion: Which smaple would be fissionable, sample C or sample D?", "pos": "Background Paragraph: Naturally occurring uranium is composed almost entirely of two isotopes, uranium-238 (99%) and uranium-235 (1%). It is the uranium-235 that is fissionable (will undergo fission) and therefore, this is the uranium isotope than can be used for fuel in a nuclear reactor. For uranium to be used as fuel, the percent of uranium-235 must be increased to at least 3%. Uranium in which the U-235 content is more than 1% is called enriched uranium. Somehow, the two isotopes must be separated so that enriched uranium is available for use as fuel. Separating the isotope by chemical means (chemical reactions) is not successful because the isotopes have exactly the same chemistry. The only essential difference between U-238 and U-235 is their atomic masses; as a result, the two isotopes are separated by a physical means that takes advantage of the difference in mass. \nStory: John is a nuclear scientist who works at the Fermi lab. Today, in front of him he has four samples, sample A, sample B, sample C, and sample D. Sample A is the naturally occurring uranium. Sample B is enriched uranium. Sample C is the U-238, and sample D is the U-235. He needs to figure out how to best use them. \nQuestion: Which sample would have lower percentage of uranium-235, sample A or sample B?", "neg": "Background Paragraph: Naturally occurring uranium is composed almost entirely of two isotopes, uranium-238 (99%) and uranium-235 (1%). It is the uranium-235 that is fissionable (will undergo fission) and therefore, this is the uranium isotope than can be used for fuel in a nuclear reactor. For uranium to be used as fuel, the percent of uranium-235 must be increased to at least 3%. Uranium in which the U-235 content is more than 1% is called enriched uranium. Somehow, the two isotopes must be separated so that enriched uranium is available for use as fuel. Separating the isotope by chemical means (chemical reactions) is not successful because the isotopes have exactly the same chemistry. The only essential difference between U-238 and U-235 is their atomic masses; as a result, the two isotopes are separated by a physical means that takes advantage of the difference in mass. \nStory: John is a nuclear scientist who works at the Fermi lab. Today, in front of him he has four samples, sample A, sample B, sample C, and sample D. Sample A is the naturally occurring uranium. Sample B is enriched uranium. Sample C is the U-238, and sample D is the U-235. He needs to figure out how to best use them. \nQuestion: Would sample B have higher or lower percentage of uranium-235 than sample 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."}
{"query": "Background Paragraph: Some individuals have a specific mutation in the primary sequence of their hemoglobin molecules that causes them to aggregate, resulting in a deformation of their red blood cells. This abnormality is genetic in nature. A person may inherit the gene from one parent and have sickle cell trait (only some of the hemoglobin is hemoglobin S), which is usually not life-threatening. Inheriting the gene from both parents will result in sickle cell disease, which is a very serious condition. \nStory: Two sisters went to the hospital. The medics ran some blood tests and found out that Sue had sickle cell trait, while Mary had normal blood cells. Sue received treatment. \nQuestion: Which sister has a specific mutation in the primary sequence of their hemoglobin molecules?", "pos": "Background Paragraph: Some individuals have a specific mutation in the primary sequence of their hemoglobin molecules that causes them to aggregate, resulting in a deformation of their red blood cells. This abnormality is genetic in nature. A person may inherit the gene from one parent and have sickle cell trait (only some of the hemoglobin is hemoglobin S), which is usually not life-threatening. Inheriting the gene from both parents will result in sickle cell disease, which is a very serious condition. \nStory: Two sisters went to the hospital. The medics ran some blood tests and found out that Sue had sickle cell trait, while Mary had normal blood cells. Sue received treatment. \nQuestion: Which sister has a genetic abnormality?", "neg": "Background Paragraph: Some individuals have a specific mutation in the primary sequence of their hemoglobin molecules that causes them to aggregate, resulting in a deformation of their red blood cells. This abnormality is genetic in nature. A person may inherit the gene from one parent and have sickle cell trait (only some of the hemoglobin is hemoglobin S), which is usually not life-threatening. Inheriting the gene from both parents will result in sickle cell disease, which is a very serious condition. \nStory: Doctors studied two groups of patients. Group W which had people with sickle cell disease, and group A which had normal people in it. \nQuestion: Which group had fewer individuals inheriting the gene from both 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."}
{"query": "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. \nStory: 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. \nQuestion: Which group of organisms has individuals which have the DNA from one parent?", "pos": "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. \nStory: 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. \nQuestion: Which group of organisms does not receive a mix of traits from both parents?", "neg": "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. \nStory: 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. \nQuestion: 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."}
{"query": "Background Paragraph: There are many examples in the chemical world of changes in entropy. Phase transitions are one obvious example. When a substance makes a transition from the liquid state to the gaseous state, the particles have many more possible arrangements, because they are no longer confined to a specified volume in which they are close to each other; gas particles can move freely throughout their container. Vaporization represents an increase in entropy. In the opposite direction, a liquid loses entropy when it freezes to a solid. Because solids have very ordered structures, there are fewer possible arrangements of particles that would result in the properties associated with a solid. \nStory: Rob was in his chemistry lab, experimenting with different states of matter. He had a liquid substance that he labeled as state A. He then transformed half of the liquid substance to gaseous state. He labeled it as state B. Finally, he froze the remaining half of the liquid to solid state. He labeled it as state C. \nQuestion: Which state has more possible arrangements, state A or state B?", "pos": "Background Paragraph: There are many examples in the chemical world of changes in entropy. Phase transitions are one obvious example. When a substance makes a transition from the liquid state to the gaseous state, the particles have many more possible arrangements, because they are no longer confined to a specified volume in which they are close to each other; gas particles can move freely throughout their container. Vaporization represents an increase in entropy. In the opposite direction, a liquid loses entropy when it freezes to a solid. Because solids have very ordered structures, there are fewer possible arrangements of particles that would result in the properties associated with a solid. \nStory: Rob was in his chemistry lab, experimenting with different states of matter. He had a liquid substance that he labeled as state A. He then transformed half of the liquid substance to gaseous state. He labeled it as state B. Finally, he froze the remaining half of the liquid to solid state. He labeled it as state C. \nQuestion: Which state has less possible arrangements, state A or state B?", "neg": "Background Paragraph: There are many examples in the chemical world of changes in entropy. Phase transitions are one obvious example. When a substance makes a transition from the liquid state to the gaseous state, the particles have many more possible arrangements, because they are no longer confined to a specified volume in which they are close to each other; gas particles can move freely throughout their container. Vaporization represents an increase in entropy. In the opposite direction, a liquid loses entropy when it freezes to a solid. Because solids have very ordered structures, there are fewer possible arrangements of particles that would result in the properties associated with a solid. \nStory: Rob was in his chemistry lab, experimenting with different states of matter. He had a liquid substance that he labeled as state A. He then transformed half of the liquid substance to gaseous state. He labeled it as state B. Finally, he froze the remaining half of the liquid to solid state. He labeled it as state C. \nQuestion: Would state B have less or more possible arrangements than state 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."}
{"query": "Background Paragraph: Hepatitis B is a contagious virus that affects the liver, infection can last from a few weeks to a serious lifelong illness. Two different types of infection exist for this disease, \"acute\" and \"chronic.\" Acute Hepatitis B is a short term illness that occurs within 6 months of exposure, Chronic Hepatitis B is long term and happens when the virus remains in the body. The younger the child is, the greater their chance of developing a chronic infection and this risk goes down as the child gets older. Approximately 90% of infected infants will develop a chronic infection.[3]. \nStory: A 1st grade classroom photo was held today. They all gathered by age.  Lawrence was the oldest. Nicholas was the 2nd oldest. Roy was the 3rd oldest. Benjamin was the 4th oldest. Bruce was the 5th oldest. Brandon was the 6th oldest. The last one was Adam, who was the youngest. They all looked handsome that day. \nQuestion: Who has a greater chance of developing a chronic infection: Roy or Brandon?", "pos": "Background Paragraph: Hepatitis B is a contagious virus that affects the liver, infection can last from a few weeks to a serious lifelong illness. Two different types of infection exist for this disease, \"acute\" and \"chronic.\" Acute Hepatitis B is a short term illness that occurs within 6 months of exposure, Chronic Hepatitis B is long term and happens when the virus remains in the body. The younger the child is, the greater their chance of developing a chronic infection and this risk goes down as the child gets older. Approximately 90% of infected infants will develop a chronic infection.[3]. \nStory: A 1st grade classroom photo was held today. They all gathered by age. Larry was the oldest. Jeffrey was the 2nd oldest. Frank was the 3rd oldest. Scott was the 4th oldest. Eric was the 5th oldest. Stephen was the 6th oldest. The last one was Andrew, who was the youngest. They all looked fantastic that day. \nQuestion: Who has a greater chance of developing a chronic infection: Jeffrey or Andrew?", "neg": "Background Paragraph: Hepatitis B is a contagious virus that affects the liver, infection can last from a few weeks to a serious lifelong illness. Two different types of infection exist for this disease, \"acute\" and \"chronic.\" Acute Hepatitis B is a short term illness that occurs within 6 months of exposure, Chronic Hepatitis B is long term and happens when the virus remains in the body. The younger the child is, the greater their chance of developing a chronic infection and this risk goes down as the child gets older. Approximately 90% of infected infants will develop a chronic infection.[3]. \nStory: A 4th grade classroom photo was held today. They all gathered by age. Eloy was the youngest, followed by Gail, and Josef was the oldest. They looked wonderful that day. \nQuestion: Who has a greater chance of developing a chronic infection: Josef or Gail?", "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."}
{"query": "Background Paragraph: As Figure above shows, the distance between particles is much smaller for the solid and liquid states than for the gas state. In the solid state, particles are fixed in place, while particles are more free to move in the liquid and gas states. The particles in the solid and liquid states “stick together,” but in the gas state, they move freely about the container. In general, it requires energy to separate individual particles. If we want to make a solid adopt a liquid form, we can add energy in the form of heat, increasing the temperature of the substance. Conversely, if we want to convert a substance from a gas to a liquid or from a liquid to a solid, we remove energy from the system and decrease the temperature. Pressure also plays an important role in changes of state, which will be discussed later on. We will study these difference in greater detail in the chapter States of Matter. \nStory: Thomas and Alexander are freshman students in an introductory chemistry laboratory course at their local college. In this week's experiment, both Thomas and Alexander will be starting their experiments with liquid water. They both follow different experimental protocols, and at the end of the experiment Thomas discovers ice in his reaction flask, while Alexander discovers steam in his reaction flask. \nQuestion: Which person created a substance with particles that have less freedom to move than they did originally?", "pos": "Background Paragraph: As Figure above shows, the distance between particles is much smaller for the solid and liquid states than for the gas state. In the solid state, particles are fixed in place, while particles are more free to move in the liquid and gas states. The particles in the solid and liquid states “stick together,” but in the gas state, they move freely about the container. In general, it requires energy to separate individual particles. If we want to make a solid adopt a liquid form, we can add energy in the form of heat, increasing the temperature of the substance. Conversely, if we want to convert a substance from a gas to a liquid or from a liquid to a solid, we remove energy from the system and decrease the temperature. Pressure also plays an important role in changes of state, which will be discussed later on. We will study these difference in greater detail in the chapter States of Matter. \nStory: Thomas and Alexander are freshman students in an introductory chemistry laboratory course at their local college. In this week's experiment, both Thomas and Alexander will be starting their experiments with liquid water. They both follow different experimental protocols, and at the end of the experiment Thomas discovers ice in his reaction flask, while Alexander discovers steam in his reaction flask. \nQuestion: Which person must have increased the temperature of their reaction?", "neg": "Background Paragraph: As Figure above shows, the distance between particles is much smaller for the solid and liquid states than for the gas state. In the solid state, particles are fixed in place, while particles are more free to move in the liquid and gas states. The particles in the solid and liquid states “stick together,” but in the gas state, they move freely about the container. In general, it requires energy to separate individual particles. If we want to make a solid adopt a liquid form, we can add energy in the form of heat, increasing the temperature of the substance. Conversely, if we want to convert a substance from a gas to a liquid or from a liquid to a solid, we remove energy from the system and decrease the temperature. Pressure also plays an important role in changes of state, which will be discussed later on. We will study these difference in greater detail in the chapter States of Matter. \nStory: John is studying the different states of matter. Today, he has a matter in three states in front of him, state A, state B, and state C. State A is in solid state. State B is in liquid state. And, state C is in gaseous state. He needs to determine the properties of each state. \nQuestion: In which state the distance between particles are smaller, state B or state 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."}
{"query": "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. \nStory: 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. \nQuestion: Which limited edition most likely had it's price increased: The Birth Of Venus or The Swing?", "pos": "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. \nStory: 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. \nQuestion: Which limited edition most likely had it's price increased: Musicians or The Swing?", "neg": "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. \nStory: 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. \nQuestion: Will the Stillman edition of art most likely cost more or less than the Grossman edition?", "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."}
{"query": "Background Paragraph: Excess intake of calcium may cause hypercalcaemia. However, because calcium is absorbed rather inefficiently by the intestines, high serum calcium is more likely caused by excessive secretion of parathyroid hormone (PTH) or possibly by excessive intake of vitamin D, both which facilitate calcium absorption. It may also be due to bone destruction that occurs when tumours metastasize within bone. All these conditions result in excess calcium salts being deposited in the heart, blood vessels, or kidneys. Symptoms include anorexia, nausea, vomiting, memory loss, confusion, muscle weakness, increased urination, dehydration, and metabolic bone disease. Chronic hypercalcaemia typically leads to calcification of soft tissue and its serious consequences: for example, calcification can cause loss of elasticity of vascular walls and disruption of laminar blood flow—and thence to plaque rupture and thrombosis. Conversely, inadequate calcium or vitamin D intakes may result in hypocalcaemia, often caused also by inadequate secretion of parathyroid hormone or defective PTH receptors in cells. Symptoms include neuromuscular excitability, which potentially causes tetany and disruption of conductivity in cardiac tissue. \nStory: Two friends went to the doctor because they weren't feeling well. As it turns out Danny had a condition called hypercalcaemia, while Greg had hypocalcaemia. \nQuestion: Which friend had an excessive secretion of parathyroid hormone (PTH)?", "pos": "Background Paragraph: Excess intake of calcium may cause hypercalcaemia. However, because calcium is absorbed rather inefficiently by the intestines, high serum calcium is more likely caused by excessive secretion of parathyroid hormone (PTH) or possibly by excessive intake of vitamin D, both which facilitate calcium absorption. It may also be due to bone destruction that occurs when tumours metastasize within bone. All these conditions result in excess calcium salts being deposited in the heart, blood vessels, or kidneys. Symptoms include anorexia, nausea, vomiting, memory loss, confusion, muscle weakness, increased urination, dehydration, and metabolic bone disease. Chronic hypercalcaemia typically leads to calcification of soft tissue and its serious consequences: for example, calcification can cause loss of elasticity of vascular walls and disruption of laminar blood flow—and thence to plaque rupture and thrombosis. Conversely, inadequate calcium or vitamin D intakes may result in hypocalcaemia, often caused also by inadequate secretion of parathyroid hormone or defective PTH receptors in cells. Symptoms include neuromuscular excitability, which potentially causes tetany and disruption of conductivity in cardiac tissue. \nStory: Two friends went to the doctor because they weren't feeling well. As it turns out Danny had a condition called hypercalcaemia, while Greg had hypocalcaemia. \nQuestion: Which friend had taken calcium in excess?", "neg": "Background Paragraph: Excess intake of calcium may cause hypercalcaemia. However, because calcium is absorbed rather inefficiently by the intestines, high serum calcium is more likely caused by excessive secretion of parathyroid hormone (PTH) or possibly by excessive intake of vitamin D, both which facilitate calcium absorption. It may also be due to bone destruction that occurs when tumours metastasize within bone. All these conditions result in excess calcium salts being deposited in the heart, blood vessels, or kidneys. Symptoms include anorexia, nausea, vomiting, memory loss, confusion, muscle weakness, increased urination, dehydration, and metabolic bone disease. Chronic hypercalcaemia typically leads to calcification of soft tissue and its serious consequences: for example, calcification can cause loss of elasticity of vascular walls and disruption of laminar blood flow—and thence to plaque rupture and thrombosis. Conversely, inadequate calcium or vitamin D intakes may result in hypocalcaemia, often caused also by inadequate secretion of parathyroid hormone or defective PTH receptors in cells. Symptoms include neuromuscular excitability, which potentially causes tetany and disruption of conductivity in cardiac tissue. \nStory: Two sisters went in for a medical examination. Mary had normal blood calcium level, but her sister Ann sadly found out that she has a condition named hypercalcaemia. Ann started a new treatment right away. \nQuestion: Which sister didn't have an excessive secretion of parathyroid hormone (PTH)?", "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."}
{"query": "Background Paragraph: Distance decay is a geographical term which describes the effect of distance on cultural or spatial interactions. The distance decay effect states that the interaction between two locales declines as the distance between them increases. Once the distance is outside of the two locales' activity space, their interactions begin to decrease.\n\nWith the advent of faster travel, distance has less effect than it did in the past, except where places previously connected by now-abandoned railways, for example, have fallen off the beaten path. Advances in communications technology, such as telegraphs, telephones, broadcasting, and internet, have further decreased the effects of distance.[1]. \nStory: Two neighboring countries with similar economies, followed different political and economical agendas. Niger developed its infrastructure and communications technology, while Nigeria didn't. \nQuestion: Which country experiences more interaction between locales?", "pos": "Background Paragraph: Distance decay is a geographical term which describes the effect of distance on cultural or spatial interactions. The distance decay effect states that the interaction between two locales declines as the distance between them increases. Once the distance is outside of the two locales' activity space, their interactions begin to decrease.\n\nWith the advent of faster travel, distance has less effect than it did in the past, except where places previously connected by now-abandoned railways, for example, have fallen off the beaten path. Advances in communications technology, such as telegraphs, telephones, broadcasting, and internet, have further decreased the effects of distance.[1]. \nStory: Two neighboring countries with similar economies, followed different political and economical agendas. Niger developed its infrastructure and communications technology, while Nigeria didn't. \nQuestion: Which country is more connected?", "neg": "Background Paragraph: Distance decay is a geographical term which describes the effect of distance on cultural or spatial interactions. The distance decay effect states that the interaction between two locales declines as the distance between them increases. Once the distance is outside of the two locales' activity space, their interactions begin to decrease.\n\nWith the advent of faster travel, distance has less effect than it did in the past, except where places previously connected by now-abandoned railways, for example, have fallen off the beaten path. Advances in communications technology, such as telegraphs, telephones, broadcasting, and internet, have further decreased the effects of distance.[1]. \nStory: Wade county was situated to the east of Gray county. Due to a favorable landscape, Wade county built more roads and railways. \nQuestion: Which county would benefit less from the newly built infrastructure?", "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."}
{"query": "Background Paragraph: Regions on the Earth's surface (or in its atmosphere) that are high above mean sea level are referred to as high altitude. High altitude is sometimes defined to begin at 2,400 meters (8,000 ft) above sea level.[5][6][7]\n\nAt high altitude, atmospheric pressure is lower than that at sea level. This is due to two competing physical effects: gravity, which causes the air to be as close as possible to the ground; and the heat content of the air, which causes the molecules to bounce off each other and expand.[8]. \nStory: There was a competition for who can get their 25 lb drone the highest into the air. Team 60 got it 3,338 ft. Team 61 got it 4,449 ft. Team 62 go it 5,550 ft. Team 63 got it 6,661 ft. Team 64 got it 11,116 ft. Team 65 got it 12,227 ft. Team 66 got it 13,337 ft. \nQuestion: What team got their drone into high altitude: Team 63 or Team 65?", "pos": "Background Paragraph: Regions on the Earth's surface (or in its atmosphere) that are high above mean sea level are referred to as high altitude. High altitude is sometimes defined to begin at 2,400 meters (8,000 ft) above sea level.[5][6][7]\n\nAt high altitude, atmospheric pressure is lower than that at sea level. This is due to two competing physical effects: gravity, which causes the air to be as close as possible to the ground; and the heat content of the air, which causes the molecules to bounce off each other and expand.[8]. \nStory: There was a competition for who can get their 25 lb drone the highest into the air. Team 60 got it 3,338 ft. Team 61 got it 4,449 ft. Team 62 go it 5,550 ft. Team 63 got it 6,661 ft. Team 64 got it 11,116 ft. Team 65 got it 12,227 ft. Team 66 got it 13,337 ft. \nQuestion: What team got their drone into high altitude: Team 62 or Team 65?", "neg": "Background Paragraph: Regions on the Earth's surface (or in its atmosphere) that are high above mean sea level are referred to as high altitude. High altitude is sometimes defined to begin at 2,400 meters (8,000 ft) above sea level.[5][6][7]\n\nAt high altitude, atmospheric pressure is lower than that at sea level. This is due to two competing physical effects: gravity, which causes the air to be as close as possible to the ground; and the heat content of the air, which causes the molecules to bounce off each other and expand.[8]. \nStory: Ken is an avid mountain climber. This year he reached the summits of two mountains, mountain A and mountain B. Mountain A is only 5000 ft tall while mountain B is \n15000 ft tall. He has also learned a fun fact that water boils faster and at lower temperature at low atmospheric pressure. \nQuestion: Would mountain summit A need higher temperature or lower temperature to boil water compared to mountain summit 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."}
{"query": "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. \nStory: 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. \nQuestion: Is Marcia's risk of internal bleeding higher or lower than Jan's?", "pos": "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. \nStory: 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. \nQuestion: Is Jan's risk of internal bleeding higher or lower than Marcia's?", "neg": "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. \nStory: 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. \nQuestion: Which woman will struggle creating blood clots?", "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."}
{"query": "Background Paragraph: Regions on the Earth's surface (or in its atmosphere) that are high above mean sea level are referred to as high altitude. High altitude is sometimes defined to begin at 2,400 meters (8,000 ft) above sea level.[5][6][7]\n\nAt high altitude, atmospheric pressure is lower than that at sea level. This is due to two competing physical effects: gravity, which causes the air to be as close as possible to the ground; and the heat content of the air, which causes the molecules to bounce off each other and expand.[8]. \nStory: There was a competition for who can get their 15 lb drone the highest into the air. Team 40 got it 3,336 ft. Team 41 got it 4,447 ft. Team 42 go it 5,558 ft. Team 43 got it 6,669 ft. Team 44 got it 11,114 ft. Team 45 got it 12,225 ft. Team 46 got it 13,335 ft. \nQuestion: What team got their drone into high altitude: Team 41 or Team 46?", "pos": "Background Paragraph: Regions on the Earth's surface (or in its atmosphere) that are high above mean sea level are referred to as high altitude. High altitude is sometimes defined to begin at 2,400 meters (8,000 ft) above sea level.[5][6][7]\n\nAt high altitude, atmospheric pressure is lower than that at sea level. This is due to two competing physical effects: gravity, which causes the air to be as close as possible to the ground; and the heat content of the air, which causes the molecules to bounce off each other and expand.[8]. \nStory: There was a competition for who can get their 15 lb drone the highest into the air. Team 40 got it 3,336 ft. Team 41 got it 4,447 ft. Team 42 go it 5,558 ft. Team 43 got it 6,669 ft. Team 44 got it 11,114 ft. Team 45 got it 12,225 ft. Team 46 got it 13,335 ft. \nQuestion: What team got their drone into high altitude: Team 42 or Team 46?", "neg": "Background Paragraph: Regions on the Earth's surface (or in its atmosphere) that are high above mean sea level are referred to as high altitude. High altitude is sometimes defined to begin at 2,400 meters (8,000 ft) above sea level.[5][6][7]\n\nAt high altitude, atmospheric pressure is lower than that at sea level. This is due to two competing physical effects: gravity, which causes the air to be as close as possible to the ground; and the heat content of the air, which causes the molecules to bounce off each other and expand.[8]. \nStory: Ken is an avid mountain climber. This year he reached the summits of two mountains, mountain A and mountain B. Mountain A is only 5000 ft tall while mountain B is \n15000 ft tall. He has also learned a fun fact that water boils faster and at lower temperature at low atmospheric pressure. \nQuestion: Would mountain summit A need higher temperature or lower temperature to boil water compared to mountain summit 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."}
{"query": "Background Paragraph: Hypertension , which is also called \"high blood pressure,\" occurs when a person’s blood pressure is always high. Hypertension is said to be present when a person's systolic blood pressure is always 140 or higher, and/or if the person's diastolic blood pressure is always 90 or higher. Having hypertension increases a person’s chance for developing heart disease, having a stroke, or suffering from other serious cardiovascular diseases. Hypertension often does not have any symptoms, so a person may not know that he or she has high blood pressure. For this reason, hypertension is often called the \"silent killer.\" Treatments for hypertension include diet changes, exercise, and medication. Foods thought to lower blood pressure include skim milk, spinach, beans, bananas and dark chocolate. \nStory: Two sisters took their blood pressure at the doctor's office. Jill had hypertension, while her sister Beth had normal blood pressure. \nQuestion: Which sister doesn't have to make diet changes?", "pos": "Background Paragraph: Hypertension , which is also called \"high blood pressure,\" occurs when a person’s blood pressure is always high. Hypertension is said to be present when a person's systolic blood pressure is always 140 or higher, and/or if the person's diastolic blood pressure is always 90 or higher. Having hypertension increases a person’s chance for developing heart disease, having a stroke, or suffering from other serious cardiovascular diseases. Hypertension often does not have any symptoms, so a person may not know that he or she has high blood pressure. For this reason, hypertension is often called the \"silent killer.\" Treatments for hypertension include diet changes, exercise, and medication. Foods thought to lower blood pressure include skim milk, spinach, beans, bananas and dark chocolate. \nStory: Two sisters took their blood pressure at the doctor's office. Jill had hypertension, while her sister Beth had normal blood pressure. \nQuestion: Which sister doesn't have to exercise?", "neg": "Background Paragraph: Hypertension , which is also called \"high blood pressure,\" occurs when a person’s blood pressure is always high. Hypertension is said to be present when a person's systolic blood pressure is always 140 or higher, and/or if the person's diastolic blood pressure is always 90 or higher. Having hypertension increases a person’s chance for developing heart disease, having a stroke, or suffering from other serious cardiovascular diseases. Hypertension often does not have any symptoms, so a person may not know that he or she has high blood pressure. For this reason, hypertension is often called the \"silent killer.\" Treatments for hypertension include diet changes, exercise, and medication. Foods thought to lower blood pressure include skim milk, spinach, beans, bananas and dark chocolate. \nStory: At a doctor's office, two women are having their annual physical done. Jessie goes in first and is told that that she should go see a dermatologist about the skin issues she is having. The doctor then sees Martha who is having a pain in her right arm and who also has hypertension. The doctor talks to Martha about her issues and then heads home for the day. \nQuestion: Is Jessie's risk for cardiovascular diseases higher or lower than Martha'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."}
{"query": "Background Paragraph: In the U.S., the majority of electricity is produced by burning coal or other fossil fuels. This causes air pollution, acid rain, and global warming. Fossil fuels are also limited and may eventually run out. Like fossil fuels, radioactive elements are limited. In fact, they are relatively rare, so they could run out sooner rather than later. On the other hand, nuclear fission does not release air pollution or cause the other environmental problems associated with burning fossil fuels. This is the major advantage of using nuclear fission as a source of energy. \nStory: Us and Canada are two friendly countries. Canada uses alternative methods to produce electricity while the US use more coal and oil. Both countries recently participated in a Global Warming Council. \nQuestion: Which country uses more non-renewable resources?", "pos": "Background Paragraph: In the U.S., the majority of electricity is produced by burning coal or other fossil fuels. This causes air pollution, acid rain, and global warming. Fossil fuels are also limited and may eventually run out. Like fossil fuels, radioactive elements are limited. In fact, they are relatively rare, so they could run out sooner rather than later. On the other hand, nuclear fission does not release air pollution or cause the other environmental problems associated with burning fossil fuels. This is the major advantage of using nuclear fission as a source of energy. \nStory: Us and Canada are two friendly countries. Canada uses alternative methods to produce electricity while the US use more coal and oil. Both countries recently participated in a Global Warming Council. \nQuestion: Which country causes more air pollution?", "neg": "Background Paragraph: In the U.S., the majority of electricity is produced by burning coal or other fossil fuels. This causes air pollution, acid rain, and global warming. Fossil fuels are also limited and may eventually run out. Like fossil fuels, radioactive elements are limited. In fact, they are relatively rare, so they could run out sooner rather than later. On the other hand, nuclear fission does not release air pollution or cause the other environmental problems associated with burning fossil fuels. This is the major advantage of using nuclear fission as a source of energy. \nStory: Marion county used coal and oil to produce electricity, while James county used nuclear energy for its electricity production. Both counties had a flourishing economy. \nQuestion: Which county caused more air pollution?", "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."}
{"query": "Background Paragraph: Depleted soils can be protected from soil erosion by groundcover plants such as naturally growing grasses in agroforestry systems. These help to stabilise the soil as they increase cover compared to short-cycle cropping systems. Soil cover is a crucial factor in preventing erosion. Cleaner water through reduced nutrient and soil surface runoff can be a further advantage of agroforestry. The runoff can be reduced by decreasing its velocity and increasing infiltration into the soil. Compared to row-cropped fields nutrient uptake can be higher and reduce nutrient loss into streams.Further advantages concerning plant growth:. \nStory: Dan, a renowned pedologist, visited two farms near his home town. Grape farm had depleted soils and a low crop production, while Fruit farm, having parcels with depleted soils in the past, established an agroforestry system starting a decade ago which helped stabilize soil and increase production. \nQuestion: Which farm protected more soil from soil erosion?", "pos": "Background Paragraph: Depleted soils can be protected from soil erosion by groundcover plants such as naturally growing grasses in agroforestry systems. These help to stabilise the soil as they increase cover compared to short-cycle cropping systems. Soil cover is a crucial factor in preventing erosion. Cleaner water through reduced nutrient and soil surface runoff can be a further advantage of agroforestry. The runoff can be reduced by decreasing its velocity and increasing infiltration into the soil. Compared to row-cropped fields nutrient uptake can be higher and reduce nutrient loss into streams.Further advantages concerning plant growth:. \nStory: Dan, a renowned pedologist, visited two farms near his home town. Grape farm had depleted soils and a low crop production, while Fruit farm, having parcels with depleted soils in the past, established an agroforestry system starting a decade ago which helped stabilize soil and increase production. \nQuestion: Which farm used fewer short-cycle cropping systems?", "neg": "Background Paragraph: Depleted soils can be protected from soil erosion by groundcover plants such as naturally growing grasses in agroforestry systems. These help to stabilise the soil as they increase cover compared to short-cycle cropping systems. Soil cover is a crucial factor in preventing erosion. Cleaner water through reduced nutrient and soil surface runoff can be a further advantage of agroforestry. The runoff can be reduced by decreasing its velocity and increasing infiltration into the soil. Compared to row-cropped fields nutrient uptake can be higher and reduce nutrient loss into streams.Further advantages concerning plant growth:. \nStory: Gary and Joe are two farmers. Joe's  farm has a depleted soil, while Gary started agroforestry a few years back, and grows cover crops. \nQuestion: Which farmer reduced nutrient runoff from his farm?", "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."}
{"query": "Background Paragraph: Plates include both oceanic crust and continental crust. Stable subduction zones involve the oceanic lithosphere of one plate sliding beneath the continental or oceanic lithosphere of another plate due to the higher density of the oceanic lithosphere. That is, the subducted lithosphere is always oceanic while the overriding lithosphere may or may not be oceanic. Subduction zones are sites that usually have a high rate of volcanism and earthquakes.[2][better source needed] Furthermore, subduction zones develop belts of deformation and metamorphism in the subducting crust, whose exhumation is part of orogeny and also leads to mountain building in addition to collisional thickening. \nStory: David is interested in geology. One day he was studying about how the earth's crust works. He specifically noticed two lithosphere, lithosphere A an lithosphere B. Lithosphere A is an oceanic lithosphere while lithosphere B is an overriding lithosphere. He also noticed two \ndistinct zones, zone A an zone B. Zone A is a subduction zone, but zone B is not a subduction zone. Just reading about geology made David excited. Now, he wants to \nvisit places with high volcanic activity. For that he chose place C. To compare with place C geology he would also visit place D, which does not have any volcanic activity. \nQuestion: Which place would most likely be in zone B, place C or place D?", "pos": "Background Paragraph: Plates include both oceanic crust and continental crust. Stable subduction zones involve the oceanic lithosphere of one plate sliding beneath the continental or oceanic lithosphere of another plate due to the higher density of the oceanic lithosphere. That is, the subducted lithosphere is always oceanic while the overriding lithosphere may or may not be oceanic. Subduction zones are sites that usually have a high rate of volcanism and earthquakes.[2][better source needed] Furthermore, subduction zones develop belts of deformation and metamorphism in the subducting crust, whose exhumation is part of orogeny and also leads to mountain building in addition to collisional thickening. \nStory: David is interested in geology. One day he was studying about how the earth's crust works. He specifically noticed two lithosphere, lithosphere A an lithosphere B. Lithosphere A is an oceanic lithosphere while lithosphere B is an overriding lithosphere. He also noticed two \ndistinct zones, zone A an zone B. Zone A is a subduction zone, but zone B is not a subduction zone. Just reading about geology made David excited. Now, he wants to \nvisit places with high volcanic activity. For that he chose place C. To compare with place C geology he would also visit place D, which does not have any volcanic activity. \nQuestion: Would place D most likely be located or not located  in zone A?", "neg": "Background Paragraph: Seafloor spreading helps explain continental drift in the theory of plate tectonics. When oceanic plates diverge, tensional stress causes fractures to occur in the lithosphere. The motivating force for seafloor spreading ridges is tectonic plate pull rather than magma pressure, although there is typically significant magma activity at spreading ridges. At a spreading center, basaltic magma rises up the fractures and cools on the ocean floor to form new seabed. Hydrothermal vents are common at spreading centers. Older rocks will be found farther away from the spreading zone while younger rocks will be found nearer to the spreading zone. Additionally spreading rates determine if the ridge is fast, intermediate, or slow. As a general rule, fast ridges have spreading (opening) rates of more than 9 cm/year. Intermediate ridges have a spreading rate of 5–9 cm/year while slow spreading ridges have a rate less than 5 cm/year. \nStory: Two geology students had an exam on plate tectonics. Bobby learned more about divergent tectonic plates, while Nate was more confident in explaining everything about Convergent plates. \nQuestion: Which student knew more about Hydrothermal vents?", "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."}
{"query": "Background Paragraph: The dangers of global warming are being increasingly studied by a wide global consortium of scientists. These scientists are increasingly concerned about the potential long-term effects of global warming on our natural environment and on the planet. Of particular concern is how climate change and global warming caused by anthropogenic, or human-made releases of greenhouse gases, most notably carbon dioxide, can act interactively, and have adverse effects upon the planet, its natural environment and humans' existence. It is clear the planet is warming, and warming rapidly. This is due to the greenhouse effect, which is caused by greenhouse gases, which trap heat inside the Earth's atmosphere because of their more complex molecular structure which allows them to vibrate and in turn trap heat and release it back towards the Earth. This warming is also responsible for the extinction of natural habitats, which in turn leads to a reduction in wildlife population.The most recent report from the Intergovernmental Panel on Climate Change (the group of the leading climate scientists in the world) concluded that the earth will warm anywhere from 2.7 to almost 11 degrees Fahrenheit (1.5 to 6 degrees Celsius) between 1990 and 2100. \nStory: Pam is an astronaut who has been given a mission to find a new planet for humans to live on. She is exploring the outer rims of the galaxy when she discovers two new planets that may be suitable. The atmospheric makeup of these planets is very similar to Pam's current home. After running a quick diagnostic, the only difference that Pam sees is that planet B has more carbon dioxide in its atmosphere than planet A. \nQuestion: Which planet has more less inside its atmosphere?", "pos": "Background Paragraph: The dangers of global warming are being increasingly studied by a wide global consortium of scientists. These scientists are increasingly concerned about the potential long-term effects of global warming on our natural environment and on the planet. Of particular concern is how climate change and global warming caused by anthropogenic, or human-made releases of greenhouse gases, most notably carbon dioxide, can act interactively, and have adverse effects upon the planet, its natural environment and humans' existence. It is clear the planet is warming, and warming rapidly. This is due to the greenhouse effect, which is caused by greenhouse gases, which trap heat inside the Earth's atmosphere because of their more complex molecular structure which allows them to vibrate and in turn trap heat and release it back towards the Earth. This warming is also responsible for the extinction of natural habitats, which in turn leads to a reduction in wildlife population.The most recent report from the Intergovernmental Panel on Climate Change (the group of the leading climate scientists in the world) concluded that the earth will warm anywhere from 2.7 to almost 11 degrees Fahrenheit (1.5 to 6 degrees Celsius) between 1990 and 2100. \nStory: Pam is an astronaut who has been given a mission to find a new planet for humans to live on. She is exploring the outer rims of the galaxy when she discovers two new planets that may be suitable. The atmospheric makeup of these planets is very similar to Pam's current home. After running a quick diagnostic, the only difference that Pam sees is that planet B has more carbon dioxide in its atmosphere than planet A. \nQuestion: Which planet is experiencing less global warming?", "neg": "Background Paragraph: The dangers of global warming are being increasingly studied by a wide global consortium of scientists. These scientists are increasingly concerned about the potential long-term effects of global warming on our natural environment and on the planet. Of particular concern is how climate change and global warming caused by anthropogenic, or human-made releases of greenhouse gases, most notably carbon dioxide, can act interactively, and have adverse effects upon the planet, its natural environment and humans' existence. It is clear the planet is warming, and warming rapidly. This is due to the greenhouse effect, which is caused by greenhouse gases, which trap heat inside the Earth's atmosphere because of their more complex molecular structure which allows them to vibrate and in turn trap heat and release it back towards the Earth. This warming is also responsible for the extinction of natural habitats, which in turn leads to a reduction in wildlife population.The most recent report from the Intergovernmental Panel on Climate Change (the group of the leading climate scientists in the world) concluded that the earth will warm anywhere from 2.7 to almost 11 degrees Fahrenheit (1.5 to 6 degrees Celsius) between 1990 and 2100. \nStory: Pam is an astronaut who has been given a mission to find a new planet for humans to live on. She is exploring the outer rims of the galaxy when she discovers two new planets that may be suitable. The atmospheric makeup of these planets is very similar to Pam's current home. After running a quick diagnostic, the only difference that Pam sees is that planet B has more carbon dioxide in its atmosphere than planet A. \nQuestion: Natural habitats are in more or less danger on planet 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."}
{"query": "Background Paragraph: Conifers have many uses. They are important sources of lumber and are also used to make paper. Resins, the sticky substance you might see oozing out of a wound on a pine tree, are collected from conifers to make a variety of products, such as the solvent turpentine and the rosin used by musicians and baseball players. The sticky rosin improves the pitcher’s hold on the ball or increases the friction between the bow and the strings to help create music from a violin or other stringed instrument. \nStory: Two pitchers are trying out for a baseball team for the summer league. Joe accidentally got rosin on his fingers before going out to throw his pitches, but Mike's hands are clean of any extra substances. They both go out and pitch and the coaches make notes of their performances. \nQuestion: Who will have a worse grip on the ball?", "pos": "Background Paragraph: They feed on living hosts. As parasites , fungi live in or on other organisms and get their nutrients from their host. Parasitic fungi use enzymes to break down living tissue, which may causes illness in the host. Disease-causing fungi are parasitic. Recall that parasitism is a type of symbiotic relationship between organisms of different species in which one, the parasite, benefits from a close association with the other, the host, which is harmed. \nStory: Two botanists had different interests, Mike studied only trees and flowers, while Chris was fascinated with studying fungi. \nQuestion: Which botanist learned less about parasitism?", "neg": "Background Paragraph: Conifers have many uses. They are important sources of lumber and are also used to make paper. Resins, the sticky substance you might see oozing out of a wound on a pine tree, are collected from conifers to make a variety of products, such as the solvent turpentine and the rosin used by musicians and baseball players. The sticky rosin improves the pitcher’s hold on the ball or increases the friction between the bow and the strings to help create music from a violin or other stringed instrument. \nStory: Two neighboring towns, Pine town and Willow town, used different types of woods for lumber et al. Willow town used hardwoods, while Pine town used softwoods. \nQuestion: Which town used more conifers for lumber?", "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."}
{"query": "Background Paragraph: Further heating then adds energy to the liquid particles, increasing their speed, kinetic energy, and temperature. This is the second slope on the curve. Once the particles are energetic enough to completely break free of each other, they start to enter the gas phase. Boiling occurs at the second plateau of this curve, and the temperature at this point is referred to as the boiling point . Again, the added heat is being used to break up the interactions between particles instead of increasing their kinetic energy, so no temperature increase is observed until all particles are in the gas phase. Finally, adding even more energy will further speed up the gas particles, increasing the kinetic energy and temperature of the substance. \nStory: Robbie is heating up two pots of water in his kitchen because he is preparing to make some shrimp. The first pot of water, pot A, has been heating for a long time. The second pot of water, pot B, has only been heating for a short period of time. \nQuestion: Which pot will have water molecules with lower temperature?", "pos": "Background Paragraph: Further heating then adds energy to the liquid particles, increasing their speed, kinetic energy, and temperature. This is the second slope on the curve. Once the particles are energetic enough to completely break free of each other, they start to enter the gas phase. Boiling occurs at the second plateau of this curve, and the temperature at this point is referred to as the boiling point . Again, the added heat is being used to break up the interactions between particles instead of increasing their kinetic energy, so no temperature increase is observed until all particles are in the gas phase. Finally, adding even more energy will further speed up the gas particles, increasing the kinetic energy and temperature of the substance. \nStory: Robbie is heating up two pots of water in his kitchen because he is preparing to make some shrimp. The first pot of water, pot A, has been heating for a long time. The second pot of water, pot B, has only been heating for a short period of time. \nQuestion: Which pot will have water molecules with lower kinetic energy?", "neg": "Background Paragraph: Further heating then adds energy to the liquid particles, increasing their speed, kinetic energy, and temperature. This is the second slope on the curve. Once the particles are energetic enough to completely break free of each other, they start to enter the gas phase. Boiling occurs at the second plateau of this curve, and the temperature at this point is referred to as the boiling point . Again, the added heat is being used to break up the interactions between particles instead of increasing their kinetic energy, so no temperature increase is observed until all particles are in the gas phase. Finally, adding even more energy will further speed up the gas particles, increasing the kinetic energy and temperature of the substance. \nStory: Will is doing some testing with heat. He freezes some water in a cup then takes the ice cube and puts it into a pot. He places a thermometer on the ice cube and takes readings. To his surprise, the temperature on the thermometer is stable the entire time it's on the ice cube, Then the ice cube completely melts. \nQuestion: Will increasing the temperature cause the kinetic energy of the particles 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."}
