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What is wood used for? | Wood has always been used extensively for furniture, such as chairs and beds. It is also used for tool handles and cutlery, such as chopsticks, toothpicks, and other utensils, like the wooden spoon. | furniture, such as chairs and beds. It is also used for tool handles and cutlery, such as chopsticks, toothpicks, and other utensils, like the wooden spoon | advqa_11200 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
What would someone use when eating soup? | Wood has always been used extensively for furniture, such as chairs and beds. It is also used for tool handles and cutlery, such as chopsticks, toothpicks, and other utensils, like the wooden spoon. | spoon | advqa_11201 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
For what reason would it be easy to burn a chair? | Wood has always been used extensively for furniture, such as chairs and beds. It is also used for tool handles and cutlery, such as chopsticks, toothpicks, and other utensils, like the wooden spoon. | Wood | advqa_11202 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
For what reason would it be easy to burn a bed? | Wood has always been used extensively for furniture, such as chairs and beds. It is also used for tool handles and cutlery, such as chopsticks, toothpicks, and other utensils, like the wooden spoon. | Wood | advqa_11203 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
How often is wood used for toothpicks? | Wood has always been used extensively for furniture, such as chairs and beds. It is also used for tool handles and cutlery, such as chopsticks, toothpicks, and other utensils, like the wooden spoon. | extensively | advqa_11204 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
What do people eat with that is made from wood? | Wood has always been used extensively for furniture, such as chairs and beds. It is also used for tool handles and cutlery, such as chopsticks, toothpicks, and other utensils, like the wooden spoon. | cutlery, such as chopsticks, toothpicks, and other utensils, like the wooden spoon | advqa_11205 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
What typically Asian utensil uses wood? | Wood has always been used extensively for furniture, such as chairs and beds. It is also used for tool handles and cutlery, such as chopsticks, toothpicks, and other utensils, like the wooden spoon. | chopsticks | advqa_11206 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
What do beds and chairs have in common? | Wood has always been used extensively for furniture, such as chairs and beds. It is also used for tool handles and cutlery, such as chopsticks, toothpicks, and other utensils, like the wooden spoon. | furniture | advqa_11207 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
What would I likely need to build a bedroom set? | Wood has always been used extensively for furniture, such as chairs and beds. It is also used for tool handles and cutlery, such as chopsticks, toothpicks, and other utensils, like the wooden spoon. | Wood | advqa_11208 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
How does wood contribute to dental hygiene? | Wood has always been used extensively for furniture, such as chairs and beds. It is also used for tool handles and cutlery, such as chopsticks, toothpicks, and other utensils, like the wooden spoon. | toothpicks | advqa_11209 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
What has a wide range of usability? | Wood has always been used extensively for furniture, such as chairs and beds. It is also used for tool handles and cutlery, such as chopsticks, toothpicks, and other utensils, like the wooden spoon. | Wood | advqa_11210 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
What role does wood play in food preparation? | Wood has always been used extensively for furniture, such as chairs and beds. It is also used for tool handles and cutlery, such as chopsticks, toothpicks, and other utensils, like the wooden spoon. | cutlery | advqa_11211 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
In smaller trees, heartwood might be inferior to what kind of wood? | Different pieces of wood cut from a large tree may differ decidedly, particularly if the tree is big and mature. In some trees, the wood laid on late in the life of a tree is softer, lighter, weaker, and more even-textured than that produced earlier, but in other trees, the reverse applies. This may or may not correspo... | sapwood | advqa_11212 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
wood cuts may be different depending if comes what part of the tree | Different pieces of wood cut from a large tree may differ decidedly, particularly if the tree is big and mature. In some trees, the wood laid on late in the life of a tree is softer, lighter, weaker, and more even-textured than that produced earlier, but in other trees, the reverse applies. This may or may not correspo... | heartwood and sapwood | advqa_11213 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
In big trees, what may be inferior to heartwood from the same log? | Different pieces of wood cut from a large tree may differ decidedly, particularly if the tree is big and mature. In some trees, the wood laid on late in the life of a tree is softer, lighter, weaker, and more even-textured than that produced earlier, but in other trees, the reverse applies. This may or may not correspo... | sapwood | advqa_11214 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
What property can change depending upon the age of a tree when cutting it for wood? | Different pieces of wood cut from a large tree may differ decidedly, particularly if the tree is big and mature. In some trees, the wood laid on late in the life of a tree is softer, lighter, weaker, and more even-textured than that produced earlier, but in other trees, the reverse applies. This may or may not correspo... | hardness | advqa_11215 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
compared to sapwood in a smaller tree the heartwood may be | Different pieces of wood cut from a large tree may differ decidedly, particularly if the tree is big and mature. In some trees, the wood laid on late in the life of a tree is softer, lighter, weaker, and more even-textured than that produced earlier, but in other trees, the reverse applies. This may or may not correspo... | may be inferior in hardness, strength, and toughness | advqa_11216 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
what may be different especially if the tree is big | Different pieces of wood cut from a large tree may differ decidedly, particularly if the tree is big and mature. In some trees, the wood laid on late in the life of a tree is softer, lighter, weaker, and more even-textured than that produced earlier, but in other trees, the reverse applies. This may or may not correspo... | wood | advqa_11217 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
What does wood strength depend on? | Different pieces of wood cut from a large tree may differ decidedly, particularly if the tree is big and mature. In some trees, the wood laid on late in the life of a tree is softer, lighter, weaker, and more even-textured than that produced earlier, but in other trees, the reverse applies. This may or may not correspo... | time | advqa_11218 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
What might be reversed in smaller trees? | Different pieces of wood cut from a large tree may differ decidedly, particularly if the tree is big and mature. In some trees, the wood laid on late in the life of a tree is softer, lighter, weaker, and more even-textured than that produced earlier, but in other trees, the reverse applies. This may or may not correspo... | hardness, strength, and toughness to equally sound heartwood from the same log | advqa_11219 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
What types of wood can a tree produce? | Different pieces of wood cut from a large tree may differ decidedly, particularly if the tree is big and mature. In some trees, the wood laid on late in the life of a tree is softer, lighter, weaker, and more even-textured than that produced earlier, but in other trees, the reverse applies. This may or may not correspo... | heartwood and sapwood | advqa_11220 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
if a tree is large and old the wood can | Different pieces of wood cut from a large tree may differ decidedly, particularly if the tree is big and mature. In some trees, the wood laid on late in the life of a tree is softer, lighter, weaker, and more even-textured than that produced earlier, but in other trees, the reverse applies. This may or may not correspo... | differ decidedly | advqa_11221 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
Sometimes, a tree that is near death lays wood that has what properties? | Different pieces of wood cut from a large tree may differ decidedly, particularly if the tree is big and mature. In some trees, the wood laid on late in the life of a tree is softer, lighter, weaker, and more even-textured than that produced earlier, but in other trees, the reverse applies. This may or may not correspo... | softer, lighter, weaker, and more even-textured than that produced earlier | advqa_11222 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
What two particular kinds of wood are discussed in the article? | Different pieces of wood cut from a large tree may differ decidedly, particularly if the tree is big and mature. In some trees, the wood laid on late in the life of a tree is softer, lighter, weaker, and more even-textured than that produced earlier, but in other trees, the reverse applies. This may or may not correspo... | heartwood and sapwood | advqa_11223 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
What can a tree produce after it is mature? | Different pieces of wood cut from a large tree may differ decidedly, particularly if the tree is big and mature. In some trees, the wood laid on late in the life of a tree is softer, lighter, weaker, and more even-textured than that produced earlier, but in other trees, the reverse applies. This may or may not correspo... | wood | advqa_11224 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
What are the types of wood? | Different pieces of wood cut from a large tree may differ decidedly, particularly if the tree is big and mature. In some trees, the wood laid on late in the life of a tree is softer, lighter, weaker, and more even-textured than that produced earlier, but in other trees, the reverse applies. This may or may not correspo... | heartwood and sapwood | advqa_11225 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
What can be lighter when cut from different trees? | Different pieces of wood cut from a large tree may differ decidedly, particularly if the tree is big and mature. In some trees, the wood laid on late in the life of a tree is softer, lighter, weaker, and more even-textured than that produced earlier, but in other trees, the reverse applies. This may or may not correspo... | wood | advqa_11226 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
Which type of wood has stronger wood if the tree is smaller? | Different pieces of wood cut from a large tree may differ decidedly, particularly if the tree is big and mature. In some trees, the wood laid on late in the life of a tree is softer, lighter, weaker, and more even-textured than that produced earlier, but in other trees, the reverse applies. This may or may not correspo... | sapwood | advqa_11227 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
What writing material do we get from the softening effect? | The general effect of the water content upon the wood substance is to render it softer and more pliable. A similar effect of common observation is in the softening action of water on rawhide, paper, or cloth. Within certain limits, the greater the water content, the greater its softening effect. | paper | advqa_11228 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