{"query": "Background Paragraph: Storing large volumes of data – When storing XML to either file or database, the volume of data a system produces can often exceed reasonable limits, with a number of detriments: the access times go up as more data is read, CPU load goes up as XML data takes more power to process, and storage costs go up. By storing XML data in Fast Infoset format, data volume may be reduced by as much as 80 percent. \nStory: Tommy had a busy day storing XML. At 3 AM, he stored 224 Gigabytes to the database. At 4 AM, he stored 335 Gigabytes to the database. At 5 AM, he stored 446 Gigabytes to the database. At 6 AM, he got breakfast. At 7 AM, he stored 557 Gigabytes to the database. At 8 AM, he stored 668 Gigabytes to the database. At 9 AM, he went to sleep to finish storing XML later. \nQuestion: What time did CPU load go up: 4 AM or 9 AM?", "pos": "Background Paragraph: Storing large volumes of data – When storing XML to either file or database, the volume of data a system produces can often exceed reasonable limits, with a number of detriments: the access times go up as more data is read, CPU load goes up as XML data takes more power to process, and storage costs go up. By storing XML data in Fast Infoset format, data volume may be reduced by as much as 80 percent. \nStory: Tommy had a busy day storing XML. At 3 AM, he stored 224 Gigabytes to the database. At 4 AM, he stored 335 Gigabytes to the database. At 5 AM, he stored 446 Gigabytes to the database. At 6 AM, he got breakfast. At 7 AM, he stored 557 Gigabytes to the database. At 8 AM, he stored 668 Gigabytes to the database. At 9 AM, he went to sleep to finish storing XML later. \nQuestion: What time did CPU load go up: 4 AM or 6 AM?", "neg": "Background Paragraph: Storing large volumes of data – When storing XML to either file or database, the volume of data a system produces can often exceed reasonable limits, with a number of detriments: the access times go up as more data is read, CPU load goes up as XML data takes more power to process, and storage costs go up. By storing XML data in Fast Infoset format, data volume may be reduced by as much as 80 percent. \nStory: Bob works for a data storage company. He has now three projects, project A, project B, and project C, simultaneously going on. All of them involves storing \nXML data. Project A has small volume of data, but project B and project C has large volume of data. He applied Fast Infoset format for project B, but didn't apply that format for project C. \nQuestion: Which project would have higher access times, project A or project 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."}
{"query": "Background Paragraph: As shown here, pressure decreases to less than 25% of ground-level atmospheric pressure when we get to an altitude of about six miles. Since this is a common cruising altitude for commercial airplanes, pressurized cabins are needed for the comfort and survival of the passengers. This is because the density of the air decreases along with the decreasing air pressure, so there is less oxygen in a breath of air. You've probably noticed this effect in high-mountain areas, as it often feels harder to breath. \nStory: John wanted to see how he would fare in high altitude compared to ground-level. So, he first measured his responses in ground-level. He labeled this part of the study as case A. Then he board on an airplane to reach high altitude, and measured his responses there. He labeled this part of the study as case B. Now, John knows how he needs to prepare for a high altitude hiking. \nQuestion: Which case would see higher atmospheric pressure, case A or case B?", "pos": "Background Paragraph: When soil is flooded, hypoxia develops, as soil microorganisms consume oxygen faster than diffusion occurs. The presence of hypoxic soils is one of the defining characteristics of wetlands. Many wetland plants possess aerenchyma, and in some, such as water-lilies, there is mass flow of atmospheric air through leaves and rhizomes. There are many other chemical consequences of hypoxia. For example, nitrification is inhibited as low oxygen occurs and toxic compounds are formed, as anaerobic bacteria use nitrate, manganese, and sulfate as alternative electron acceptors. The reduction-oxidation potential of the rhizhosphere decreases and metal ions such as iron and manganese precipitate. Aerenchyma is a modification of the parenchyma. \nStory: John is a soil scientist. He has been studying the lands near Mississippi delta. He noticed cases of hypoxia in that are. He labeled that study as case A. To compare that to other areas he visited Arizona. There he didn't see any occurrence of hypoxia. He labeled that case as case B. \nQuestion: Wetlands would see more of which case, case A or case B?", "neg": "Background Paragraph: As shown here, pressure decreases to less than 25% of ground-level atmospheric pressure when we get to an altitude of about six miles. Since this is a common cruising altitude for commercial airplanes, pressurized cabins are needed for the comfort and survival of the passengers. This is because the density of the air decreases along with the decreasing air pressure, so there is less oxygen in a breath of air. You've probably noticed this effect in high-mountain areas, as it often feels harder to breath. \nStory: John wanted to see how he would fare in high altitude compared to ground-level. So, he first measured his responses in ground-level. He labeled this part of the study as case A. Then he board on an airplane to reach high altitude, and measured his responses there. He labeled this part of the study as case B. Now, John knows how he needs to prepare for a high altitude hiking. \nQuestion: Would case A see higher or lower air density than case 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."}
{"query": "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]. \nStory: The Special K Club met to discuss their experiences. They all said they always had a great experience using Special K and used the same amount each time. They told how many times they used Special K. Rico used it 72 times, Wilton used it 62 times, Brant used it 52 times, Josiah used it 42 times, Lyman used it 32 times, Alfonzo used it 22 times, and Christoper used it 12 times. \nQuestion: Who has a higher tolerance for Special K: Brant or Wilton?", "pos": "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]. \nStory: The Special K Club met to discuss their experiences. They all said they always had a great experience using Special K and used the same amount each time. They told how many times they used Special K. Rico used it 72 times, Wilton used it 62 times, Brant used it 52 times, Josiah used it 42 times, Lyman used it 32 times, Alfonzo used it 22 times, and Christoper used it 12 times. \nQuestion: Who has a higher tolerance for Special K: Lyman or Wilton?", "neg": "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]. \nStory: James just tried heroin for the first time. He had a great time and felt like it was an amazing experience. He would like to feel this way again, and plans on buying some more soon. \nQuestion: Will James need to buy more or less heroin to get the same effect?", "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."}
{"query": "Background Paragraph: Plants called epiphytes grow on other plants. They obtain moisture from the air and make food by photosynthesis. Most epiphytes are ferns or orchids that live in tropical or temperate rainforests (see Figure below ). Host trees provide support, allowing epiphyte plants to obtain air and sunlight high above the forest floor. Being elevated above the ground lets epiphytes get out of the shadows on the forest floor so they can get enough sunlight for photosynthesis. Being elevated may also reduce the risk of being eaten by herbivores and increase the chance of pollination by wind. \nStory: While hiking Bob likes to collect plant specimens. Yesterday, he was hiking along a creek, and was specifically looking for epiphytes. Eventually, he found one, and tagged the specimen as specimen A. To compare specimen A with another plant he collected another plant specimen that was not an epiphyte. He tagged that specimen as specimen B. \nQuestion: Which specimen would most probably grow on the ground, specimen A or specimen B?", "pos": "Background Paragraph: Plants called epiphytes grow on other plants. They obtain moisture from the air and make food by photosynthesis. Most epiphytes are ferns or orchids that live in tropical or temperate rainforests (see Figure below ). Host trees provide support, allowing epiphyte plants to obtain air and sunlight high above the forest floor. Being elevated above the ground lets epiphytes get out of the shadows on the forest floor so they can get enough sunlight for photosynthesis. Being elevated may also reduce the risk of being eaten by herbivores and increase the chance of pollination by wind. \nStory: While hiking Bob likes to collect plant specimens. Yesterday, he was hiking along a creek, and was specifically looking for epiphytes. Eventually, he found one, and tagged the specimen as specimen A. To compare specimen A with another plant he collected another plant specimen that was not an epiphyte. He tagged that specimen as specimen B. \nQuestion: Which specimen would not grow on other plants, specimen A or specimen B?", "neg": "Background Paragraph: Plants called epiphytes grow on other plants. They obtain moisture from the air and make food by photosynthesis. Most epiphytes are ferns or orchids that live in tropical or temperate rainforests (see Figure below ). Host trees provide support, allowing epiphyte plants to obtain air and sunlight high above the forest floor. Being elevated above the ground lets epiphytes get out of the shadows on the forest floor so they can get enough sunlight for photosynthesis. Being elevated may also reduce the risk of being eaten by herbivores and increase the chance of pollination by wind. \nStory: Emily's father is very sick, After doing some research she finds that a rare medicinal herb can help her father and is located in a nearby forest. The only information she is able to uncover about the herb other than it's effect is that it is an epiphyte. She decides to spend a day looking for the herb. \nQuestion: Given Emily climbs to the top of a tree, will she have a higher or lower chance of locating the herb?", "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."}
{"query": "Background Paragraph: Most ants are generalist predators, scavengers, and indirect herbivores, but a few have evolved specialised ways of obtaining nutrition. It is believed that many ant species that engage in indirect herbivory rely on specialized symbiosis with their gut microbes to upgrade the nutritional value of the food they collect and allow them to survive in nitrogen poor regions, such as rainforest canopies. Leafcutter ants (Atta and Acromyrmex) feed exclusively on a fungus that grows only within their colonies. They continually collect leaves which are taken to the colony, cut into tiny pieces and placed in fungal gardens. Ergates specialise in related tasks according to their sizes. The largest ants cut stalks, smaller workers chew the leaves and the smallest tend the fungus. Leafcutter ants are sensitive enough to recognise the reaction of the fungus to different plant material, apparently detecting chemical signals from the fungus. If a particular type of leaf is found to be toxic to the fungus, the colony will no longer collect it. The ants feed on structures produced by the fungi called gongylidia. Symbiotic bacteria on the exterior surface of the ants produce antibiotics that kill bacteria introduced into the nest that may harm the fungi. \nStory: Bill and Chris are passionate entomologists. Bill knows everything there is to know about most ants except the Leafcutter ants. Chris studied Leafcutter ants extensively and exclusively for years now. They are good friends and exchange ideas often over a pint of beer. \nQuestion: Which friend studied less about generalist predatory ants?", "pos": "Background Paragraph: Most ants are generalist predators, scavengers, and indirect herbivores, but a few have evolved specialised ways of obtaining nutrition. It is believed that many ant species that engage in indirect herbivory rely on specialized symbiosis with their gut microbes to upgrade the nutritional value of the food they collect and allow them to survive in nitrogen poor regions, such as rainforest canopies. Leafcutter ants (Atta and Acromyrmex) feed exclusively on a fungus that grows only within their colonies. They continually collect leaves which are taken to the colony, cut into tiny pieces and placed in fungal gardens. Ergates specialise in related tasks according to their sizes. The largest ants cut stalks, smaller workers chew the leaves and the smallest tend the fungus. Leafcutter ants are sensitive enough to recognise the reaction of the fungus to different plant material, apparently detecting chemical signals from the fungus. If a particular type of leaf is found to be toxic to the fungus, the colony will no longer collect it. The ants feed on structures produced by the fungi called gongylidia. Symbiotic bacteria on the exterior surface of the ants produce antibiotics that kill bacteria introduced into the nest that may harm the fungi. \nStory: Bill and Chris are passionate entomologists. Bill knows everything there is to know about most ants except the Leafcutter ants. Chris studied Leafcutter ants extensively and exclusively for years now. They are good friends and exchange ideas often over a pint of beer. \nQuestion: Which friend studied more about fungus eating ants?", "neg": "Background Paragraph: Most ants are generalist predators, scavengers, and indirect herbivores, but a few have evolved specialised ways of obtaining nutrition. It is believed that many ant species that engage in indirect herbivory rely on specialized symbiosis with their gut microbes to upgrade the nutritional value of the food they collect and allow them to survive in nitrogen poor regions, such as rainforest canopies. Leafcutter ants (Atta and Acromyrmex) feed exclusively on a fungus that grows only within their colonies. They continually collect leaves which are taken to the colony, cut into tiny pieces and placed in fungal gardens. Ergates specialise in related tasks according to their sizes. The largest ants cut stalks, smaller workers chew the leaves and the smallest tend the fungus. Leafcutter ants are sensitive enough to recognise the reaction of the fungus to different plant material, apparently detecting chemical signals from the fungus. If a particular type of leaf is found to be toxic to the fungus, the colony will no longer collect it. The ants feed on structures produced by the fungi called gongylidia. Symbiotic bacteria on the exterior surface of the ants produce antibiotics that kill bacteria introduced into the nest that may harm the fungi. \nStory: Bess and Dee were two entomologists. they were studying ants. Dee liked to learn more about indirect herbivory ants, while Bess learned all she could about all other ants. \nQuestion: Which person read more about generalist predatory ants?", "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."}
{"query": "Background Paragraph: Regions on the Earth's surface (or in its atmosphere) that are high above mean sea level are referred to as high altitude. High altitude is sometimes defined to begin at 2,400 meters (8,000 ft) above sea level.[5][6][7]\n\nAt high altitude, atmospheric pressure is lower than that at sea level. This is due to two competing physical effects: gravity, which causes the air to be as close as possible to the ground; and the heat content of the air, which causes the molecules to bounce off each other and expand.[8]. \nStory: There was a competition for who can get the model plane highest into the air. Team 1 got it 1,000 ft. Team 2 got it 2,000 ft. Team 3 go it 4,000 ft. Team 4 got it 9,000 ft. Team 5 got it 10,000 ft. Team 6 got it 12,000 ft. Team 7 got it 13000 ft. Team 7 won the contest and got a gold trophy as the prize. \nQuestion: What team got their kite into high altitude: Team 2 or Team 6?", "pos": "Background Paragraph: Regions on the Earth's surface (or in its atmosphere) that are high above mean sea level are referred to as high altitude. High altitude is sometimes defined to begin at 2,400 meters (8,000 ft) above sea level.[5][6][7]\n\nAt high altitude, atmospheric pressure is lower than that at sea level. This is due to two competing physical effects: gravity, which causes the air to be as close as possible to the ground; and the heat content of the air, which causes the molecules to bounce off each other and expand.[8]. \nStory: There was a competition for who can get the model plane highest into the air. Team 1 got it 1,000 ft. Team 2 got it 2,000 ft. Team 3 go it 4,000 ft. Team 4 got it 9,000 ft. Team 5 got it 10,000 ft. Team 6 got it 12,000 ft. Team 7 got it 13000 ft. Team 7 won the contest and got a gold trophy as the prize. \nQuestion: What team got their kite into high altitude: Team 1 or Team 6?", "neg": "Background Paragraph: Regions on the Earth's surface (or in its atmosphere) that are high above mean sea level are referred to as high altitude. High altitude is sometimes defined to begin at 2,400 meters (8,000 ft) above sea level.[5][6][7]\n\nAt high altitude, atmospheric pressure is lower than that at sea level. This is due to two competing physical effects: gravity, which causes the air to be as close as possible to the ground; and the heat content of the air, which causes the molecules to bounce off each other and expand.[8]. \nStory: Ken is an avid mountain climber. This year he reached the summits of two mountains, mountain A and mountain B. Mountain A is only 5000 ft tall while mountain B is \n15000 ft tall. He has also learned a fun fact that water boils faster and at lower temperature at low atmospheric pressure. \nQuestion: Would mountain summit A need higher temperature or lower temperature to boil water compared to mountain summit 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."}
{"query": "Background Paragraph: During May, June, and July, the Northern Hemisphere is exposed to more direct sunlight because the hemisphere faces the Sun. The same is true of the Southern Hemisphere in November, December, and January. It is Earth's axial tilt that causes the Sun to be higher in the sky during the summer months, which increases the solar flux. However, due to seasonal lag, June, July, and August are the warmest months in the Northern Hemisphere while December, January, and February are the warmest months in the Southern Hemisphere. \nStory: Bill has a friend that lives in New Zealand and he always gets confused about the weather and the seasons when they chat, because the Southern Hemisphere has different seasons than people from the Northern Hemisphere. \nQuestion: Which hemisphere is exposed to more direct sunlight in June?", "pos": "Background Paragraph: During May, June, and July, the Northern Hemisphere is exposed to more direct sunlight because the hemisphere faces the Sun. The same is true of the Southern Hemisphere in November, December, and January. It is Earth's axial tilt that causes the Sun to be higher in the sky during the summer months, which increases the solar flux. However, due to seasonal lag, June, July, and August are the warmest months in the Northern Hemisphere while December, January, and February are the warmest months in the Southern Hemisphere. \nStory: Bill has a friend that lives in New Zealand and he always gets confused about the weather and the seasons when they chat, because the Southern Hemisphere has different seasons than people from the Northern Hemisphere. \nQuestion: Which hemisphere is exposed to more direct sunlight in July?", "neg": "Background Paragraph: During May, June, and July, the Northern Hemisphere is exposed to more direct sunlight because the hemisphere faces the Sun. The same is true of the Southern Hemisphere in November, December, and January. It is Earth's axial tilt that causes the Sun to be higher in the sky during the summer months, which increases the solar flux. However, due to seasonal lag, June, July, and August are the warmest months in the Northern Hemisphere while December, January, and February are the warmest months in the Southern Hemisphere. \nStory: Tim and Allen were two pen pals, Tim lived in Canada, while Allen lived in Australia. they were chatting about the weather and the fact that their two countries are situated in two different hemispheres. \nQuestion: Which person experiences warmer weather in August, Tim or Allen?", "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."}
{"query": "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. \nStory: 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. \nQuestion: Whose sodium hydroxide, Justin's or Alejandro's, will dissolve faster?", "pos": "Background Paragraph: An equilibrium can also be disrupted by the full or partial removal of a reactant or product. If the concentration of a substance is decreased, the system will respond by favoring the reaction that replaces that substance. In the industrial Haber-Bosch process, NH 3 is removed from the equilibrium system as the reaction proceeds. As a result, the forward reaction is favored so that more NH 3 will be produced. The concentrations of N 2 and H 2 decrease. Continued removal of NH 3 will eventually force the reaction to go to completion until all of the reactants are used up. If either N 2 or H 2 were removed from the equilibrium system, the reverse reaction would be favored, and the concentration of NH 3 would decrease. \nStory: Jennifer and Justin are examining the principle of chemical equilibrium in their second year organic chemistry course. They are performing a reaction that involves hydrogen gas and glucose as the starting reactants, and the products formed in the reaction are carbon dioxide and oxygen gas. Jennifer and Justin add the materials, and then wait until the reaction has reached equilibrium. Afterwards, Jennifer removes glucose from her reaction mixture, while Justin removes carbon dioxide from his reaction mixture. \nQuestion: Which person's reaction, Jennifer's or Justin's, will begin producing less hydrogen gas?", "neg": "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. \nStory: 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. \nQuestion: 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."}
{"query": "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. \nStory: Bob and Bill studied at the same university. While Bob got into studying nutrition, Bill ended up studying about cancer and how to prevent it. \nQuestion: Which student learned more about exposure of the skin to UV radiation?", "pos": "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. \nStory: Bob and Bill studied at the same university. While Bob got into studying nutrition, Bill ended up studying about cancer and how to prevent it. \nQuestion: Which student learned more about preventing some types of cancer?", "neg": "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. \nStory: Keith is a doctor at the city hospital. Today, he is seeing six patients, patient A, patient B, patient C, patient D, patient E, and patient F. Patient A is a smoker, but patient B is not a smoker. Patient C uses sunscreen, but patient D does not use any sunscreen. Patient E tans with tanning lamps, but patient F tans in the sun. \nQuestion: Would patient B have higher or lower risk of lung cancer 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."}
{"query": "Background Paragraph: Earthquakes may take place every day near a volcano. But before an eruption, the number and size of earthquakes increases. This is the result of magma pushing upward into the magma chamber. This motion causes stresses on neighboring rock to build up. Eventually the ground shakes. A continuous string of earthquakes may indicate that a volcano is about to erupt. Scientists use seismographs to record the length and strength of each earthquake. \nStory: Two neighboring cities are situated in a volcanic area with lots of earthquakes. Park city is situated near a very active volcano, while Hill city is situated 50 miles north. \nQuestion: Which city experiences fewer motion causing stresses on neighboring rock to build up?", "pos": "Background Paragraph: A major use for petroleum products is fuel for cars, trucks, airplanes, trains, and other vehicles. The chemical used are usually a mixture of compounds containing several carbon atoms in a chain. When the material is ignited, a massive amount of gas is created almost instantaneously. This increase in volume will move the pistons in an internal combustion engine to provide power. A jet plane works on a similar principle. Air comes into the front of the engine and mixes with the jet fuel. This mixture is ignited and the gases formed create a lot of pressure to push the plane forward. The idea can be seen even more clearly in the case of a rocket launch. The ignition of the fuel (either solid-state or liquid) creates gases produced under great pressure that pushes the rocket up. \nStory: Two sister cities used petroleum products in different ways. Sin city used it for fuel, while Hill city used it only for making plastic materials which would then recycle. \nQuestion: Which city used less fuel for trucks?", "neg": "Background Paragraph: Earthquakes may take place every day near a volcano. But before an eruption, the number and size of earthquakes increases. This is the result of magma pushing upward into the magma chamber. This motion causes stresses on neighboring rock to build up. Eventually the ground shakes. A continuous string of earthquakes may indicate that a volcano is about to erupt. Scientists use seismographs to record the length and strength of each earthquake. \nStory: Two sister villages, both situated near volcanoes, experience daily earthquakes. Green village started recording an increased size and number of earthquakes one day. Blue village didn't experience a change in the number of earthquakes. \nQuestion: Which village had less magma pushing upward into the magma chamber near them?", "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."}
{"query": "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!. \nStory: Some students studied Earth's atmosphere in class. They also started studying Venus' atmosphere. They were fascinated by the subject and learned a lot. \nQuestion: Which planet has an atmosphere that is not toxic to humans, Venus or Earth?", "pos": "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!. \nStory: Some students studied Earth's atmosphere in class. They also started studying Venus' atmosphere. They were fascinated by the subject and learned a lot. \nQuestion: Which planet has more clouds made of water vapor?", "neg": "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!. \nStory: Two students were learning about atmospheres and planets. Dan learned about the atmosphere of Earth, while Nate learned about planet Venus and its atmosphere. \nQuestion: Which student learned more about the planet with the greater atmosphere?", "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."}
{"query": "Background Paragraph: Alberta's electrical demand varies throughout the day and across the seasons. When individuals are fixing supper and using home appliances, demand for power goes up, as it does during heat waves and cold snaps. It tapers off during spring and fall. Like other mechanical devices, generators fail from time to time. If they are wind-powered, their output varies with the wind. \nStory: Greg works at a power facility in Alberta. He has been charged with regulating generators. His task is to turn on generators in times of high power demand, and to turn off generators at times of low power demand. He tries to remain as efficient as possible. Recently, the area has experienced record cold temperatures on Monday and Tuesday. By the weekend however, the temperature returned to normal, and Friday and Saturday the temperature was very moderate and spring like. \nQuestion: What days did Greg most likely turn off more generators?", "pos": "Background Paragraph: Alberta's electrical demand varies throughout the day and across the seasons. When individuals are fixing supper and using home appliances, demand for power goes up, as it does during heat waves and cold snaps. It tapers off during spring and fall. Like other mechanical devices, generators fail from time to time. If they are wind-powered, their output varies with the wind. \nStory: Tony is in charge of a power station in Alberta. He has been tasked with turning on and off generators depending on the demand for power. He has been ordered to try and be efficient as possible, turning off generators in low demand times, and turning them on in high demand times to satisfy needs. On Monday and Tuesday, Alberta saw record high temperatures, and on Thursday and Friday,  things cooled off for a more moderate and comfortable temperature. \nQuestion: Which days did Tony most likely turn off more generators?", "neg": "Background Paragraph: Alberta's electrical demand varies throughout the day and across the seasons. When individuals are fixing supper and using home appliances, demand for power goes up, as it does during heat waves and cold snaps. It tapers off during spring and fall. Like other mechanical devices, generators fail from time to time. If they are wind-powered, their output varies with the wind. \nStory: Greg works at a power facility in Alberta. He has been charged with regulating generators. His task is to turn on generators in times of high power demand, and to turn off generators at times of low power demand. He tries to remain as efficient as possible. Recently, the area has experienced record cold temperatures on Monday and Tuesday. By the weekend however, the temperature returned to normal, and Friday and Saturday the temperature was very moderate and spring like. \nQuestion: Would Greg have turned on more or less generators on Saturday than Tuesday?", "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."}
{"query": "Background Paragraph: Another obvious change that occurs during puberty is rapid growth. This is called the adolescent growth spurt. In boys, it is controlled by testosterone. The rate of growth usually starts to increase relatively early in puberty. At its peak rate, growth in height is about 10 centimeters (almost 4 inches) per year in the average male. Growth generally remains rapid for several years. Growth and development of muscles occur toward the end of the growth spurt in height. Muscles may continue to develop and gain strength after growth in height is finished. \nStory: Jeff and Jeremy were neighbors and best friends since kindergarten. They always enjoyed the same hobbies and did everything together. When puberty hit, Jeff was growing much taller than Jeremy. Jeremy's parents were worried about him because he was not growing and was the shortest boy in their class so they took him to the doctor to have his hormones tested. The boys wanted to play a team sport together and had to choose between basketball and soccer. \nQuestion: Which boy hit puberty first, Jeff or Jeremy?", "pos": "Background Paragraph: Another obvious change that occurs during puberty is rapid growth. This is called the adolescent growth spurt. In boys, it is controlled by testosterone. The rate of growth usually starts to increase relatively early in puberty. At its peak rate, growth in height is about 10 centimeters (almost 4 inches) per year in the average male. Growth generally remains rapid for several years. Growth and development of muscles occur toward the end of the growth spurt in height. Muscles may continue to develop and gain strength after growth in height is finished. \nStory: Jimothy and Dwight are two brothers living in the same house. Jimothy is a freshman in high school and Dwight is a junior in high school. Their mother takes them to see a doctor and to have their testosterone tested. The tests reveal that Dwight has significantly more testosterone than Jimothy, but that is to be expected given their age difference. \nQuestion: Which boy will more likely grow less inches of the course of one year?", "neg": "Background Paragraph: Another obvious change that occurs during puberty is rapid growth. This is called the adolescent growth spurt. In boys, it is controlled by testosterone. The rate of growth usually starts to increase relatively early in puberty. At its peak rate, growth in height is about 10 centimeters (almost 4 inches) per year in the average male. Growth generally remains rapid for several years. Growth and development of muscles occur toward the end of the growth spurt in height. Muscles may continue to develop and gain strength after growth in height is finished. \nStory: Jeff and Jeremy were neighbors and best friends since kindergarten. They always enjoyed the same hobbies and did everything together. When puberty hit, Jeff was growing much taller than Jeremy. Jeremy's parents were worried about him because he was not growing and was the shortest boy in their class so they took him to the doctor to have his hormones tested. The boys wanted to play a team sport together and had to choose between basketball and soccer. \nQuestion: Which sport would Jeff play better do to his size, basketball or soccer?", "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."}
{"query": "Background Paragraph: Shown in the Figure below is a cylinder of gas on the left that is at room temperature (300 K). On the right, the cylinder has been heated until the Kelvin temperature has doubled to 600 K. The kinetic energy of the gas molecules increases, so collisions with the walls of the container are now more forceful than they were before. As a result, the pressure of the gas doubles. Decreasing the temperature would have the opposite effect, and the pressure of an enclosed gas would decrease. \nStory: David was trying to see how steam engines work. For that, he conducted two tests, test A and test B. In test A, he used low temperature. On the other hand, in test B, he used high temperature. David started thinking about how he could use the results of his tests in everyday life. \nQuestion: Which test would see increase in pressure, case A or case B?", "pos": "Background Paragraph: Shown in the Figure below is a cylinder of gas on the left that is at room temperature (300 K). On the right, the cylinder has been heated until the Kelvin temperature has doubled to 600 K. The kinetic energy of the gas molecules increases, so collisions with the walls of the container are now more forceful than they were before. As a result, the pressure of the gas doubles. Decreasing the temperature would have the opposite effect, and the pressure of an enclosed gas would decrease. \nStory: David was trying to see how steam engines work. For that, he conducted two tests, test A and test B. In test A, he used low temperature. On the other hand, in test B, he used high temperature. David started thinking about how he could use the results of his tests in everyday life. \nQuestion: Which test would see decrease in pressure, case A or case B?", "neg": "Background Paragraph: Shown in the Figure below is a cylinder of gas on the left that is at room temperature (300 K). On the right, the cylinder has been heated until the Kelvin temperature has doubled to 600 K. The kinetic energy of the gas molecules increases, so collisions with the walls of the container are now more forceful than they were before. As a result, the pressure of the gas doubles. Decreasing the temperature would have the opposite effect, and the pressure of an enclosed gas would decrease. \nStory: David was trying to see how steam engines work. For that, he conducted two tests, test A and test B. In test A, he used low temperature. On the other hand, in test B, he used high temperature. David started thinking about how he could use the results of his tests in everyday life. \nQuestion: Would test B see higher or lower kinetic energy than test 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."}
{"query": "Background Paragraph: Saturated hydrocarbons are given the general name of alkanes . The name of specific alkanes always ends in - ane . The first part of the name indicates how many carbon atoms each molecule of the alkane has. The smallest alkane is methane. It has just one carbon atom. The next largest is ethane, with two carbon atoms. The chemical formulas and properties of methane, ethane, and several other alkanes are listed in Table below . The boiling and melting points of alkanes are determined mainly by the number of carbon atoms they have. Alkanes with more carbon atoms generally have higher boiling and melting points. \nStory: Beth and Jane studied chemistry in school. However, Beth studied noble gasses while Jane decided to know more about alkanes. \nQuestion: Which student learned more about ethane?", "pos": "Background Paragraph: Saturated hydrocarbons are given the general name of alkanes . The name of specific alkanes always ends in - ane . The first part of the name indicates how many carbon atoms each molecule of the alkane has. The smallest alkane is methane. It has just one carbon atom. The next largest is ethane, with two carbon atoms. The chemical formulas and properties of methane, ethane, and several other alkanes are listed in Table below . The boiling and melting points of alkanes are determined mainly by the number of carbon atoms they have. Alkanes with more carbon atoms generally have higher boiling and melting points. \nStory: Beth and Jane studied chemistry in school. However, Beth studied noble gasses while Jane decided to know more about alkanes. \nQuestion: Which student learned more about how many carbon atoms each molecule of the alkane has?", "neg": "Background Paragraph: Saturated hydrocarbons are given the general name of alkanes . The name of specific alkanes always ends in - ane . The first part of the name indicates how many carbon atoms each molecule of the alkane has. The smallest alkane is methane. It has just one carbon atom. The next largest is ethane, with two carbon atoms. The chemical formulas and properties of methane, ethane, and several other alkanes are listed in Table below . The boiling and melting points of alkanes are determined mainly by the number of carbon atoms they have. Alkanes with more carbon atoms generally have higher boiling and melting points. \nStory: Vic and Joe studied chemistry in school. Joe studied alkanes, while his friend Vic studied other acyclic hydrocarbons. \nQuestion: Which friend studied more about ethane gas?", "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."}
{"query": "Background Paragraph: During late adulthood, the risk of developing diseases such as cardiovascular diseases and cancer continues to rise. Most people also have a decline in strength and stamina. Their senses may start failing, and their reflex time typically increases. Their immune system also doesn’t work as well as it used to. As a result, common diseases like the flu may become more serious and even lead to death. The majority of late adults develop arthritis, and as many as one in four develop Alzheimer’s disease. \nStory: Margaret is a sophomore in high school who just started her Spring break. With a week off from school, her family is spending some time driving out of state to visit her grandma, Kathy, who has a cabin up in the snowy mountains. Margaret always enjoys spending time with her grandma because she has interesting stories and makes some of the best pie around. Also, they always go skiing when visiting the cabin so Margaret is excited for that. \nQuestion: Whose joints will be less sore after skiing?", "pos": "Background Paragraph: Middle adulthood lasts from the mid-30s to the mid-60s. During this stage of life, many people raise a family and strive to attain career goals. They start showing physical signs of aging, such as wrinkles and gray hair. Typically, vision, strength and reaction time start declining. Diseases such as type 2 diabetes, cardiovascular or heart disease, and cancer are often diagnosed during this stage of life. These diseases are also the chief causes of death in middle adulthood. \nStory: Margaret is a mother currently in the middle adulthood stage of her life.  Margaret's daughter, Vanessa, hasn't reached middle adulthood yet, and is still a teenager. Both of them enjoy reading beauty and fashion magazines so they can find age-appropriate tips on how to improve their look. \nQuestion: Who is more likely to begin developing gray hair?", "neg": "Background Paragraph: During late adulthood, the risk of developing diseases such as cardiovascular diseases and cancer continues to rise. Most people also have a decline in strength and stamina. Their senses may start failing, and their reflex time typically increases. Their immune system also doesn’t work as well as it used to. As a result, common diseases like the flu may become more serious and even lead to death. The majority of late adults develop arthritis, and as many as one in four develop Alzheimer’s disease. \nStory: Margaret is a sophomore in high school who just started her Spring break. With a week off from school, her family is spending some time driving out of state to visit her grandma, Kathy, who has a cabin up in the snowy mountains. Margaret always enjoys spending time with her grandma because she has interesting stories and makes some of the best pie around. Also, they always go skiing when visiting the cabin so Margaret is excited for that. \nQuestion: Will Kathy be able to ski more or less than Margaret?", "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."}
{"query": "Background Paragraph: Often, foreign exchange controls can result in the creation of black markets to exchange the weaker currency for stronger currencies. This leads to a situation where the exchange rate for the foreign currency is much higher than the rate set by the government, and therefore creates a shadow currency exchange market. As such, it is unclear whether governments have the ability to enact effective exchange controls.[1]. \nStory: Pakistan tried to control the foreign exchange market and India didn't. By creating the foreign exchange control department, Pakistan tried to stop the devaluation of their currency. India chose to not interfere and let the exchange market regulate itself. \nQuestion: Which country had a larger shadow market as a result of their actions?", "pos": "Background Paragraph: Often, foreign exchange controls can result in the creation of black markets to exchange the weaker currency for stronger currencies. This leads to a situation where the exchange rate for the foreign currency is much higher than the rate set by the government, and therefore creates a shadow currency exchange market. As such, it is unclear whether governments have the ability to enact effective exchange controls.[1]. \nStory: Pakistan tried to control the foreign exchange market and India didn't. By creating the foreign exchange control department, Pakistan tried to stop the devaluation of their currency. India chose to not interfere and let the exchange market regulate itself. \nQuestion: Which country had a higher exchange rate for currencies?", "neg": "Background Paragraph: Often, foreign exchange controls can result in the creation of black markets to exchange the weaker currency for stronger currencies. This leads to a situation where the exchange rate for the foreign currency is much higher than the rate set by the government, and therefore creates a shadow currency exchange market. As such, it is unclear whether governments have the ability to enact effective exchange controls.[1]. \nStory: In the beginning of this century there was scandal in the financial market regarding black market trading. A trader named Trader A was working for Bank A. He noticed country M has pegged its currency to a fixed price while country N did not do that. He opted to trade country M currency. Across the aisle his colleague trader B was working for bank B. He traded country N's currency. \nQuestion: Which trader would not most likely be engaged in black market trading, trader A or trader 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."}
{"query": "Background Paragraph: Saturated hydrocarbons are given the general name of alkanes . The name of specific alkanes always ends in - ane . The first part of the name indicates how many carbon atoms each molecule of the alkane has. The smallest alkane is methane. It has just one carbon atom. The next largest is ethane, with two carbon atoms. The chemical formulas and properties of methane, ethane, and several other alkanes are listed in Table below . The boiling and melting points of alkanes are determined mainly by the number of carbon atoms they have. Alkanes with more carbon atoms generally have higher boiling and melting points. \nStory: Beth and Jane studied chemistry in school. However, Beth studied noble gasses while Jane decided to know more about alkanes. \nQuestion: Which student learned more about the smallest alkane?", "pos": "Background Paragraph: Saturated hydrocarbons are given the general name of alkanes . The name of specific alkanes always ends in - ane . The first part of the name indicates how many carbon atoms each molecule of the alkane has. The smallest alkane is methane. It has just one carbon atom. The next largest is ethane, with two carbon atoms. The chemical formulas and properties of methane, ethane, and several other alkanes are listed in Table below . The boiling and melting points of alkanes are determined mainly by the number of carbon atoms they have. Alkanes with more carbon atoms generally have higher boiling and melting points. \nStory: Beth and Jane studied chemistry in school. However, Beth studied noble gasses while Jane decided to know more about alkanes. \nQuestion: Which student learned more about ethane?", "neg": "Background Paragraph: Saturated hydrocarbons are given the general name of alkanes . The name of specific alkanes always ends in - ane . The first part of the name indicates how many carbon atoms each molecule of the alkane has. The smallest alkane is methane. It has just one carbon atom. The next largest is ethane, with two carbon atoms. The chemical formulas and properties of methane, ethane, and several other alkanes are listed in Table below . The boiling and melting points of alkanes are determined mainly by the number of carbon atoms they have. Alkanes with more carbon atoms generally have higher boiling and melting points. \nStory: Vic and Joe studied chemistry in school. Joe studied alkanes, while his friend Vic studied other acyclic hydrocarbons. \nQuestion: Which friend studied more about methane gas?", "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."}
{"query": "Background Paragraph: Through a thickness of 10 meters (33 ft) or more, however, the intrinsic color of water (or ice) is visibly turquoise (greenish blue), as its absorption spectrum has a sharp minimum at the corresponding color of light (1/227 m−1 at 418 nm). The color becomes increasingly stronger and darker with increasing thickness. (Practically no sunlight reaches the parts of the oceans below 1,000 meters (3,300 ft) of depth.) Infrared and ultraviolet light, on the other hand, is strongly absorbed by water. \nStory: David was interested in the coloration of ocean's water. To understand the phenomenon he first observed the color of water at forty feet depth. He noted his observation as point A. Then he observed the color at hundred feet depth. He noted his observation as point B. Then he observed the color at four thousand feet depth. He noted that observation as point C. He now have some ideas how the color of water changes according to its depth. \nQuestion: Where the color would be weaker, point A or point B?", "pos": "Background Paragraph: Through a thickness of 10 meters (33 ft) or more, however, the intrinsic color of water (or ice) is visibly turquoise (greenish blue), as its absorption spectrum has a sharp minimum at the corresponding color of light (1/227 m−1 at 418 nm). The color becomes increasingly stronger and darker with increasing thickness. (Practically no sunlight reaches the parts of the oceans below 1,000 meters (3,300 ft) of depth.) Infrared and ultraviolet light, on the other hand, is strongly absorbed by water. \nStory: David was interested in the coloration of ocean's water. To understand the phenomenon he first observed the color of water at forty feet depth. He noted his observation as point A. Then he observed the color at hundred feet depth. He noted his observation as point B. Then he observed the color at four thousand feet depth. He noted that observation as point C. He now have some ideas how the color of water changes according to its depth. \nQuestion: Where the color would be lighter, point A or point B?", "neg": "Background Paragraph: Through a thickness of 10 meters (33 ft) or more, however, the intrinsic color of water (or ice) is visibly turquoise (greenish blue), as its absorption spectrum has a sharp minimum at the corresponding color of light (1/227 m−1 at 418 nm). The color becomes increasingly stronger and darker with increasing thickness. (Practically no sunlight reaches the parts of the oceans below 1,000 meters (3,300 ft) of depth.) Infrared and ultraviolet light, on the other hand, is strongly absorbed by water. \nStory: David was interested in the coloration of ocean's water. To understand the phenomenon he first observed the color of water at forty feet depth. He noted his observation as point A. Then he observed the color at hundred feet depth. He noted his observation as point B. Then he observed the color at four thousand feet depth. He noted that observation as point C. He now have some ideas how the color of water changes according to its depth. \nQuestion: At point A, would the color be stronger or weaker than point 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."}
{"query": "Background Paragraph: The general trend in electronegativity is that the value increases from left to right across a row in the periodic table and decreases down a column. The most electronegative element is fluorine, which has a value of 4.0. As discussed in the lesson \"Trends in the Periodic Table,\" electronegativity increases across a row as the number of protons in the nucleus increases and therefore has a stronger pull. Electronegativity decreases down a column due to an increased effect of electron shielding in larger atoms. \nStory: A high school student, Timmy, is reading about elements of a periodic table. He is studying the periodic table when he decides to compare two random elements within the same column. He chooses Mardine and Sampline to compare and contrast and gets to work. The first thing he notices is that Sampline is further down the periodic table than Mardine. It's not much information to go on, but it's a good starting point for Timmy. \nQuestion: Which element has more electronegativity?", "pos": "Background Paragraph: The general trend in electronegativity is that the value increases from left to right across a row in the periodic table and decreases down a column. The most electronegative element is fluorine, which has a value of 4.0. As discussed in the lesson \"Trends in the Periodic Table,\" electronegativity increases across a row as the number of protons in the nucleus increases and therefore has a stronger pull. Electronegativity decreases down a column due to an increased effect of electron shielding in larger atoms. \nStory: Lena is a grade school student studying the periodic table for homework. She has to choose two elements from the table and write a couple paragraphs about them and their characteristics. She takes two darts and throws them at the periodic table to decide which ones to use. The darts land on Zerpine and Dradane. Zerpine may be further down the table than Dradane, but they are both in the same column. \nQuestion: Which element has less electron shielding?", "neg": "Background Paragraph: The general trend in electronegativity is that the value increases from left to right across a row in the periodic table and decreases down a column. The most electronegative element is fluorine, which has a value of 4.0. As discussed in the lesson \"Trends in the Periodic Table,\" electronegativity increases across a row as the number of protons in the nucleus increases and therefore has a stronger pull. Electronegativity decreases down a column due to an increased effect of electron shielding in larger atoms. \nStory: A high school student, Timmy, is reading about elements of a periodic table. He is studying the periodic table when he decides to compare two random elements within the same column. He chooses Mardine and Sampline to compare and contrast and gets to work. The first thing he notices is that Sampline is further down the periodic table than Mardine. It's not much information to go on, but it's a good starting point for Timmy. \nQuestion: Is electron shielding higher or lower in Sampline?", "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."}