Which effect of water is unique to wood, at least in this context? | The general effect of the water content upon the wood substance is to render it softer and more pliable. A similar effect of common observation is in the softening action of water on rawhide, paper, or cloth. Within certain limits, the greater the water content, the greater its softening effect. | pliable | advqa_11229 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
What was Pinocchio? | The general effect of the water content upon the wood substance is to render it softer and more pliable. A similar effect of common observation is in the softening action of water on rawhide, paper, or cloth. Within certain limits, the greater the water content, the greater its softening effect. | wood | advqa_11230 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
Across the board, water can make things? | The general effect of the water content upon the wood substance is to render it softer and more pliable. A similar effect of common observation is in the softening action of water on rawhide, paper, or cloth. Within certain limits, the greater the water content, the greater its softening effect. | softer | advqa_11231 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
What is majority of a person made from? | The general effect of the water content upon the wood substance is to render it softer and more pliable. A similar effect of common observation is in the softening action of water on rawhide, paper, or cloth. Within certain limits, the greater the water content, the greater its softening effect. | water | advqa_11232 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
What can large amounts of water do to wood? | The general effect of the water content upon the wood substance is to render it softer and more pliable. A similar effect of common observation is in the softening action of water on rawhide, paper, or cloth. Within certain limits, the greater the water content, the greater its softening effect. | softening | advqa_11233 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
What item used for clothing is a result of thr softening effect? | The general effect of the water content upon the wood substance is to render it softer and more pliable. A similar effect of common observation is in the softening action of water on rawhide, paper, or cloth. Within certain limits, the greater the water content, the greater its softening effect. | cloth | advqa_11234 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
What material used with horses is a result of the softening effect? | The general effect of the water content upon the wood substance is to render it softer and more pliable. A similar effect of common observation is in the softening action of water on rawhide, paper, or cloth. Within certain limits, the greater the water content, the greater its softening effect. | rawhide | advqa_11235 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
WHy might a manfuacturer expose wood to large amounts of water? | The general effect of the water content upon the wood substance is to render it softer and more pliable. A similar effect of common observation is in the softening action of water on rawhide, paper, or cloth. Within certain limits, the greater the water content, the greater its softening effect. | render it softer and more pliable | advqa_11236 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
Which animal product can be softened with water? | The general effect of the water content upon the wood substance is to render it softer and more pliable. A similar effect of common observation is in the softening action of water on rawhide, paper, or cloth. Within certain limits, the greater the water content, the greater its softening effect. | rawhide | advqa_11237 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
What is opposite of process to make something hard? | The general effect of the water content upon the wood substance is to render it softer and more pliable. A similar effect of common observation is in the softening action of water on rawhide, paper, or cloth. Within certain limits, the greater the water content, the greater its softening effect. | softening | advqa_11238 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
What type of growth pattern might a lightweight pine lack? | If a heavy piece of pine is compared with a lightweight piece it will be seen at once that the heavier one contains a larger proportion of latewood than the other, and is therefore showing more clearly demarcated growth rings. In white pines there is not much contrast between the different parts of the ring, and as a r... | more clearly demarcated growth rings | advqa_11239 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
What kind of contrast is seen in hard pines? | If a heavy piece of pine is compared with a lightweight piece it will be seen at once that the heavier one contains a larger proportion of latewood than the other, and is therefore showing more clearly demarcated growth rings. In white pines there is not much contrast between the different parts of the ring, and as a r... | very decided | advqa_11240 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
What type of pine has more latewood? | If a heavy piece of pine is compared with a lightweight piece it will be seen at once that the heavier one contains a larger proportion of latewood than the other, and is therefore showing more clearly demarcated growth rings. In white pines there is not much contrast between the different parts of the ring, and as a r... | heavier | advqa_11241 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