{"query": "Background Paragraph: New species develop naturally through the process of natural selection . Due to natural selection, organisms with traits that better enable them to adapt to their environment will tend to survive and reproduce in greater numbers. Natural selection causes beneficial heritable traits to become more common in a population and unfavorable heritable traits to become less common. For example, a giraffe’s neck is beneficial because it allows the giraffe to reach leaves high in trees. Natural selection caused this beneficial trait to become more common than short necks. \nStory: Scientists studied two groups of mammals. Group One developed natural selection after a few decades, while group Two didn't. It was yet to be determined why that happened. \nQuestion: Which group will reproduce in smaller numbers?", "pos": "Background Paragraph: New species develop naturally through the process of natural selection . Due to natural selection, organisms with traits that better enable them to adapt to their environment will tend to survive and reproduce in greater numbers. Natural selection causes beneficial heritable traits to become more common in a population and unfavorable heritable traits to become less common. For example, a giraffe’s neck is beneficial because it allows the giraffe to reach leaves high in trees. Natural selection caused this beneficial trait to become more common than short necks. \nStory: Scientists studied two groups of mammals. Group One developed natural selection after a few decades, while group Two didn't. It was yet to be determined why that happened. \nQuestion: Which group will express unfavorable heritable traits?", "neg": "Background Paragraph: New species develop naturally through the process of natural selection . Due to natural selection, organisms with traits that better enable them to adapt to their environment will tend to survive and reproduce in greater numbers. Natural selection causes beneficial heritable traits to become more common in a population and unfavorable heritable traits to become less common. For example, a giraffe’s neck is beneficial because it allows the giraffe to reach leaves high in trees. Natural selection caused this beneficial trait to become more common than short necks. \nStory: Greg and Frank were two friends that studied natural sciences. One day, Greg decided to start reading about natural selection. His friend Frank decided to read more about populations that displayed natural selection more sparingly. They both learned lots of new interesting facts. \nQuestion: Which friend didn't learn about unfavorable heritable traits becoming less common?", "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."}
{"query": "Background Paragraph: In nature, when the population size is small, there is usually plenty of food and other resources for each individual. When there is plenty of food and other resources, organisms can easily reproduce, so the birth rate is high. As the population increases, the food supply, or the supply of another necessary resource, may decrease. When necessary resources, such as food, decrease, some individuals will die. Overall, the population cannot reproduce at the same rate, so the birth rates drop. This will cause the population growth rate to decrease. \nStory: Two neighboring countries of similar size and wealth of resources had different sized population. Deerland had a small population, while Bearland had a large population. Both peoples lived mostly off the land. \nQuestion: Which country had fewer resources per individual?", "pos": "Background Paragraph: In nature, when the population size is small, there is usually plenty of food and other resources for each individual. When there is plenty of food and other resources, organisms can easily reproduce, so the birth rate is high. As the population increases, the food supply, or the supply of another necessary resource, may decrease. When necessary resources, such as food, decrease, some individuals will die. Overall, the population cannot reproduce at the same rate, so the birth rates drop. This will cause the population growth rate to decrease. \nStory: Two neighboring countries of similar size and wealth of resources had different sized population. Deerland had a small population, while Bearland had a large population. Both peoples lived mostly off the land. \nQuestion: Which country had less food per individual?", "neg": "Background Paragraph: In nature, when the population size is small, there is usually plenty of food and other resources for each individual. When there is plenty of food and other resources, organisms can easily reproduce, so the birth rate is high. As the population increases, the food supply, or the supply of another necessary resource, may decrease. When necessary resources, such as food, decrease, some individuals will die. Overall, the population cannot reproduce at the same rate, so the birth rates drop. This will cause the population growth rate to decrease. \nStory: John is studying a species in two similar countries, country A and country B. Country A has large population, but country B has small population of that species. John is pondering about how this species would fare in the future in these two countries. \nQuestion: Would the species in country A have less or more food than country B's species?", "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."}
{"query": "Background Paragraph: For example, if a circuit has a potential difference of 100 volts and it is intended for the circuit to contain a 100 ohm resistance, then the wires carrying the current for this circuit will be designed for 1.0 amp. If that 100 ohm resistance is suddenly cut out of the circuit and only 0.10 ohm resistance remains, then the voltage will push 1000 amps of current through the circuit. This current overheats the wires and may damage the circuits or start a fire in the walls or the appliance. There are many possible causes of a short circuit, one possible cause could be something overheating, melting wires, and thereby fusing the circuit closed, bypassing the resistance. Another cause might be something damaging the insulation of a wire, allowing the incoming and grounds wires to touch. In any case, once the resistance is lost, the voltage pushes a huge amount of charge through the wires causing them to overheat. \nStory: John is preparing for a do it yourself science project. First, he made a circuit with adequate resistance. He labeled that state of the circuit as circuit A. Then he lowered the resistance. He called that new state of the circuit as circuit B. While he was doing all this, his friend Keith showed up with another circuit, circuit C. But that circuit's insulation was damaged. \nQuestion: Would circuit A have higher or lower temperature than circuit B?", "pos": "Background Paragraph: For example, if a circuit has a potential difference of 100 volts and it is intended for the circuit to contain a 100 ohm resistance, then the wires carrying the current for this circuit will be designed for 1.0 amp. If that 100 ohm resistance is suddenly cut out of the circuit and only 0.10 ohm resistance remains, then the voltage will push 1000 amps of current through the circuit. This current overheats the wires and may damage the circuits or start a fire in the walls or the appliance. There are many possible causes of a short circuit, one possible cause could be something overheating, melting wires, and thereby fusing the circuit closed, bypassing the resistance. Another cause might be something damaging the insulation of a wire, allowing the incoming and grounds wires to touch. In any case, once the resistance is lost, the voltage pushes a huge amount of charge through the wires causing them to overheat. \nStory: John is preparing for a do it yourself science project. First, he made a circuit with adequate resistance. He labeled that state of the circuit as circuit A. Then he lowered the resistance. He called that new state of the circuit as circuit B. While he was doing all this, his friend Keith showed up with another circuit, circuit C. But that circuit's insulation was damaged. \nQuestion: Would circuit B have higher or lower temperature than circuit A?", "neg": "Background Paragraph: For example, if a circuit has a potential difference of 100 volts and it is intended for the circuit to contain a 100 ohm resistance, then the wires carrying the current for this circuit will be designed for 1.0 amp. If that 100 ohm resistance is suddenly cut out of the circuit and only 0.10 ohm resistance remains, then the voltage will push 1000 amps of current through the circuit. This current overheats the wires and may damage the circuits or start a fire in the walls or the appliance. There are many possible causes of a short circuit, one possible cause could be something overheating, melting wires, and thereby fusing the circuit closed, bypassing the resistance. Another cause might be something damaging the insulation of a wire, allowing the incoming and grounds wires to touch. In any case, once the resistance is lost, the voltage pushes a huge amount of charge through the wires causing them to overheat. \nStory: John is preparing for a do it yourself science project. First, he made a circuit with adequate resistance. He labeled that state of the circuit as circuit A. Then he lowered the resistance. He called that new state of the circuit as circuit B. While he was doing all this, his friend Keith showed up with another circuit, circuit C. But that circuit's insulation was damaged. \nQuestion: Which circuit would be less prone to short circuit, circuit A or circuit 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."}
{"query": "Background Paragraph: Allergy symptoms can range from mild to severe. Mild symptoms might include itchy eyes, sneezing, and a runny nose. Severe symptoms can cause difficulty breathing, which may be life threatening. Keep in mind that it is the immune system and not the allergen that causes the allergy symptoms. Allergy symptoms can be treated with medications such as antihistamines. Severe allergic reactions may require an injection of the hormone epinephrine. These treatments lessen or counter the immune system’s response. \nStory: The doctors used used the newly discovered allergy medicine on two groups of people. As a result, group Alpha experienced mild allergy symptoms, while group Beta continued experiencing severe allergy symptoms and remained hospitalized requiring additional treatment. \nQuestion: Which group was composed of people that received only antihistamines?", "pos": "Background Paragraph: Allergy symptoms can range from mild to severe. Mild symptoms might include itchy eyes, sneezing, and a runny nose. Severe symptoms can cause difficulty breathing, which may be life threatening. Keep in mind that it is the immune system and not the allergen that causes the allergy symptoms. Allergy symptoms can be treated with medications such as antihistamines. Severe allergic reactions may require an injection of the hormone epinephrine. These treatments lessen or counter the immune system’s response. \nStory: The doctors used used the newly discovered allergy medicine on two groups of people. As a result, group Alpha experienced mild allergy symptoms, while group Beta continued experiencing severe allergy symptoms and remained hospitalized. \nQuestion: Which group experienced sneezing?", "neg": "Background Paragraph: Allergy symptoms can range from mild to severe. Mild symptoms might include itchy eyes, sneezing, and a runny nose. Severe symptoms can cause difficulty breathing, which may be life threatening. Keep in mind that it is the immune system and not the allergen that causes the allergy symptoms. Allergy symptoms can be treated with medications such as antihistamines. Severe allergic reactions may require an injection of the hormone epinephrine. These treatments lessen or counter the immune system’s response. \nStory: Bill and Chad both displayed allergic reactions. Bill had mild symptoms, while Chad displayed severe allergic reactions and was rushed to the hospital. \nQuestion: Which person didn't display difficulty breathing?", "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."}
{"query": "Background Paragraph: Submarine volcanoes are common features of the ocean floor. In shallow water, active volcanoes disclose their presence by blasting steam and rocky debris high above the ocean's surface. In the ocean's deep, the tremendous weight of the water above prevents the explosive release of steam and gases; however, they can be detected by hydrophones and discoloration of water because of volcanic gases. Pillow lava is a common eruptive product of submarine volcanoes and is characterized by thick sequences of discontinuous pillow-shaped masses which form under water. Even large submarine eruptions may not disturb the ocean surface due to the rapid cooling effect and increased buoyancy of water (as compared to air) which often causes volcanic vents to form steep pillars on the ocean floor. Hydrothermal vents are common near these volcanoes, and some support peculiar ecosystems based on dissolved minerals. Over time, the formations created by submarine volcanoes may become so large that they break the ocean surface as new islands or floating pumice rafts. \nStory: Planet X had two large oceans. Ice ocean had few submarine volcanoes, while Tropical ocean had thousands of active volcanoes on the ocean floor. \nQuestion: Which ocean had fewer volcanoes blasting rocky debris high above its surface?", "pos": "Background Paragraph: Submarine volcanoes are common features of the ocean floor. In shallow water, active volcanoes disclose their presence by blasting steam and rocky debris high above the ocean's surface. In the ocean's deep, the tremendous weight of the water above prevents the explosive release of steam and gases; however, they can be detected by hydrophones and discoloration of water because of volcanic gases. Pillow lava is a common eruptive product of submarine volcanoes and is characterized by thick sequences of discontinuous pillow-shaped masses which form under water. Even large submarine eruptions may not disturb the ocean surface due to the rapid cooling effect and increased buoyancy of water (as compared to air) which often causes volcanic vents to form steep pillars on the ocean floor. Hydrothermal vents are common near these volcanoes, and some support peculiar ecosystems based on dissolved minerals. Over time, the formations created by submarine volcanoes may become so large that they break the ocean surface as new islands or floating pumice rafts. \nStory: Planet X had two large oceans. Ice ocean had few submarine volcanoes, while Tropical ocean had thousands of active volcanoes on the ocean floor. \nQuestion: Which ocean had fewer volcanoes blasting steam high above its surface?", "neg": "Background Paragraph: Submarine volcanoes are common features of the ocean floor. In shallow water, active volcanoes disclose their presence by blasting steam and rocky debris high above the ocean's surface. In the ocean's deep, the tremendous weight of the water above prevents the explosive release of steam and gases; however, they can be detected by hydrophones and discoloration of water because of volcanic gases. Pillow lava is a common eruptive product of submarine volcanoes and is characterized by thick sequences of discontinuous pillow-shaped masses which form under water. Even large submarine eruptions may not disturb the ocean surface due to the rapid cooling effect and increased buoyancy of water (as compared to air) which often causes volcanic vents to form steep pillars on the ocean floor. Hydrothermal vents are common near these volcanoes, and some support peculiar ecosystems based on dissolved minerals. Over time, the formations created by submarine volcanoes may become so large that they break the ocean surface as new islands or floating pumice rafts. \nStory: Planet X had two large oceans. Ice ocean had few submarine volcanoes, while Tropical ocean had thousands of active volcanoes on the ocean floor. \nQuestion: Which ocean showed more discoloration of water because of volcanic gases?", "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."}
{"query": "Background Paragraph: Animals and some bacteria and fungi carry out lactic acid fermentation. Lactic acid is a waste product of this process. Our muscles perform lactic acid fermentation during strenuous exercise, since oxygen cannot be delivered to the muscles quickly enough. The buildup of lactic acid is believed to make your muscles sore after exercise. Bacteria that produce lactic acid are used to make cheese and yogurt. The lactic acid causes the proteins in milk to thicken. Lactic acid also causes tooth decay, because bacteria use the sugars in your mouth for energy. \nStory: Ben and Jack both loved microorganisms. Jack decided to study more about lactic fermentation, while Ben decided to study more about protozoa. \nQuestion: Which person read less about cheese and yogurt?", "pos": "Background Paragraph: Animals and some bacteria and fungi carry out lactic acid fermentation. Lactic acid is a waste product of this process. Our muscles perform lactic acid fermentation during strenuous exercise, since oxygen cannot be delivered to the muscles quickly enough. The buildup of lactic acid is believed to make your muscles sore after exercise. Bacteria that produce lactic acid are used to make cheese and yogurt. The lactic acid causes the proteins in milk to thicken. Lactic acid also causes tooth decay, because bacteria use the sugars in your mouth for energy. \nStory: Ben and Jack both loved microorganisms. Jack decided to study more about lactic fermentation, while Ben decided to study more about protozoa. \nQuestion: Which person read less about bacteria?", "neg": "Background Paragraph: Animals and some bacteria and fungi carry out lactic acid fermentation. Lactic acid is a waste product of this process. Our muscles perform lactic acid fermentation during strenuous exercise, since oxygen cannot be delivered to the muscles quickly enough. The buildup of lactic acid is believed to make your muscles sore after exercise. Bacteria that produce lactic acid are used to make cheese and yogurt. The lactic acid causes the proteins in milk to thicken. Lactic acid also causes tooth decay, because bacteria use the sugars in your mouth for energy. \nStory: Two groups of microbiology students studied about the fermentation process. Group A studied about alcoholic and acetic fermentation, while group B studied about lactic fermentation. \nQuestion: Which group learned less about proteins in milk thickening?", "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."}
{"query": "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. \nStory: Tree city and Leaf city were the two biggest cities in Boulderland. Tree city burned lots of gas and other fossil fuels, while Leaf city was very protective towards its environment. \nQuestion: Which city exposed fewer people to asthma?", "pos": "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. \nStory: Tree city and Leaf city were the two biggest cities in Boulderland. Tree city burned lots of gas and other fossil fuels, while Leaf city was very protective towards its environment. \nQuestion: Which city caused less harm to human beings?", "neg": "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. \nStory: Two sister cities were part of an air pollution study. While Prague had big air pollution problems, Belfast was eco-friendly and its inhabitants were healthy. \nQuestion: Which city had fewer people with an increased chance of developing asthma?", "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."}
{"query": "Background Paragraph: Machines make work easier by increasing the amount of force that is applied, increasing the distance over which the force is applied, or changing the direction in which the force is applied. Contrary to popular belief, machines do not increase the amount of work that is done. They just change how the work is done. So if a machine increases the force applied, it must apply the force over a shorter distance. Similarly, if a machine increases the distance over which the force is applied, it must apply less force. \nStory: John wanted to invent a machine. To that end, he devised an experiment in which he used three components, comp A, comp B, and comp C. Comp A was a machine that applied force over a shorter distance. Comp B was also a machine, but it applied force over a longer distance. Comp C was not a machine. \nQuestion: Would comp B increase or not increase the force applied compared to comp A?", "pos": "Background Paragraph: Machines make work easier by increasing the amount of force that is applied, increasing the distance over which the force is applied, or changing the direction in which the force is applied. Contrary to popular belief, machines do not increase the amount of work that is done. They just change how the work is done. So if a machine increases the force applied, it must apply the force over a shorter distance. Similarly, if a machine increases the distance over which the force is applied, it must apply less force. \nStory: John wanted to invent a machine. To that end, he devised an experiment in which he used three components, comp A, comp B, and comp C. Comp A was a machine that applied force over a shorter distance. Comp B was also a machine, but it applied force over a longer distance. Comp C was not a machine. \nQuestion: Would comp C less likely or more likely make work easier than comp A?", "neg": "Background Paragraph: Machines make work easier by increasing the amount of force that is applied, increasing the distance over which the force is applied, or changing the direction in which the force is applied. Contrary to popular belief, machines do not increase the amount of work that is done. They just change how the work is done. So if a machine increases the force applied, it must apply the force over a shorter distance. Similarly, if a machine increases the distance over which the force is applied, it must apply less force. \nStory: John wanted to invent a machine. To that end, he devised an experiment in which he used three components, comp A, comp B, and comp C. Comp A was a machine that applied force over a shorter distance. Comp B was also a machine, but it applied force over a longer distance. Comp C was not a machine. \nQuestion: Which component would less likely make work easier, comp A or comp 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."}
{"query": "Background Paragraph: Two important devices depend on electromagnetic induction: electric generators and electric transformers. Both devices play critical roles in producing and regulating the electric current we depend on in our daily lives. Electric generators use electromagnetic induction to change kinetic energy to electrical energy. They produce electricity in power plants. Electric transformers use electromagnetic induction to change the voltage of electric current. Some transformers increase voltage and other decrease voltage. \nStory: Bob works for the local electric power company. Part of is job involves checking the generators and transformers. His work schedule allows him to work on the generator tagged as gen A only on Mondays, and the transformer tagged as tran B only on Tuesdays. \nQuestion: Which one would change the voltage of electric current, gen A or tran B?", "pos": "Background Paragraph: Two important devices depend on electromagnetic induction: electric generators and electric transformers. Both devices play critical roles in producing and regulating the electric current we depend on in our daily lives. Electric generators use electromagnetic induction to change kinetic energy to electrical energy. They produce electricity in power plants. Electric transformers use electromagnetic induction to change the voltage of electric current. Some transformers increase voltage and other decrease voltage. \nStory: Bob works for the local electric power company. Part of is job involves checking the generators and transformers. His work schedule allows him to work on the generator tagged as gen A only on Mondays, and the transformer tagged as tran B only on Tuesdays. \nQuestion: Which one would regulate electirc current, gen A or tran B?", "neg": "Background Paragraph: Two important devices depend on electromagnetic induction: electric generators and electric transformers. Both devices play critical roles in producing and regulating the electric current we depend on in our daily lives. Electric generators use electromagnetic induction to change kinetic energy to electrical energy. They produce electricity in power plants. Electric transformers use electromagnetic induction to change the voltage of electric current. Some transformers increase voltage and other decrease voltage. \nStory: Bob works for the local electric power company. Part of is job involves checking the generators and transformers. His work schedule allows him to work on the generator tagged as gen A only on Mondays, and the transformer tagged as tran B only on Tuesdays. \nQuestion: Which one would produce electric current, gen A or tran 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."}
{"query": "Background Paragraph: During May, June, and July, the Northern Hemisphere is exposed to more direct sunlight because the hemisphere faces the Sun. The same is true of the Southern Hemisphere in November, December, and January. It is Earth's axial tilt that causes the Sun to be higher in the sky during the summer months, which increases the solar flux. However, due to seasonal lag, June, July, and August are the warmest months in the Northern Hemisphere while December, January, and February are the warmest months in the Southern Hemisphere. \nStory: Bob is planning a couple of trips for himself. He wants to do some traveling in the Northern and Southern Hemisphere. He decided he wants to go to Arizona and Peru at some point in the year, but only wants to go when it is warmest as he hates cold weather.  He is free for his travel in July and August, and again in December and January, and needs to figure out the best months for each of his trips. \nQuestion: Which place should Bob go to in August?", "pos": "Background Paragraph: During May, June, and July, the Northern Hemisphere is exposed to more direct sunlight because the hemisphere faces the Sun. The same is true of the Southern Hemisphere in November, December, and January. It is Earth's axial tilt that causes the Sun to be higher in the sky during the summer months, which increases the solar flux. However, due to seasonal lag, June, July, and August are the warmest months in the Northern Hemisphere while December, January, and February are the warmest months in the Southern Hemisphere. \nStory: Bob is planning a couple of trips for himself. He wants to do some traveling in the Northern and Southern Hemisphere. He decided he wants to go to Arizona and Peru at some point in the year, but only wants to go when it is warmest as he hates cold weather.  He is free for his travel in July and August, and again in December and January, and needs to figure out the best months for each of his trips. \nQuestion: Which place will be warmer in August?", "neg": "Background Paragraph: During May, June, and July, the Northern Hemisphere is exposed to more direct sunlight because the hemisphere faces the Sun. The same is true of the Southern Hemisphere in November, December, and January. It is Earth's axial tilt that causes the Sun to be higher in the sky during the summer months, which increases the solar flux. However, due to seasonal lag, June, July, and August are the warmest months in the Northern Hemisphere while December, January, and February are the warmest months in the Southern Hemisphere. \nStory: Bob is planning a couple of trips for himself. He wants to do some traveling in the Northern and Southern Hemisphere. He decided he wants to go to Arizona and Peru at some point in the year, but only wants to go when it is warmest as he hates cold weather.  He is free for his travel in July and August, and again in December and January, and needs to figure out the best months for each of his trips. \nQuestion: When would be the best months to travel to Peru for the warmest weather?", "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."}
{"query": "Background Paragraph: Atmospheric convection is the result of a parcel-environment instability, or temperature difference layer in the atmosphere. Different lapse rates within dry and moist air masses lead to instability. Mixing of air during the day which expands the height of the planetary boundary layer leads to increased winds, cumulus cloud development, and decreased surface dew points. Moist convection leads to thunderstorm development, which is often responsible for severe weather throughout the world. Special threats from thunderstorms include hail, downbursts, and tornadoes. \nStory: Burr township is situated on the western side of the ridge, at a lower altitude, and is experiencing atmospheric convection every once in a while, while Jolt township, on the eastern side,  has a less windy, less cloudy environment and is situated at a higher altitude. \nQuestion: Which township is experiencing more clouds?", "pos": "Background Paragraph: Atmospheric convection is the result of a parcel-environment instability, or temperature difference layer in the atmosphere. Different lapse rates within dry and moist air masses lead to instability. Mixing of air during the day which expands the height of the planetary boundary layer leads to increased winds, cumulus cloud development, and decreased surface dew points. Moist convection leads to thunderstorm development, which is often responsible for severe weather throughout the world. Special threats from thunderstorms include hail, downbursts, and tornadoes. \nStory: Burr township is situated on the western side of the ridge, at a lower altitude, and is experiencing atmospheric convection every once in a while, while Jolt township, on the eastern side,  has a less windy, less cloudy environment and is situated at a higher altitude. \nQuestion: Which township is experiencing more atmospheric convection phenomena?", "neg": "Background Paragraph: Atmospheric convection is the result of a parcel-environment instability, or temperature difference layer in the atmosphere. Different lapse rates within dry and moist air masses lead to instability. Mixing of air during the day which expands the height of the planetary boundary layer leads to increased winds, cumulus cloud development, and decreased surface dew points. Moist convection leads to thunderstorm development, which is often responsible for severe weather throughout the world. Special threats from thunderstorms include hail, downbursts, and tornadoes. \nStory: Burr township is situated on the western side of the ridge, at a lower altitude, and is experiencing atmospheric convection every once in a while, while Jolt township, on the eastern side,  has a less windy, less cloudy environment and is situated at a higher altitude. \nQuestion: Which township is experiencing less clouds?", "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."}
{"query": "Background Paragraph: Cholesterol has been implicated in heart disease for decades. Atherosclerosis is a disorder of the arteries in which cholesterol and other materials are deposited on the interior of the arterial wall. These deposits lead to the formation of plaques that can restrict or even block the flow of blood through these blood vessels (see Figure below ). A decrease in the flow of blood can lead to high blood pressure and a lowered oxygen supply to the heart muscle. A complete blockage of blood flow to parts of the heart (a heart attack) can cause significant damage due to oxygen deprivation, in some cases leading to death. \nStory: Two brothers went to the doctor's office for an appointment. The doctor discovered that Tim had very high levels of cholesterol, while Jim had normal levels. \nQuestion: Which brother experiences a decrease in blood flow?", "pos": "Background Paragraph: Cholesterol has been implicated in heart disease for decades. Atherosclerosis is a disorder of the arteries in which cholesterol and other materials are deposited on the interior of the arterial wall. These deposits lead to the formation of plaques that can restrict or even block the flow of blood through these blood vessels (see Figure below ). A decrease in the flow of blood can lead to high blood pressure and a lowered oxygen supply to the heart muscle. A complete blockage of blood flow to parts of the heart (a heart attack) can cause significant damage due to oxygen deprivation, in some cases leading to death. \nStory: Two brothers went to the doctor's office for an appointment. The doctor discovered that Tim had very high levels of cholesterol, while Jim had normal levels. \nQuestion: Which brother experiences a lowered oxygen supply to the heart muscle?", "neg": "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. \nStory: 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. \nQuestion: Would patient A see less or more build up in the inner walls of the arteries 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."}
{"query": "Background Paragraph: Fish reproduce sexually. They lay eggs that can be fertilized either inside or outside of the body. In most fish, the eggs develop outside of the mother's body. In the majority of these species, fertilization also takes place outside the mother's body. The male and female fish release their gametes into the surrounding water, where fertilization occurs. Female fish release very high numbers of eggs to increase the chances of fertilization. \nStory: Tammy and Moe were two school mates. Moe learned about mammalian reproduction in school. Tammy learned about fish reproduction. \nQuestion: Which student learned about fish eggs being fertilized inside of the female body?", "pos": "Background Paragraph: Fish reproduce sexually. They lay eggs that can be fertilized either inside or outside of the body. In most fish, the eggs develop outside of the mother's body. In the majority of these species, fertilization also takes place outside the mother's body. The male and female fish release their gametes into the surrounding water, where fertilization occurs. Female fish release very high numbers of eggs to increase the chances of fertilization. \nStory: Tammy and Moe were two school mates. Moe learned about mammalian reproduction in school. Tammy learned about fish reproduction. \nQuestion: Which student learned more about fish reproducing sexually?", "neg": "Background Paragraph: Fish reproduce sexually. They lay eggs that can be fertilized either inside or outside of the body. In most fish, the eggs develop outside of the mother's body. In the majority of these species, fertilization also takes place outside the mother's body. The male and female fish release their gametes into the surrounding water, where fertilization occurs. Female fish release very high numbers of eggs to increase the chances of fertilization. \nStory: Two students read about reproduction for biology class. Vic read more about reptile reproduction, while Fox read more about fish reproduction. \nQuestion: Which student learned more about fertilization taking place outside of the mother's body?", "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."}
{"query": "Background Paragraph: East Antarctica is colder than its western counterpart because of its higher elevation. Weather fronts rarely penetrate far into the continent, leaving the centre cold and dry. Despite the lack of precipitation over the central portion of the continent, ice there lasts for extended periods. Heavy snowfalls are common on the coastal portion of the continent, where snowfalls of up to 1.22 metres (48 in) in 48 hours have been recorded. \nStory: Joe lived in East Antarctica while his buddy Jim lived in West Antarctica. They were both into collecting rare specimens of plants and wildlife.  They would often complain about the weather. \nQuestion: Which friend lived at a lower elevation?", "pos": "Background Paragraph: East Antarctica is colder than its western counterpart because of its higher elevation. Weather fronts rarely penetrate far into the continent, leaving the centre cold and dry. Despite the lack of precipitation over the central portion of the continent, ice there lasts for extended periods. Heavy snowfalls are common on the coastal portion of the continent, where snowfalls of up to 1.22 metres (48 in) in 48 hours have been recorded. \nStory: Joe lived in East Antarctica while his buddy Jim lived in West Antarctica. They were both into collecting rare specimens of plants and wildlife.  They would often complain about the weather. \nQuestion: Which friend experienced less precipitation?", "neg": "Background Paragraph: East Antarctica is colder than its western counterpart because of its higher elevation. Weather fronts rarely penetrate far into the continent, leaving the centre cold and dry. Despite the lack of precipitation over the central portion of the continent, ice there lasts for extended periods. Heavy snowfalls are common on the coastal portion of the continent, where snowfalls of up to 1.22 metres (48 in) in 48 hours have been recorded. \nStory: UK and France had scientific bases in Antarctica. UK had a base and studied the climate in East Antarctica, while France observed the climate in West Antarctica. \nQuestion: Which country experienced more snowfall?", "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."}
{"query": "Background Paragraph: A person with a serious brain injury usually suffers permanent brain damage. These brain injuries usually occur when an external mechanical force, such as a violent blow or jolt to the head or body, causes brain dysfunction. An object penetrating the skull, such as a bullet or a shattered piece of the skull, also can cause traumatic brain injury. As a result, the person may have trouble talking or controlling body movements. Symptoms depend on what part of the brain was injured. Serious brain injuries can also cause personality changes and problems with mental abilities such as memory. Medicines, counseling, and other treatments may help people with serious brain injuries recover from, or at least learn to cope with, their disabilities. \nStory: Two friends were involved in a car crash. they both survived, but Mike had a serious brain injury. Vince was OK, he didn't experience any significant injuries. \nQuestion: Which friend suffered permanent brain damage?", "pos": "Background Paragraph: A person with a serious brain injury usually suffers permanent brain damage. These brain injuries usually occur when an external mechanical force, such as a violent blow or jolt to the head or body, causes brain dysfunction. An object penetrating the skull, such as a bullet or a shattered piece of the skull, also can cause traumatic brain injury. As a result, the person may have trouble talking or controlling body movements. Symptoms depend on what part of the brain was injured. Serious brain injuries can also cause personality changes and problems with mental abilities such as memory. Medicines, counseling, and other treatments may help people with serious brain injuries recover from, or at least learn to cope with, their disabilities. \nStory: Two friends were involved in a car crash. they both survived, but Mike had a serious brain injury. Vince was OK, he didn't experience any significant injuries. \nQuestion: Which friend suffered a brain dysfunction?", "neg": "Background Paragraph: A person with a serious brain injury usually suffers permanent brain damage. These brain injuries usually occur when an external mechanical force, such as a violent blow or jolt to the head or body, causes brain dysfunction. An object penetrating the skull, such as a bullet or a shattered piece of the skull, also can cause traumatic brain injury. As a result, the person may have trouble talking or controlling body movements. Symptoms depend on what part of the brain was injured. Serious brain injuries can also cause personality changes and problems with mental abilities such as memory. Medicines, counseling, and other treatments may help people with serious brain injuries recover from, or at least learn to cope with, their disabilities. \nStory: Jill and Bob are working on a construction site together when suddenly two wooden planks fall from three stories up. One plank hits Bob on the head and the other lands directly on Jill's shoulder. Everyone rushes over to them to check if they are ok. All the people are relieved that Bob and Jill appear to be alright, but they urge them both to go visit a doctor to get checked out. \nQuestion: Which person is less likely to have trouble talking?", "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."}
{"query": "Background Paragraph: During May, June, and July, the Northern Hemisphere is exposed to more direct sunlight because the hemisphere faces the Sun. The same is true of the Southern Hemisphere in November, December, and January. It is Earth's axial tilt that causes the Sun to be higher in the sky during the summer months, which increases the solar flux. However, due to seasonal lag, June, July, and August are the warmest months in the Northern Hemisphere while December, January, and February are the warmest months in the Southern Hemisphere. \nStory: Two twin brothers live far away from each other. Dan lives in the Norther Hemisphere, in North America, and Bill lives in Tasmania, in the Southern Hemisphere.They often talk about the weather, the seasons, and how it affects them. \nQuestion: Which brother experiences warmer weather in August?", "pos": "Background Paragraph: During May, June, and July, the Northern Hemisphere is exposed to more direct sunlight because the hemisphere faces the Sun. The same is true of the Southern Hemisphere in November, December, and January. It is Earth's axial tilt that causes the Sun to be higher in the sky during the summer months, which increases the solar flux. However, due to seasonal lag, June, July, and August are the warmest months in the Northern Hemisphere while December, January, and February are the warmest months in the Southern Hemisphere. \nStory: Two twin brothers live far away from each other. Dan lives in the Norther Hemisphere, in North America, and Bill lives in Tasmania, in the Southern Hemisphere.They often talk about the weather, the seasons, and how it affects them. \nQuestion: Which brother experiences more sunlight in August?", "neg": "Background Paragraph: During May, June, and July, the Northern Hemisphere is exposed to more direct sunlight because the hemisphere faces the Sun. The same is true of the Southern Hemisphere in November, December, and January. It is Earth's axial tilt that causes the Sun to be higher in the sky during the summer months, which increases the solar flux. However, due to seasonal lag, June, July, and August are the warmest months in the Northern Hemisphere while December, January, and February are the warmest months in the Southern Hemisphere. \nStory: Bill has a friend that lives in New Zealand and he always gets confused about the weather and the seasons when they chat, because the Southern Hemisphere has different seasons than people from the Northern Hemisphere. \nQuestion: Which hemisphere experiences lower temperatures in July?", "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."}
{"query": "Background Paragraph: The body's second line of defense against pathogens includes the inflammatory response. If bacteria enter the skin through a scrape, the area may become red, warm, and painful. These are signs of inflammation. Inflammation is one way the body reacts to infections or injuries. Inflammation is caused by chemicals that are released when skin or other tissues are damaged. The chemicals cause nearby blood vessels to dilate, or expand. This increases blood flow to the damaged area, which makes the area red and slightly warm. The chemicals also attract white blood cells called neutrophils to the wound and cause them to leak out of blood vessels into the damaged tissue. \nStory: A team of researchers named Alpha did some research on the inflammatory response in humans for a science contest. A competing team called Omega did research on the human genome. Team Omega lost. \nQuestion: Which team studied less about chemicals causing nearby blood vessels to dilate, or expand?", "pos": "Background Paragraph: The body's second line of defense against pathogens includes the inflammatory response. If bacteria enter the skin through a scrape, the area may become red, warm, and painful. These are signs of inflammation. Inflammation is one way the body reacts to infections or injuries. Inflammation is caused by chemicals that are released when skin or other tissues are damaged. The chemicals cause nearby blood vessels to dilate, or expand. This increases blood flow to the damaged area, which makes the area red and slightly warm. The chemicals also attract white blood cells called neutrophils to the wound and cause them to leak out of blood vessels into the damaged tissue. \nStory: A team of researchers named Alpha did some research on the inflammatory response in humans for a science contest. A competing team called Omega did research on the human genome. Team Omega lost. \nQuestion: Which team studied less about chemicals that are released when skin or other tissues are damaged?", "neg": "Background Paragraph: The body's second line of defense against pathogens includes the inflammatory response. If bacteria enter the skin through a scrape, the area may become red, warm, and painful. These are signs of inflammation. Inflammation is one way the body reacts to infections or injuries. Inflammation is caused by chemicals that are released when skin or other tissues are damaged. The chemicals cause nearby blood vessels to dilate, or expand. This increases blood flow to the damaged area, which makes the area red and slightly warm. The chemicals also attract white blood cells called neutrophils to the wound and cause them to leak out of blood vessels into the damaged tissue. \nStory: Two medical students learned about the human body's defense against pathogens. Niles learned about the body's first line of defense, while Bill  learned more about the inflammatory response. \nQuestion: Which student learned more about the releasing of chemicals when the skin is damaged or injured?", "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."}
{"query": "Background Paragraph: Most chemical reactions within organisms would be impossible under the normal conditions within cell. For example, the body temperature of most organisms is too low for reactions to occur quickly enough to carry out life processes. Reactants may also be present in such low concentrations that it is unlikely they will meet and collide. Therefore, the rate of most biochemical reactions must be increased by a catalyst. A catalyst is a chemical that speeds up chemical reactions. In organisms, catalysts are called enzymes . \nStory: Mike is a biochemist, working for a science lab. Today, he has two organisms to investigate, organism A and organism B. He notices that organism A has enzymes, but organism B lacks enzymes. He needs to figure out how these conditions would affect the organisms. \nQuestion: Under normal conditions, in which organism the chemical reactions would be more plausible, organism A or organism B?", "pos": "Background Paragraph: Most chemical reactions within organisms would be impossible under the normal conditions within cell. For example, the body temperature of most organisms is too low for reactions to occur quickly enough to carry out life processes. Reactants may also be present in such low concentrations that it is unlikely they will meet and collide. Therefore, the rate of most biochemical reactions must be increased by a catalyst. A catalyst is a chemical that speeds up chemical reactions. In organisms, catalysts are called enzymes . \nStory: Mike is a biochemist, working for a science lab. Today, he has two organisms to investigate, organism A and organism B. He notices that organism A has enzymes, but organism B lacks enzymes. He needs to figure out how these conditions would affect the organisms. \nQuestion: In which organism the the chemical reactions would be speedier, organism A or organism B?", "neg": "Background Paragraph: Most chemical reactions within organisms would be impossible under the normal conditions within cell. For example, the body temperature of most organisms is too low for reactions to occur quickly enough to carry out life processes. Reactants may also be present in such low concentrations that it is unlikely they will meet and collide. Therefore, the rate of most biochemical reactions must be increased by a catalyst. A catalyst is a chemical that speeds up chemical reactions. In organisms, catalysts are called enzymes . \nStory: Mike is a biochemist, working for a science lab. Today, he has two organisms to investigate, organism A and organism B. He notices that organism A has enzymes, but organism B lacks enzymes. He needs to figure out how these conditions would affect the organisms. \nQuestion: Would organism B see speedier or slower chemical reactions than organism 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."}
{"query": "Background Paragraph: Candied fruit, also known as crystallized fruit or glacé fruit, has existed since the 14th century. Whole fruit, smaller pieces of fruit, or pieces of peel, are placed in heated sugar syrup, which absorbs the moisture from within the fruit and eventually preserves it. Depending on size and type of fruit, this process of preservation can take from several days to several months.[1] This process allows the fruit to retain its quality for a year.[2]\n\nThe continual process of drenching the fruit in syrup causes the fruit to become saturated with sugar, preventing the growth of spoilage microorganisms due to the unfavourable osmotic pressure this creates.[3]. \nStory: Helen got lots of different fruit as a gift from a friend that owned an orchard. She received apples, pears, apricots, peaches, plums, quince, among others. She decided to candy apples, apricots, and pears, and to keep the others fresh for as long as possible. \nQuestion: Which fruit lasted longer, pears or plums?", "pos": "Background Paragraph: Candied fruit, also known as crystallized fruit or glacé fruit, has existed since the 14th century. Whole fruit, smaller pieces of fruit, or pieces of peel, are placed in heated sugar syrup, which absorbs the moisture from within the fruit and eventually preserves it. Depending on size and type of fruit, this process of preservation can take from several days to several months.[1] This process allows the fruit to retain its quality for a year.[2]\n\nThe continual process of drenching the fruit in syrup causes the fruit to become saturated with sugar, preventing the growth of spoilage microorganisms due to the unfavourable osmotic pressure this creates.[3]. \nStory: Helen got lots of different fruit as a gift from a friend that owned an orchard. She received apples, pears, apricots, peaches, plums, quince, among others. She decided to candy apples, apricots, and pears, and to keep the others fresh for as long as possible. \nQuestion: Which fruit lasted longer, pears or quince?", "neg": "Background Paragraph: Candied fruit, also known as crystallized fruit or glacé fruit, has existed since the 14th century. Whole fruit, smaller pieces of fruit, or pieces of peel, are placed in heated sugar syrup, which absorbs the moisture from within the fruit and eventually preserves it. Depending on size and type of fruit, this process of preservation can take from several days to several months.[1] This process allows the fruit to retain its quality for a year.[2]\n\nThe continual process of drenching the fruit in syrup causes the fruit to become saturated with sugar, preventing the growth of spoilage microorganisms due to the unfavourable osmotic pressure this creates.[3]. \nStory: Greg's grandma is a culinary expert. She is also  very eager to teach others how to make great foods. One day she taught Greg how to make candied fruit. Greg was so excited about it that he bought two baskets of fruits, basket A and basket B, to make some candied fruits. He used the basket A fruits to make some candied fruits, but was too lazy to use the basket B fruits. He just kept the basket B fruits on his kitchen top. \nQuestion: Will basket B fruits retain its quality longer or shorter than basket A fruits?", "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."}
{"query": "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. \nStory: Bob and Bill studied at the same university. While Bob got into studying nutrition, Bill ended up studying about cancer and how to prevent it. \nQuestion: Which student learned less about exposure of the skin to UV radiation?", "pos": "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. \nStory: Bob and Bill studied at the same university. While Bob got into studying nutrition, Bill ended up studying about cancer and how to prevent it. \nQuestion: Which student learned less about how to choose a sunscreen that offers the most protection?", "neg": "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. \nStory: Keith is a doctor at the city hospital. Today, he is seeing six patients, patient A, patient B, patient C, patient D, patient E, and patient F. Patient A is a smoker, but patient B is not a smoker. Patient C uses sunscreen, but patient D does not use any sunscreen. Patient E tans with tanning lamps, but patient F tans in the sun. \nQuestion: Would patient A have higher or lower risk of lung cancer 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."}