What might be causing the weight of the pine to be heavier? | If a heavy piece of pine is compared with a lightweight piece it will be seen at once that the heavier one contains a larger proportion of latewood than the other, and is therefore showing more clearly demarcated growth rings. In white pines there is not much contrast between the different parts of the ring, and as a r... | larger proportion of latewood | advqa_11242 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
How is white pine's texture? | If a heavy piece of pine is compared with a lightweight piece it will be seen at once that the heavier one contains a larger proportion of latewood than the other, and is therefore showing more clearly demarcated growth rings. In white pines there is not much contrast between the different parts of the ring, and as a r... | uniform | advqa_11243 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
What might be true of the weight of the pine that lacks a large amount of latewood? | If a heavy piece of pine is compared with a lightweight piece it will be seen at once that the heavier one contains a larger proportion of latewood than the other, and is therefore showing more clearly demarcated growth rings. In white pines there is not much contrast between the different parts of the ring, and as a r... | lightweight | advqa_11244 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
What might cause white pine to be easier to work with? | If a heavy piece of pine is compared with a lightweight piece it will be seen at once that the heavier one contains a larger proportion of latewood than the other, and is therefore showing more clearly demarcated growth rings. In white pines there is not much contrast between the different parts of the ring, and as a r... | wood is very uniform in texture | advqa_11245 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
If you didn't want a light color wood, what should you look for? | If a heavy piece of pine is compared with a lightweight piece it will be seen at once that the heavier one contains a larger proportion of latewood than the other, and is therefore showing more clearly demarcated growth rings. In white pines there is not much contrast between the different parts of the ring, and as a r... | latewood | advqa_11246 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
What might cause the latewood to be heavier? | If a heavy piece of pine is compared with a lightweight piece it will be seen at once that the heavier one contains a larger proportion of latewood than the other, and is therefore showing more clearly demarcated growth rings. In white pines there is not much contrast between the different parts of the ring, and as a r... | latewood is very dense | advqa_11247 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
What would imply that a tree was growing during cold seasons? | If a heavy piece of pine is compared with a lightweight piece it will be seen at once that the heavier one contains a larger proportion of latewood than the other, and is therefore showing more clearly demarcated growth rings. In white pines there is not much contrast between the different parts of the ring, and as a r... | a larger proportion of latewood | advqa_11248 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
If a hard pine was growing during warmer seasons, what features would the wood have? | If a heavy piece of pine is compared with a lightweight piece it will be seen at once that the heavier one contains a larger proportion of latewood than the other, and is therefore showing more clearly demarcated growth rings. In white pines there is not much contrast between the different parts of the ring, and as a r... | soft, straw-colored | advqa_11249 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
What is not features that earlywood has? | If a heavy piece of pine is compared with a lightweight piece it will be seen at once that the heavier one contains a larger proportion of latewood than the other, and is therefore showing more clearly demarcated growth rings. In white pines there is not much contrast between the different parts of the ring, and as a r... | dense and is deep-colored | advqa_11250 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
What was this person known for in his professional life? | Unsure of his future, he first contemplated returning to London to complete his studies, but decided to return to Boston as a teacher. His father helped him set up his private practice by contacting Gardiner Greene Hubbard, the president of the Clarke School for the Deaf for a recommendation. Teaching his father's syst... | Alexander Bell opened his "School of Vocal Physiology and Mechanics of Speech" in Boston, which attracted a large number of deaf pupils, with his first class numbering 30 students | advqa_11251 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
What is this person known? | Unsure of his future, he first contemplated returning to London to complete his studies, but decided to return to Boston as a teacher. His father helped him set up his private practice by contacting Gardiner Greene Hubbard, the president of the Clarke School for the Deaf for a recommendation. Teaching his father's syst... | While he was working as a private tutor, one of his most famous pupils was Helen Keller | advqa_11252 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
When did Bell open up his latest deaf facility | Unsure of his future, he first contemplated returning to London to complete his studies, but decided to return to Boston as a teacher. His father helped him set up his private practice by contacting Gardiner Greene Hubbard, the president of the Clarke School for the Deaf for a recommendation. Teaching his father's syst... | 1893 | advqa_11253 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
Bell wanted to go where to learn from teachers | Unsure of his future, he first contemplated returning to London to complete his studies, but decided to return to Boston as a teacher. His father helped him set up his private practice by contacting Gardiner Greene Hubbard, the president of the Clarke School for the Deaf for a recommendation. Teaching his father's syst... | London | advqa_11254 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