{"query": "Background Paragraph: HIV , or human immunodeficiency virus, causes AIDS. AIDS stands for \"acquired immune deficiency syndrome.\" It is a condition that causes death and does not have a known cure. AIDS usually develops 10 to 15 years after a person is first infected with HIV. The development of AIDS can be delayed with proper medicines. The delay can be well over 20 years with the right medicines. Today, individuals who acquire HIV after 50 years of age can expect to reach an average human life span. \nStory: The police arrested two homeless people. James was 35 and had been HIV positive for 20 years, and Bill, who was 54 and was not HIV positive. They booked them and let them go. \nQuestion: Which person didn't have the immunodeficiency virus?", "pos": "Background Paragraph: HIV , or human immunodeficiency virus, causes AIDS. AIDS stands for \"acquired immune deficiency syndrome.\" It is a condition that causes death and does not have a known cure. AIDS usually develops 10 to 15 years after a person is first infected with HIV. The development of AIDS can be delayed with proper medicines. The delay can be well over 20 years with the right medicines. Today, individuals who acquire HIV after 50 years of age can expect to reach an average human life span. \nStory: The police arrested two homeless people. James was 35 and had been HIV positive for 20 years, and Bill, who was 54 and was not HIV positive. They booked them and let them go. \nQuestion: Which person didn't have a disease that causes death?", "neg": "Background Paragraph: HIV , or human immunodeficiency virus, causes AIDS. AIDS stands for \"acquired immune deficiency syndrome.\" It is a condition that causes death and does not have a known cure. AIDS usually develops 10 to 15 years after a person is first infected with HIV. The development of AIDS can be delayed with proper medicines. The delay can be well over 20 years with the right medicines. Today, individuals who acquire HIV after 50 years of age can expect to reach an average human life span. \nStory: The police arrested two homeless people. James was 35 and had been HIV positive for 20 years, and Bill, who was 54 and was not HIV positive. They booked them and let them go. \nQuestion: Which person had an incurable disease?", "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."}
{"query": "Background Paragraph: A major use for petroleum products is fuel for cars, trucks, airplanes, trains, and other vehicles. The chemical used are usually a mixture of compounds containing several carbon atoms in a chain. When the material is ignited, a massive amount of gas is created almost instantaneously. This increase in volume will move the pistons in an internal combustion engine to provide power. A jet plane works on a similar principle. Air comes into the front of the engine and mixes with the jet fuel. This mixture is ignited and the gases formed create a lot of pressure to push the plane forward. The idea can be seen even more clearly in the case of a rocket launch. The ignition of the fuel (either solid-state or liquid) creates gases produced under great pressure that pushes the rocket up. \nStory: Two sister cities used petroleum products in different ways. Sin city used it for fuel, while Hill city used it only for making plastic materials which would then recycle. \nQuestion: Which city used more fuel for trucks?", "pos": "Background Paragraph: A major use for petroleum products is fuel for cars, trucks, airplanes, trains, and other vehicles. The chemical used are usually a mixture of compounds containing several carbon atoms in a chain. When the material is ignited, a massive amount of gas is created almost instantaneously. This increase in volume will move the pistons in an internal combustion engine to provide power. A jet plane works on a similar principle. Air comes into the front of the engine and mixes with the jet fuel. This mixture is ignited and the gases formed create a lot of pressure to push the plane forward. The idea can be seen even more clearly in the case of a rocket launch. The ignition of the fuel (either solid-state or liquid) creates gases produced under great pressure that pushes the rocket up. \nStory: Two sister cities used petroleum products in different ways. Sin city used it for fuel, while Hill city used it only for making plastic materials which would then recycle. \nQuestion: Which city used more fuel for cars?", "neg": "Background Paragraph: A major use for petroleum products is fuel for cars, trucks, airplanes, trains, and other vehicles. The chemical used are usually a mixture of compounds containing several carbon atoms in a chain. When the material is ignited, a massive amount of gas is created almost instantaneously. This increase in volume will move the pistons in an internal combustion engine to provide power. A jet plane works on a similar principle. Air comes into the front of the engine and mixes with the jet fuel. This mixture is ignited and the gases formed create a lot of pressure to push the plane forward. The idea can be seen even more clearly in the case of a rocket launch. The ignition of the fuel (either solid-state or liquid) creates gases produced under great pressure that pushes the rocket up. \nStory: Two sister cities used petroleum products in different ways. Sin city used it for fuel, while Hill city used it only for making plastic materials which would then recycle. \nQuestion: Which city used less fuel for trucks?", "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."}
{"query": "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. \nStory: Two friends had a discussion about the Earth and what this reality might be. Tim believed in  the Gaia hypothesis, while Olly  believed in the Panspermia theory. \nQuestion: Which friend studied less about the composition of our atmosphere which stays fairly consistent ?", "pos": "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. \nStory: Two friends had a discussion about the Earth and what this reality might be. Tim believed in  the Gaia hypothesis, while Olly  believed in the Panspermia theory. \nQuestion: Which friend did not believe that the Earth tends to achieve homeostasis?", "neg": "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. \nStory: Two friends had a discussion about the Earth and what this reality might be. Tim believed in  the Gaia hypothesis, while Olly  believed in the Panspermia theory. \nQuestion: Which friend believed that the Earth is self-regulating?", "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."}
{"query": "Background Paragraph: Liquid water is a fluid. The hydrogen bonds in liquid water constantly break and reform as the water molecules tumble past one another. As water cools, its molecular motion slows and the molecules move gradually closer to one another. The density of any liquid increases as its temperature decreases. For most liquids, this continues as the liquid freezes and the solid state is denser than the liquid state. However, water behaves differently. It actually reaches its highest density at about 4°C. \nStory: Joe is at a party and carrying around a can of beer that he has had in his hand for awhile. He bumps into Sally, and they begin chatting. During their conversation, Sally notices the beer in Joe's hand, and remarks that a beer sounds like a good idea. She heads over to the refrigerator and grabs a nice cold one and pops it open. She takes a sip while the two continue their chat. \nQuestion: The molecules in whose can of beer are moving slower?", "pos": "Background Paragraph: Sometimes muscles and tendons get injured when a person starts doing an activity before they have warmed up properly. A warm up is a slow increase in the intensity of a physical activity that prepares muscles for an activity. Warming up increases the blood flow to the muscles and increases the heart rate. Warmed-up muscles and tendons are less likely to get injured. For example, before running or playing soccer, a person might jog slowly to warm muscles and increase their heart rate. Even elite athletes need to warm up ( Figure below ). \nStory: Beth and Sally are both on the high school basketball team and are about to play a match against their rival school. This match is extremely important, and students from both schools always turn out in droves to support their team. Last year, Beth and Sally's team lost so they are extra motivated this year to win. Before the game, Beth spends her time running in place and doing jumping jacks to prepare, and Sally spends her time talking to her friends who are sitting in the bleachers cheering the team on. \nQuestion: Who has less blood flowing to their muscles?", "neg": "Background Paragraph: Liquid water is a fluid. The hydrogen bonds in liquid water constantly break and reform as the water molecules tumble past one another. As water cools, its molecular motion slows and the molecules move gradually closer to one another. The density of any liquid increases as its temperature decreases. For most liquids, this continues as the liquid freezes and the solid state is denser than the liquid state. However, water behaves differently. It actually reaches its highest density at about 4°C. \nStory: Joe is at a party and carrying around a can of beer that he has had in his hand for awhile. He bumps into Sally, and they begin chatting. During their conversation, Sally notices the beer in Joe's hand, and remarks that a beer sounds like a good idea. She heads over to the refrigerator and grabs a nice cold one and pops it open. She takes a sip while the two continue their chat. \nQuestion: Is Sally's beer more or less dense than Joe's beer?", "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."}
{"query": "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. \nStory: Greg is studying the environmental impact of agriculture. He noticed that in his own state a lake near agricultural lands has been declared as a dead zone. For his study Greg labeled this zone as zone A. Then he found near a national park in his state a lake is not declared as a dead zone. To further his study he labeled this zone as zone B. \nQuestion: Would zone B see less or more organisms than zone A?", "pos": "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. \nStory: Jim and Greg are brothers who both run their own farms, but they rarely see each other due to them living in different states. Greg runs a farm in Texas where he rarely sees rain so he spends much of his day watering his crops. Jim lives in Illinois where it rains much more regularly so he has more time to spend dealing with his farm animals instead of watering his plants. Both men intentionally purchased their farms next to lakes since they have always loved fishing during their free time. The brothers are currently planning a fishing trip together, but they are just debating which lake to travel to. \nQuestion: Does Greg's lake have more or less oxygen than Jim's?", "neg": "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. \nStory: Greg is studying the environmental impact of agriculture. He noticed that in his own state a lake near agricultural lands has been declared as a dead zone. For his study Greg labeled this zone as zone A. Then he found near a national park in his state a lake is not declared as a dead zone. To further his study he labeled this zone as zone B. \nQuestion: Which zone is a result of algae overgrowth, zone A or zone 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."}
{"query": "Background Paragraph: Many reactions take place in solution or in the gas phase, where the reactants are evenly dispersed throughout a homogeneous mixture. However, for reactions in which one of the reactants is a pure solid or liquid (meaning that this reactant is not already mixed together with any other reactants), reactivity only occurs at the surface, where particles of the solid or liquid reactant come into contact with particles of the other reactants. All of the molecules or ions in the interior of the pure substance will not be colliding with the other necessary reactants, so they are not really contributing to the overall rate of the reaction. However, increasing the surface area will increase the frequency of potentially reactive collisions, because more reactant particles will be in contact with the other necessary reactants. \nStory: Mike was preparing for his chemistry exam. To see the chemistry concepts in practice he conducted two tests, test A and test B. In test A he used two liquid reactants evenly dispersed, but in test B he used one liquid reactant and one solid reactant. He was surprised to see that two tests had very different results. \nQuestion: Would test A have less or more reactant particles in contact with other necessary reactants than in test B?", "pos": "Background Paragraph: When a solid substance is involved in a chemical reaction, only the matter at the surface of the solid is exposed to other reactants. If a solid has more surface area, more of it is exposed and able to react. Therefore, increasing the surface area of solid reactants increases the reaction rate. Look at the hammer and nails pictured in the Figure below . Both are made of iron and will rust when the iron combines with oxygen in the air. However, the nails have a greater surface area, so they will rust faster. \nStory: John is trying to figure out how the shape of an object affects how it reacts with other elements. For that, he chose two objects, both made of the same element - object A and object B. Object A has a larger surface area, but object B has smaller surface area. He let these objects to react with other reactants to see how the processes work. \nQuestion: Would object A be more or less exposed to the reactants than object B?", "neg": "Background Paragraph: Many reactions take place in solution or in the gas phase, where the reactants are evenly dispersed throughout a homogeneous mixture. However, for reactions in which one of the reactants is a pure solid or liquid (meaning that this reactant is not already mixed together with any other reactants), reactivity only occurs at the surface, where particles of the solid or liquid reactant come into contact with particles of the other reactants. All of the molecules or ions in the interior of the pure substance will not be colliding with the other necessary reactants, so they are not really contributing to the overall rate of the reaction. However, increasing the surface area will increase the frequency of potentially reactive collisions, because more reactant particles will be in contact with the other necessary reactants. \nStory: Mike was preparing for his chemistry exam. To see the chemistry concepts in practice he conducted two tests, test A and test B. In test A he used two liquid reactants evenly dispersed, but in test B he used one liquid reactant and one solid reactant. He was surprised to see that two tests had very different results. \nQuestion: Which test would have higher rate of reaction, test A or test 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."}
{"query": "Background Paragraph: Hypertension , which is also called \"high blood pressure,\" occurs when a person’s blood pressure is always high. Hypertension is said to be present when a person's systolic blood pressure is always 140 or higher, and/or if the person's diastolic blood pressure is always 90 or higher. Having hypertension increases a person’s chance for developing heart disease, having a stroke, or suffering from other serious cardiovascular diseases. Hypertension often does not have any symptoms, so a person may not know that he or she has high blood pressure. For this reason, hypertension is often called the \"silent killer.\" Treatments for hypertension include diet changes, exercise, and medication. Foods thought to lower blood pressure include skim milk, spinach, beans, bananas and dark chocolate. \nStory: Dirk went to the doctor because he was feeling dizzy. The doc told him he has Hypertension. His wife,  Mary went to the doctor the following week, and the doc said her blood pressure was normal. \nQuestion: Which patient had a greater chance of having a stroke?", "pos": "Background Paragraph: Hypertension , which is also called \"high blood pressure,\" occurs when a person’s blood pressure is always high. Hypertension is said to be present when a person's systolic blood pressure is always 140 or higher, and/or if the person's diastolic blood pressure is always 90 or higher. Having hypertension increases a person’s chance for developing heart disease, having a stroke, or suffering from other serious cardiovascular diseases. Hypertension often does not have any symptoms, so a person may not know that he or she has high blood pressure. For this reason, hypertension is often called the \"silent killer.\" Treatments for hypertension include diet changes, exercise, and medication. Foods thought to lower blood pressure include skim milk, spinach, beans, bananas and dark chocolate. \nStory: Two twin brothers had very different blood pressures. Tom had very high blood pressure, while Dan had low blood pressure. \nQuestion: Which brother has a lower chance of developing heart disease?", "neg": "Background Paragraph: Hypertension , which is also called \"high blood pressure,\" occurs when a person’s blood pressure is always high. Hypertension is said to be present when a person's systolic blood pressure is always 140 or higher, and/or if the person's diastolic blood pressure is always 90 or higher. Having hypertension increases a person’s chance for developing heart disease, having a stroke, or suffering from other serious cardiovascular diseases. Hypertension often does not have any symptoms, so a person may not know that he or she has high blood pressure. For this reason, hypertension is often called the \"silent killer.\" Treatments for hypertension include diet changes, exercise, and medication. Foods thought to lower blood pressure include skim milk, spinach, beans, bananas and dark chocolate. \nStory: At a doctor's office, two women are having their annual physical done. Jessie goes in first and is told that that she should go see a dermatologist about the skin issues she is having. The doctor then sees Martha who is having a pain in her right arm and who also has hypertension. The doctor talks to Martha about her issues and then heads home for the day. \nQuestion: Is Jessie's risk for cardiovascular diseases higher or lower than Martha'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."}
{"query": "Background Paragraph: Plucking, also referred to as quarrying, is a glacial phenomenon that is responsible for the erosion and transportation of individual pieces of bedrock, especially large \"joint blocks\". This occurs in a type of glacier called a \"valley glacier\". As a glacier moves down a valley, friction causes the basal ice of the glacier to melt and infiltrate joints (cracks) in the bedrock. The freezing and thawing action of the ice enlarges, widens, or causes further cracks in the bedrock as it changes volume across the ice/water phase transition (a form of hydraulic wedging), gradually loosening the rock between the joints. This produces large pieces of rock called joint blocks. Eventually these joint blocks come loose and become trapped in the glacier. \nStory: Rob likes to visit high mountainous locations. Last year he visited the the Alps mountains in Austria. There he saw an unique type of glacier called valley glacier. This year he went further east to visit the Ural mountains in Russia. There he didn't see any valley glacier. \nQuestion: Where there would be joint blocks, Alps or Ural?", "pos": "Background Paragraph: Plucking, also referred to as quarrying, is a glacial phenomenon that is responsible for the erosion and transportation of individual pieces of bedrock, especially large \"joint blocks\". This occurs in a type of glacier called a \"valley glacier\". As a glacier moves down a valley, friction causes the basal ice of the glacier to melt and infiltrate joints (cracks) in the bedrock. The freezing and thawing action of the ice enlarges, widens, or causes further cracks in the bedrock as it changes volume across the ice/water phase transition (a form of hydraulic wedging), gradually loosening the rock between the joints. This produces large pieces of rock called joint blocks. Eventually these joint blocks come loose and become trapped in the glacier. \nStory: Rob likes to visit high mountainous locations. Last year he visited the the Alps mountains in Austria. There he saw an unique type of glacier called valley glacier. This year he went further east to visit the Ural mountains in Russia. There he didn't see any valley glacier. \nQuestion: If Rob is interested in seeing joint blocks trapped in the glacier next year, which mountain should he visit, Alps or ural?", "neg": "Background Paragraph: Plucking, also referred to as quarrying, is a glacial phenomenon that is responsible for the erosion and transportation of individual pieces of bedrock, especially large \"joint blocks\". This occurs in a type of glacier called a \"valley glacier\". As a glacier moves down a valley, friction causes the basal ice of the glacier to melt and infiltrate joints (cracks) in the bedrock. The freezing and thawing action of the ice enlarges, widens, or causes further cracks in the bedrock as it changes volume across the ice/water phase transition (a form of hydraulic wedging), gradually loosening the rock between the joints. This produces large pieces of rock called joint blocks. Eventually these joint blocks come loose and become trapped in the glacier. \nStory: Rob likes to visit high mountainous locations. Last year he visited the the Alps mountains in Austria. There he saw an unique type of glacier called valley glacier. This year he went further east to visit the Ural mountains in Russia. There he didn't see any valley glacier. \nQuestion: Which mountain would not see erosion of bedrocks?", "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."}
{"query": "Background Paragraph: Alkali, or Alkaline, soils are clay soils with high pH (> 8.5), a poor soil structure and a low infiltration capacity. Often they have a hard calcareous layer at 0.5 to 1 metre depth. Alkali soils owe their unfavorable physico-chemical properties mainly to the dominating presence of sodium carbonate, which causes the soil to swell[1] and difficult to clarify/settle. They derive their name from the alkali metal group of elements, to which sodium belongs, and which can induce basicity. Sometimes these soils are also referred to as alkaline sodic soils.\nAlkaline soils are basic, but not all basic soils are alkaline. \nStory: Mike grew tomatoes on his parcel of land and so did John. Mike's attempt was very successful, because he adjusted the soil's pH to a viable level for growing vegetables, and John didn't. Both parcels had soils with lots of sodium carbonate in them. John's experiment failed. \nQuestion: Which soil had less unfavorable physico-chemical properties?", "pos": "Background Paragraph: Alkali, or Alkaline, soils are clay soils with high pH (> 8.5), a poor soil structure and a low infiltration capacity. Often they have a hard calcareous layer at 0.5 to 1 metre depth. Alkali soils owe their unfavorable physico-chemical properties mainly to the dominating presence of sodium carbonate, which causes the soil to swell[1] and difficult to clarify/settle. They derive their name from the alkali metal group of elements, to which sodium belongs, and which can induce basicity. Sometimes these soils are also referred to as alkaline sodic soils.\nAlkaline soils are basic, but not all basic soils are alkaline. \nStory: Mike grew tomatoes on his parcel of land and so did John. Mike's attempt was very successful, because he adjusted the soil's pH to a viable level for growing vegetables, and John didn't. Both parcels had soils with lots of sodium carbonate in them. John's experiment failed. \nQuestion: Which soil was less basic?", "neg": "Background Paragraph: Alkali, or Alkaline, soils are clay soils with high pH (> 8.5), a poor soil structure and a low infiltration capacity. Often they have a hard calcareous layer at 0.5 to 1 metre depth. Alkali soils owe their unfavorable physico-chemical properties mainly to the dominating presence of sodium carbonate, which causes the soil to swell[1] and difficult to clarify/settle. They derive their name from the alkali metal group of elements, to which sodium belongs, and which can induce basicity. Sometimes these soils are also referred to as alkaline sodic soils.\nAlkaline soils are basic, but not all basic soils are alkaline. \nStory: Albert is planning on having a garden soon. He has done his research and find out that he cannot buy soil that is above a pH of seven. He sees several options for sale, including Alkali soil and a basic soil. \nQuestion: Which soil should Albert avoid buying because of high pH value?", "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."}
{"query": "Background Paragraph: No doubt you already have a good idea of what temperature is. You might say that it’s how warm or cool something feels. In physics, temperature is defined as the average kinetic energy of the particles of matter. When particles of matter move more quickly, they have more kinetic energy, so their temperature is higher. With a higher temperature, matter feels warmer. When particles move more slowly, they have less kinetic energy on average, so their temperature is lower. With a lower temperature, matter feels cooler. \nStory: Noah is currently making dinner in his kitchen. He has been boiling some soup on the stove for a while, so the temperature of the soup is currently high. Noah's brother, Justin, is sitting on the couch in the living room. Justin is eating ice cream, which has a low temperature. \nQuestion: Are the particles moving slower in the ice cream or the soup?", "pos": "Background Paragraph: No doubt you already have a good idea of what temperature is. You might say that it’s how warm or cool something feels. In physics, temperature is defined as the average kinetic energy of the particles of matter. When particles of matter move more quickly, they have more kinetic energy, so their temperature is higher. With a higher temperature, matter feels warmer. When particles move more slowly, they have less kinetic energy on average, so their temperature is lower. With a lower temperature, matter feels cooler. \nStory: Noah is currently making dinner in his kitchen. He has been boiling some soup on the stove for a while, so the temperature of the soup is currently high. Noah's brother, Justin, is sitting on the couch in the living room. Justin is eating ice cream, which has a low temperature. \nQuestion: Do the particles have less kinetic energy in the ice cream or in the soup?", "neg": "Background Paragraph: No doubt you already have a good idea of what temperature is. You might say that it’s how warm or cool something feels. In physics, temperature is defined as the average kinetic energy of the particles of matter. When particles of matter move more quickly, they have more kinetic energy, so their temperature is higher. With a higher temperature, matter feels warmer. When particles move more slowly, they have less kinetic energy on average, so their temperature is lower. With a lower temperature, matter feels cooler. \nStory: David is trying to understand temperature and the science behind it. He took two objects, object A and object B, to his physics professor. Object A had higher temperature, but object B had lower temperature. His physics professor explained him why one object's temperature was higher while other object's temperature was lower. \nQuestion: Would objcet B have more or less average kinetic energy than object 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."}
{"query": "Background Paragraph: East Antarctica is colder than its western counterpart because of its higher elevation. Weather fronts rarely penetrate far into the continent, leaving the centre cold and dry. Despite the lack of precipitation over the central portion of the continent, ice there lasts for extended periods. Heavy snowfalls are common on the coastal portion of the continent, where snowfalls of up to 1.22 metres (48 in) in 48 hours have been recorded. \nStory: UK and France had scientific bases in Antarctica. UK had a base and studied the climate in East Antarctica, while France observed the climate in West Antarctica. \nQuestion: Which country observed more weather fronts?", "pos": "Background Paragraph: East Antarctica is colder than its western counterpart because of its higher elevation. Weather fronts rarely penetrate far into the continent, leaving the centre cold and dry. Despite the lack of precipitation over the central portion of the continent, ice there lasts for extended periods. Heavy snowfalls are common on the coastal portion of the continent, where snowfalls of up to 1.22 metres (48 in) in 48 hours have been recorded. \nStory: UK and France had scientific bases in Antarctica. UK had a base and studied the climate in East Antarctica, while France observed the climate in West Antarctica. \nQuestion: Which country experienced more snowfall?", "neg": "Background Paragraph: East Antarctica is colder than its western counterpart because of its higher elevation. Weather fronts rarely penetrate far into the continent, leaving the centre cold and dry. Despite the lack of precipitation over the central portion of the continent, ice there lasts for extended periods. Heavy snowfalls are common on the coastal portion of the continent, where snowfalls of up to 1.22 metres (48 in) in 48 hours have been recorded. \nStory: Joe lived in East Antarctica while his buddy Jim lived in West Antarctica. They were both into collecting rare specimens of plants and wildlife.  They would often complain about the weather. \nQuestion: Which friend experienced heavier snowfall?", "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."}
{"query": "Background Paragraph: New species develop naturally through the process of natural selection . Due to natural selection, organisms with traits that better enable them to adapt to their environment will tend to survive and reproduce in greater numbers. Natural selection causes beneficial heritable traits to become more common in a population and unfavorable heritable traits to become less common. For example, a giraffe’s neck is beneficial because it allows the giraffe to reach leaves high in trees. Natural selection caused this beneficial trait to become more common than short necks. \nStory: Scientists studied two groups of mammals. Group One developed natural selection after a few decades, while group Two didn't. It was yet to be determined why that happened. \nQuestion: Which group will survive in greater numbers?", "pos": "Background Paragraph: New species develop naturally through the process of natural selection . Due to natural selection, organisms with traits that better enable them to adapt to their environment will tend to survive and reproduce in greater numbers. Natural selection causes beneficial heritable traits to become more common in a population and unfavorable heritable traits to become less common. For example, a giraffe’s neck is beneficial because it allows the giraffe to reach leaves high in trees. Natural selection caused this beneficial trait to become more common than short necks. \nStory: Scientists studied two groups of mammals. Group One developed natural selection after a few decades, while group Two didn't. It was yet to be determined why that happened. \nQuestion: Which group will reproduce in greater numbers?", "neg": "Background Paragraph: New species develop naturally through the process of natural selection . Due to natural selection, organisms with traits that better enable them to adapt to their environment will tend to survive and reproduce in greater numbers. Natural selection causes beneficial heritable traits to become more common in a population and unfavorable heritable traits to become less common. For example, a giraffe’s neck is beneficial because it allows the giraffe to reach leaves high in trees. Natural selection caused this beneficial trait to become more common than short necks. \nStory: There is a creature called a Brotor that has inhabited the planet Glarknon for thousands of years. The Brotor have two distinct traits on them, but each Brotor only has one of these traits. The vast majority of Brotors have fins on their body, but there is a very small segment of the Broto population that has arms instead of fins. \nQuestion: Which trait has been developed by natural selection?", "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."}
{"query": "Background Paragraph: Soil is well developed in the forest as suggested by the thick humus layers, rich diversity of large trees and animals that live there. In forests, precipitation exceeds evapotranspiration which results in an excess of water that percolates downward through the soil layers. Slow rates of decomposition leads to large amounts of fulvic acid, greatly enhancing chemical weathering. The downward percolation, in conjunction with chemical weathering leaches magnesium (Mg), iron (Fe), and aluminum (Al) from the soil and transports them downward, a process known as podzolization. This process leads to marked contrasts in the appearance and chemistry of the soil layers. \nStory: Two brothers owned two adjacent parcels of land. Tom's land was forested, while Bill's was covered with grasslands. \nQuestion: Which parcel of land didn't have an excess of water that percolates downward through the soil layers?", "pos": "Background Paragraph: Soil is well developed in the forest as suggested by the thick humus layers, rich diversity of large trees and animals that live there. In forests, precipitation exceeds evapotranspiration which results in an excess of water that percolates downward through the soil layers. Slow rates of decomposition leads to large amounts of fulvic acid, greatly enhancing chemical weathering. The downward percolation, in conjunction with chemical weathering leaches magnesium (Mg), iron (Fe), and aluminum (Al) from the soil and transports them downward, a process known as podzolization. This process leads to marked contrasts in the appearance and chemistry of the soil layers. \nStory: Two brothers owned two adjacent parcels of land. Tom's land was forested, while Bill's was covered with grasslands. \nQuestion: Which parcel of land had soil with faster rates of decomposition?", "neg": "Background Paragraph: Soil is well developed in the forest as suggested by the thick humus layers, rich diversity of large trees and animals that live there. In forests, precipitation exceeds evapotranspiration which results in an excess of water that percolates downward through the soil layers. Slow rates of decomposition leads to large amounts of fulvic acid, greatly enhancing chemical weathering. The downward percolation, in conjunction with chemical weathering leaches magnesium (Mg), iron (Fe), and aluminum (Al) from the soil and transports them downward, a process known as podzolization. This process leads to marked contrasts in the appearance and chemistry of the soil layers. \nStory: Two  brothers were land owners. Bill owned 40 acres of forest, , with very well developed soil. His brother Rick owned 40 acres of grasslands, with a poor soil. Rick decided to sell his land. \nQuestion: Which brother didn't own a land which had slow rates of decomposition?", "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."}
{"query": "Background Paragraph: Existing data on the role of immigration on residential segregation trends in the US suggest that foreign-born Hispanics, Asians and blacks often have higher rates of segregation than do native-born individuals from these groups. Segregation of immigrants is associated with their low-income status, language barriers, and support networks in these enclaves. Research on assimilation shows that while new immigrants settle in homogenous ethnic communities, segregation of immigrants declines as they gain socioeconomic status and move away from these communities, integrating with the native-born. \nStory: Carl is looking to relocate his family to a new area. He has a a couple of options to move to, and would like to remain in a predominantly Hispanic area. Fresno is one option and has a lower socioeconomic status than Billings, which comparatively has a higher one. \nQuestion: Which city should Carl most likely avoid?", "pos": "Background Paragraph: Existing data on the role of immigration on residential segregation trends in the US suggest that foreign-born Hispanics, Asians and blacks often have higher rates of segregation than do native-born individuals from these groups. Segregation of immigrants is associated with their low-income status, language barriers, and support networks in these enclaves. Research on assimilation shows that while new immigrants settle in homogenous ethnic communities, segregation of immigrants declines as they gain socioeconomic status and move away from these communities, integrating with the native-born. \nStory: Carl is looking to relocate his family to a new area. He has a a couple of options to move to, and would like to remain in a predominantly Hispanic area. Fresno is one option and has a lower socioeconomic status than Billings, which comparatively has a higher one. \nQuestion: Which city should Carl move to?", "neg": "Background Paragraph: Existing data on the role of immigration on residential segregation trends in the US suggest that foreign-born Hispanics, Asians and blacks often have higher rates of segregation than do native-born individuals from these groups. Segregation of immigrants is associated with their low-income status, language barriers, and support networks in these enclaves. Research on assimilation shows that while new immigrants settle in homogenous ethnic communities, segregation of immigrants declines as they gain socioeconomic status and move away from these communities, integrating with the native-born. \nStory: Carl is looking to relocate his family to a new area. He has a a couple of options to move to, and would like to remain in a predominantly Hispanic area. Fresno is one option and has a lower socioeconomic status than Billings, which comparatively has a higher one. \nQuestion: Will Carl have a better or worse chance to find a more segregated area in Fresno than Billings?", "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."}
{"query": "Background Paragraph: A mycorrhiza (Greek for \"fungus roots\") is a symbiotic association between a fungus and the roots of a plant. In a mycorrhizal association, the fungus may colonize the roots of a host plant by either growing directly into the root cells, or by growing around the root cells. This association provides the fungus with relatively constant and direct access to glucose, which the plant produces by photosynthesis. The mycelia of the fungi increase the surface area of the plant’s root system. The larger surface area improves water and mineral nutrient absorption from the soil. \nStory: Two mycologists were studying fungi. Jim studied more about wood eating mushrooms and gourmet mushrooms, while George decided to study more about mycorrhiza, and its benefits for humans. \nQuestion: Which mycologist learned more about a symbiotic association between a fungus and the roots of a plant?", "pos": "Background Paragraph: A mycorrhiza (Greek for \"fungus roots\") is a symbiotic association between a fungus and the roots of a plant. In a mycorrhizal association, the fungus may colonize the roots of a host plant by either growing directly into the root cells, or by growing around the root cells. This association provides the fungus with relatively constant and direct access to glucose, which the plant produces by photosynthesis. The mycelia of the fungi increase the surface area of the plant’s root system. The larger surface area improves water and mineral nutrient absorption from the soil. \nStory: Two mycologists were studying fungi. Jim studied more about wood eating mushrooms and gourmet mushrooms, while George decided to study more about mycorrhiza, and its benefits for humans. \nQuestion: Which mycologist learned more about how fungi increase the surface area of the plant’s root system?", "neg": "Background Paragraph: A mycorrhiza (Greek for \"fungus roots\") is a symbiotic association between a fungus and the roots of a plant. In a mycorrhizal association, the fungus may colonize the roots of a host plant by either growing directly into the root cells, or by growing around the root cells. This association provides the fungus with relatively constant and direct access to glucose, which the plant produces by photosynthesis. The mycelia of the fungi increase the surface area of the plant’s root system. The larger surface area improves water and mineral nutrient absorption from the soil. \nStory: Two plants of the same type are growing near the outskirts of the Jorah forest. The first plant, colored red, is healthy and has no fungus on it. The other plant, colored black, has a fungus growing on the roots of it. These plants have been around for centuries and if crushed into a powder actually make a nice seasoning to add to a meal. \nQuestion: Does the red plant absorb more or less nutrients from the soil than the black plant?", "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."}
{"query": "Background Paragraph: Friction between the atmosphere and the Earth's surface causes a 20% reduction in the wind at the surface of the Earth.[10] Surface roughness also leads to significant variation of wind speeds. Over land, winds maximize at hill or mountain crests, while sheltering leads to lower wind speeds in valleys and lee slopes.[11] Compared to over water, maximum sustained winds over land average 8% lower.[12] More specifically, over a city or rough terrain, the wind gradient effect could cause a reduction of 40% to 50% of the geostrophic wind speed aloft; while over open water or ice, the reduction is between 10% and 30%.[8][13][14]. \nStory: Bill is going on vacation this week, and is visiting two local sites. One, is Deep Valley, and the other is Mount Tall. He will be going to Deep Valley on Monday and Tuesday, and then visit Mount Tall on Thursday and Friday. He has decided that on his trip he wants to fly his kite at some point, but also wants to have a picnic on the other days. He would prefer an area of high wind for flying his kite, and an area of low winds to have his picnic so his food doesn't blow asunder. \nQuestion: Will there be more or less wind where Bill goes on Tuesday than Thursday?", "pos": "Background Paragraph: Friction between the atmosphere and the Earth's surface causes a 20% reduction in the wind at the surface of the Earth.[10] Surface roughness also leads to significant variation of wind speeds. Over land, winds maximize at hill or mountain crests, while sheltering leads to lower wind speeds in valleys and lee slopes.[11] Compared to over water, maximum sustained winds over land average 8% lower.[12] More specifically, over a city or rough terrain, the wind gradient effect could cause a reduction of 40% to 50% of the geostrophic wind speed aloft; while over open water or ice, the reduction is between 10% and 30%.[8][13][14]. \nStory: Bill is going on vacation this week, and is visiting two local sites. One, is Deep Valley, and the other is Mount Tall. He will be going to Deep Valley on Monday and Tuesday, and then visit Mount Tall on Thursday and Friday. He has decided that on his trip he wants to fly his kite at some point, but also wants to have a picnic on the other days. He would prefer an area of high wind for flying his kite, and an area of low winds to have his picnic so his food doesn't blow asunder. \nQuestion: Will there be more or less wind where Bill goes on Monday than Thursday?", "neg": "Background Paragraph: Friction between the atmosphere and the Earth's surface causes a 20% reduction in the wind at the surface of the Earth.[10] Surface roughness also leads to significant variation of wind speeds. Over land, winds maximize at hill or mountain crests, while sheltering leads to lower wind speeds in valleys and lee slopes.[11] Compared to over water, maximum sustained winds over land average 8% lower.[12] More specifically, over a city or rough terrain, the wind gradient effect could cause a reduction of 40% to 50% of the geostrophic wind speed aloft; while over open water or ice, the reduction is between 10% and 30%.[8][13][14]. \nStory: Bill is going on vacation this week, and is visiting two local sites. One, is Deep Valley, and the other is Mount Tall. He will be going to Deep Valley on Monday and Tuesday, and then visit Mount Tall on Thursday and Friday. He has decided that on his trip he wants to fly his kite at some point, but also wants to have a picnic on the other days. He would prefer an area of high wind for flying his kite, and an area of low winds to have his picnic so his food doesn't blow asunder. \nQuestion: Which place should Bill fly his kite while on vacation?", "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."}
{"query": "Background Paragraph: In the wiring of a building, the wires carrying the current in and out are different and never touch directly. The charge passing through the circuit always passes through an appliance (which acts as a resistor) or through another resistor, which limits the amount of current that can flow through a circuit. Appliances are designed to keep current at a relatively low level for safety purposes. The appropriate voltage and resistance in a circuit keeps the current in control and keeps the circuit safe. It is possible, however, for something to happen that causes the wire bringing the current in to come into contact with either the wire carrying the current out or the ground wire, thus causing what is called a short circuit . In a short circuit, some or all of the resistance is cut out of the circuit allowing the voltage to push a huge current through the wires. \nStory: Adam is playing a game on his computer. The wire plugging his computer into the wall is frayed and a bit of it is showing. One day he accidentally knocks over a glass of water and it spills onto the wire essentially making all of the wires in the cord touch eachother. There are large sparks and his computer completely shuts off. \nQuestion: Will the voltage pushed through a ciruit increase or decrease when the wire bringing current in comes into contactwith the wire bringing the current out.?", "pos": "Background Paragraph: When current flows through wires and resistors in a circuit as a result of a difference in electric potential, charge does not build up significantly anywhere on its path. Capacitors are devices placed in electric circuits where charge can build up. The amount of charge a capacitor can store before it “fills up” depends on its shape and how much electric potential is applied. The ratio of charge stored in a capacitor to the voltage applied is called its capacitance , measured in Farads . The larger the electric potential in volts, the stronger the electric field that is used to “cram” the charge into the device. Any capacitor will fill up with enough charge. Capacitors store energy when charged, and release it when they discharge. \nStory: Samuel needs to charge a capacitor for his vaporizer but cannot locate his charger. He plans to buy a band new charger but needs something to suffice for the meantime. He manages to find the cord for the charger and splices the wires on it. He connects the spliced wires on either end of his capacitor and plugs the cord into a wall outlet to give it some electricity. \nQuestion: Will the stored energy in the capacitor increase or decrease?", "neg": "Background Paragraph: In the wiring of a building, the wires carrying the current in and out are different and never touch directly. The charge passing through the circuit always passes through an appliance (which acts as a resistor) or through another resistor, which limits the amount of current that can flow through a circuit. Appliances are designed to keep current at a relatively low level for safety purposes. The appropriate voltage and resistance in a circuit keeps the current in control and keeps the circuit safe. It is possible, however, for something to happen that causes the wire bringing the current in to come into contact with either the wire carrying the current out or the ground wire, thus causing what is called a short circuit . In a short circuit, some or all of the resistance is cut out of the circuit allowing the voltage to push a huge current through the wires. \nStory: Greg is an electrical engineer. He works for an engineering firm that builds houses. Yesterday, Greg was checking two of the houses. He noticed that one of the houses had short circuit. He labeled that as case A. But the other house didn't have short circuit. He labeled that as case B. \nQuestion: In which case the incoming and outgoing current wires would touch each other, case A or case 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."}
{"query": "Background Paragraph: A period of very low rainfall occurred while the Grants were on the islands. The drought resulted in fewer seeds for the finches to eat. Birds with smaller beaks could eat only the smaller seeds. Birds with bigger beaks were better off. They could eat seeds of all sizes. Therefore, there was more food available to them. Many of the small-beaked birds died in the drought. More of the big-beaked birds survived and reproduced. Within just a couple of years, the average beak size in the finches increased. This was clearly evolution by natural selection. \nStory: Two ancient continents both had a great bird population. At some point in time, the continent of MU experienced a great drought that lasted for several years. The other continent, Lemuria, was unaffected by the drought. \nQuestion: Which continent had less food available to the birds?", "pos": "Background Paragraph: A period of very low rainfall occurred while the Grants were on the islands. The drought resulted in fewer seeds for the finches to eat. Birds with smaller beaks could eat only the smaller seeds. Birds with bigger beaks were better off. They could eat seeds of all sizes. Therefore, there was more food available to them. Many of the small-beaked birds died in the drought. More of the big-beaked birds survived and reproduced. Within just a couple of years, the average beak size in the finches increased. This was clearly evolution by natural selection. \nStory: Two ancient continents both had a great bird population. At some point in time, the continent of MU experienced a great drought that lasted for several years. The other continent, Lemuria, was unaffected by the drought. \nQuestion: Which continent had more small-beaked birds die in the drought?", "neg": "Background Paragraph: A period of very low rainfall occurred while the Grants were on the islands. The drought resulted in fewer seeds for the finches to eat. Birds with smaller beaks could eat only the smaller seeds. Birds with bigger beaks were better off. They could eat seeds of all sizes. Therefore, there was more food available to them. Many of the small-beaked birds died in the drought. More of the big-beaked birds survived and reproduced. Within just a couple of years, the average beak size in the finches increased. This was clearly evolution by natural selection. \nStory: Two bird islands experienced different levels of rainfall. West island experienced a lengthy drought that lasted several years. Many birds were affected by this drought. East island had several normal years as far as rainfall was concerned. \nQuestion: Which island had fewer big-beaked birds survive and reproduce?", "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."}
{"query": "Background Paragraph: Regions on the Earth's surface (or in its atmosphere) that are high above mean sea level are referred to as high altitude. High altitude is sometimes defined to begin at 2,400 meters (8,000 ft) above sea level.[5][6][7]\n\nAt high altitude, atmospheric pressure is lower than that at sea level. This is due to two competing physical effects: gravity, which causes the air to be as close as possible to the ground; and the heat content of the air, which causes the molecules to bounce off each other and expand.[8]. \nStory: There was a competition for who can get their black drone the highest into the air. Team 10 got it 3,333 ft. Team 11 got it 4,444 ft. Team 12 go it 5,555 ft. Team 13 got it 6,666 ft. Team 14 got it 11,111 ft. Team 15 got it 12,222 ft. Team 16 got it 13,333 ft. \nQuestion: What team got their drone into high altitude: Team 10 or Team 14?", "pos": "Background Paragraph: Regions on the Earth's surface (or in its atmosphere) that are high above mean sea level are referred to as high altitude. High altitude is sometimes defined to begin at 2,400 meters (8,000 ft) above sea level.[5][6][7]\n\nAt high altitude, atmospheric pressure is lower than that at sea level. This is due to two competing physical effects: gravity, which causes the air to be as close as possible to the ground; and the heat content of the air, which causes the molecules to bounce off each other and expand.[8]. \nStory: There was a competition for who can get their black drone the highest into the air. Team 10 got it 3,333 ft. Team 11 got it 4,444 ft. Team 12 go it 5,555 ft. Team 13 got it 6,666 ft. Team 14 got it 11,111 ft. Team 15 got it 12,222 ft. Team 16 got it 13,333 ft. \nQuestion: What team got their drone into high altitude: Team 11 or Team 14?", "neg": "Background Paragraph: Regions on the Earth's surface (or in its atmosphere) that are high above mean sea level are referred to as high altitude. High altitude is sometimes defined to begin at 2,400 meters (8,000 ft) above sea level.[5][6][7]\n\nAt high altitude, atmospheric pressure is lower than that at sea level. This is due to two competing physical effects: gravity, which causes the air to be as close as possible to the ground; and the heat content of the air, which causes the molecules to bounce off each other and expand.[8]. \nStory: Ken is an avid mountain climber. This year he reached the summits of two mountains, mountain A and mountain B. Mountain A is only 5000 ft tall while mountain B is \n15000 ft tall. He has also learned a fun fact that water boils faster and at lower temperature at low atmospheric pressure. \nQuestion: Would mountain summit A need higher temperature or lower temperature to boil water compared to mountain summit 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."}
{"query": "Background Paragraph: Regions on the Earth's surface (or in its atmosphere) that are high above mean sea level are referred to as high altitude. High altitude is sometimes defined to begin at 2,400 meters (8,000 ft) above sea level.[5][6][7]\n\nAt high altitude, atmospheric pressure is lower than that at sea level. This is due to two competing physical effects: gravity, which causes the air to be as close as possible to the ground; and the heat content of the air, which causes the molecules to bounce off each other and expand.[8]. \nStory: There was a competition for who can get their orange drone the highest into the air. Team H got it 2,555 ft. Team I got it 3,555 ft. Team J go it 4,545 ft. Team K got it 5,535 ft. Team L got it 10,525 ft. Team M got it 13,575 ft. Team N got it 14,585 ft. \nQuestion: What team got their drone into high altitude: Team H or Team L?", "pos": "Background Paragraph: Regions on the Earth's surface (or in its atmosphere) that are high above mean sea level are referred to as high altitude. High altitude is sometimes defined to begin at 2,400 meters (8,000 ft) above sea level.[5][6][7]\n\nAt high altitude, atmospheric pressure is lower than that at sea level. This is due to two competing physical effects: gravity, which causes the air to be as close as possible to the ground; and the heat content of the air, which causes the molecules to bounce off each other and expand.[8]. \nStory: There was a competition for who can get their orange drone the highest into the air. Team H got it 2,555 ft. Team I got it 3,555 ft. Team J go it 4,545 ft. Team K got it 5,535 ft. Team L got it 10,525 ft. Team M got it 13,575 ft. Team N got it 14,585 ft. \nQuestion: What team got their drone into high altitude: Team I or Team L?", "neg": "Background Paragraph: Regions on the Earth's surface (or in its atmosphere) that are high above mean sea level are referred to as high altitude. High altitude is sometimes defined to begin at 2,400 meters (8,000 ft) above sea level.[5][6][7]\n\nAt high altitude, atmospheric pressure is lower than that at sea level. This is due to two competing physical effects: gravity, which causes the air to be as close as possible to the ground; and the heat content of the air, which causes the molecules to bounce off each other and expand.[8]. \nStory: Ken is an avid mountain climber. This year he reached the summits of two mountains, mountain A and mountain B. Mountain A is only 5000 ft tall while mountain B is \n15000 ft tall. He has also learned a fun fact that water boils faster and at lower temperature at low atmospheric pressure. \nQuestion: Would mountain summit A need higher temperature or lower temperature to boil water compared to mountain summit 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."}
{"query": "Background Paragraph: Baker's yeast is the common name for the strains of yeast commonly used in baking bread and bakery products, serving as a leavening agent which causes the bread to rise (expand and become lighter and softer) by converting the fermentable sugars present in the dough into carbon dioxide and ethanol. Baker's yeast is of the species Saccharomyces cerevisiae,[1] and is the same species (but a different strain) as the kind commonly used in alcoholic fermentation, which is called brewer's yeast.[2] Baker's yeast is also a single-cell microorganism found on and around the human body. \nStory: Two groups of students made some experiments for school. Group A used brewer's yeast on flower and tried to make bread. and Group B brewed beer with brewer's yeast, then baked bread with baker's yeast. \nQuestion: Which group caused the bread to rise less?", "pos": "Background Paragraph: Baker's yeast is the common name for the strains of yeast commonly used in baking bread and bakery products, serving as a leavening agent which causes the bread to rise (expand and become lighter and softer) by converting the fermentable sugars present in the dough into carbon dioxide and ethanol. Baker's yeast is of the species Saccharomyces cerevisiae,[1] and is the same species (but a different strain) as the kind commonly used in alcoholic fermentation, which is called brewer's yeast.[2] Baker's yeast is also a single-cell microorganism found on and around the human body. \nStory: Two groups of students made some experiments for school. Group A used brewer's yeast on flower and tried to make bread. and Group B brewed beer with brewer's yeast. the experiments happened vice-versa as well. \nQuestion: Which group made worse bread?", "neg": "Background Paragraph: Baker's yeast is the common name for the strains of yeast commonly used in baking bread and bakery products, serving as a leavening agent which causes the bread to rise (expand and become lighter and softer) by converting the fermentable sugars present in the dough into carbon dioxide and ethanol. Baker's yeast is of the species Saccharomyces cerevisiae,[1] and is the same species (but a different strain) as the kind commonly used in alcoholic fermentation, which is called brewer's yeast.[2] Baker's yeast is also a single-cell microorganism found on and around the human body. \nStory: the students used yeasts in two different experiments: they baked bread using baker's yeast, and made beer, using brewer's yeast. They learned a lot about sugars and chemistry. \nQuestion: Which yeast is better for bakery products?", "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."}
{"query": "Background Paragraph: Many different chemical substances cause cancer. Dozens of chemicals in tobacco smoke, including nicotine, have been shown to cause cancer ( Figure below ). In fact, tobacco smoke is one of the main sources of chemical carcinogens. Smoking tobacco increases the risk of cancer of the lung, mouth, throat, and bladder. Using smokeless tobacco can also cause cancer. Other chemicals that cause cancer include asbestos, formaldehyde, benzene, cadmium, and nickel. \nStory: Jamal is a chemist that washes his hands every day with benzene in order to remove excess chemicals. Because of this, he has a high level of contact with benzene on a regular basis. Jamal's son, Chester, is also a chemist. However, Chester washes his hands with water, and as a result he has no contact with benzene. \nQuestion: Who is at a higher risk for developing cancer?", "pos": "Background Paragraph: Many different chemical substances cause cancer. Dozens of chemicals in tobacco smoke, including nicotine, have been shown to cause cancer ( Figure below ). In fact, tobacco smoke is one of the main sources of chemical carcinogens. Smoking tobacco increases the risk of cancer of the lung, mouth, throat, and bladder. Using smokeless tobacco can also cause cancer. Other chemicals that cause cancer include asbestos, formaldehyde, benzene, cadmium, and nickel. \nStory: Jamal is a chemist that washes his hands every day with benzene in order to remove excess chemicals. Because of this, he has a high level of contact with benzene on a regular basis. Jamal's son, Chester, is also a chemist. However, Chester washes his hands with water, and as a result he has no contact with benzene. \nQuestion: Who is at a lower risk for developing cancer?", "neg": "Background Paragraph: Many different chemical substances cause cancer. Dozens of chemicals in tobacco smoke, including nicotine, have been shown to cause cancer ( Figure below ). In fact, tobacco smoke is one of the main sources of chemical carcinogens. Smoking tobacco increases the risk of cancer of the lung, mouth, throat, and bladder. Using smokeless tobacco can also cause cancer. Other chemicals that cause cancer include asbestos, formaldehyde, benzene, cadmium, and nickel. \nStory: Two ladies sit in a coffee shop. Patty smokes three packs of cigarettes a day, but her good friend Julie, doesn't smoke. They are both 65 years old. They are enjoying a coffee. \nQuestion: Which lady is more exposed to cancer?", "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."}
{"query": "Background Paragraph: White blood cells also make chemicals that cause a fever. A fever is a higher-than-normal body temperature. Normal human body temperature is 98.6°F (37°C). Most bacteria and viruses that infect people reproduce fastest at this temperature. When the temperature is higher, the pathogens cannot reproduce as fast, so the body raises the temperature to kill them. A fever also causes the immune system to make more white blood cells. In these ways, a fever helps the body fight infection. \nStory: Stephanie is a nurse at the local high school. Recently, the flu has been going around and she has had many students come into her office feeling ill. When a student comes in, the first thing she does is check their temperature to test for a fever.       \n                                                  A research facility is testing the immune response of patients with immune deficiency who are infected with a virus. Some of the patients are given a trial of a new medication that is supposed to increase their immune system's response to illness while others are in the control group. \nQuestion: If a patient taking the medication has a lower white blood cell count than a patient in the control group is their body temperature higher or lower?", "pos": "Background Paragraph: White blood cells also make chemicals that cause a fever. A fever is a higher-than-normal body temperature. Normal human body temperature is 98.6°F (37°C). Most bacteria and viruses that infect people reproduce fastest at this temperature. When the temperature is higher, the pathogens cannot reproduce as fast, so the body raises the temperature to kill them. A fever also causes the immune system to make more white blood cells. In these ways, a fever helps the body fight infection. \nStory: Stephanie is a nurse at the local high school. Recently, the flu has been going around and she has had many students come into her office feeling ill. When a student comes in, the first thing she does is check their temperature to test for a fever.       \n                                                  A research facility is testing the immune response of patients with immune deficiency who are infected with a virus. Some of the patients are given a trial of a new medication that is supposed to increase their immune system's response to illness while others are in the control group. \nQuestion: If a patient taking the medication has a higher white blood cell count than a patient in the control group is their body temperature higher or lower?", "neg": "Background Paragraph: White blood cells also make chemicals that cause a fever. A fever is a higher-than-normal body temperature. Normal human body temperature is 98.6°F (37°C). Most bacteria and viruses that infect people reproduce fastest at this temperature. When the temperature is higher, the pathogens cannot reproduce as fast, so the body raises the temperature to kill them. A fever also causes the immune system to make more white blood cells. In these ways, a fever helps the body fight infection. \nStory: Stephanie is a nurse at the local high school. Recently, the flu has been going around and she has had many students come into her office feeling ill. When a student comes in, the first thing she does is check their temperature to test for a fever. \nQuestion: If a student has a fever are they healthy or do they have a virus or infection?", "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."}
{"query": "Background Paragraph: Type 2 diabetes is much more common than type 1 diabetes. Type 2 diabetes occurs when body cells no longer respond normally to insulin. The pancreas still makes insulin, but the cells of the body can’t use it. Being overweight and having high blood pressure increase the chances of developing type 2 diabetes. This type of diabetes usually develops in adulthood. However, it is becoming more common in teens and children because more young people are overweight now than ever before. \nStory: The Jones family and the Bell family both entered a medical study for diabetes.The members of Jones family had mostly type 1 diabetes, while Bell family members had type 2 diabetes. \nQuestion: Which family had members developing a less common type of diabetes?", "pos": "Background Paragraph: Type 2 diabetes is much more common than type 1 diabetes. Type 2 diabetes occurs when body cells no longer respond normally to insulin. The pancreas still makes insulin, but the cells of the body can’t use it. Being overweight and having high blood pressure increase the chances of developing type 2 diabetes. This type of diabetes usually develops in adulthood. However, it is becoming more common in teens and children because more young people are overweight now than ever before. \nStory: The Jones family and the Bell family both entered a medical study for diabetes.The members of Jones family had mostly type 1 diabetes, while Bell family members had type 2 diabetes because they ate junk-food. \nQuestion: Which family had fewer members with body cells no longer responding normally to insulin?", "neg": "Background Paragraph: Type 2 diabetes is much more common than type 1 diabetes. Type 2 diabetes occurs when body cells no longer respond normally to insulin. The pancreas still makes insulin, but the cells of the body can’t use it. Being overweight and having high blood pressure increase the chances of developing type 2 diabetes. This type of diabetes usually develops in adulthood. However, it is becoming more common in teens and children because more young people are overweight now than ever before. \nStory: John is very health conscious. He works out regularly, and maintains balanced diet. But his friend Keith doesn't care much about health. He indulges in fast foods, and never exercises. As a result, Keith has type 2 diabetes, but John is free from diabetes. \nQuestion: Would Keith's blood pressure most likely be higher or lower than John'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."}
{"query": "Background Paragraph: Surface temperature differences in turn cause pressure differences. A hot surface warms the air above it causing it to expand and lower the density and the resulting surface air pressure. The resulting horizontal pressure gradient moves the air from higher to lower pressure regions, creating a wind, and the Earth's rotation then causes deflection of this air flow due to the Coriolis effect. The simple systems thus formed can then display emergent behaviour to produce more complex systems and thus other weather phenomena.  Large scale examples include the Hadley cell while a smaller scale example would be coastal breezes. \nStory: Mark was visiting southern Africa as an exchange student. He was amazed by the beauty of Namib Desert, which is located mostly in Namibia. He kind of enjoyed the hot surface of the desert. Next to Namib desert is the grasslands of  Botswana. He noticed that the surface temperature was much lower there. \nQuestion: Which place would have lower air density, Namib Desert or Grasslands in Botswana?", "pos": "Background Paragraph: Surface temperature differences in turn cause pressure differences. A hot surface warms the air above it causing it to expand and lower the density and the resulting surface air pressure. The resulting horizontal pressure gradient moves the air from higher to lower pressure regions, creating a wind, and the Earth's rotation then causes deflection of this air flow due to the Coriolis effect. The simple systems thus formed can then display emergent behaviour to produce more complex systems and thus other weather phenomena.  Large scale examples include the Hadley cell while a smaller scale example would be coastal breezes. \nStory: Mark was visiting southern Africa as an exchange student. He was amazed by the beauty of Namib Desert, which is located mostly in Namibia. He kind of enjoyed the hot surface of the desert. Next to Namib desert is the grasslands of  Botswana. He noticed that the surface temperature was much lower there. \nQuestion: Which place would have lower surface air pressure, Namibia or Botswana?", "neg": "Background Paragraph: Surface temperature differences in turn cause pressure differences. A hot surface warms the air above it causing it to expand and lower the density and the resulting surface air pressure. The resulting horizontal pressure gradient moves the air from higher to lower pressure regions, creating a wind, and the Earth's rotation then causes deflection of this air flow due to the Coriolis effect. The simple systems thus formed can then display emergent behaviour to produce more complex systems and thus other weather phenomena.  Large scale examples include the Hadley cell while a smaller scale example would be coastal breezes. \nStory: Mark was visiting southern Africa as an exchange student. He was amazed by the beauty of Namib Desert, which is located mostly in Namibia. He kind of enjoyed the hot surface of the desert. Next to Namib desert is the grasslands of  Botswana. He noticed that the surface temperature was much lower there. \nQuestion: Would the air density in Grasslands in Botswana be higher or lower than in Namib Desert?", "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."}
{"query": "Background Paragraph: When the temperature of reactants is higher, the rate of the reaction is faster. At higher temperatures, particles of reactants have more energy, so they move faster. They are more likely to bump into one another and to collide with greater force. For example, when you fry an egg, turning up the heat causes the egg to cook faster. The same principle explains why storing food in a cold refrigerator reduces the rate at which food spoils (see Figure below ). Both food frying and food spoiling are chemical reactions that happen faster at higher temperatures. \nStory: John just opened a coffee shop. He offers two types of coffee, coffee A and coffee B. In coffee A he mixes ingredients in hot water, but in coffee B he mixes ingredients in cold water. He also notices that his shop gets very busy in the morning, but during evening he doesn't have many customers. \nQuestion: In coffee B, would the particles move faster or slower than in coffee A?", "pos": "Background Paragraph: When the temperature of reactants is higher, the rate of the reaction is faster. At higher temperatures, particles of reactants have more energy, so they move faster. They are more likely to bump into one another and to collide with greater force. For example, when you fry an egg, turning up the heat causes the egg to cook faster. The same principle explains why storing food in a cold refrigerator reduces the rate at which food spoils (see Figure below ). Both food frying and food spoiling are chemical reactions that happen faster at higher temperatures. \nStory: John just opened a coffee shop. He offers two types of coffee, coffee A and coffee B. In coffee A he mixes ingredients in hot water, but in coffee B he mixes ingredients in cold water. He also notices that his shop gets very busy in the morning, but during evening he doesn't have many customers. \nQuestion: Would coffee B be faster or slower to make than coffee A?", "neg": "Background Paragraph: When the temperature of reactants is higher, the rate of the reaction is faster. At higher temperatures, particles of reactants have more energy, so they move faster. They are more likely to bump into one another and to collide with greater force. For example, when you fry an egg, turning up the heat causes the egg to cook faster. The same principle explains why storing food in a cold refrigerator reduces the rate at which food spoils (see Figure below ). Both food frying and food spoiling are chemical reactions that happen faster at higher temperatures. \nStory: John just opened a coffee shop. He offers two types of coffee, coffee A and coffee B. In coffee A he mixes ingredients in hot water, but in coffee B he mixes ingredients in cold water. He also notices that his shop gets very busy in the morning, but during evening he doesn't have many customers. \nQuestion: In which coffee the particles would move slower, coffee A or coffee 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."}
{"query": "Background Paragraph: Fish reproduce sexually. They lay eggs that can be fertilized either inside or outside of the body. In most fish, the eggs develop outside of the mother's body. In the majority of these species, fertilization also takes place outside the mother's body. The male and female fish release their gametes into the surrounding water, where fertilization occurs. Female fish release very high numbers of eggs to increase the chances of fertilization. \nStory: Tammy and Moe were two school mates. Moe learned about mammalian reproduction in school. Tammy learned about fish reproduction. \nQuestion: Which student learned less about fish reproducing sexually?", "pos": "Background Paragraph: Fish reproduce sexually. They lay eggs that can be fertilized either inside or outside of the body. In most fish, the eggs develop outside of the mother's body. In the majority of these species, fertilization also takes place outside the mother's body. The male and female fish release their gametes into the surrounding water, where fertilization occurs. Female fish release very high numbers of eggs to increase the chances of fertilization. \nStory: Tammy and Moe were two school mates. Moe learned about mammalian reproduction in school. Tammy learned about fish reproduction. \nQuestion: Which student learned less about male fish releasing their gametes into the surrounding water?", "neg": "Background Paragraph: Fish reproduce sexually. They lay eggs that can be fertilized either inside or outside of the body. In most fish, the eggs develop outside of the mother's body. In the majority of these species, fertilization also takes place outside the mother's body. The male and female fish release their gametes into the surrounding water, where fertilization occurs. Female fish release very high numbers of eggs to increase the chances of fertilization. \nStory: Two students read about reproduction for biology class. Vic read more about reptile reproduction, while Fox read more about fish reproduction. \nQuestion: Which student learned less about eggs developing outside of the mother's body?", "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."}
{"query": "Background Paragraph: There is growing concern regarding the use of pesticides in agriculture. Therefore, many of the current commercial applications of modern biotechnology in agriculture are focused on reducing the dependence of farmers on these chemicals. For example, Bacillus thuringiensis (Bt) is a soil bacterium that produces a protein that can act as an insecticide, known as the Bt toxin . But it is a naturally occurring protein, not a foreign chemical. Could this protein be used in crops instead of pesticides? Traditionally, an insecticidal spray has been produced from these bacteria. As a spray, the Bt toxin is in an inactive state and requires digestion by an insect to become active and have any effect. Crop plants have now been engineered to contain and express the genes for the Bt toxin, which they produce in its active form. When an insect ingests the transgenic crop, it stops feeding and soon thereafter dies as a result of the Bt toxin binding to its gut wall. Bt corn is now commercially available in a number of countries to control corn borer (an insect like a moth or butterfly), which is otherwise controlled by insecticidal spraying. \nStory: Environmental scientists are trying to find a solution to reducing the harmful effects of chemicals on the environment. To that end, they developed a transgenic crop with the help of Bt toxin - they referred to it as case A. To test the effectiveness of this new crop they also studied Bt toxin spray - they referred to it as case B. They need to figure out which case is safer for the environment. \nQuestion: In which case the Bt toxin needs to be digested by the insects, case A or case B?", "pos": "Background Paragraph: There is growing concern regarding the use of pesticides in agriculture. Therefore, many of the current commercial applications of modern biotechnology in agriculture are focused on reducing the dependence of farmers on these chemicals. For example, Bacillus thuringiensis (Bt) is a soil bacterium that produces a protein that can act as an insecticide, known as the Bt toxin . But it is a naturally occurring protein, not a foreign chemical. Could this protein be used in crops instead of pesticides? Traditionally, an insecticidal spray has been produced from these bacteria. As a spray, the Bt toxin is in an inactive state and requires digestion by an insect to become active and have any effect. Crop plants have now been engineered to contain and express the genes for the Bt toxin, which they produce in its active form. When an insect ingests the transgenic crop, it stops feeding and soon thereafter dies as a result of the Bt toxin binding to its gut wall. Bt corn is now commercially available in a number of countries to control corn borer (an insect like a moth or butterfly), which is otherwise controlled by insecticidal spraying. \nStory: Environmental scientists are trying to find a solution to reducing the harmful effects of chemicals on the environment. To that end, they developed a transgenic crop with the help of Bt toxin - they referred to it as case A. To test the effectiveness of this new crop they also studied Bt toxin spray - they referred to it as case B. They need to figure out which case is safer for the environment. \nQuestion: In which case the Bt toxin would not bind to the insect's gut wall, case A or case B?", "neg": "Background Paragraph: There is growing concern regarding the use of pesticides in agriculture. Therefore, many of the current commercial applications of modern biotechnology in agriculture are focused on reducing the dependence of farmers on these chemicals. For example, Bacillus thuringiensis (Bt) is a soil bacterium that produces a protein that can act as an insecticide, known as the Bt toxin . But it is a naturally occurring protein, not a foreign chemical. Could this protein be used in crops instead of pesticides? Traditionally, an insecticidal spray has been produced from these bacteria. As a spray, the Bt toxin is in an inactive state and requires digestion by an insect to become active and have any effect. Crop plants have now been engineered to contain and express the genes for the Bt toxin, which they produce in its active form. When an insect ingests the transgenic crop, it stops feeding and soon thereafter dies as a result of the Bt toxin binding to its gut wall. Bt corn is now commercially available in a number of countries to control corn borer (an insect like a moth or butterfly), which is otherwise controlled by insecticidal spraying. \nStory: Two farmers tried different methods of growing their crops. Nate used pesticides, while his buddy Don used bacterium that produces a toxin instead. Don was happy with the results. \nQuestion: Which farmer used a bacterium that produces Bt toxin?", "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."}
{"query": "Background Paragraph: For an inclined plane, the input distance is the length of the sloping surface, and the output distance is the maximum height of the inclined plane. This was illustrated in Figure above . Because the sloping surface is always greater than the height of the inclined plane, the ideal mechanical advantage of an inclined plane is always greater than 1. An inclined plane with a longer sloping surface relative to its height has a gentler slope. An inclined plane with a gentler slope has a greater mechanical advantage and requires less input force to move an object to a higher elevation. \nStory: John works as a mechanical engineer in the auto industry. He is testing three surfaces, surface A, surface B, and surface C for their usability. Surface A has a gentler slope, surface B has a steeper slope, and surface C doesn't have any sloping. He needs to figure out advantages and disadvantages of each slope. \nQuestion: Which surface would not have mechanical advantage greater than 1, surface A or surface C?", "pos": "Background Paragraph: For an inclined plane, the input distance is the length of the sloping surface, and the output distance is the maximum height of the inclined plane. This was illustrated in Figure above . Because the sloping surface is always greater than the height of the inclined plane, the ideal mechanical advantage of an inclined plane is always greater than 1. An inclined plane with a longer sloping surface relative to its height has a gentler slope. An inclined plane with a gentler slope has a greater mechanical advantage and requires less input force to move an object to a higher elevation. \nStory: John works as a mechanical engineer in the auto industry. He is testing three surfaces, surface A, surface B, and surface C for their usability. Surface A has a gentler slope, surface B has a steeper slope, and surface C doesn't have any sloping. He needs to figure out advantages and disadvantages of each slope. \nQuestion: Which surface would have longer sloping surface compared to its height, surface A or surface B?", "neg": "Background Paragraph: For an inclined plane, the input distance is the length of the sloping surface, and the output distance is the maximum height of the inclined plane. This was illustrated in Figure above . Because the sloping surface is always greater than the height of the inclined plane, the ideal mechanical advantage of an inclined plane is always greater than 1. An inclined plane with a longer sloping surface relative to its height has a gentler slope. An inclined plane with a gentler slope has a greater mechanical advantage and requires less input force to move an object to a higher elevation. \nStory: John works as a mechanical engineer in the auto industry. He is testing three surfaces, surface A, surface B, and surface C for their usability. Surface A has a gentler slope, surface B has a steeper slope, and surface C doesn't have any sloping. He needs to figure out advantages and disadvantages of each slope. \nQuestion: Would surface A have longer or shorther sloping surface compared to its height?", "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."}
{"query": "Background Paragraph: No doubt you already have a good idea of what temperature is. You might say that it’s how warm or cool something feels. In physics, temperature is defined as the average kinetic energy of the particles of matter. When particles of matter move more quickly, they have more kinetic energy, so their temperature is higher. With a higher temperature, matter feels warmer. When particles move more slowly, they have less kinetic energy on average, so their temperature is lower. With a lower temperature, matter feels cooler. \nStory: Sarah just finished reheating two leftover chicken sandwiches in the microwave that she had made the previous night. She takes them out and leaves them on the kitchen counter while she pours herself a glass of wine. Her roommate, Carla, comes out and decides to take a more scientific approach toward the chicken sandwiches. Carla sees that the average kinetic energy in sandwich A is higher than the average kinetic energy in sandwich B. Carla then takes a big bite out of both sandwiches and returns to her room as if nothing happened. \nQuestion: Which sandwich was in the microwave for a longer period of time?", "pos": "Background Paragraph: No doubt you already have a good idea of what temperature is. You might say that it’s how warm or cool something feels. In physics, temperature is defined as the average kinetic energy of the particles of matter. When particles of matter move more quickly, they have more kinetic energy, so their temperature is higher. With a higher temperature, matter feels warmer. When particles move more slowly, they have less kinetic energy on average, so their temperature is lower. With a lower temperature, matter feels cooler. \nStory: David is trying to understand temperature and the science behind it. He took two objects, object A and object B, to his physics professor. Object A had higher temperature, but object B had lower temperature. His physics professor explained him why one object's temperature was higher while other object's temperature was lower. \nQuestion: Which object would feel warmer, object A or object B?", "neg": "Background Paragraph: No doubt you already have a good idea of what temperature is. You might say that it’s how warm or cool something feels. In physics, temperature is defined as the average kinetic energy of the particles of matter. When particles of matter move more quickly, they have more kinetic energy, so their temperature is higher. With a higher temperature, matter feels warmer. When particles move more slowly, they have less kinetic energy on average, so their temperature is lower. With a lower temperature, matter feels cooler. \nStory: Matt is reheating some leftover pizza in the microwave for his stepchildren, Lauren and Emily. Lauren likes her pizza at a high temperature when reheated so Matt cooks it for a long time. Emily likes her pizza at a lower temperature so Matt only puts hers in the microwave for a couple seconds. \nQuestion: Which child's pizza will feel colder?", "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."}
{"query": "Background Paragraph: In nature, when the population size is small, there is usually plenty of food and other resources for each individual. When there is plenty of food and other resources, organisms can easily reproduce, so the birth rate is high. As the population increases, the food supply, or the supply of another necessary resource, may decrease. When necessary resources, such as food, decrease, some individuals will die. Overall, the population cannot reproduce at the same rate, so the birth rates drop. This will cause the population growth rate to decrease. \nStory: Two neighboring countries of similar size and wealth of resources had different sized population. Deerland had a small population, while Bearland had a large population. Both peoples lived mostly off the land. \nQuestion: Which country had a lower birth rate?", "pos": "Background Paragraph: In nature, when the population size is small, there is usually plenty of food and other resources for each individual. When there is plenty of food and other resources, organisms can easily reproduce, so the birth rate is high. As the population increases, the food supply, or the supply of another necessary resource, may decrease. When necessary resources, such as food, decrease, some individuals will die. Overall, the population cannot reproduce at the same rate, so the birth rates drop. This will cause the population growth rate to decrease. \nStory: Two neighboring countries of similar size and wealth of resources had different sized population. Deerland had a small population, while Bearland had a large population. Both peoples lived mostly off the land. \nQuestion: Which country had fewer resources per individual?", "neg": "Background Paragraph: In nature, when the population size is small, there is usually plenty of food and other resources for each individual. When there is plenty of food and other resources, organisms can easily reproduce, so the birth rate is high. As the population increases, the food supply, or the supply of another necessary resource, may decrease. When necessary resources, such as food, decrease, some individuals will die. Overall, the population cannot reproduce at the same rate, so the birth rates drop. This will cause the population growth rate to decrease. \nStory: John is studying a species in two similar countries, country A and country B. Country A has large population, but country B has small population of that species. John is pondering about how this species would fare in the future in these two countries. \nQuestion: Would the species in country A have less or more food than country B's species?", "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."}
{"query": "Background Paragraph: Many respiratory diseases are caused by pathogens. A pathogen is an organism that causes disease in another organism. Certain bacteria, viruses, and fungi are pathogens of the respiratory system. The common cold and flu are caused by viruses. The influenza virus that causes the flu is pictured below ( Figure below ). Tuberculosis, whooping cough, and acute bronchitis are caused by bacteria. The pathogens that cause colds, flu, and TB can be passed from person to person by coughing, sneezing, and spitting. Illnesses caused by bacteria can be treated with antibiotics. Those caused by viruses cannot. \nStory: People of Iran had more respiratory diseases caused by fungi and viruses, while their neighbor Iraq had more disease caused by bacteria. \nQuestion: Which country had more people with tuberculosis?", "pos": "Background Paragraph: Many respiratory diseases are caused by pathogens. A pathogen is an organism that causes disease in another organism. Certain bacteria, viruses, and fungi are pathogens of the respiratory system. The common cold and flu are caused by viruses. The influenza virus that causes the flu is pictured below ( Figure below ). Tuberculosis, whooping cough, and acute bronchitis are caused by bacteria. The pathogens that cause colds, flu, and TB can be passed from person to person by coughing, sneezing, and spitting. Illnesses caused by bacteria can be treated with antibiotics. Those caused by viruses cannot. \nStory: People of Iran had more respiratory diseases caused by fungi and viruses, while their neighbor Iraq had more disease caused by bacteria. \nQuestion: Which country had more people with acute bronchitis?", "neg": "Background Paragraph: Many respiratory diseases are caused by pathogens. A pathogen is an organism that causes disease in another organism. Certain bacteria, viruses, and fungi are pathogens of the respiratory system. The common cold and flu are caused by viruses. The influenza virus that causes the flu is pictured below ( Figure below ). Tuberculosis, whooping cough, and acute bronchitis are caused by bacteria. The pathogens that cause colds, flu, and TB can be passed from person to person by coughing, sneezing, and spitting. Illnesses caused by bacteria can be treated with antibiotics. Those caused by viruses cannot. \nStory: The doctors studied two groups of people, group one which included people with respiratory diseases caused by viruses, and group two, which had people with respiratory diseases caused by bacteria. \nQuestion: Which group included people that had acute bronchitis?", "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."}
{"query": "Background Paragraph: New species develop naturally through the process of natural selection . Due to natural selection, organisms with traits that better enable them to adapt to their environment will tend to survive and reproduce in greater numbers. Natural selection causes beneficial heritable traits to become more common in a population and unfavorable heritable traits to become less common. For example, a giraffe’s neck is beneficial because it allows the giraffe to reach leaves high in trees. Natural selection caused this beneficial trait to become more common than short necks. \nStory: Two different islands had animals evolving in different ways. Big island had new species develop naturally through natural selection, while Low island did not. \nQuestion: Which island had animals reproduce in smaller numbers?", "pos": "Background Paragraph: New species develop naturally through the process of natural selection . Due to natural selection, organisms with traits that better enable them to adapt to their environment will tend to survive and reproduce in greater numbers. Natural selection causes beneficial heritable traits to become more common in a population and unfavorable heritable traits to become less common. For example, a giraffe’s neck is beneficial because it allows the giraffe to reach leaves high in trees. Natural selection caused this beneficial trait to become more common than short necks. \nStory: Two different islands had animals evolving in different ways. Big island had new species develop naturally through natural selection, while Low island did not. \nQuestion: Which island had animals survive in smaller numbers?", "neg": "Background Paragraph: New species develop naturally through the process of natural selection . Due to natural selection, organisms with traits that better enable them to adapt to their environment will tend to survive and reproduce in greater numbers. Natural selection causes beneficial heritable traits to become more common in a population and unfavorable heritable traits to become less common. For example, a giraffe’s neck is beneficial because it allows the giraffe to reach leaves high in trees. Natural selection caused this beneficial trait to become more common than short necks. \nStory: Two different islands had animals evolving in different ways. Big island had new species develop naturally through natural selection, while Low island did not. \nQuestion: Which island had animals with fewer unfavorable heritable traits?", "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."}
{"query": "Background Paragraph: Soil is well developed in the forest as suggested by the thick humus layers, rich diversity of large trees and animals that live there. In forests, precipitation exceeds evapotranspiration which results in an excess of water that percolates downward through the soil layers. Slow rates of decomposition leads to large amounts of fulvic acid, greatly enhancing chemical weathering. The downward percolation, in conjunction with chemical weathering leaches magnesium (Mg), iron (Fe), and aluminum (Al) from the soil and transports them downward, a process known as podzolization. This process leads to marked contrasts in the appearance and chemistry of the soil layers. \nStory: Two brothers owned two adjacent parcels of land. Tom's land was forested, while Bill's was covered with grasslands. \nQuestion: Which parcel of land had a rich diversity of large trees?", "pos": "Background Paragraph: Soil is well developed in the forest as suggested by the thick humus layers, rich diversity of large trees and animals that live there. In forests, precipitation exceeds evapotranspiration which results in an excess of water that percolates downward through the soil layers. Slow rates of decomposition leads to large amounts of fulvic acid, greatly enhancing chemical weathering. The downward percolation, in conjunction with chemical weathering leaches magnesium (Mg), iron (Fe), and aluminum (Al) from the soil and transports them downward, a process known as podzolization. This process leads to marked contrasts in the appearance and chemistry of the soil layers. \nStory: Two brothers owned two adjacent parcels of land. Tom's land was forested, while Bill's was covered with grasslands. \nQuestion: Which parcel of land had an excess of water that percolates downward through the soil layers?", "neg": "Background Paragraph: Soil is well developed in the forest as suggested by the thick humus layers, rich diversity of large trees and animals that live there. In forests, precipitation exceeds evapotranspiration which results in an excess of water that percolates downward through the soil layers. Slow rates of decomposition leads to large amounts of fulvic acid, greatly enhancing chemical weathering. The downward percolation, in conjunction with chemical weathering leaches magnesium (Mg), iron (Fe), and aluminum (Al) from the soil and transports them downward, a process known as podzolization. This process leads to marked contrasts in the appearance and chemistry of the soil layers. \nStory: Two  brothers were land owners. Bill owned 40 acres of forest, , with very well developed soil. His brother Rick owned 40 acres of grasslands, with a poor soil. Rick decided to sell his land. \nQuestion: Which brother didn't own a land which had slow rates of decomposition?", "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."}
{"query": "Background Paragraph: Hepatitis B is a contagious virus that affects the liver, infection can last from a few weeks to a serious lifelong illness. Two different types of infection exist for this disease, \"acute\" and \"chronic.\" Acute Hepatitis B is a short term illness that occurs within 6 months of exposure, Chronic Hepatitis B is long term and happens when the virus remains in the body. The younger the child is, the greater their chance of developing a chronic infection and this risk goes down as the child gets older. Approximately 90% of infected infants will develop a chronic infection.[3]. \nStory: A 1st grade classroom photo was held today. They all gathered by age. Prince was the youngest. Shirley was the 2nd youngest. Tad was the 3rd youngest. Trinidad was the 4th youngest. Donn was the 5th youngest. Jarred was the 6th youngest. The last one was Tanner, who was the oldest. They all looked fantastic. \nQuestion: Who has a greater chance of developing a chronic infection: Donn or Prince?", "pos": "Background Paragraph: Hepatitis B is a contagious virus that affects the liver, infection can last from a few weeks to a serious lifelong illness. Two different types of infection exist for this disease, \"acute\" and \"chronic.\" Acute Hepatitis B is a short term illness that occurs within 6 months of exposure, Chronic Hepatitis B is long term and happens when the virus remains in the body. The younger the child is, the greater their chance of developing a chronic infection and this risk goes down as the child gets older. Approximately 90% of infected infants will develop a chronic infection.[3]. \nStory: A 1st grade classroom photo was held today. They all gathered by age. Prince was the youngest. Shirley was the 2nd youngest. Tad was the 3rd youngest. Trinidad was the 4th youngest. Donn was the 5th youngest. Jarred was the 6th youngest. The last one was Tanner, who was the oldest. They all looked fantastic. \nQuestion: Who has a greater chance of developing a chronic infection: Tad or Prince?", "neg": "Background Paragraph: Hepatitis B is a contagious virus that affects the liver, infection can last from a few weeks to a serious lifelong illness. Two different types of infection exist for this disease, \"acute\" and \"chronic.\" Acute Hepatitis B is a short term illness that occurs within 6 months of exposure, Chronic Hepatitis B is long term and happens when the virus remains in the body. The younger the child is, the greater their chance of developing a chronic infection and this risk goes down as the child gets older. Approximately 90% of infected infants will develop a chronic infection.[3]. \nStory: A 2nd grade classroom photo was held today. They all gathered by age. Susan was the oldest. Margaret was the 2nd oldest. Dorothy was the 3rd oldest. Lisa was the 4th oldest. Nancy was the 5th oldest. Karen was the 6th oldest. The last one was Betty, who was the youngest. They all looked great that day. \nQuestion: Who has a greater chance of developing a chronic infection: Margaret or Karen?", "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."}
{"query": "Background Paragraph: Through a thickness of 10 meters (33 ft) or more, however, the intrinsic color of water (or ice) is visibly turquoise (greenish blue), as its absorption spectrum has a sharp minimum at the corresponding color of light (1/227 m−1 at 418 nm). The color becomes increasingly stronger and darker with increasing thickness. (Practically no sunlight reaches the parts of the oceans below 1,000 meters (3,300 ft) of depth.) Infrared and ultraviolet light, on the other hand, is strongly absorbed by water. \nStory: David was interested in the coloration of ocean's water. To understand the phenomenon he first observed the color of water at forty feet depth. He noted his observation as point A. Then he observed the color at hundred feet depth. He noted his observation as point B. Then he observed the color at four thousand feet depth. He noted that observation as point C. He now have some ideas how the color of water changes according to its depth. \nQuestion: Where there would not be any visible sunlight, point B or point C?", "pos": "Background Paragraph: Through a thickness of 10 meters (33 ft) or more, however, the intrinsic color of water (or ice) is visibly turquoise (greenish blue), as its absorption spectrum has a sharp minimum at the corresponding color of light (1/227 m−1 at 418 nm). The color becomes increasingly stronger and darker with increasing thickness. (Practically no sunlight reaches the parts of the oceans below 1,000 meters (3,300 ft) of depth.) Infrared and ultraviolet light, on the other hand, is strongly absorbed by water. \nStory: David was interested in the coloration of ocean's water. To understand the phenomenon he first observed the color of water at forty feet depth. He noted his observation as point A. Then he observed the color at hundred feet depth. He noted his observation as point B. Then he observed the color at four thousand feet depth. He noted that observation as point C. He now have some ideas how the color of water changes according to its depth. \nQuestion: Where the color would be lighter, point A or point B?", "neg": "Background Paragraph: Through a thickness of 10 meters (33 ft) or more, however, the intrinsic color of water (or ice) is visibly turquoise (greenish blue), as its absorption spectrum has a sharp minimum at the corresponding color of light (1/227 m−1 at 418 nm). The color becomes increasingly stronger and darker with increasing thickness. (Practically no sunlight reaches the parts of the oceans below 1,000 meters (3,300 ft) of depth.) Infrared and ultraviolet light, on the other hand, is strongly absorbed by water. \nStory: David was interested in the coloration of ocean's water. To understand the phenomenon he first observed the color of water at forty feet depth. He noted his observation as point A. Then he observed the color at hundred feet depth. He noted his observation as point B. Then he observed the color at four thousand feet depth. He noted that observation as point C. He now have some ideas how the color of water changes according to its depth. \nQuestion: At point A, would the color be stronger or weaker than point 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."}
{"query": "Background Paragraph: The Hawaiian Islands ( Figure above ) are in the central Pacific Ocean. The islands are volcanoes that increase in age from southeast to northwest. The youngest island is the Big Island of Hawaii at the southeast end of the chain. The volcanoes get older through Maui, Kahoolawe, Lanai, Molokai, Oahu, Kauai, and Niihau Islands through the northwest. The Kilauea volcano on Hawaii has been erupting almost continuously since 1983. There are also eruptions at an underwater volcano called Loih. \nStory: Tom and Brad were good friends but lived far away from each other. Tom lived in Hawaii so he visited all the islands and the volcanoes frequently. Brad lived on the East Coast, and he never visited The Hawaiian Islands. \nQuestion: Which friend lived farther from Kahoolawe?", "pos": "Background Paragraph: The Hawaiian Islands ( Figure above ) are in the central Pacific Ocean. The islands are volcanoes that increase in age from southeast to northwest. The youngest island is the Big Island of Hawaii at the southeast end of the chain. The volcanoes get older through Maui, Kahoolawe, Lanai, Molokai, Oahu, Kauai, and Niihau Islands through the northwest. The Kilauea volcano on Hawaii has been erupting almost continuously since 1983. There are also eruptions at an underwater volcano called Loih. \nStory: Tom and Brad were good friends but lived far away from each other. Tom lived in Hawaii so he visited all the islands and the volcanoes frequently. Brad lived on the East Coast, and he never visited The Hawaiian Islands. \nQuestion: Which friend lived farther from Lanai island?", "neg": "Background Paragraph: The Hawaiian Islands ( Figure above ) are in the central Pacific Ocean. The islands are volcanoes that increase in age from southeast to northwest. The youngest island is the Big Island of Hawaii at the southeast end of the chain. The volcanoes get older through Maui, Kahoolawe, Lanai, Molokai, Oahu, Kauai, and Niihau Islands through the northwest. The Kilauea volcano on Hawaii has been erupting almost continuously since 1983. There are also eruptions at an underwater volcano called Loihi seamount. Loihi is the youngest volcano. Hawaii is a fantastic place to see volcanic eruptions and features. \nStory: Grant and Fox were talking about flying to Hawaii for a tour of the islands. Grant was born on the Big Island, while Fox never visited Hawaii. \nQuestion: Which friend lived farther from Molokai island?", "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."}
{"query": "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. \nStory: Idaho and Utah had many wildfires. Idaho had more wildfires during the day, while Utah had wildfires occur at night. \nQuestion: Which state has fewer wildfires fanned by winds?", "pos": "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. \nStory: Idaho and Utah had many wildfires. Idaho had more wildfires during the day, while Utah had wildfires occur at night. \nQuestion: Which state has fewer smoldering logs?", "neg": "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. \nStory: 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. \nQuestion: The wildfire in which city is currently less likely to spread?", "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."}
{"query": "Background Paragraph: The Figure below shows decibel levels of several different sounds. As decibel levels get higher, sound waves have greater intensity and sounds are louder. For every 10-decibel increase in the intensity of sound, loudness is 10 times greater. Therefore, a 30-decibel “quiet” room is 10 times louder than a 20-decibel whisper, and a 40-decibel light rainfall is 100 times louder than the whisper. High-decibel sounds are dangerous. They can damage the ears and cause loss of hearing. \nStory: Jeremy works on a construction site operating a jackhammer and a large welding machine. Jeremy is frequently exposed to sounds with high decibel levels due to being around these machines so often. Jeremy's brother, Alexander, on the other hand works in a library. Unlike Jeremy, Alexander is frequently exposed to sounds with very low decibel levels during his work. \nQuestion: Who is more at risk of experiencing hearing loss due to the sounds they encounter frequently?", "pos": "Background Paragraph: The Figure below shows decibel levels of several different sounds. As decibel levels get higher, sound waves have greater intensity and sounds are louder. For every 10-decibel increase in the intensity of sound, loudness is 10 times greater. Therefore, a 30-decibel “quiet” room is 10 times louder than a 20-decibel whisper, and a 40-decibel light rainfall is 100 times louder than the whisper. High-decibel sounds are dangerous. They can damage the ears and cause loss of hearing. \nStory: Jeremy works on a construction site operating a jackhammer and a large welding machine. Jeremy is frequently exposed to sounds with high decibel levels due to being around these machines so often. Jeremy's brother, Alexander, on the other hand works in a library. Unlike Jeremy, Alexander is frequently exposed to sounds with very low decibel levels during his work. \nQuestion: Who is exposed to sound waves with greater intensity?", "neg": "Background Paragraph: The Figure below shows decibel levels of several different sounds. As decibel levels get higher, sound waves have greater intensity and sounds are louder. For every 10-decibel increase in the intensity of sound, loudness is 10 times greater. Therefore, a 30-decibel “quiet” room is 10 times louder than a 20-decibel whisper, and a 40-decibel light rainfall is 100 times louder than the whisper. High-decibel sounds are dangerous. They can damage the ears and cause loss of hearing. \nStory: Scientists are performing an audio experiment on a volunteer. Chris is sat in a chair, and two different sounds will be played for him as the scientists observe his reactions. Sound X has a high decibel level and sound Y has a lower decibel level. \nQuestion: Is sound Y louder or quieter than sound X?", "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."}
{"query": "Background Paragraph: Mantle melting can come about three ways: (1) when the temperature rises, (2) if the pressure lowers (which lowers the melting point), and (3) if water is added, which lowers the melting point. Two of these (1 and 3) might explain why there are volcanoes at convergent plate boundaries the temperature of the subducting plate increases as it sinks into the hot mantle (1). Sediments lying on top of the subducting plate contain water. As the sediments subduct, the water rises into the overlying mantle material. This lowers the melting temperature of the mantle (3). When the mantle above the subducting plate melts, volcanoes form above it. This leads to volcanoes in an island arc or continental arc. \nStory: Two geologists studied the Earth's crust. Benny studied mantle melting, while Vinny studied more about crust displacement. \nQuestion: Which scientist observed more volcanoes forming?", "pos": "Background Paragraph: Mantle melting can come about three ways: (1) when the temperature rises, (2) if the pressure lowers (which lowers the melting point), and (3) if water is added, which lowers the melting point. Two of these (1 and 3) might explain why there are volcanoes at convergent plate boundaries the temperature of the subducting plate increases as it sinks into the hot mantle (1). Sediments lying on top of the subducting plate contain water. As the sediments subduct, the water rises into the overlying mantle material. This lowers the melting temperature of the mantle (3). When the mantle above the subducting plate melts, volcanoes form above it. This leads to volcanoes in an island arc or continental arc. \nStory: Two geologists studied the Earth's crust. Benny studied mantle melting, while Vinny studied more about crust displacement. \nQuestion: Which scientist observed more mantles above the subducting plate melting?", "neg": "Background Paragraph: Mantle melting can come about three ways: (1) when the temperature rises, (2) if the pressure lowers (which lowers the melting point), and (3) if water is added, which lowers the melting point. Two of these (1 and 3) might explain why there are volcanoes at convergent plate boundaries the temperature of the subducting plate increases as it sinks into the hot mantle (1). Sediments lying on top of the subducting plate contain water. As the sediments subduct, the water rises into the overlying mantle material. This lowers the melting temperature of the mantle (3). When the mantle above the subducting plate melts, volcanoes form above it. This leads to volcanoes in an island arc or continental arc. \nStory: Two scientist, Pete and Gill, studied the Earth's crust and geology. Pete studied earthquakes, while Gill studied mantles and volcanos. \nQuestion: Which person studied more about convergent plate boundaries?", "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."}
{"query": "Background Paragraph: The trade-off theory of capital structure is the idea that a company chooses how much debt finance and how much equity finance to use by balancing the costs and benefits. The classical version of the hypothesis goes back to Kraus and Litzenberger[1] who considered a balance between the dead-weight costs of bankruptcy and the tax saving benefits of debt. Often agency costs are also included in the balance. This theory is often set up as a competitor theory to the pecking order theory of capital structure. A review of the literature is provided by Frank and Goyal.[2]\n\nAn important purpose of the theory is to explain the fact that corporations usually are financed partly with debt and partly with equity. It states that there is an advantage to financing with debt, the tax benefits of debt and there is a cost of financing with debt, the costs of financial distress including bankruptcy costs of debt and non-bankruptcy costs (e.g. staff leaving, suppliers demanding disadvantageous payment terms, bondholder/stockholder infighting, etc.). The marginal benefit of further increases in debt declines as debt increases, while the marginal cost increases, so that a firm that is optimizing its overall value will focus on this trade-off when choosing how much debt and equity to use for financing. \nStory: Company X stopped taking on more debt, and decided to file for bankruptcy, while company Y, kept benefiting from the tax benefits of debt, having a lower debt level. \nQuestion: Which company discharged less debt, company X or company Y?", "pos": "Background Paragraph: The trade-off theory of capital structure is the idea that a company chooses how much debt finance and how much equity finance to use by balancing the costs and benefits. The classical version of the hypothesis goes back to Kraus and Litzenberger[1] who considered a balance between the dead-weight costs of bankruptcy and the tax saving benefits of debt. Often agency costs are also included in the balance. This theory is often set up as a competitor theory to the pecking order theory of capital structure. A review of the literature is provided by Frank and Goyal.[2]\n\nAn important purpose of the theory is to explain the fact that corporations usually are financed partly with debt and partly with equity. It states that there is an advantage to financing with debt, the tax benefits of debt and there is a cost of financing with debt, the costs of financial distress including bankruptcy costs of debt and non-bankruptcy costs (e.g. staff leaving, suppliers demanding disadvantageous payment terms, bondholder/stockholder infighting, etc.). The marginal benefit of further increases in debt declines as debt increases, while the marginal cost increases, so that a firm that is optimizing its overall value will focus on this trade-off when choosing how much debt and equity to use for financing. \nStory: Company X stopped taking on more debt, and decided to file for bankruptcy, while company Y, kept benefiting from the tax benefits of debt, having a lower debt level. \nQuestion: Which company had fewer costs than benefits related to debt, company X or company Y?", "neg": "Background Paragraph: The trade-off theory of capital structure is the idea that a company chooses how much debt finance and how much equity finance to use by balancing the costs and benefits. The classical version of the hypothesis goes back to Kraus and Litzenberger[1] who considered a balance between the dead-weight costs of bankruptcy and the tax saving benefits of debt. Often agency costs are also included in the balance. This theory is often set up as a competitor theory to the pecking order theory of capital structure. A review of the literature is provided by Frank and Goyal.[2]\n\nAn important purpose of the theory is to explain the fact that corporations usually are financed partly with debt and partly with equity. It states that there is an advantage to financing with debt, the tax benefits of debt and there is a cost of financing with debt, the costs of financial distress including bankruptcy costs of debt and non-bankruptcy costs (e.g. staff leaving, suppliers demanding disadvantageous payment terms, bondholder/stockholder infighting, etc.). The marginal benefit of further increases in debt declines as debt increases, while the marginal cost increases, so that a firm that is optimizing its overall value will focus on this trade-off when choosing how much debt and equity to use for financing. \nStory: Bob is a financial analyst. He used to work for company A. Bob noticed that company A is mostly financed by debt. Recently, he changed job and now working as a financial analyst for another company, company B. Company B has completely different culture than company A. Company B is mostly financed by equity. \nQuestion: Would company B have or not have tax benefits of debt?", "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."}
{"query": "Background Paragraph: Precipitation in grasslands is equal to or less than evapotranspiration and causes soil development to operate in relative drought. Leaching and migration of weathering products is therefore decreased. Large amounts of evaporation causes buildup of calcium (Ca) and other large cations flocculate clay minerals and fulvic acids in the upper soil profile. Impermeable clay limits downward percolation of water and fulvic acids, reducing chemical weathering and podzolization. The depth to the maximum concentration of clay increases in areas of increased precipitation and leaching. When leaching is decreased, the Ca precipitates as calcite (CaCO3) in the lower soil levels, a layer known as caliche. \nStory: Monsoon plays a big role in shaping local climates. In some places of the Horn of Africa monsoon causes heavy rainfall. But across the Red Sea the Arabian Peninsula mostly misses the monsoon. As a result, they have minimal rainfall throughout the year. \nQuestion: Would the concentration of clay be deeper or shallower in Horn of Africa than in Arabian Peninsula?", "pos": "Background Paragraph: Precipitation in grasslands is equal to or less than evapotranspiration and causes soil development to operate in relative drought. Leaching and migration of weathering products is therefore decreased. Large amounts of evaporation causes buildup of calcium (Ca) and other large cations flocculate clay minerals and fulvic acids in the upper soil profile. Impermeable clay limits downward percolation of water and fulvic acids, reducing chemical weathering and podzolization. The depth to the maximum concentration of clay increases in areas of increased precipitation and leaching. When leaching is decreased, the Ca precipitates as calcite (CaCO3) in the lower soil levels, a layer known as caliche. \nStory: Monsoon plays a big role in shaping local climates. In some places of the Horn of Africa monsoon causes heavy rainfall. But across the Red Sea the Arabian Peninsula mostly misses the monsoon. As a result, they have minimal rainfall throughout the year. \nQuestion: Would less or more calcite precipitate in the lower soil levels in Horn of Africa than in Arabian Peninsula?", "neg": "Background Paragraph: Precipitation in grasslands is equal to or less than evapotranspiration and causes soil development to operate in relative drought. Leaching and migration of weathering products is therefore decreased. Large amounts of evaporation causes buildup of calcium (Ca) and other large cations flocculate clay minerals and fulvic acids in the upper soil profile. Impermeable clay limits downward percolation of water and fulvic acids, reducing chemical weathering and podzolization. The depth to the maximum concentration of clay increases in areas of increased precipitation and leaching. When leaching is decreased, the Ca precipitates as calcite (CaCO3) in the lower soil levels, a layer known as caliche. \nStory: Monsoon plays a big role in shaping local climates. In some places of the Horn of Africa monsoon causes heavy rainfall. But across the Red Sea the Arabian Peninsula mostly misses the monsoon. As a result, they have minimal rainfall throughout the year. \nQuestion: In which place concentration of clay would be shallower, Horn of Africa or Arabian Peninsula?", "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."}
{"query": "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). \nStory: 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. \nQuestion: Which country had fewer shrublands ecoregions?", "pos": "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). \nStory: 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. \nQuestion: Which country had fewer montane grasslands?", "neg": "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). \nStory: Pam and Alice studied Earth's climate and vegetation. Pam studied more about high latitudes (70 to 50°N), while Alice studied about lower latitudes (30°N to 20°S). \nQuestion: Which person studied less about alpine tundra?", "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."}
{"query": "Background Paragraph: The Hawaiian Islands ( Figure above ) are in the central Pacific Ocean. The islands are volcanoes that increase in age from southeast to northwest. The youngest island is the Big Island of Hawaii at the southeast end of the chain. The volcanoes get older through Maui, Kahoolawe, Lanai, Molokai, Oahu, Kauai, and Niihau Islands through the northwest. The Kilauea volcano on Hawaii has been erupting almost continuously since 1983. There are also eruptions at an underwater volcano called Loih. \nStory: Pete lived in Alaska, but visited his friend Julia from Hawaii very often. They had many mutual interests, including geology and earthquakes. \nQuestion: Which person lived farther from KIlauea volcano?", "pos": "Background Paragraph: The Hawaiian Islands ( Figure above ) are in the central Pacific Ocean. The islands are volcanoes that increase in age from southeast to northwest. The youngest island is the Big Island of Hawaii at the southeast end of the chain. The volcanoes get older through Maui, Kahoolawe, Lanai, Molokai, Oahu, Kauai, and Niihau Islands through the northwest. The Kilauea volcano on Hawaii has been erupting almost continuously since 1983. There are also eruptions at an underwater volcano called Loih. \nStory: Pete lived in Alaska, but visited his friend Julia from Hawaii very often. They had many mutual interests, including geology and earthquakes. \nQuestion: Which person lived farther from Loih volcano?", "neg": "Background Paragraph: The Hawaiian Islands ( Figure above ) are in the central Pacific Ocean. The islands are volcanoes that increase in age from southeast to northwest. The youngest island is the Big Island of Hawaii at the southeast end of the chain. The volcanoes get older through Maui, Kahoolawe, Lanai, Molokai, Oahu, Kauai, and Niihau Islands through the northwest. The Kilauea volcano on Hawaii has been erupting almost continuously since 1983. There are also eruptions at an underwater volcano called Loih. \nStory: Pete lived in Alaska, but visited his friend Julia from Hawaii very often. They had many mutual interests, including geology and earthquakes. \nQuestion: Which person lived closer to Kauai island?", "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."}
{"query": "Background Paragraph: Blood vessels help regulate body processes by either constricting (becoming narrower) or dilating (becoming wider). These actions occur in response to signals from the autonomic nervous system or the endocrine system. Constriction occurs when the muscular walls of blood vessels contract. This reduces the amount of blood that can flow through the vessels (see Figure below ). Dilation occurs when the walls relax. This increases blood flows through the vessels. \nStory: Greg is a physician working for the city hospital. Today he is seeing two patients, patient A and patient B. He noticed that patient A's blood vessels are constricted, but blood vessels of patient B are dilated. He needs to prescribe medicine according to his observation. \nQuestion: Which patient would have less blood passing through the vessels, patient A or patient B?", "pos": "Background Paragraph: Blood vessels help regulate body processes by either constricting (becoming narrower) or dilating (becoming wider). These actions occur in response to signals from the autonomic nervous system or the endocrine system. Constriction occurs when the muscular walls of blood vessels contract. This reduces the amount of blood that can flow through the vessels (see Figure below ). Dilation occurs when the walls relax. This increases blood flows through the vessels. \nStory: Greg is a physician working for the city hospital. Today he is seeing two patients, patient A and patient B. He noticed that patient A's blood vessels are constricted, but blood vessels of patient B are dilated. He needs to prescribe medicine according to his observation. \nQuestion: In which patient the muscular walls of the blood vessels would not contract, patient A or patient B?", "neg": "Background Paragraph: Blood vessels help regulate body processes by either constricting (becoming narrower) or dilating (becoming wider). These actions occur in response to signals from the autonomic nervous system or the endocrine system. Constriction occurs when the muscular walls of blood vessels contract. This reduces the amount of blood that can flow through the vessels (see Figure below ). Dilation occurs when the walls relax. This increases blood flows through the vessels. \nStory: Greg is a physician working for the city hospital. Today he is seeing two patients, patient A and patient B. He noticed that patient A's blood vessels are constricted, but blood vessels of patient B are dilated. He needs to prescribe medicine according to his observation. \nQuestion: Would patient A have less or more blood passing through the vessels 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."}
{"query": "Background Paragraph: A baby is born with zones of cartilage in its bones that allow growth of the bones. These areas, called growth plates , allow the bones to grow longer as the child grows. By the time the child reaches an age of about 18 to 25 years, all of the cartilage in the growth plate has been replaced by bone. This stops the bone from growing any longer. Even though bones stop growing in length in early adulthood, they can continue to increase in thickness throughout life. This thickening occurs in response to strain from increased muscle activity and from weight-lifting exercises. \nStory: John was a relatively thin and bone-y child when he was younger. He would often get bruises and was prone to breaking bones. As an adult however he does lots of weight lifting and hasn't broken a bone yet. \nQuestion: Will lifting weights likely increase or decrease bone thickness?", "pos": "Background Paragraph: Middle adulthood lasts from the mid-30s to the mid-60s. During this stage of life, many people raise a family and strive to attain career goals. They start showing physical signs of aging, such as wrinkles and gray hair. Typically, vision, strength and reaction time start declining. Diseases such as type 2 diabetes, cardiovascular or heart disease, and cancer are often diagnosed during this stage of life. These diseases are also the chief causes of death in middle adulthood. \nStory: Adam and his older brother Chris were born almost 15 years apart from each other. Adam is 27 now which means Chris is 41.  Lately Chris has started noticing grey hairs come in. When Adam and him play games together Chris also seems to lose more often now even though historically he has always been better. \nQuestion: Will Chris' signs of aging continue to increase or decrease as more time passes?", "neg": "Background Paragraph: A baby is born with zones of cartilage in its bones that allow growth of the bones. These areas, called growth plates , allow the bones to grow longer as the child grows. By the time the child reaches an age of about 18 to 25 years, all of the cartilage in the growth plate has been replaced by bone. This stops the bone from growing any longer. Even though bones stop growing in length in early adulthood, they can continue to increase in thickness throughout life. This thickening occurs in response to strain from increased muscle activity and from weight-lifting exercises. \nStory: Two brothers, Tom, aged 26, and Paul, aged 16 were into sports. Tom started weight-lifting to gain more muscle mass. Three years later he was 20-25 lbs. heavier. Paul started track and field, he liked running. \nQuestion: Which brother had thinner bones after three years?", "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."}
{"query": "Background Paragraph: A mycorrhiza (Greek for \"fungus roots\") is a symbiotic association between a fungus and the roots of a plant. In a mycorrhizal association, the fungus may colonize the roots of a host plant by either growing directly into the root cells, or by growing around the root cells. This association provides the fungus with relatively constant and direct access to glucose, which the plant produces by photosynthesis. The mycelia of the fungi increase the surface area of the plant’s root system. The larger surface area improves water and mineral nutrient absorption from the soil. \nStory: Two plants of the same type are growing near the outskirts of the Jorah forest. The first plant, colored red, is healthy and has no fungus on it. The other plant, colored black, has a fungus growing on the roots of it. These plants have been around for centuries and if crushed into a powder actually make a nice seasoning to add to a meal. \nQuestion: The plant with a root system with less surface area is what color?", "pos": "Background Paragraph: A mycorrhiza (Greek for \"fungus roots\") is a symbiotic association between a fungus and the roots of a plant. In a mycorrhizal association, the fungus may colonize the roots of a host plant by either growing directly into the root cells, or by growing around the root cells. This association provides the fungus with relatively constant and direct access to glucose, which the plant produces by photosynthesis. The mycelia of the fungi increase the surface area of the plant’s root system. The larger surface area improves water and mineral nutrient absorption from the soil. \nStory: Two plants of the same type are growing near the outskirts of the Jorah forest. The first plant, colored red, is healthy and has no fungus on it. The other plant, colored black, has a fungus growing on the roots of it. These plants have been around for centuries and if crushed into a powder actually make a nice seasoning to add to a meal. \nQuestion: Which color plant is not involved in a mycorrhiza association?", "neg": "Background Paragraph: A mycorrhiza (Greek for \"fungus roots\") is a symbiotic association between a fungus and the roots of a plant. In a mycorrhizal association, the fungus may colonize the roots of a host plant by either growing directly into the root cells, or by growing around the root cells. This association provides the fungus with relatively constant and direct access to glucose, which the plant produces by photosynthesis. The mycelia of the fungi increase the surface area of the plant’s root system. The larger surface area improves water and mineral nutrient absorption from the soil. \nStory: Two plants of the same type are growing near the outskirts of the Jorah forest. The first plant, colored red, is healthy and has no fungus on it. The other plant, colored black, has a fungus growing on the roots of it. These plants have been around for centuries and if crushed into a powder actually make a nice seasoning to add to a meal. \nQuestion: Does the red plant absorb more or less nutrients from the soil than the black plant?", "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."}
{"query": "Background Paragraph: Thermoclines, or sudden changes in temperature. Where the air temperature is higher than the water temperature, shallow water may be warmed by the air and the sunlight but deeper water remains cold resulting in a lowering of temperature as the diver descends. This temperature change may be concentrated over a small vertical interval, when it is called a thermocline.[3][4]\nWhere cold, fresh water enters a warmer sea the fresh water may float over the denser saline water, so the temperature rises as the diver descends.[3]\nIn lakes exposed to geothermal activity, the temperature of the deeper water may be warmer than the surface water. This will usually lead to convection currents.[3]. \nStory: Ryan explored two lakes; Big lake, and Arrow lake to the south. Arrow lake had a river flowing into it, while Big lake presented evidence of underwater geothermal activity. Many divers drowned in Arrow lake because of temperature shock. \nQuestion: Which lake had less convection currents?", "pos": "Background Paragraph: Thermoclines, or sudden changes in temperature. Where the air temperature is higher than the water temperature, shallow water may be warmed by the air and the sunlight but deeper water remains cold resulting in a lowering of temperature as the diver descends. This temperature change may be concentrated over a small vertical interval, when it is called a thermocline.[3][4]\nWhere cold, fresh water enters a warmer sea the fresh water may float over the denser saline water, so the temperature rises as the diver descends.[3]\nIn lakes exposed to geothermal activity, the temperature of the deeper water may be warmer than the surface water. This will usually lead to convection currents.[3]. \nStory: Ryan explored two lakes; Big lake, and Arrow lake to the south. Arrow lake had a river flowing into it, while Big lake presented evidence of underwater geothermal activity. Many divers drowned in Arrow lake because of temperature shock. \nQuestion: Which lake had more of a temperature change concentrated over a small vertical interval?", "neg": "Background Paragraph: Thermoclines, or sudden changes in temperature. Where the air temperature is higher than the water temperature, shallow water may be warmed by the air and the sunlight but deeper water remains cold resulting in a lowering of temperature as the diver descends. This temperature change may be concentrated over a small vertical interval, when it is called a thermocline.[3][4]\nWhere cold, fresh water enters a warmer sea the fresh water may float over the denser saline water, so the temperature rises as the diver descends.[3]\nIn lakes exposed to geothermal activity, the temperature of the deeper water may be warmer than the surface water. This will usually lead to convection currents.[3]. \nStory: The underwater fishing teams picked their spots early. Team Bob went at the mouth of the river, where the freshwater met the salty seawater in the hope that more turbidity from the river and more nutrients will attract more fish. Team Dan went south where they knew there was less of a thermocline, so they could catch fish without taking risks. \nQuestion: Which team had more chances get temperature shock?", "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."}
{"query": "Background Paragraph: During late adulthood, the risk of developing diseases such as cardiovascular diseases and cancer continues to rise. Most people also have a decline in strength and stamina. Their senses may start failing, and their reflex time typically increases. Their immune system also doesn’t work as well as it used to. As a result, common diseases like the flu may become more serious and even lead to death. The majority of late adults develop arthritis, and as many as one in four develop Alzheimer’s disease. \nStory: Robert and his son Michael are going to the doctor for their yearly physical. Robert is currently in the late adulthood phase of his life. Michael, on the other hand, just began adulthood and is still quite young. Both of them want to ask the doctor about their risks for future health problems. \nQuestion: Who is more likely to develop a cardiovascular disease?", "pos": "Background Paragraph: During late adulthood, the risk of developing diseases such as cardiovascular diseases and cancer continues to rise. Most people also have a decline in strength and stamina. Their senses may start failing, and their reflex time typically increases. Their immune system also doesn’t work as well as it used to. As a result, common diseases like the flu may become more serious and even lead to death. The majority of late adults develop arthritis, and as many as one in four develop Alzheimer’s disease. \nStory: Robert and his son Michael are going to the doctor for their yearly physical. Robert is currently in the late adulthood phase of his life. Michael, on the other hand, just began adulthood and is still quite young. Both of them want to ask the doctor about their risks for future health problems. \nQuestion: Who is more likely to develop cancer?", "neg": "Background Paragraph: During late adulthood, the risk of developing diseases such as cardiovascular diseases and cancer continues to rise. Most people also have a decline in strength and stamina. Their senses may start failing, and their reflex time typically increases. Their immune system also doesn’t work as well as it used to. As a result, common diseases like the flu may become more serious and even lead to death. The majority of late adults develop arthritis, and as many as one in four develop Alzheimer’s disease. \nStory: Dr. Jones studied 2 groups of people to see the effects of aging on humans. Group A had people under 35 years old in it, while group B had people over 65. \nQuestion: Which group had a smaller chance of developing cancer?", "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."}
{"query": "Background Paragraph: Plants called epiphytes grow on other plants. They obtain moisture from the air and make food by photosynthesis. Most epiphytes are ferns or orchids that live in tropical or temperate rainforests (see Figure below ). Host trees provide support, allowing epiphyte plants to obtain air and sunlight high above the forest floor. Being elevated above the ground lets epiphytes get out of the shadows on the forest floor so they can get enough sunlight for photosynthesis. Being elevated may also reduce the risk of being eaten by herbivores and increase the chance of pollination by wind. \nStory: Emily's father is very sick, After doing some research she finds that a rare medicinal herb can help her father and is located in a nearby forest. The only information she is able to uncover about the herb other than it's effect is that it is an epiphyte. She decides to spend a day looking for the herb. \nQuestion: Will Emilys' chances of finding the herb increase or decrease if she searches the forest floor for it?", "pos": "Background Paragraph: Plants called epiphytes grow on other plants. They obtain moisture from the air and make food by photosynthesis. Most epiphytes are ferns or orchids that live in tropical or temperate rainforests (see Figure below ). Host trees provide support, allowing epiphyte plants to obtain air and sunlight high above the forest floor. Being elevated above the ground lets epiphytes get out of the shadows on the forest floor so they can get enough sunlight for photosynthesis. Being elevated may also reduce the risk of being eaten by herbivores and increase the chance of pollination by wind. \nStory: Emily's father is very sick, After doing some research she finds that a rare medicinal herb can help her father and is located in a nearby forest. The only information she is able to uncover about the herb other than it's effect is that it is an epiphyte. She decides to spend a day looking for the herb. \nQuestion: Given Emily climbs to the top of a tree, will she have a higher or lower chance of locating the herb?", "neg": "Background Paragraph: Plants called epiphytes grow on other plants. They obtain moisture from the air and make food by photosynthesis. Most epiphytes are ferns or orchids that live in tropical or temperate rainforests (see Figure below ). Host trees provide support, allowing epiphyte plants to obtain air and sunlight high above the forest floor. Being elevated above the ground lets epiphytes get out of the shadows on the forest floor so they can get enough sunlight for photosynthesis. Being elevated may also reduce the risk of being eaten by herbivores and increase the chance of pollination by wind. \nStory: While hiking Bob likes to collect plant specimens. Yesterday, he was hiking along a creek, and was specifically looking for epiphytes. Eventually, he found one, and tagged the specimen as specimen A. To compare specimen A with another plant he collected another plant specimen that was not an epiphyte. He tagged that specimen as specimen B. \nQuestion: Which specimen would most probably grow above the ground, specimen A or specimen 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."}
{"query": "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. \nStory: Two people went to the eye doctor's office for an annual exam; James had farsightedness, while Bob had myopia. \nQuestion: Which person had lenses focus images farther forward in the eye?", "pos": "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. \nStory: Two people went to the eye doctor's office for an annual exam; James had farsightedness, while Bob had myopia. \nQuestion: Which person had the eyeballs shorter than normal?", "neg": "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. \nStory: 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. \nQuestion: Which patient would see nearby objects clearer, patient A or pateint 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."}
{"query": "Background Paragraph: Middle adulthood lasts from the mid-30s to the mid-60s. During this stage of life, many people raise a family and strive to attain career goals. They start showing physical signs of aging, such as wrinkles and gray hair. Typically, vision, strength and reaction time start declining. Diseases such as type 2 diabetes, cardiovascular or heart disease, and cancer are often diagnosed during this stage of life. These diseases are also the chief causes of death in middle adulthood. \nStory: David works for the government as a statistician. He had to produce a report for the coming annual meeting. This year he is thinking about a report with some lifestyle suggestions for middle adulthood population. To make it easier to understand the needs of middle adulthood population he would compare it with a group who are in their twenties. He labeled the first group as group A; and the latter group as group B. \nQuestion: Would group B have faster or slower reaction time than group A?", "pos": "Background Paragraph: This individual monetary gain creates an increase in the overall economic productivity of a country. Girls are underrepresented in schooling, meaning that investments aimed specifically at educating women should produce bigger dividends.[9] Although investment in women's education is not present everywhere, David Dollar and Roberta Gatti have presented findings that show that this decision, along with other failures to invest in women are not “an efficient economic choice for developing countries” and that \"countries that under-invest grow more slowly.”[3] Looking holistically at the opportunity cost of not investing in girls, the total missed GDP growth is between 1.2% and 1.5%.[10] When looking at different regions, it is estimated that 0.4–0.9% of the difference in GDP growth is accounted for solely by differences in the gender gap in education.[1] The effect of the educational gender gap is more pronounced when a country is only moderately poor.[3] Thus the incentive to invest in women goes up as a country moves out of extreme poverty.[3]. \nStory: Ethiopia and Sudan are two neighboring countries where \nextreme poverty can be seen. Still Ethiopia has pushed for women's education in the last decade. Sudan has largely failed in investing on women's education. Elsewhere in Africa, the country of Botswana has just overcome extreme poverty, thanks to vast mineral deposits. But they invested on women's education. \nQuestion: Would Ethiopia's economic growth be slower or faster than Sudan's one?", "neg": "Background Paragraph: Middle adulthood lasts from the mid-30s to the mid-60s. During this stage of life, many people raise a family and strive to attain career goals. They start showing physical signs of aging, such as wrinkles and gray hair. Typically, vision, strength and reaction time start declining. Diseases such as type 2 diabetes, cardiovascular or heart disease, and cancer are often diagnosed during this stage of life. These diseases are also the chief causes of death in middle adulthood. \nStory: David works for the government as a statistician. He had to produce a report for the coming annual meeting. This year he is thinking about a report with some lifestyle suggestions for middle adulthood population. To make it easier to understand the needs of middle adulthood population he would compare it with a group who are in their twenties. He labeled the first group as group A; and the latter group as group B. \nQuestion: Which group would have faster reaction time, 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."}
{"query": "Background Paragraph: The brains of all mammals have a unique layer of nerve cells covering the cerebrum. This layer is called the neocortex (the pink region of the brains in Figure above ). The neocortex plays an important role in many complex brain functions. In some mammals, such as rats, the neocortex is relatively smooth. In other mammals, especially humans, the neocortex has many folds. The folds increase the surface area of the neocortex. The larger this area is, the greater the mental abilities of an animal. \nStory: Two students read about brains in the animal kingdom. Tom read more about the brains of mammals, while Reed learned more about the brains of amphibians. \nQuestion: Which student learned more about the neocortex of rats?", "pos": "Background Paragraph: The brains of all mammals have a unique layer of nerve cells covering the cerebrum. This layer is called the neocortex (the pink region of the brains in Figure above ). The neocortex plays an important role in many complex brain functions. In some mammals, such as rats, the neocortex is relatively smooth. In other mammals, especially humans, the neocortex has many folds. The folds increase the surface area of the neocortex. The larger this area is, the greater the mental abilities of an animal. \nStory: Two students read about brains in the animal kingdom. Tom read more about the brains of mammals, while Reed learned more about the brains of amphibians. \nQuestion: Which student learned more about the neocortex?", "neg": "Background Paragraph: The brains of all mammals have a unique layer of nerve cells covering the cerebrum. This layer is called the neocortex (the pink region of the brains in Figure above ). The neocortex plays an important role in many complex brain functions. In some mammals, such as rats, the neocortex is relatively smooth. In other mammals, especially humans, the neocortex has many folds. The folds increase the surface area of the neocortex. The larger this area is, the greater the mental abilities of an animal. \nStory: Two students read about brains in the animal kingdom. Tom read more about the brains of mammals, while Reed learned more about the brains of amphibians. \nQuestion: Which student learned less about the neocortex of rats?", "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."}
{"query": "Background Paragraph: Regions on the Earth's surface (or in its atmosphere) that are high above mean sea level are referred to as high altitude. High altitude is sometimes defined to begin at 2,400 meters (8,000 ft) above sea level.[5][6][7]\n\nAt high altitude, atmospheric pressure is lower than that at sea level. This is due to two competing physical effects: gravity, which causes the air to be as close as possible to the ground; and the heat content of the air, which causes the molecules to bounce off each other and expand.[8]. \nStory: There was a competition for who can get their 15 lb drone the highest into the air. Team 40 got it 3,336 ft. Team 41 got it 4,447 ft. Team 42 go it 5,558 ft. Team 43 got it 6,669 ft. Team 44 got it 11,114 ft. Team 45 got it 12,225 ft. Team 46 got it 13,335 ft. \nQuestion: What team got their drone into high altitude: Team 40 or Team 45?", "pos": "Background Paragraph: Regions on the Earth's surface (or in its atmosphere) that are high above mean sea level are referred to as high altitude. High altitude is sometimes defined to begin at 2,400 meters (8,000 ft) above sea level.[5][6][7]\n\nAt high altitude, atmospheric pressure is lower than that at sea level. This is due to two competing physical effects: gravity, which causes the air to be as close as possible to the ground; and the heat content of the air, which causes the molecules to bounce off each other and expand.[8]. \nStory: There was a competition for who can get their 15 lb drone the highest into the air. Team 40 got it 3,336 ft. Team 41 got it 4,447 ft. Team 42 go it 5,558 ft. Team 43 got it 6,669 ft. Team 44 got it 11,114 ft. Team 45 got it 12,225 ft. Team 46 got it 13,335 ft. \nQuestion: What team got their drone into high altitude: Team 42 or Team 45?", "neg": "Background Paragraph: Regions on the Earth's surface (or in its atmosphere) that are high above mean sea level are referred to as high altitude. High altitude is sometimes defined to begin at 2,400 meters (8,000 ft) above sea level.[5][6][7]\n\nAt high altitude, atmospheric pressure is lower than that at sea level. This is due to two competing physical effects: gravity, which causes the air to be as close as possible to the ground; and the heat content of the air, which causes the molecules to bounce off each other and expand.[8]. \nStory: Ken is an avid mountain climber. This year he reached the summits of two mountains, mountain A and mountain B. Mountain A is only 5000 ft tall while mountain B is \n15000 ft tall. He has also learned a fun fact that water boils faster and at lower temperature at low atmospheric pressure. \nQuestion: Would mountain summit B need higher temperature or lower temperature to boil water compared to mountain summit 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."}
{"query": "Background Paragraph: There is a zone of the atmosphere in which ozone absorbs some 98% of non-ionizing but dangerous UV-C and UV-B. This so-called ozone layer starts at about 20 miles (32 km) and extends upward. Some of the ultraviolet spectrum that does reach the ground (the part that begins above energies of 3.1 eV, a wavelength less than 400 nm) is non-ionizing, but is still biologically hazardous due to the ability of single photons of this energy to cause electronic excitation in biological molecules, and thus damage them by means of unwanted reactions. An example is the formation of pyrimidine dimers in DNA, which begins at wavelengths below 365 nm (3.4 eV), which is well below ionization energy. This property gives the ultraviolet spectrum some of the dangers of ionizing radiation in biological systems without actual ionization occurring. In contrast, visible light and longer-wavelength electromagnetic radiation, such as infrared, microwaves, and radio waves, consists of photons with too little energy to cause damaging molecular excitation, and thus this radiation is far less hazardous per unit of energy. \nStory: John was interested in the Sun's radiations that Earth receives. One of the radiations was in the ultraviolet spectrum. He categorized it as spec A. The other radiation was the visible light. He categorized it as spec B. He then searched online to find the pros and cons of each of them. \nQuestion: In which case photons would have more energy, spec A or spec B?", "pos": "Background Paragraph: There is a zone of the atmosphere in which ozone absorbs some 98% of non-ionizing but dangerous UV-C and UV-B. This so-called ozone layer starts at about 20 miles (32 km) and extends upward. Some of the ultraviolet spectrum that does reach the ground (the part that begins above energies of 3.1 eV, a wavelength less than 400 nm) is non-ionizing, but is still biologically hazardous due to the ability of single photons of this energy to cause electronic excitation in biological molecules, and thus damage them by means of unwanted reactions. An example is the formation of pyrimidine dimers in DNA, which begins at wavelengths below 365 nm (3.4 eV), which is well below ionization energy. This property gives the ultraviolet spectrum some of the dangers of ionizing radiation in biological systems without actual ionization occurring. In contrast, visible light and longer-wavelength electromagnetic radiation, such as infrared, microwaves, and radio waves, consists of photons with too little energy to cause damaging molecular excitation, and thus this radiation is far less hazardous per unit of energy. \nStory: John was interested in the Sun's radiations that Earth receives. One of the radiations was in the ultraviolet spectrum. He categorized it as spec A. The other radiation was the visible light. He categorized it as spec B. He then searched online to find the pros and cons of each of them. \nQuestion: In which case molecular excitation would be more harmful, spec A or spec B?", "neg": "Background Paragraph: There is a zone of the atmosphere in which ozone absorbs some 98% of non-ionizing but dangerous UV-C and UV-B. This so-called ozone layer starts at about 20 miles (32 km) and extends upward. Some of the ultraviolet spectrum that does reach the ground (the part that begins above energies of 3.1 eV, a wavelength less than 400 nm) is non-ionizing, but is still biologically hazardous due to the ability of single photons of this energy to cause electronic excitation in biological molecules, and thus damage them by means of unwanted reactions. An example is the formation of pyrimidine dimers in DNA, which begins at wavelengths below 365 nm (3.4 eV), which is well below ionization energy. This property gives the ultraviolet spectrum some of the dangers of ionizing radiation in biological systems without actual ionization occurring. In contrast, visible light and longer-wavelength electromagnetic radiation, such as infrared, microwaves, and radio waves, consists of photons with too little energy to cause damaging molecular excitation, and thus this radiation is far less hazardous per unit of energy. \nStory: John was interested in the Sun's radiations that Earth receives. One of the radiations was in the ultraviolet spectrum. He categorized it as spec A. The other radiation was the visible light. He categorized it as spec B. He then searched online to find the pros and cons of each of them. \nQuestion: In spec B, would the photons have less or more energy than in spec 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."}
{"query": "Background Paragraph: Sand mining is a direct cause of erosion, and impacts the local wildlife.[2] Various animals depend on sandy beaches for nesting clutches, and mining has led to the near extinction of gharials (a species of crocodile) in India. Disturbance of underwater and coastal sand causes turbidity in the water, which is harmful for organisms like coral that need sunlight. It can also destroy fisheries, financially harming their operators.\n\nRemoval of physical coastal barriers, such as dunes, sometimes leads to flooding of beachside communities, and the destruction of picturesque beaches causes tourism to dissipate. Sand mining is regulated by law in many places, but is often done illegally.[3] Globally, it is a $70 billion industry, with sand selling at up to $90 per cubic yard.[4]. \nStory: Two cities located at the sea shore between sand dunes, took 2 different approaches to their economic stability and sources of income for their inhabitants. Dune city was mainly focused on raising cattle, fishing and tourism, while Gulf city started sand mining operations because of the good prices they received per cubic yard of sand. \nQuestion: Which city made more money from tourism?", "pos": "Background Paragraph: Sand mining is a direct cause of erosion, and impacts the local wildlife.[2] Various animals depend on sandy beaches for nesting clutches, and mining has led to the near extinction of gharials (a species of crocodile) in India. Disturbance of underwater and coastal sand causes turbidity in the water, which is harmful for organisms like coral that need sunlight. It can also destroy fisheries, financially harming their operators.\n\nRemoval of physical coastal barriers, such as dunes, sometimes leads to flooding of beachside communities, and the destruction of picturesque beaches causes tourism to dissipate. Sand mining is regulated by law in many places, but is often done illegally.[3] Globally, it is a $70 billion industry, with sand selling at up to $90 per cubic yard.[4]. \nStory: Two cities located at the sea shore between sand dunes, took 2 different approaches to their economic stability and sources of income for their inhabitants. Dune city was mainly focused on raising cattle, fishing and tourism, while Gulf city started sand mining operations because of the good prices they received per cubic yard of sand. \nQuestion: Which city contributed less to the disturbance of underwater and coastal sand ?", "neg": "Background Paragraph: Sand mining is a direct cause of erosion, and impacts the local wildlife.[2] Various animals depend on sandy beaches for nesting clutches, and mining has led to the near extinction of gharials (a species of crocodile) in India. Disturbance of underwater and coastal sand causes turbidity in the water, which is harmful for organisms like coral that need sunlight. It can also destroy fisheries, financially harming their operators.\n\nRemoval of physical coastal barriers, such as dunes, sometimes leads to flooding of beachside communities, and the destruction of picturesque beaches causes tourism to dissipate. Sand mining is regulated by law in many places, but is often done illegally.[3] Globally, it is a $70 billion industry, with sand selling at up to $90 per cubic yard.[4]. \nStory: Sand mining in the north coastal region was stopped 20 years ago, but it still continues to this day in the south region. Both fishing communities there are still prosperous, but the southern one had a couple of bad years, with fish and other marine wildlife becoming more scarce. The southern beach had erosion problems as well. The northern beach recovered, and is suitable for tourism. \nQuestion: Which region made less money from sand mining?", "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."}
{"query": "Background Paragraph: Storing large volumes of data – When storing XML to either file or database, the volume of data a system produces can often exceed reasonable limits, with a number of detriments: the access times go up as more data is read, CPU load goes up as XML data takes more power to process, and storage costs go up. By storing XML data in Fast Infoset format, data volume may be reduced by as much as 80 percent. \nStory: Leroy had a busy day storing XML. At 2 PM, he stored 21111 Gigabytes to the database. At 3 PM, he stored 32222 Gigabytes to the database. At 4 PM, he stored 43333 Gigabytes to the database. At 5 PM, he got dinner. At 6 PM, he stored 54444 Gigabytes to the database. At 7 PM, he stored 65555 Gigabytes to the database. At 8 PM, he went to sleep to finish storing XML in the morning. \nQuestion: What time did the access times go up: 2 PM or 5 PM?", "pos": "Background Paragraph: Storing large volumes of data – When storing XML to either file or database, the volume of data a system produces can often exceed reasonable limits, with a number of detriments: the access times go up as more data is read, CPU load goes up as XML data takes more power to process, and storage costs go up. By storing XML data in Fast Infoset format, data volume may be reduced by as much as 80 percent. \nStory: Leroy had a busy day storing XML. At 2 PM, he stored 21111 Gigabytes to the database. At 3 PM, he stored 32222 Gigabytes to the database. At 4 PM, he stored 43333 Gigabytes to the database. At 5 PM, he got dinner. At 6 PM, he stored 54444 Gigabytes to the database. At 7 PM, he stored 65555 Gigabytes to the database. At 8 PM, he went to sleep to finish storing XML in the morning. \nQuestion: What time did the access times go up: 2 PM or 8 PM?", "neg": "Background Paragraph: Storing large volumes of data – When storing XML to either file or database, the volume of data a system produces can often exceed reasonable limits, with a number of detriments: the access times go up as more data is read, CPU load goes up as XML data takes more power to process, and storage costs go up. By storing XML data in Fast Infoset format, data volume may be reduced by as much as 80 percent. \nStory: Bob works for a data storage company. He has now three projects, project A, project B, and project C, simultaneously going on. All of them involves storing \nXML data. Project A has small volume of data, but project B and project C has large volume of data. He applied Fast Infoset format for project B, but didn't apply that format for project C. \nQuestion: Would project C have reduced or enlarged data volume than porject 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."}
{"query": "Background Paragraph: The Mercator projection is best within 15 degrees north or south of the equator. Landmasses or countries outside that zone get stretched out of shape. The further the feature is from the equator, the more out of shape it is stretched. For example, if you look at Greenland on a globe, you see it is a relatively small country near the North Pole. Yet, on a Mercator projection, Greenland looks almost as big the United States. Because Greenland is closer to the pole, the continent's shape and size are greatly increased. The United States is closer to its true dimensions. \nStory: Stef is a young girl interested in the geography of the world. For her birthday, she got two different representations of the Earth. Her grandparents gave her a map that uses the Mercator projection and her uncle gave her a globe. She is comparing how certain countries look differently on the two gifts and trying to figure out why that is. She is specifically looking at Norway, a country near the North Pole, and Mexico, a country close to the equator. \nQuestion: On which representation of Earth will Norway look smaller?", "pos": "Background Paragraph: The Mercator projection is best within 15 degrees north or south of the equator. Landmasses or countries outside that zone get stretched out of shape. The further the feature is from the equator, the more out of shape it is stretched. For example, if you look at Greenland on a globe, you see it is a relatively small country near the North Pole. Yet, on a Mercator projection, Greenland looks almost as big the United States. Because Greenland is closer to the pole, the continent's shape and size are greatly increased. The United States is closer to its true dimensions. \nStory: Bob is looking at a map with Mercator projection to help him with his geography class. He noticed that Ecuador is within fifteen degrees north or south of the equator, but Norway is farther north of the equator. Bob starts to see how a country's location on a map affects how they look. \nQuestion: Which country's shape and size would decrease on a map, Equador or Norway?", "neg": "Background Paragraph: The Mercator projection is best within 15 degrees north or south of the equator. Landmasses or countries outside that zone get stretched out of shape. The further the feature is from the equator, the more out of shape it is stretched. For example, if you look at Greenland on a globe, you see it is a relatively small country near the North Pole. Yet, on a Mercator projection, Greenland looks almost as big the United States. Because Greenland is closer to the pole, the continent's shape and size are greatly increased. The United States is closer to its true dimensions. \nStory: Bob is looking at a map with Mercator projection to help him with his geography class. He noticed that Ecuador is within fifteen degrees north or south of the equator, but Norway is farther north of the equator. Bob starts to see how a country's location on a map affects how they look. \nQuestion: Would Norway's shape and size increase or decrease on a map?", "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."}
{"query": "Background Paragraph: Chlamydia may cause a burning feeling during urination. It may also cause a discharge (leaking of fluids) from the vagina or penis. But in many cases it causes no symptoms. As a result, people do not know they are infected, so they don’t go to the doctor for help. If chlamydia goes untreated, it may cause more serious problems in females. It may cause infections of the uterus, fallopian tubes, or ovaries. These infections may leave a woman unable to have children. \nStory: Two women are at an STD clinic getting tested because they feel they may have caught something from recent sexual partners they had. After getting a blood sample taken, Beth is told that she has genital herpes. The doctor tells her what to expect and how to manage the symptoms. The doctor then goes into the waiting room that Sarah is in and informs her that she has tested positive for chlamydia. Sarah is not surprised, and she begins asking questions about what she should do to help control the disease. \nQuestion: Who is less likely to experience an infection in their fallopian tubes?", "pos": "Background Paragraph: Chlamydia may cause a burning feeling during urination. It may also cause a discharge (leaking of fluids) from the vagina or penis. But in many cases it causes no symptoms. As a result, people do not know they are infected, so they don’t go to the doctor for help. If chlamydia goes untreated, it may cause more serious problems in females. It may cause infections of the uterus, fallopian tubes, or ovaries. These infections may leave a woman unable to have children. \nStory: Two women are at an STD clinic getting tested because they feel they may have caught something from recent sexual partners they had. After getting a blood sample taken, Beth is told that she has genital herpes. The doctor tells her what to expect and how to manage the symptoms. The doctor then goes into the waiting room that Sarah is in and informs her that she has tested positive for chlamydia. Sarah is not surprised, and she begins asking questions about what she should do to help control the disease. \nQuestion: Who is more likely to experience an infection in their fallopian tubes?", "neg": "Background Paragraph: Chlamydia may cause a burning feeling during urination. It may also cause a discharge (leaking of fluids) from the vagina or penis. But in many cases it causes no symptoms. As a result, people do not know they are infected, so they don’t go to the doctor for help. If chlamydia goes untreated, it may cause more serious problems in females. It may cause infections of the uterus, fallopian tubes, or ovaries. These infections may leave a woman unable to have children. \nStory: Two women are at an STD clinic getting tested because they feel they may have caught something from recent sexual partners they had. After getting a blood sample taken, Beth is told that she has genital herpes. The doctor tells her what to expect and how to manage the symptoms. The doctor then goes into the waiting room that Sarah is in and informs her that she has tested positive for chlamydia. Sarah is not surprised, and she begins asking questions about what she should do to help control the disease. \nQuestion: Will Beth have a higher or lower chance than Sarah of having fertility issues?", "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."}
{"query": "Background Paragraph: Communication is any way that animals share information. Many animals live in social groups. For these animals, being able to communicate is essential. Communicating increases the ability of group members to cooperate and avoid conflict. Communication may help animals work together to find food and defend themselves from predators. It also helps them find mates and care for their offspring. In addition, communication helps adult animals teach the next generation learned behaviors. Therefore, communication generally improves the chances of animals surviving and reproducing. \nStory: There are two species of animals, the Moops and the Flavins, living in the Jarmal forest in Montana. These two species have both been living inside the Jarmal for the entirety of their existence. The Moops have recently begun to develop an effective method of communication that they use to pass important information to one another. The Flavins, however, are more primitive and currently have no method of communication. \nQuestion: Will the Flavins have more or less conflict?", "pos": "Background Paragraph: Communication is any way that animals share information. Many animals live in social groups. For these animals, being able to communicate is essential. Communicating increases the ability of group members to cooperate and avoid conflict. Communication may help animals work together to find food and defend themselves from predators. It also helps them find mates and care for their offspring. In addition, communication helps adult animals teach the next generation learned behaviors. Therefore, communication generally improves the chances of animals surviving and reproducing. \nStory: There are two species of animals, the Moops and the Flavins, living in the Jarmal forest in Montana. These two species have both been living inside the Jarmal for the entirety of their existence. The Moops have recently begun to develop an effective method of communication that they use to pass important information to one another. The Flavins, however, are more primitive and currently have no method of communication. \nQuestion: Will the Moops have more or less conflict?", "neg": "Background Paragraph: Communication is any way that animals share information. Many animals live in social groups. For these animals, being able to communicate is essential. Communicating increases the ability of group members to cooperate and avoid conflict. Communication may help animals work together to find food and defend themselves from predators. It also helps them find mates and care for their offspring. In addition, communication helps adult animals teach the next generation learned behaviors. Therefore, communication generally improves the chances of animals surviving and reproducing. \nStory: There is an experiment being done on a group of animals. The animals in Group A are allowed to communicate with each other, while the animals in Group B have been sequestered and have no communication within their group. \nQuestion: Which group of animals has a lower likely hood of survival?", "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."}
{"query": "Background Paragraph: Millions of people in the world jog for exercise. For the most part, jogging can be a healthy way to stay fit. However, problems can also develop for those who jog in the heat. Excessive sweating can lead to electrolyte loss that could be life-threatening. Early symptoms of electrolyte deficiency can include nausea, fatugue, and dizziness. If not treated, individuals can experience muscle weakness and increased heart rate (which could lead to a heart attack). Many sports drinks can be consumed to restore electrolytes quickly in the body. \nStory: Two teams of runners took part in a study about exercise. Red team ran 10 km in the heat, while Green team ran the same distance in the morning in cool weather. The Red team experienced more runners with health problems. \nQuestion: Which team had fewer runners with nausea?", "pos": "Background Paragraph: Millions of people in the world jog for exercise. For the most part, jogging can be a healthy way to stay fit. However, problems can also develop for those who jog in the heat. Excessive sweating can lead to electrolyte loss that could be life-threatening. Early symptoms of electrolyte deficiency can include nausea, fatugue, and dizziness. If not treated, individuals can experience muscle weakness and increased heart rate (which could lead to a heart attack). Many sports drinks can be consumed to restore electrolytes quickly in the body. \nStory: Two teams of runners took part in a study about exercise. Red team ran 10 km in the heat, while Green team ran the same distance in the morning in cool weather. The Red team experienced more runners with health problems. \nQuestion: Which team had fewer runners with fatigue?", "neg": "Background Paragraph: Millions of people in the world jog for exercise. For the most part, jogging can be a healthy way to stay fit. However, problems can also develop for those who jog in the heat. Excessive sweating can lead to electrolyte loss that could be life-threatening. Early symptoms of electrolyte deficiency can include nausea, fatugue, and dizziness. If not treated, individuals can experience muscle weakness and increased heart rate (which could lead to a heart attack). Many sports drinks can be consumed to restore electrolytes quickly in the body. \nStory: Two teams of runners were training for a 10k. Team Y jogged early in the morning when the weather was cool. Team X started their training in the heat so many team members had problems sweating. \nQuestion: Which team had fewer people that experienced nausea?", "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."}
{"query": "Background Paragraph: About 10% of sedimentary rocks are limestones. The solubility of limestone in water and weak acid solutions leads to karst landscapes, in which water erodes the limestone over thousands to millions of years. Most cave systems are through limestone bedrock. \nStory: White mountains are often visited by tourists because of the many beautiful caves, stalactites, stalagmites and karst phenomena. Dome mountains are interesting to tourists because they are very massive, of volcanic origin and excellent for climbing. \nQuestion: Which mountain has a higher percentage of sedimentary rocks?", "pos": "Background Paragraph: About 10% of sedimentary rocks are limestones. The solubility of limestone in water and weak acid solutions leads to karst landscapes, in which water erodes the limestone over thousands to millions of years. Most cave systems are through limestone bedrock. \nStory: White mountains are often visited by tourists because of the many beautiful caves, stalactites, stalagmites and karst phenomena. Dome mountains are interesting to tourists because they are very massive, of volcanic origin and excellent for climbing. \nQuestion: Which mountain has a higher percentage of limestone in its composition?", "neg": "Background Paragraph: About 10% of sedimentary rocks are limestones. The solubility of limestone in water and weak acid solutions leads to karst landscapes, in which water erodes the limestone over thousands to millions of years. Most cave systems are through limestone bedrock. \nStory: White mountains are often visited by tourists because of the many beautiful caves, stalactites, stalagmites and karst phenomena. Dome mountains are interesting to tourists because they are very massive, of volcanic origin and excellent for climbing. \nQuestion: Which mountain has a lower percentage of limestone in its composition?", "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."}
{"query": "Background Paragraph: A comet tail—and coma—are features visible in comets when they are illuminated by the Sun and may become visible from Earth when a comet passes through the inner Solar System. As a comet approaches the inner Solar System, solar radiation causes the volatile materials within the comet to vaporize and stream out of the nucleus, carrying dust away with them. Separate tails are formed of dust and gases, becoming visible through different phenomena; the dust reflects sunlight directly and the gases glow from ionisation. Most comets are too faint to be visible without the aid of a telescope, but a few each decade become bright enough to be visible to the naked eye. \nStory: This year thee comets would be of interest, comet A, comet B, and comet C. Comet A and comet B would enter the inner solar system. But comet C would not enter the inner solar system. Moreover, comet A is categorized as a bright comet, but comet B is categorized as a faint comet. \nQuestion: Would comet B be visible or invisible to naked eye?", "pos": "Background Paragraph: A comet tail—and coma—are features visible in comets when they are illuminated by the Sun and may become visible from Earth when a comet passes through the inner Solar System. As a comet approaches the inner Solar System, solar radiation causes the volatile materials within the comet to vaporize and stream out of the nucleus, carrying dust away with them. Separate tails are formed of dust and gases, becoming visible through different phenomena; the dust reflects sunlight directly and the gases glow from ionisation. Most comets are too faint to be visible without the aid of a telescope, but a few each decade become bright enough to be visible to the naked eye. \nStory: This year thee comets would be of interest, comet A, comet B, and comet C. Comet A and comet B would enter the inner solar system. But comet C would not enter the inner solar system. Moreover, comet A is categorized as a bright comet, but comet B is categorized as a faint comet. \nQuestion: Would comet C's coma be visible or invisible from earth?", "neg": "Background Paragraph: A comet tail—and coma—are features visible in comets when they are illuminated by the Sun and may become visible from Earth when a comet passes through the inner Solar System. As a comet approaches the inner Solar System, solar radiation causes the volatile materials within the comet to vaporize and stream out of the nucleus, carrying dust away with them. Separate tails are formed of dust and gases, becoming visible through different phenomena; the dust reflects sunlight directly and the gases glow from ionisation. Most comets are too faint to be visible without the aid of a telescope, but a few each decade become bright enough to be visible to the naked eye. \nStory: This year thee comets would be of interest, comet A, comet B, and comet C. Comet A and comet B would enter the inner solar system. But comet C would not enter the inner solar system. Moreover, comet A is categorized as a bright comet, but comet B is categorized as a faint comet. \nQuestion: Whcih comet would not be visible to naked eye, comet A or comet 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."}
{"query": "Background Paragraph: Storing large volumes of data – When storing XML to either file or database, the volume of data a system produces can often exceed reasonable limits, with a number of detriments: the access times go up as more data is read, CPU load goes up as XML data takes more power to process, and storage costs go up. By storing XML data in Fast Infoset format, data volume may be reduced by as much as 80 percent. \nStory: Porfirio had a busy day storing XML. At 9 AM, he stored 203 Gigabytes to the database. At 10 AM, he stored 303 Gigabytes to the database. At 11 AM, he stored 403 Gigabytes to the database. At 12 PM, he got lunch. At 1 PM, he stored 503 Gigabytes to the database. At 2 PM, he stored 603 Gigabytes to the database. At 3 PM, he went to sleep to finish storing XML later that night. \nQuestion: What time did storage costs go up:  1 PM or 3 PM?", "pos": "Background Paragraph: Storing large volumes of data – When storing XML to either file or database, the volume of data a system produces can often exceed reasonable limits, with a number of detriments: the access times go up as more data is read, CPU load goes up as XML data takes more power to process, and storage costs go up. By storing XML data in Fast Infoset format, data volume may be reduced by as much as 80 percent. \nStory: Carl had a busy day storing XML. At 1 PM, he stored 1000 Gigabytes to the database. At 2 PM, he stored 2000 Gigabytes to the database. At 3 PM, he stored 3000 Gigabytes to the database. At 4 PM, he got dinner. At 5 PM, he stored 4000 Gigabytes to the database. At 6 PM, he stored 5000 Gigabytes to the database. At 7 PM, he went to sleep to finish storing XML tomorrow. \nQuestion: What time did storage costs go up:  1 PM or 4 PM?", "neg": "Background Paragraph: Storing large volumes of data – When storing XML to either file or database, the volume of data a system produces can often exceed reasonable limits, with a number of detriments: the access times go up as more data is read, CPU load goes up as XML data takes more power to process, and storage costs go up. By storing XML data in Fast Infoset format, data volume may be reduced by as much as 80 percent. \nStory: Bob works for a data storage company. He has now three projects, project A, project B, and project C, simultaneously going on. All of them involves storing \nXML data. Project A has small volume of data, but project B and project C has large volume of data. He applied Fast Infoset format for project B, but didn't apply that format for project C. \nQuestion: Would project C have reduced or enlarged data volume than porject 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."}
{"query": "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. \nStory: Bob and Bill studied at the same university. While Bob got into studying nutrition, Bill ended up studying about cancer and how to prevent it. \nQuestion: Which student learned more about avoiding smoking?", "pos": "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. \nStory: Bob and Bill studied at the same university. While Bob got into studying nutrition, Bill ended up studying about cancer and how to prevent it. \nQuestion: Which student learned more about preventing some types of cancer?", "neg": "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. \nStory: Keith is a doctor at the city hospital. Today, he is seeing six patients, patient A, patient B, patient C, patient D, patient E, and patient F. Patient A is a smoker, but patient B is not a smoker. Patient C uses sunscreen, but patient D does not use any sunscreen. Patient E tans with tanning lamps, but patient F tans in the sun. \nQuestion: Would patient B have higher or lower risk of lung cancer 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."}
{"query": "Background Paragraph: Human populations are on the rise. The human population passed the 7 billion mark in October of 2011, and will pass 8 and 9 billion probably before the middle of the century. All these people will need resources such as places to live, food to eat, and water to drink, and they will use energy and create waste. Essentially, human population growth can effect all other causes of extinction. For example, more people on the Earth means more people contributing to global warming and pollution. More people also means more clearing of land for agriculture and development. Recall that development by humans often causes habitats to be destroyed. This destruction can force species to go extinct, or move somewhere else. \nStory: There are two identical neighboring planets, Krypton and Gotham, inhabited by the same species of creature. Both civilizations utilize the same technology and have the same city structures. However, the creatures on Krypton use substantially more energy than the people on Gotham. Furthermore, the inhabitants of Krypton have started clearing more land than Gotham. \nQuestion: Which planet has a larger population?", "pos": "Background Paragraph: Human populations are on the rise. The human population passed the 7 billion mark in October of 2011, and will pass 8 and 9 billion probably before the middle of the century. All these people will need resources such as places to live, food to eat, and water to drink, and they will use energy and create waste. Essentially, human population growth can effect all other causes of extinction. For example, more people on the Earth means more people contributing to global warming and pollution. More people also means more clearing of land for agriculture and development. Recall that development by humans often causes habitats to be destroyed. This destruction can force species to go extinct, or move somewhere else. \nStory: There are two identical neighboring planets, Krypton and Gotham, inhabited by the same species of creature. Both civilizations utilize the same technology and have the same city structures. However, the creatures on Krypton use substantially more energy than the people on Gotham. Furthermore, the inhabitants of Krypton have started clearing more land than Gotham. \nQuestion: Which planet will see the extinction of less species?", "neg": "Background Paragraph: Another major cause of extinction is global warming , which is also known as global climate change. During the past century, the Earth's average temperature has risen by almost 1°C (about 1.3°F). You may not think that is significant, but to organisms that live in the wild and are constantly adapting to their environments, any climate change can be hazardous. Recall that burning fossil fuels releases gasses into the atmosphere that warm the Earth. Our increased use of fossil fuels, such as coal and oil, is changing the Earth’s climate. Any long-term change in the climate can destroy the habitat of a species. Even a brief change in climate may be too stressful for an organism to survive. For example, if the seas increase in temperature, even briefly, it may be too warm for certain types of fish to reproduce. \nStory: There are two neighboring planets in another solar system. The people of Mandron use many fossil fuels to power things that require electricity. The people of Liptar have found a way to use water as a source of power and they barely use any fossil fuels at all. \nQuestion: Does Mandron send more or less gas into the atmosphere than Liptar?", "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."}
{"query": "Background Paragraph: Thermoclines, or sudden changes in temperature. Where the air temperature is higher than the water temperature, shallow water may be warmed by the air and the sunlight but deeper water remains cold resulting in a lowering of temperature as the diver descends. This temperature change may be concentrated over a small vertical interval, when it is called a thermocline.[3][4]\nWhere cold, fresh water enters a warmer sea the fresh water may float over the denser saline water, so the temperature rises as the diver descends.[3]\nIn lakes exposed to geothermal activity, the temperature of the deeper water may be warmer than the surface water. This will usually lead to convection currents.[3]. \nStory: Deep lake presents geothermal activity, while Shallow lake has mixing of saline water with fresh water. Deep lake had more instances of divers having problems because of thermoclines. \nQuestion: Which lake has more water salinity?", "pos": "Background Paragraph: Thermoclines, or sudden changes in temperature. Where the air temperature is higher than the water temperature, shallow water may be warmed by the air and the sunlight but deeper water remains cold resulting in a lowering of temperature as the diver descends. This temperature change may be concentrated over a small vertical interval, when it is called a thermocline.[3][4]\nWhere cold, fresh water enters a warmer sea the fresh water may float over the denser saline water, so the temperature rises as the diver descends.[3]\nIn lakes exposed to geothermal activity, the temperature of the deeper water may be warmer than the surface water. This will usually lead to convection currents.[3]. \nStory: Deep lake presents geothermal activity, while Shallow lake has mixing of saline water with fresh water. Deep lake had more instances of divers having problems because of thermoclines. \nQuestion: Which lake has fewer thermoclines?", "neg": "Background Paragraph: Thermoclines, or sudden changes in temperature. Where the air temperature is higher than the water temperature, shallow water may be warmed by the air and the sunlight but deeper water remains cold resulting in a lowering of temperature as the diver descends. This temperature change may be concentrated over a small vertical interval, when it is called a thermocline.[3][4]\nWhere cold, fresh water enters a warmer sea the fresh water may float over the denser saline water, so the temperature rises as the diver descends.[3]\nIn lakes exposed to geothermal activity, the temperature of the deeper water may be warmer than the surface water. This will usually lead to convection currents.[3]. \nStory: The underwater fishing teams picked their spots early. Team Bob went at the mouth of the river, where the freshwater met the salty seawater in the hope that more turbidity from the river and more nutrients will attract more fish. Team Dan went south where they knew there was less of a thermocline, so they could catch fish without taking risks. \nQuestion: Which team had more chances get temperature shock?", "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."}
{"query": "Background Paragraph: When the subtropical ridge in the Northwest Pacific is stronger than normal, it leads to a wet monsoon season for Asia.[18] The subtropical ridge position is linked to how far northward monsoon moisture and thunderstorms extend into the United States. Typically, the subtropical ridge across North America migrates far enough northward to begin monsoon conditions across the Desert Southwest from July to September.[19] When the subtropical ridge is farther north than normal towards the Four Corners, monsoon thunderstorms can spread northward into Arizona. When suppressed to the south, the atmosphere dries out across the Desert Southwest, causing a break in the monsoon regime.[20]. \nStory: 2018 was a very wet year for the Four Corners area,  because of the subtropical ridge, 2019, on the other hand was a dry year influenced by the same weather phenomenon that lacked strength in this year. \nQuestion: Which year did the subtropical ridge move farther north?", "pos": "Background Paragraph: When the subtropical ridge in the Northwest Pacific is stronger than normal, it leads to a wet monsoon season for Asia.[18] The subtropical ridge position is linked to how far northward monsoon moisture and thunderstorms extend into the United States. Typically, the subtropical ridge across North America migrates far enough northward to begin monsoon conditions across the Desert Southwest from July to September.[19] When the subtropical ridge is farther north than normal towards the Four Corners, monsoon thunderstorms can spread northward into Arizona. When suppressed to the south, the atmosphere dries out across the Desert Southwest, causing a break in the monsoon regime.[20]. \nStory: 2018 was a very wet year for the Four Corners area,  because of the subtropical ridge, 2019, on the other hand was a dry year influenced by the same weather phenomenon that lacked strength in this year. \nQuestion: Which year did the subtropical ridge move less farther north than normal?", "neg": "Background Paragraph: Atmospheric convection is the result of a parcel-environment instability, or temperature difference layer in the atmosphere. Different lapse rates within dry and moist air masses lead to instability. Mixing of air during the day which expands the height of the planetary boundary layer leads to increased winds, cumulus cloud development, and decreased surface dew points. Moist convection leads to thunderstorm development, which is often responsible for severe weather throughout the world. Special threats from thunderstorms include hail, downbursts, and tornadoes. \nStory: Burr township is situated on the western side of the ridge, at a lower altitude, and is experiencing atmospheric convection every once in a while, while Jolt township, on the eastern side,  has a less windy, less cloudy environment and is situated at a higher altitude. \nQuestion: Which township is situated at a lower altitude?", "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."}
{"query": "Background Paragraph: Fish reproduce sexually. They lay eggs that can be fertilized either inside or outside of the body. In most fish, the eggs develop outside of the mother's body. In the majority of these species, fertilization also takes place outside the mother's body. The male and female fish release their gametes into the surrounding water, where fertilization occurs. Female fish release very high numbers of eggs to increase the chances of fertilization. \nStory: Two different rivers were stocked with adult fish. Red river had a lower fish population because the fish had hardly reproduced naturally. Black river had doubled it's fish population in two years because they reproduced naturally. \nQuestion: Which of the two rivers had more fish release their gametes into the surrounding water ?", "pos": "Background Paragraph: Fish reproduce sexually. They lay eggs that can be fertilized either inside or outside of the body. In most fish, the eggs develop outside of the mother's body. In the majority of these species, fertilization also takes place outside the mother's body. The male and female fish release their gametes into the surrounding water, where fertilization occurs. Female fish release very high numbers of eggs to increase the chances of fertilization. \nStory: Two different rivers were stocked with adult fish. Red river had a lower fish population because the fish had hardly reproduced naturally. Black river had doubled it's fish population in two years because they reproduced naturally. \nQuestion: Which of the two rivers had more fish reproduce sexually?", "neg": "Background Paragraph: Fish reproduce sexually. They lay eggs that can be fertilized either inside or outside of the body. In most fish, the eggs develop outside of the mother's body. In the majority of these species, fertilization also takes place outside the mother's body. The male and female fish release their gametes into the surrounding water, where fertilization occurs. Female fish release very high numbers of eggs to increase the chances of fertilization. \nStory: Two neighboring ponds were stocked with adult fish last year. Hill pond had a very nice winter and the fish started reproducing normally, while Mound pond had no fish reproducing this spring. \nQuestion: Which pond had more female fish release very high numbers of eggs?", "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."}
{"query": "Background Paragraph: Regions on the Earth's surface (or in its atmosphere) that are high above mean sea level are referred to as high altitude. High altitude is sometimes defined to begin at 2,400 meters (8,000 ft) above sea level.[5][6][7]\n\nAt high altitude, atmospheric pressure is lower than that at sea level. This is due to two competing physical effects: gravity, which causes the air to be as close as possible to the ground; and the heat content of the air, which causes the molecules to bounce off each other and expand.[8]. \nStory: There was a competition for who can get their yellow drone the highest into the air. Team 7 got it 3,335 ft. Team 8 got it 4,445 ft. Team 9 go it 5,565 ft. Team 10 got it 6,645 ft. Team 11 got it 11,635 ft. Team 12 got it 14,875 ft. Team 13 got it 15,895 ft. \nQuestion: What team got their drone into high altitude: Team 7 or Team 13?", "pos": "Background Paragraph: Regions on the Earth's surface (or in its atmosphere) that are high above mean sea level are referred to as high altitude. High altitude is sometimes defined to begin at 2,400 meters (8,000 ft) above sea level.[5][6][7]\n\nAt high altitude, atmospheric pressure is lower than that at sea level. This is due to two competing physical effects: gravity, which causes the air to be as close as possible to the ground; and the heat content of the air, which causes the molecules to bounce off each other and expand.[8]. \nStory: There was a competition for who can get their yellow drone the highest into the air. Team 7 got it 3,335 ft. Team 8 got it 4,445 ft. Team 9 go it 5,565 ft. Team 10 got it 6,645 ft. Team 11 got it 11,635 ft. Team 12 got it 14,875 ft. Team 13 got it 15,895 ft. \nQuestion: What team got their drone into high altitude: Team 8 or Team 13?", "neg": "Background Paragraph: Regions on the Earth's surface (or in its atmosphere) that are high above mean sea level are referred to as high altitude. High altitude is sometimes defined to begin at 2,400 meters (8,000 ft) above sea level.[5][6][7]\n\nAt high altitude, atmospheric pressure is lower than that at sea level. This is due to two competing physical effects: gravity, which causes the air to be as close as possible to the ground; and the heat content of the air, which causes the molecules to bounce off each other and expand.[8]. \nStory: Ken is an avid mountain climber. This year he reached the summits of two mountains, mountain A and mountain B. Mountain A is only 5000 ft tall while mountain B is \n15000 ft tall. He has also learned a fun fact that water boils faster and at lower temperature at low atmospheric pressure. \nQuestion: Would mountain summit A need higher temperature or lower temperature to boil water compared to mountain summit 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."}
{"query": "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. \nStory: 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. \nQuestion: Is Bill's chance of skin cancer higher or lower than Steve's?", "pos": "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. \nStory: Keith is a doctor at the city hospital. Today, he is seeing six patients, patient A, patient B, patient C, patient D, patient E, and patient F. Patient A is a smoker, but patient B is not a smoker. Patient C uses sunscreen, but patient D does not use any sunscreen. Patient E tans with tanning lamps, but patient F tans in the sun. \nQuestion: Would patient A have higher or lower risk of lung cancer than patient B?", "neg": "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. \nStory: 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. \nQuestion: Who has a less likely chance to get skin cancer in the future?", "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."}
{"query": "Background Paragraph: Hepatitis viruses can develop into a chronic viral infection that leads to liver cancer. Infection by human T-lymphotropic virus can lead to tropical spastic paraparesis and adult T-cell leukaemia. Human papillomaviruses are an established cause of cancers of cervix, skin, anus, and penis. Within the Herpesviridae, Kaposi's sarcoma-associated herpesvirus causes Kaposi's sarcoma and body-cavity lymphoma, and Epstein–Barr virus causes Burkitt's lymphoma, Hodgkin's lymphoma, B lymphoproliferative disorder, and nasopharyngeal carcinoma. Merkel cell polyomavirus closely related to SV40 and mouse polyomaviruses that have been used as animal models for cancer viruses for over 50 years. \nStory: Two patients were hospitalized for different diseases.  Barry was diagnosed with Kaposi's sarcoma-associated herpesvirus, while Daniel was diagnosed with Epstein–Barr virus infection. \nQuestion: Which patient was at risk of developing Burkitt's lymphoma?", "pos": "Background Paragraph: Hepatitis viruses can develop into a chronic viral infection that leads to liver cancer. Infection by human T-lymphotropic virus can lead to tropical spastic paraparesis and adult T-cell leukaemia. Human papillomaviruses are an established cause of cancers of cervix, skin, anus, and penis. Within the Herpesviridae, Kaposi's sarcoma-associated herpesvirus causes Kaposi's sarcoma and body-cavity lymphoma, and Epstein–Barr virus causes Burkitt's lymphoma, Hodgkin's lymphoma, B lymphoproliferative disorder, and nasopharyngeal carcinoma. Merkel cell polyomavirus closely related to SV40 and mouse polyomaviruses that have been used as animal models for cancer viruses for over 50 years. \nStory: Two patients were hospitalized for different diseases.  Barry was diagnosed with Kaposi's sarcoma-associated herpesvirus, while Daniel was diagnosed with Epstein–Barr virus infection. \nQuestion: Which patient was at risk of developing Hodgkin's lymphoma?", "neg": "Background Paragraph: Hepatitis viruses can develop into a chronic viral infection that leads to liver cancer. Infection by human T-lymphotropic virus can lead to tropical spastic paraparesis and adult T-cell leukaemia. Human papillomaviruses are an established cause of cancers of cervix, skin, anus, and penis. Within the Herpesviridae, Kaposi's sarcoma-associated herpesvirus causes Kaposi's sarcoma and body-cavity lymphoma, and Epstein–Barr virus causes Burkitt's lymphoma, Hodgkin's lymphoma, B lymphoproliferative disorder, and nasopharyngeal carcinoma. Merkel cell polyomavirus closely related to SV40 and mouse polyomaviruses that have been used as animal models for cancer viruses for over 50 years. \nStory: Two patients were hospitalized for different diseases.  Barry was diagnosed with Kaposi's sarcoma-associated herpesvirus, while Daniel was diagnosed with Epstein–Barr virus infection. \nQuestion: Which patient was at risk of developing  Kaposi's sarcoma?", "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."}
{"query": "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. \nStory: 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. \nQuestion: Which had fewer people closer to the end of their life?", "pos": "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. \nStory: 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. \nQuestion: Which had fewer people freeing up their time for hobbies?", "neg": "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. \nStory: 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. \nQuestion: Which uncle had more strength and stamina?", "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."}
{"query": "Background Paragraph: The particles of soup have greater average kinetic energy than the particles of water in the tub, explaining why the soup has a higher temperature. However, the mass of the water in the tub is much greater than the mass of the soup in the pot. This means that there are many more particles of water than soup. All those moving particles give the water in the tub greater total kinetic energy, even though their average kinetic energy is less. Therefore, the water in the tub has greater thermal energy than the soup. To compare the thermal energy of some other materials, go to the following URL and click on the interactive animation “Temperature and Thermal Energy.”. \nStory: Alexander is conducting reactions in his college chemistry class. In his first reaction, reaction A, he uses a large amount of reactants. In his second reaction, reaction B, he uses a much smaller amount of reactants compared to reaction A. As the reactions are proceeding, he measures that reactants in reaction A have low average kinetic energy. At the same time, reactants in reaction B have high average kinetic energy. \nQuestion: Reactants in which reaction have greater total thermal energy?", "pos": "Background Paragraph: The particles of soup have greater average kinetic energy than the particles of water in the tub, explaining why the soup has a higher temperature. However, the mass of the water in the tub is much greater than the mass of the soup in the pot. This means that there are many more particles of water than soup. All those moving particles give the water in the tub greater total kinetic energy, even though their average kinetic energy is less. Therefore, the water in the tub has greater thermal energy than the soup. To compare the thermal energy of some other materials, go to the following URL and click on the interactive animation “Temperature and Thermal Energy.”. \nStory: Alexander is conducting reactions in his college chemistry class. In his first reaction, reaction A, he uses a large amount of reactants. In his second reaction, reaction B, he uses a much smaller amount of reactants compared to reaction A. As the reactions are proceeding, he measures that reactants in reaction A have low average kinetic energy. At the same time, reactants in reaction B have high average kinetic energy. \nQuestion: Which reaction has a lower temperature?", "neg": "Background Paragraph: When the temperature of reactants is higher, the rate of the reaction is faster. At higher temperatures, particles of reactants have more energy, so they move faster. As a result, they are more likely to bump into one another and to collide with greater force. For example, food spoils because of chemical reactions, and these reactions occur faster at higher temperatures (see the bread on the left in the Figure below ). This is why we store foods in the refrigerator or freezer (like the bread on the right in the Figure below ). The lower temperature slows the rate of spoilage. \nStory: Justin and Thomas are two college students conducting an experiment in their chemistry laboratory course.  They are mixing together acids and bases to produce sodium based compounds. Justin conducts his reactions at a high temperature, while Thomas conducts his reactions at a lower temperature. \nQuestion: In which person's reaction will the acid and base particles move faster?", "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."}
{"query": "Background Paragraph: When the temperature of reactants is higher, the rate of the reaction is faster. At higher temperatures, particles of reactants have more energy, so they move faster. As a result, they are more likely to bump into one another and to collide with greater force. For example, food spoils because of chemical reactions, and these reactions occur faster at higher temperatures (see the bread on the left in the Figure below ). This is why we store foods in the refrigerator or freezer (like the bread on the right in the Figure below ). The lower temperature slows the rate of spoilage. \nStory: John was pondering about what makes a chemical reaction faster or slower. To find the answer he did two tests, test A and test B. In test A he warmed up the reactants, but in test B he cooled down the reactants. To see a practical example of these tests he conducted two more tests, test C and test D. In test C he kept a food item in the refrigerator, but in test D he kept the same food item on the table top. \nQuestion: In test A would the particles move faster or slower than in test B?", "pos": "Background Paragraph: Temperature is a measure of the average kinetic energy of the particles in matter. In everyday usage, temperature indicates a measure of how hot or cold an object is. Temperature is an important parameter in chemistry. When a substance changes from solid to liquid, it is because there was an increase in the temperature of the material. Chemical reactions usually proceed faster if the temperature is increased. Many unstable materials (such as enzymes) will be viable longer at lower temperatures. \nStory: John is a scientist. Yesterday, he conducted several tests, test A, test B, test C, test D, test E, and test F. In test A he kept a substance in solid state. Then in test B he changed the same substance to liquid state. In test C he conducted a chemical reaction in room temperature. Then in test D he conducted the same chemical reaction in higher temperature. In test E he kept some enzymes in high temperature. Finally, in test F he kept the same enzymes in lower temperature. \nQuestion: Would test D be faster or slower than test C?", "neg": "Background Paragraph: When the temperature of reactants is higher, the rate of the reaction is faster. At higher temperatures, particles of reactants have more energy, so they move faster. As a result, they are more likely to bump into one another and to collide with greater force. For example, food spoils because of chemical reactions, and these reactions occur faster at higher temperatures (see the bread on the left in the Figure below ). This is why we store foods in the refrigerator or freezer (like the bread on the right in the Figure below ). The lower temperature slows the rate of spoilage. \nStory: John was pondering about what makes a chemical reaction faster or slower. To find the answer he did two tests, test A and test B. In test A he warmed up the reactants, but in test B he cooled down the reactants. To see a practical example of these tests he conducted two more tests, test C and test D. In test C he kept a food item in the refrigerator, but in test D he kept the same food item on the table top. \nQuestion: Food in which test would spoil at a faster rate, test C or test D?", "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."}
{"query": "Background Paragraph: Besides anthropogenic productivity of the land, the biodiversity of degraded land also declines, as previously mentioned.[12] With less biodiversity, this ecosystem is less adaptable to when disasters strike it[11][8] It has a smaller available food supply, in terms of plants, for animals, who then may die out or more likely may relocate. Proof of this decline is that presently 15-20% of Tibetan Plateau species are now considered endangered; and now because of this animal and plant absence, the soil quality of these degraded lands is very poor.[1] It does not hold the necessary nutrients, such as water, nitrogen, and carbon, essential to either supporting life or inviting life back to that land.[6] As a result of such carbon and nitrogen loss in the Tibetan Plateau, $8,033/ha and $13,315/ha were respectively lost in economic terms. Soils are further weakened by dust storms whose frequency increases because of degradation.[11][4] Erosion of soil becomes a bigger problem, since no longer are there as many plants to anchor in the soil. In the northern Chinese province alone, 400 million are affected every year with an associated 54 billion yuan of annual economic loss due to grassland degradation. \nStory: The extensive grazing in Tibet lead to carbon and nitrogen loss, subject to desertification, while Nepal adopted a different approach to food production, putting nature and biodiversity first. \nQuestion: Which country experiences a lower percentage of biodiversity loss?", "pos": "Background Paragraph: Besides anthropogenic productivity of the land, the biodiversity of degraded land also declines, as previously mentioned.[12] With less biodiversity, this ecosystem is less adaptable to when disasters strike it[11][8] It has a smaller available food supply, in terms of plants, for animals, who then may die out or more likely may relocate. Proof of this decline is that presently 15-20% of Tibetan Plateau species are now considered endangered; and now because of this animal and plant absence, the soil quality of these degraded lands is very poor.[1] It does not hold the necessary nutrients, such as water, nitrogen, and carbon, essential to either supporting life or inviting life back to that land.[6] As a result of such carbon and nitrogen loss in the Tibetan Plateau, $8,033/ha and $13,315/ha were respectively lost in economic terms. Soils are further weakened by dust storms whose frequency increases because of degradation.[11][4] Erosion of soil becomes a bigger problem, since no longer are there as many plants to anchor in the soil. In the northern Chinese province alone, 400 million are affected every year with an associated 54 billion yuan of annual economic loss due to grassland degradation. \nStory: The extensive grazing in Tibet lead to carbon and nitrogen loss, subject to desertification, while Nepal adopted a different approach to food production, putting nature and biodiversity first. \nQuestion: Which country experiences a higher anthropogenic productivity?", "neg": "Background Paragraph: Besides anthropogenic productivity of the land, the biodiversity of degraded land also declines, as previously mentioned.[12] With less biodiversity, this ecosystem is less adaptable to when disasters strike it[11][8] It has a smaller available food supply, in terms of plants, for animals, who then may die out or more likely may relocate. Proof of this decline is that presently 15-20% of Tibetan Plateau species are now considered endangered; and now because of this animal and plant absence, the soil quality of these degraded lands is very poor.[1] It does not hold the necessary nutrients, such as water, nitrogen, and carbon, essential to either supporting life or inviting life back to that land.[6] As a result of such carbon and nitrogen loss in the Tibetan Plateau, $8,033/ha and $13,315/ha were respectively lost in economic terms. Soils are further weakened by dust storms whose frequency increases because of degradation.[11][4] Erosion of soil becomes a bigger problem, since no longer are there as many plants to anchor in the soil. In the northern Chinese province alone, 400 million are affected every year with an associated 54 billion yuan of annual economic loss due to grassland degradation. \nStory: Both Nicaragua and Costa Rica had large tract of pristine forests. They had one of the largest concentration of tropical species. In the 1980s Nicaragua started clearing up some of these forests. Instead, they have now vast tract of sugarcane production in that land. One can still visit Costa Rica where they kept those pristine forests intact. \nQuestion: Will Nicaragua have smaller or larger plant food supply for its indigenous animals?", "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."}
{"query": "Background Paragraph: The body's second line of defense against pathogens includes the inflammatory response. If bacteria enter the skin through a scrape, the area may become red, warm, and painful. These are signs of inflammation. Inflammation is one way the body reacts to infections or injuries. Inflammation is caused by chemicals that are released when skin or other tissues are damaged. The chemicals cause nearby blood vessels to dilate, or expand. This increases blood flow to the damaged area, which makes the area red and slightly warm. The chemicals also attract white blood cells called neutrophils to the wound and cause them to leak out of blood vessels into the damaged tissue. \nStory: A team of researchers named Alpha did some research on the inflammatory response in humans for a science contest. A competing team called Omega did research on the human genome. Team Omega lost. \nQuestion: Which team studied more about chemicals causing nearby blood vessels to dilate, or expand?", "pos": "Background Paragraph: The body's second line of defense against pathogens includes the inflammatory response. If bacteria enter the skin through a scrape, the area may become red, warm, and painful. These are signs of inflammation. Inflammation is one way the body reacts to infections or injuries. Inflammation is caused by chemicals that are released when skin or other tissues are damaged. The chemicals cause nearby blood vessels to dilate, or expand. This increases blood flow to the damaged area, which makes the area red and slightly warm. The chemicals also attract white blood cells called neutrophils to the wound and cause them to leak out of blood vessels into the damaged tissue. \nStory: A team of researchers named Alpha did some research on the inflammatory response in humans for a science contest. A competing team called Omega did research on the human genome. Team Omega lost. \nQuestion: Which team studied more about chemicals that are released when skin or other tissues are damaged?", "neg": "Background Paragraph: The body's second line of defense against pathogens includes the inflammatory response. If bacteria enter the skin through a scrape, the area may become red, warm, and painful. These are signs of inflammation. Inflammation is one way the body reacts to infections or injuries. Inflammation is caused by chemicals that are released when skin or other tissues are damaged. The chemicals cause nearby blood vessels to dilate, or expand. This increases blood flow to the damaged area, which makes the area red and slightly warm. The chemicals also attract white blood cells called neutrophils to the wound and cause them to leak out of blood vessels into the damaged tissue. \nStory: Two medical students learned about the human body's defense against pathogens. Niles learned about the body's first line of defense, while Bill  learned more about the inflammatory response. \nQuestion: Which student learned less about skin becoming red?", "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."}
{"query": "Background Paragraph: A large log placed in a fire will burn relatively slowly. If the same mass of wood were added to the fire in the form of small twigs, they would burn much more quickly. This is because the twigs provide a greater surface area than the log does. An increase in the surface area of a reactant increases the rate of a reaction. Surface area is larger when a given amount of a solid is present as smaller particles. A powdered reactant has a greater surface area than the same reactant as a solid chunk. In order to increase the surface area of a substance, it may be ground into smaller particles or dissolved into a liquid. In solution, the dissolved particles are separated from each other and will react more quickly with other reactants. \nStory: Two friends went camping and made a fire each. Bill used a few large logs while Tim used kindlings, wood chips and sawdust. they both brought the same volume of wood. \nQuestion: Which friend provided conditions for decreased reaction rate?", "pos": "Background Paragraph: A large log placed in a fire will burn relatively slowly. If the same mass of wood were added to the fire in the form of small twigs, they would burn much more quickly. This is because the twigs provide a greater surface area than the log does. An increase in the surface area of a reactant increases the rate of a reaction. Surface area is larger when a given amount of a solid is present as smaller particles. A powdered reactant has a greater surface area than the same reactant as a solid chunk. In order to increase the surface area of a substance, it may be ground into smaller particles or dissolved into a liquid. In solution, the dissolved particles are separated from each other and will react more quickly with other reactants. \nStory: Two friends went camping and made a fire each. Bill used a few large logs while Tim used kindlings, wood chips and sawdust. they both brought the same volume of wood. \nQuestion: Which friend made a fire that burned less hot?", "neg": "Background Paragraph: A large log placed in a fire will burn relatively slowly. If the same mass of wood were added to the fire in the form of small twigs, they would burn much more quickly. This is because the twigs provide a greater surface area than the log does. An increase in the surface area of a reactant increases the rate of a reaction. Surface area is larger when a given amount of a solid is present as smaller particles. A powdered reactant has a greater surface area than the same reactant as a solid chunk. In order to increase the surface area of a substance, it may be ground into smaller particles or dissolved into a liquid. In solution, the dissolved particles are separated from each other and will react more quickly with other reactants. \nStory: Two groups of friends went camping , but camped separately a few hundred yards away and started a fire each. Both groups had the same volume of wood. Group P had larger logs, while group Q had small twigs, sawdust and kindlings. \nQuestion: Which group had wood that provided a smaller surface area for the fire to burn?", "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."}
{"query": "Background Paragraph: They feed on living hosts. As parasites , fungi live in or on other organisms and get their nutrients from their host. Parasitic fungi use enzymes to break down living tissue, which may causes illness in the host. Disease-causing fungi are parasitic. Recall that parasitism is a type of symbiotic relationship between organisms of different species in which one, the parasite, benefits from a close association with the other, the host, which is harmed. \nStory: Bill and Larry did some research on fungi. Larry researched saprophytic fungi, while Bill researched parasitic fungi. They later exchanged findings. \nQuestion: Which researcher learned more about fungi that get their nutrients from their host?", "pos": "Background Paragraph: They feed on living hosts. As parasites , fungi live in or on other organisms and get their nutrients from their host. Parasitic fungi use enzymes to break down living tissue, which may causes illness in the host. Disease-causing fungi are parasitic. Recall that parasitism is a type of symbiotic relationship between organisms of different species in which one, the parasite, benefits from a close association with the other, the host, which is harmed. \nStory: Bill and Larry did some research on fungi. Larry researched saprophytic fungi, while Bill researched parasitic fungi. They later exchanged findings. \nQuestion: Which researcher learned more about fungi that live on other organisms?", "neg": "Background Paragraph: They feed on living hosts. As parasites , fungi live in or on other organisms and get their nutrients from their host. Parasitic fungi use enzymes to break down living tissue, which may causes illness in the host. Disease-causing fungi are parasitic. Recall that parasitism is a type of symbiotic relationship between organisms of different species in which one, the parasite, benefits from a close association with the other, the host, which is harmed. \nStory: Two frogs are being examined in a laboratory. Frog X was found in a pond in the forest and has a parasite in it. Frog Y was found just outside the laboratory and is missing one eye. The employees at the lab weren't planning on analyzing any frogs, but when they found the one outside their front door they changed their mind. \nQuestion: Which frog will have more tissue broken down?", "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."}
{"query": "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. \nStory: The department of geriatrics conducted a study on two groups of people, group V composed of people above 65 years old, and group W which had people under 65 and many under 60 years old. They were studying the effects on aging on the human body. \nQuestion: Which group had more people with risk of cancer?", "pos": "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. \nStory: The department of geriatrics conducted a study on two groups of people, group V composed of people above 65 years old, and group W which had people under 65 and many under 60 years old. They were studying the effects on aging on the human body. \nQuestion: Which group had more people with risk of pneumonia?", "neg": "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. \nStory: 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. \nQuestion: Which uncle had more strength and stamina?", "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."}
{"query": "Background Paragraph: The water level is seasonal, being lowered by about 10 feet (3.0 m) over the winter. The reservoir fills in the spring from snow melt and underground springs. The lake is usually at full level by late spring, but in the occasional years of low snow melt and low rainfall, it may remain up to several feet below its typical level. Water is let out of the lake in the fall so that ice will not damage docks and other structures around the lake. This also leads to excellent water quality, as a significant portion of the water is replaced every year. \nStory: Bob has been wanting to go on vacation to the nearest lake in his area. He prefers to go to the lake when it is at it's highest level. He doesn't want to go during the summer, and has decided he must choose between the fall, and the spring for the best temperatures. \nQuestion: Will the fall or the spring more than likely have a lower water level?", "pos": "Background Paragraph: The water level is seasonal, being lowered by about 10 feet (3.0 m) over the winter. The reservoir fills in the spring from snow melt and underground springs. The lake is usually at full level by late spring, but in the occasional years of low snow melt and low rainfall, it may remain up to several feet below its typical level. Water is let out of the lake in the fall so that ice will not damage docks and other structures around the lake. This also leads to excellent water quality, as a significant portion of the water is replaced every year. \nStory: Ben and his family are looking to go swimming at the local lake, but can't decide what season they should go. They usually like to go when the lake is at is highest levels, as that makes for better swimming and fun activities. They have decide between Spring and Fall, as the summers are usually too hot where they live. \nQuestion: Which season should Ben and his family avoid because of low water levels?", "neg": "Background Paragraph: The water level is seasonal, being lowered by about 10 feet (3.0 m) over the winter. The reservoir fills in the spring from snow melt and underground springs. The lake is usually at full level by late spring, but in the occasional years of low snow melt and low rainfall, it may remain up to several feet below its typical level. Water is let out of the lake in the fall so that ice will not damage docks and other structures around the lake. This also leads to excellent water quality, as a significant portion of the water is replaced every year. \nStory: Bob has been wanting to go on vacation to the nearest lake in his area. He prefers to go to the lake when it is at it's highest level. He doesn't want to go during the summer, and has decided he must choose between the fall, and the spring for the best temperatures. \nQuestion: Will the spring water level be higher or lower than in the fall?", "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."}
{"query": "Background Paragraph: A large log placed in a fire will burn relatively slowly. If the same mass of wood were added to the fire in the form of small twigs, they would burn much more quickly. This is because the twigs provide a greater surface area than the log does. An increase in the surface area of a reactant increases the rate of a reaction. Surface area is larger when a given amount of a solid is present as smaller particles. A powdered reactant has a greater surface area than the same reactant as a solid chunk. In order to increase the surface area of a substance, it may be ground into smaller particles or dissolved into a liquid. In solution, the dissolved particles are separated from each other and will react more quickly with other reactants. \nStory: Two friends went camping and made a fire each. Bill used a few large logs while Tim used kindlings, wood chips and sawdust. they both brought the same volume of wood. \nQuestion: Which friend didn't make a fire that burned slower?", "pos": "Background Paragraph: A large log placed in a fire will burn relatively slowly. If the same mass of wood were added to the fire in the form of small twigs, they would burn much more quickly. This is because the twigs provide a greater surface area than the log does. An increase in the surface area of a reactant increases the rate of a reaction. Surface area is larger when a given amount of a solid is present as smaller particles. A powdered reactant has a greater surface area than the same reactant as a solid chunk. In order to increase the surface area of a substance, it may be ground into smaller particles or dissolved into a liquid. In solution, the dissolved particles are separated from each other and will react more quickly with other reactants. \nStory: Two friends went camping and made a fire each. Bill used a few large logs while Tim used kindlings, wood chips and sawdust. they both brought the same volume of wood. \nQuestion: Which friend made a fire that burned hotter?", "neg": "Background Paragraph: A large log placed in a fire will burn relatively slowly. If the same mass of wood were added to the fire in the form of small twigs, they would burn much more quickly. This is because the twigs provide a greater surface area than the log does. An increase in the surface area of a reactant increases the rate of a reaction. Surface area is larger when a given amount of a solid is present as smaller particles. A powdered reactant has a greater surface area than the same reactant as a solid chunk. In order to increase the surface area of a substance, it may be ground into smaller particles or dissolved into a liquid. In solution, the dissolved particles are separated from each other and will react more quickly with other reactants. \nStory: Two groups of friends went camping , but camped separately a few hundred yards away and started a fire each. Both groups had the same volume of wood. Group P had larger logs, while group Q had small twigs, sawdust and kindlings. \nQuestion: Which group brought solid chunks of wood?", "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."}
{"query": "Background Paragraph: Wildfires occur when all the necessary elements of a fire triangle come together in a susceptible area: an ignition source is brought into contact with a combustible material such as vegetation, that is subjected to enough heat and has an adequate supply of oxygen from the ambient air. A high moisture content usually prevents ignition and slows propagation, because higher temperatures are needed to evaporate any water in the material and heat the material to its fire point. Dense forests usually provide more shade, resulting in lower ambient temperatures and greater humidity, and are therefore less susceptible to wildfires. Less dense material such as grasses and leaves are easier to ignite because they contain less water than denser material such as branches and trunks. Plants continuously lose water by evapotranspiration, but water loss is usually balanced by water absorbed from the soil, humidity, or rain. When this balance is not maintained, plants dry out and are therefore more flammable, often a consequence of droughts.A wildfire front is the portion sustaining continuous flaming combustion, where unburned material meets active flames, or the smoldering transition between unburned and burned material. As the front approaches, the fire heats both the surrounding air and woody material through convection and thermal radiation. First, wood is dried as water is vaporized at a temperature of 100 °C (212 °F). Next, the pyrolysis of wood at 230 °C (450 °F) releases flammable gases. Finally, wood can smoulder at 380 °C (720 °F) or, when heated sufficiently, ignite at 590 °C (1,000 °F). Even before the flames of a wildfire arrive at a particular location, heat transfer from the wildfire front warms the air to 800 °C (1,470 °F), which pre-heats and dries flammable materials, causing materials to ignite faster and allowing the fire to spread faster. High-temperature and long-duration surface wildfires may encourage flashover or torching: the drying of tree canopies and their subsequent ignition from below.Wildfires have a rapid forward rate of spread (FROS) when burning through dense uninterrupted fuels. They can move as fast as 10.8 kilometres per hour (6.7 mph) in forests and 22 kilometres per hour (14 mph) in grasslands. Wildfires can advance tangential to the main front to form a flanking front, or burn in the opposite direction of the main front by backing. They may also spread by jumping or spotting as winds and vertical convection columns carry firebrands (hot wood embers) and other burning materials through the air over roads, rivers, and other barriers that may otherwise act as firebreaks. Torching and fires in tree canopies encourage spotting, and dry ground fuels around a wildfire are especially vulnerable to ignition from firebrands. Spotting can create spot fires as hot embers and firebrands ignite fuels downwind from the fire. In Australian bushfires, spot fires are known to occur as far as 20 kilometres (12 mi) from the fire front.Especially large wildfires may affect air currents in their immediate vicinities by the stack effect: air rises as it is heated, and large wildfires create powerful updrafts that will draw in new, cooler air from surrounding areas in thermal columns. Great vertical differences in temperature and humidity encourage pyrocumulus clouds, strong winds, and fire whirls with the force of tornadoes at speeds of more than 80 kilometres per hour (50 mph).  Rapid rates of spread, prolific crowning or spotting, the presence of fire whirls, and strong convection columns signify extreme conditions.The thermal heat from wildfire can cause significant weathering of rocks and boulders, heat can rapidly expand a boulder and thermal shock can occur, which may cause an object's structure to fail. \nStory: Near the city of Middleton, there are two forests. The Trine forest is a forest tightly packed with trees. Trine has hardly any large open spaces on the ground. The Jimpy forest, on the other hand, is much more open. It has some large areas in the forest that are perfect for camping or for children to play in due to the lack of trees. \nQuestion: Is the temperature in the Trine forest higher or lower than in the Jimpy forest?", "pos": "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. \nStory: 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. \nQuestion: Are the burn rates in Parth currently higher or lower than in Milton?", "neg": "Background Paragraph: Wildfires occur when all the necessary elements of a fire triangle come together in a susceptible area: an ignition source is brought into contact with a combustible material such as vegetation, that is subjected to enough heat and has an adequate supply of oxygen from the ambient air. A high moisture content usually prevents ignition and slows propagation, because higher temperatures are needed to evaporate any water in the material and heat the material to its fire point. Dense forests usually provide more shade, resulting in lower ambient temperatures and greater humidity, and are therefore less susceptible to wildfires. Less dense material such as grasses and leaves are easier to ignite because they contain less water than denser material such as branches and trunks. Plants continuously lose water by evapotranspiration, but water loss is usually balanced by water absorbed from the soil, humidity, or rain. When this balance is not maintained, plants dry out and are therefore more flammable, often a consequence of droughts.A wildfire front is the portion sustaining continuous flaming combustion, where unburned material meets active flames, or the smoldering transition between unburned and burned material. As the front approaches, the fire heats both the surrounding air and woody material through convection and thermal radiation. First, wood is dried as water is vaporized at a temperature of 100 °C (212 °F). Next, the pyrolysis of wood at 230 °C (450 °F) releases flammable gases. Finally, wood can smoulder at 380 °C (720 °F) or, when heated sufficiently, ignite at 590 °C (1,000 °F). Even before the flames of a wildfire arrive at a particular location, heat transfer from the wildfire front warms the air to 800 °C (1,470 °F), which pre-heats and dries flammable materials, causing materials to ignite faster and allowing the fire to spread faster. High-temperature and long-duration surface wildfires may encourage flashover or torching: the drying of tree canopies and their subsequent ignition from below.Wildfires have a rapid forward rate of spread (FROS) when burning through dense uninterrupted fuels. They can move as fast as 10.8 kilometres per hour (6.7 mph) in forests and 22 kilometres per hour (14 mph) in grasslands. Wildfires can advance tangential to the main front to form a flanking front, or burn in the opposite direction of the main front by backing. They may also spread by jumping or spotting as winds and vertical convection columns carry firebrands (hot wood embers) and other burning materials through the air over roads, rivers, and other barriers that may otherwise act as firebreaks. Torching and fires in tree canopies encourage spotting, and dry ground fuels around a wildfire are especially vulnerable to ignition from firebrands. Spotting can create spot fires as hot embers and firebrands ignite fuels downwind from the fire. In Australian bushfires, spot fires are known to occur as far as 20 kilometres (12 mi) from the fire front.Especially large wildfires may affect air currents in their immediate vicinities by the stack effect: air rises as it is heated, and large wildfires create powerful updrafts that will draw in new, cooler air from surrounding areas in thermal columns. Great vertical differences in temperature and humidity encourage pyrocumulus clouds, strong winds, and fire whirls with the force of tornadoes at speeds of more than 80 kilometres per hour (50 mph).  Rapid rates of spread, prolific crowning or spotting, the presence of fire whirls, and strong convection columns signify extreme conditions.The thermal heat from wildfire can cause significant weathering of rocks and boulders, heat can rapidly expand a boulder and thermal shock can occur, which may cause an object's structure to fail. \nStory: David is an environmental scientist. He needed to find causes of wildfires and suggest preventive measures. First, he visited a dense forest. He marked it as location A. Then he visited a grassland, which he marked as location B. After that, he visited a location where he did not find any sign of drought. He marked it as time A. He then visited the same location a year later, and found that the place was facing a severe drought. He marked it as time B. \nQuestion: Which time would see less wildfires, 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."}
{"query": "Background Paragraph: Sugaring is a food preservation method similar to pickling. Sugaring is the process of desiccating a food by first dehydrating it, then packing it with pure sugar. This sugar can be crystalline in the form of table or raw sugar, or it can be a high sugar density liquid such as honey, syrup or molasses.\n\nThe purpose of sugaring is to create an environment hostile to microbial life and prevent food spoilage. Sugaring is commonly used to preserve fruits as well as vegetables such as ginger. From time to time sugaring has also been used for non-food preservations. For example, honey was used as part of the mummification process in some ancient Egyptian rites.\n\nA risk in sugaring is that sugar itself attracts moisture. Once a sufficient moisture level is reached, native yeast in the environment will come out of dormancy and begin to ferment the sugars into alcohol and carbon dioxide. This leads to the process of fermentation. Although fermentation can be used as a food preservation method, it must be intentionally controlled, or the results will tend to be unpleasant. \nStory: Greg has decided he would like to store some foods for the winter. He has decided to use two different methods to preserve his food. First, he decides to use a process called sugaring, the next he just stores the food in a jar. \nQuestion: What process will have a more hostile environment for microbial life?", "pos": "Background Paragraph: Sugaring is a food preservation method similar to pickling. Sugaring is the process of desiccating a food by first dehydrating it, then packing it with pure sugar. This sugar can be crystalline in the form of table or raw sugar, or it can be a high sugar density liquid such as honey, syrup or molasses.\n\nThe purpose of sugaring is to create an environment hostile to microbial life and prevent food spoilage. Sugaring is commonly used to preserve fruits as well as vegetables such as ginger. From time to time sugaring has also been used for non-food preservations. For example, honey was used as part of the mummification process in some ancient Egyptian rites.\n\nA risk in sugaring is that sugar itself attracts moisture. Once a sufficient moisture level is reached, native yeast in the environment will come out of dormancy and begin to ferment the sugars into alcohol and carbon dioxide. This leads to the process of fermentation. Although fermentation can be used as a food preservation method, it must be intentionally controlled, or the results will tend to be unpleasant. \nStory: Greg has decided he would like to store some foods for the winter. He has decided to use two different methods to preserve his food. First, he decides to use a process called sugaring, the next he just stores the food in a jar. \nQuestion: Will having food in a jar  have an increased or decreased chance of fermentation than sugaring?", "neg": "Background Paragraph: Sugaring is a food preservation method similar to pickling. Sugaring is the process of desiccating a food by first dehydrating it, then packing it with pure sugar. This sugar can be crystalline in the form of table or raw sugar, or it can be a high sugar density liquid such as honey, syrup or molasses.\n\nThe purpose of sugaring is to create an environment hostile to microbial life and prevent food spoilage. Sugaring is commonly used to preserve fruits as well as vegetables such as ginger. From time to time sugaring has also been used for non-food preservations. For example, honey was used as part of the mummification process in some ancient Egyptian rites.\n\nA risk in sugaring is that sugar itself attracts moisture. Once a sufficient moisture level is reached, native yeast in the environment will come out of dormancy and begin to ferment the sugars into alcohol and carbon dioxide. This leads to the process of fermentation. Although fermentation can be used as a food preservation method, it must be intentionally controlled, or the results will tend to be unpleasant. \nStory: Greg has decided he would like to store some foods for the winter. He has decided to use two different methods to preserve his food. First, he decides to use a process called sugaring, the next he just stores the food in a jar. \nQuestion: Which method should Greg use if he wants to avoid attracting moisture?", "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."}
{"query": "Background Paragraph: Because the Earth's axis is tilted relative to its orbital plane, sunlight is incident at different angles at different times of the year. In June the Northern Hemisphere is tilted towards the sun, so at any given Northern Hemisphere latitude sunlight falls more directly on that spot than in December (see Effect of sun angle on climate). This effect causes seasons. Over thousands to hundreds of thousands of years, changes in Earth's orbital parameters affect the amount and distribution of solar energy received by the Earth and influence long-term climate. (See Milankovitch cycles).The uneven solar heating (the formation of zones of temperature and moisture gradients, or frontogenesis) can also be due to the weather itself in the form of cloudiness and precipitation.  Higher altitudes are typically cooler than lower altitudes, which the result of higher surface temperature and radiational heating, which produces the adiabatic lapse rate. In some situations, the temperature actually increases with height. This phenomenon is known as an inversion and can cause mountaintops to be warmer than the valleys below. Inversions can lead to the formation of fog and often act as a cap that suppresses thunderstorm development. On local scales, temperature differences can occur because different surfaces (such as oceans, forests, ice sheets, or man-made objects) have differing physical characteristics such as reflectivity, roughness, or moisture content. \nStory: Dee and Ann were two cousins. Ann lived in a mountain village at 8000 ft altitude, while Dee lived in a coastal town at sea level. \nQuestion: Which cousin experienced fewer thunderstorms?", "pos": "Background Paragraph: Because the Earth's axis is tilted relative to its orbital plane, sunlight is incident at different angles at different times of the year. In June the Northern Hemisphere is tilted towards the sun, so at any given Northern Hemisphere latitude sunlight falls more directly on that spot than in December (see Effect of sun angle on climate). This effect causes seasons. Over thousands to hundreds of thousands of years, changes in Earth's orbital parameters affect the amount and distribution of solar energy received by the Earth and influence long-term climate. (See Milankovitch cycles).The uneven solar heating (the formation of zones of temperature and moisture gradients, or frontogenesis) can also be due to the weather itself in the form of cloudiness and precipitation.  Higher altitudes are typically cooler than lower altitudes, which the result of higher surface temperature and radiational heating, which produces the adiabatic lapse rate. In some situations, the temperature actually increases with height. This phenomenon is known as an inversion and can cause mountaintops to be warmer than the valleys below. Inversions can lead to the formation of fog and often act as a cap that suppresses thunderstorm development. On local scales, temperature differences can occur because different surfaces (such as oceans, forests, ice sheets, or man-made objects) have differing physical characteristics such as reflectivity, roughness, or moisture content. \nStory: Dee and Ann were two cousins. Ann lived in a mountain village at 8000 ft altitude, while Dee lived in a coastal town at sea level. \nQuestion: Which cousin experienced more temperature inversion phenomena?", "neg": "Background Paragraph: On Earth, the common weather phenomena include wind, cloud, rain, snow, fog and dust storms. Less common events include natural disasters such as tornadoes, hurricanes, typhoons and ice storms. Almost all familiar weather phenomena occur in the troposphere (the lower part of the atmosphere).  Weather does occur in the stratosphere and can affect weather lower down in the troposphere, but the exact mechanisms are poorly understood.Weather occurs primarily due to  air pressure, temperature and moisture differences between one place to another.  These differences can occur due to the sun angle at any particular spot, which varies by latitude from the tropics. In other words, the farther from the tropics one lies, the lower the sun angle is, which causes those locations to be cooler due the spread of the sunlight over a greater surface.   The strong temperature contrast between polar and tropical air gives rise to the large scale atmospheric circulation cells and the jet stream.  Weather systems in the mid-latitudes, such as extratropical cyclones, are caused by instabilities of the jet stream flow (see baroclinity).  Weather systems in the tropics, such as monsoons or organized thunderstorm systems, are caused by different processes. \nStory: Two continents were separated by a large ocean. Oceania had milder weather and experienced common weather phenomena, while Lemuria experienced natural disasters. \nQuestion: Which continent experienced fewer tornadoes?", "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."}
{"query": "Background Paragraph: You may hear males \"ribbiting,\" producing a mating call used to attract females to the bodies of water best for mating and breeding. Frog calls can occur during the day or night. Each frog species has a different call that is used to attract mates and warn off rivals. When a female picks a male whose call she likes, the male grabs her and squeezes across her back and around her abdomen. This causes the female to release her eggs. The male then fertilizes the eggs and, in some species, also guards them. \nStory: Bob and Andy were two nature enthusiasts. They went camping together once a month. Bob was into bird watching, while Andy was fascinated with frogs and salamanders. They went on a trip last week-end and they were very happy with what they had observed. \nQuestion: Which friend observed more male frogs grabbing female frogs and squeezing them across the back?", "pos": "Background Paragraph: You may hear males \"ribbiting,\" producing a mating call used to attract females to the bodies of water best for mating and breeding. Frog calls can occur during the day or night. Each frog species has a different call that is used to attract mates and warn off rivals. When a female picks a male whose call she likes, the male grabs her and squeezes across her back and around her abdomen. This causes the female to release her eggs. The male then fertilizes the eggs and, in some species, also guards them. \nStory: Bob and Andy were two nature enthusiasts. They went camping together once a month. Bob was into bird watching, while Andy was fascinated with frogs and salamanders. They went on a trip last week-end and they were very happy with what they had observed. \nQuestion: Which friend observed more male frogs grabbing female frogs and squeezing them around the abdomen?", "neg": "Background Paragraph: You may hear males \"ribbiting,\" producing a mating call used to attract females to the bodies of water best for mating and breeding. Frog calls can occur during the day or night. Each frog species has a different call that is used to attract mates and warn off rivals. When a female picks a male whose call she likes, the male grabs her and squeezes across her back and around her abdomen. This causes the female to release her eggs. The male then fertilizes the eggs and, in some species, also guards them. \nStory: Sandra liked all creatures but loved to study frogs. Her sister Julie studied more about fish and butterflies. They both loved nature. \nQuestion: Which sister learned less about different calls used by different species of frogs?", "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."}
{"query": "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. \nStory: Two friends met after 20 years and compared diets. Paul ate junk food daily and weighed 300 lbs and was 5'8'' in height. Mike was vegan and stayed healthy and thin. \nQuestion: Which friend was less likely to be obese?", "pos": "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. \nStory: Two friends met after 20 years and compared diets. Paul ate junk food daily and weighed 300 lbs and was 5'8'' in height. Mike was vegan and stayed healthy and thin. \nQuestion: Which friend had less stored body fat?", "neg": "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. \nStory: Two groups of people were part of a nutrition study that lasted 2 years. Group A had a normal diet, while group B consumed an extra 1000 calories a day for 2 years. Group B gained lots of weight. \nQuestion: Which group had fewer people that may become obese?", "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."}
{"query": "Background Paragraph: Another important physical property of water, is adhesion . In terms of water, adhesion is the bonding of a water molecule to another substance, such as the sides of a leaf's veins. This process happens because hydrogen bonds are special in that they break and reform with great frequency. This constant rearranging of hydrogen bonds allows a percentage of all the molecules in a given sample to bond to another substance. This grip-like characteristic that water molecules form causes capillary action , the ability of a liquid to flow against gravity in a narrow space. An example of capillary action is when you place a straw into a glass of water. The water seems to climb up the straw before you even place your mouth on the straw. The water has created hydrogen bonds with the surface of the straw, causing the water to adhere to the sides of the straw. As the hydrogen bonds keep interchanging with the straw's surface, the water molecules interchange positions and some begin to ascend the straw. \nStory: Andrew is drinking a glass of cold water. He gets a straw and puts it in the water then gets back to work. After a while he looks over and notices water has begun to group under the bend in the straw even though the bend is above the surface of the water. \nQuestion: Will the chances that water is able to climb, defying gravity increase or decrease given a narrow space compared to a wide one?", "pos": "Background Paragraph: Changes of state from solid to liquid and from liquid to gas occur when matter gains energy. The energy allows individual molecules to separate and move apart from one another. It takes more energy to bring about these changes of state for polar molecules. Although hydrogen bonds are weak, they add to the energy needed for molecules to move apart from one another, so it takes higher temperatures for these changes of state to occur in polar compounds. This explains why polar compounds have relatively high melting and boiling points. The Table below compares melting and boiling points for some polar and nonpolar covalent compounds. \nStory: Andrew is thirsty and wants some cold water. He puts a bottle in the freezer but leaves it in too long so it freezes. Being impatient he then takes the bottle and runs it under soe hot water for a few minutes. \nQuestion: Will the energy of the water molecules in the bottle increase or decrease when Andrew runs hot water on the bottle?", "neg": "Background Paragraph: Another important physical property of water, is adhesion . In terms of water, adhesion is the bonding of a water molecule to another substance, such as the sides of a leaf's veins. This process happens because hydrogen bonds are special in that they break and reform with great frequency. This constant rearranging of hydrogen bonds allows a percentage of all the molecules in a given sample to bond to another substance. This grip-like characteristic that water molecules form causes capillary action , the ability of a liquid to flow against gravity in a narrow space. An example of capillary action is when you place a straw into a glass of water. The water seems to climb up the straw before you even place your mouth on the straw. The water has created hydrogen bonds with the surface of the straw, causing the water to adhere to the sides of the straw. As the hydrogen bonds keep interchanging with the straw's surface, the water molecules interchange positions and some begin to ascend the straw. \nStory: Andrew is drinking a glass of cold water. He gets a straw and puts it in the water then gets back to work. After a while he looks over and notices water has begun to group under the bend in the straw even though the bend is above the surface of the water. \nQuestion: Will the hydrogen bonds in water break frequently on infrequently?", "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."}
{"query": "Background Paragraph: The major zones in river ecosystems are determined by the river bed's gradient or by the velocity of the current. Faster moving turbulent water typically contains greater concentrations of dissolved oxygen, which supports greater biodiversity than the slow moving water of pools. These distinctions form the basis for the division of rivers into upland and lowland rivers. The food base of streams within riparian forests is mostly derived from the trees, but wider streams and those that lack a canopy derive the majority of their food base from algae. Anadromous fish are also an important source of nutrients. Environmental threats to rivers include loss of water, dams, chemical pollution and introduced species. A dam produces negative effects that continue down the watershed. The most important negative effects are the reduction of spring flooding, which damages wetlands, and the retention of sediment, which leads to loss of deltaic wetlands. \nStory: Jill lives out in a peaceful quiet area with hardly any other people around. Next to her home is a calm peaceful river. The river doesn't have an official name that she is aware of, but her family has always called it River Treetop due to the large tree next to it. Also next to her house, there is a roaring river that runs for miles. The river is so loud that it can be hard to hear yourself think sometimes if you are sitting next to it. For this reason, Jill has always referred to the river as River Chaos. \nQuestion: Is the biodiversity in River Treetop higher or lower than in River Chaos?", "pos": "Background Paragraph: Groundwater salinization compromises buffering properties. Vegetation clearance, along with irrigation, causes serious issues. Irrigation increases the water table and mobilizes salts, and vegetation clearance allows it to come in contact with water habitats and vegetation. This stresses species not adapted to high salinity. High levels of salinity reduces water uptake in plants, by causing stomatal closure, reducing photosynthesis. Forests undergo decline in areas of high salinity and shallow groundwater depths because these conditions make them more susceptible to droughts. Forests undergo decline in areas of high salinity and shallow groundwater depths making them more susceptible to droughts. \nStory: Roger has been wanting to make a difference in the world, and has decided he wants to start a forested area in the country side. He has some areas that he has mapped out, and is trying to decide where he would like to start his new growth. The Bilton Valley area has recently been cleared of vegetation and has some irrigation channels installed for a near by farm. The other area he is looking at in an uncleared pasture called Stevens Pasture. \nQuestion: Will Stevens Pasture have a higher or lower salinity level in the soil than Bilton Valley?", "neg": "Background Paragraph: The major zones in river ecosystems are determined by the river bed's gradient or by the velocity of the current. Faster moving turbulent water typically contains greater concentrations of dissolved oxygen, which supports greater biodiversity than the slow moving water of pools. These distinctions form the basis for the division of rivers into upland and lowland rivers. The food base of streams within riparian forests is mostly derived from the trees, but wider streams and those that lack a canopy derive the majority of their food base from algae. Anadromous fish are also an important source of nutrients. Environmental threats to rivers include loss of water, dams, chemical pollution and introduced species. A dam produces negative effects that continue down the watershed. The most important negative effects are the reduction of spring flooding, which damages wetlands, and the retention of sediment, which leads to loss of deltaic wetlands. \nStory: Jill lives out in a peaceful quiet area with hardly any other people around. Next to her home is a calm peaceful river. The river doesn't have an official name that she is aware of, but her family has always called it River Treetop due to the large tree next to it. Also next to her house, there is a roaring river that runs for miles. The river is so loud that it can be hard to hear yourself think sometimes if you are sitting next to it. For this reason, Jill has always referred to the river as River Chaos. \nQuestion: Which body of water is more concentrated with dissolved oxygen?", "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."}
{"query": "Background Paragraph: As new seafloor forms and spreads apart from the mid-ocean ridge it slowly cools over time. Older seafloor is, therefore, colder than new seafloor, and older oceanic basins deeper than new oceanic basins due to isostasy. If the diameter of the earth remains relatively constant despite the production of new crust, a mechanism must exist by which crust is also destroyed. The destruction of oceanic crust occurs at subduction zones where oceanic crust is forced under either continental crust or oceanic crust. Today, the Atlantic basin is actively spreading at the Mid-Atlantic Ridge. Only a small portion of the oceanic crust produced in the Atlantic is subducted. However, the plates making up the Pacific Ocean are experiencing subduction along many of their boundaries which causes the volcanic activity in what has been termed the Ring of Fire of the Pacific Ocean. The Pacific is also home to one of the world's most active spreading centers (the East Pacific Rise) with spreading rates of up to 13  cm/yr. The Mid-Atlantic Ridge is a \"textbook\" slow-spreading center, while the East Pacific Rise is used as an example of fast spreading. Spreading centers at slow and intermediate rates exhibit a rift valley while at fast rates an axial high is found within the crustal accretion zone. The differences in spreading rates affect not only the geometries of the ridges but also the geochemistry of the basalts that are produced.Since the new oceanic basins are shallower than the old oceanic basins, the total capacity of the world's ocean basins decreases during times of active sea floor spreading. During the opening of the Atlantic Ocean, sea level was so high that a Western Interior Seaway formed across North America from the Gulf of Mexico to the Arctic Ocean. \nStory: A scuba diver is currently exploring the ocean floor. During the day she happens upon two different ocean basins. For some reason, both have signs next to each basin indicating how old they are. According to the signs, basin D is significantly older than basin F. The scuba diver decides to explore basin F first and then will look around in basin D on her return trip. \nQuestion: Which basin is shallower?", "pos": "Background Paragraph: As new seafloor forms and spreads apart from the mid-ocean ridge it slowly cools over time. Older seafloor is, therefore, colder than new seafloor, and older oceanic basins deeper than new oceanic basins due to isostasy. If the diameter of the earth remains relatively constant despite the production of new crust, a mechanism must exist by which crust is also destroyed. The destruction of oceanic crust occurs at subduction zones where oceanic crust is forced under either continental crust or oceanic crust. Today, the Atlantic basin is actively spreading at the Mid-Atlantic Ridge. Only a small portion of the oceanic crust produced in the Atlantic is subducted. However, the plates making up the Pacific Ocean are experiencing subduction along many of their boundaries which causes the volcanic activity in what has been termed the Ring of Fire of the Pacific Ocean. The Pacific is also home to one of the world's most active spreading centers (the East Pacific Rise) with spreading rates of up to 13  cm/yr. The Mid-Atlantic Ridge is a \"textbook\" slow-spreading center, while the East Pacific Rise is used as an example of fast spreading. Spreading centers at slow and intermediate rates exhibit a rift valley while at fast rates an axial high is found within the crustal accretion zone. The differences in spreading rates affect not only the geometries of the ridges but also the geochemistry of the basalts that are produced.Since the new oceanic basins are shallower than the old oceanic basins, the total capacity of the world's ocean basins decreases during times of active sea floor spreading. During the opening of the Atlantic Ocean, sea level was so high that a Western Interior Seaway formed across North America from the Gulf of Mexico to the Arctic Ocean. \nStory: A scuba diver is currently exploring the ocean floor. During the day she happens upon two different ocean basins. For some reason, both have signs next to each basin indicating how old they are. According to the signs, basin D is significantly older than basin F. The scuba diver decides to explore basin F first and then will look around in basin D on her return trip. \nQuestion: Which basin has a warmer floor?", "neg": "Background Paragraph: As new seafloor forms and spreads apart from the mid-ocean ridge it slowly cools over time. Older seafloor is, therefore, colder than new seafloor, and older oceanic basins deeper than new oceanic basins due to isostasy. If the diameter of the earth remains relatively constant despite the production of new crust, a mechanism must exist by which crust is also destroyed. The destruction of oceanic crust occurs at subduction zones where oceanic crust is forced under either continental crust or oceanic crust. Today, the Atlantic basin is actively spreading at the Mid-Atlantic Ridge. Only a small portion of the oceanic crust produced in the Atlantic is subducted. However, the plates making up the Pacific Ocean are experiencing subduction along many of their boundaries which causes the volcanic activity in what has been termed the Ring of Fire of the Pacific Ocean. The Pacific is also home to one of the world's most active spreading centers (the East Pacific Rise) with spreading rates of up to 13  cm/yr. The Mid-Atlantic Ridge is a \"textbook\" slow-spreading center, while the East Pacific Rise is used as an example of fast spreading. Spreading centers at slow and intermediate rates exhibit a rift valley while at fast rates an axial high is found within the crustal accretion zone. The differences in spreading rates affect not only the geometries of the ridges but also the geochemistry of the basalts that are produced.Since the new oceanic basins are shallower than the old oceanic basins, the total capacity of the world's ocean basins decreases during times of active sea floor spreading. During the opening of the Atlantic Ocean, sea level was so high that a Western Interior Seaway formed across North America from the Gulf of Mexico to the Arctic Ocean. \nStory: Barry and Will are two geologists. Barry is specialized in subduction zones and new seafloor. Will is specialized in montology. \nQuestion: Which person learned less about the Ring of Fire of the Pacific 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."}
{"query": "Background Paragraph: Gibberellins are hormones that cause the plant to grow. When gibberellins are applied to plants by scientists, the stems grow longer. Some gardeners or horticulture scientists add gibberellins to increase the growth of plants. Dwarf plants (small plants), on the other hand, have low levels of gibberellins ( Figure below ). Another function of gibberellins is to stop dormancy (resting time) of seeds and buds. Gibberellins signal that it’s time for a seed to germinate (sprout) or for a bud to open. \nStory: Two teams of agriculturists used different methods to improve production. Team Corn used organic methods, and team Plum used gibberellins for their crops. \nQuestion: Which team didn't stop dormancy (resting time) of buds?", "pos": "Background Paragraph: Gibberellins are hormones that cause the plant to grow. When gibberellins are applied to plants by scientists, the stems grow longer. Some gardeners or horticulture scientists add gibberellins to increase the growth of plants. Dwarf plants (small plants), on the other hand, have low levels of gibberellins ( Figure below ). Another function of gibberellins is to stop dormancy (resting time) of seeds and buds. Gibberellins signal that it’s time for a seed to germinate (sprout) or for a bud to open. \nStory: Two teams of agriculturists used different methods to improve production. Team Corn used organic methods, and team Plum used gibberellins for their crops. \nQuestion: Which team use more hormones that cause plants to grow?", "neg": "Background Paragraph: Gibberellins are hormones that cause the plant to grow. When gibberellins are applied to plants by scientists, the stems grow longer. Some gardeners or horticulture scientists add gibberellins to increase the growth of plants. Dwarf plants (small plants), on the other hand, have low levels of gibberellins ( Figure below ). Another function of gibberellins is to stop dormancy (resting time) of seeds and buds. Gibberellins signal that it’s time for a seed to germinate (sprout) or for a bud to open. \nStory: Two teams of agriculturists used different methods to improve production. Team Corn used organic methods, and team Plum used gibberellins for their crops. \nQuestion: Which team stopped dormancy (resting time) of seeds?", "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."}