Who also worked as a private tutor? | Unsure of his future, he first contemplated returning to London to complete his studies, but decided to return to Boston as a teacher. His father helped him set up his private practice by contacting Gardiner Greene Hubbard, the president of the Clarke School for the Deaf for a recommendation. Teaching his father's syst... | Alexander Bell | advqa_11255 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
How did he come to find work? | Unsure of his future, he first contemplated returning to London to complete his studies, but decided to return to Boston as a teacher. His father helped him set up his private practice by contacting Gardiner Greene Hubbard, the president of the Clarke School for the Deaf for a recommendation. Teaching his father's syst... | His father | advqa_11256 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
Who once thought of going back to London to complete his studies? | Unsure of his future, he first contemplated returning to London to complete his studies, but decided to return to Boston as a teacher. His father helped him set up his private practice by contacting Gardiner Greene Hubbard, the president of the Clarke School for the Deaf for a recommendation. Teaching his father's syst... | Alexander Bell | advqa_11257 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
How did his father influence his work? | Unsure of his future, he first contemplated returning to London to complete his studies, but decided to return to Boston as a teacher. His father helped him set up his private practice by contacting Gardiner Greene Hubbard, the president of the Clarke School for the Deaf for a recommendation. Teaching his father's syst... | His father helped him set up his private practice | advqa_11258 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
Who returned to Boston as a teacher? | Unsure of his future, he first contemplated returning to London to complete his studies, but decided to return to Boston as a teacher. His father helped him set up his private practice by contacting Gardiner Greene Hubbard, the president of the Clarke School for the Deaf for a recommendation. Teaching his father's syst... | Alexander Bell | advqa_11259 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
Who received a recommendation from Gardiner Greene Hubbard? | Unsure of his future, he first contemplated returning to London to complete his studies, but decided to return to Boston as a teacher. His father helped him set up his private practice by contacting Gardiner Greene Hubbard, the president of the Clarke School for the Deaf for a recommendation. Teaching his father's syst... | Alexander Bell | advqa_11260 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
What did he gain from his father? | Unsure of his future, he first contemplated returning to London to complete his studies, but decided to return to Boston as a teacher. His father helped him set up his private practice by contacting Gardiner Greene Hubbard, the president of the Clarke School for the Deaf for a recommendation. Teaching his father's syst... | His father helped him set up his private practice by contacting Gardiner Greene Hubbard, the president of the Clarke School for the Deaf for a recommendation | advqa_11261 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
What was the latter teaching school or opening up a school | Unsure of his future, he first contemplated returning to London to complete his studies, but decided to return to Boston as a teacher. His father helped him set up his private practice by contacting Gardiner Greene Hubbard, the president of the Clarke School for the Deaf for a recommendation. Teaching his father's syst... | Bell opened his "School of Vocal Physiology and Mechanics of Speech | advqa_11262 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
Who's father help him set up his private practice by contacting Gardiner Greene Hubbard? | Unsure of his future, he first contemplated returning to London to complete his studies, but decided to return to Boston as a teacher. His father helped him set up his private practice by contacting Gardiner Greene Hubbard, the president of the Clarke School for the Deaf for a recommendation. Teaching his father's syst... | Alexander Bell | advqa_11263 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
Who, of Bell's family, did not have hearing loss: grandfather or wife? | Bell's father, grandfather, and brother had all been associated with work on elocution and speech, and both his mother and wife were deaf, profoundly influencing Bell's life's work. His research on hearing and speech further led him to experiment with hearing devices which eventually culminated in Bell being awarded th... | grandfather | advqa_11264 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
What did Bell call the telephone? | Bell's father, grandfather, and brother had all been associated with work on elocution and speech, and both his mother and wife were deaf, profoundly influencing Bell's life's work. His research on hearing and speech further led him to experiment with hearing devices which eventually culminated in Bell being awarded th... | an intrusion | advqa_11265 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
Why was Bell so inspired to do research on hearing and speech? | Bell's father, grandfather, and brother had all been associated with work on elocution and speech, and both his mother and wife were deaf, profoundly influencing Bell's life's work. His research on hearing and speech further led him to experiment with hearing devices which eventually culminated in Bell being awarded th... | Bell's father, grandfather, and brother had all been associated with work on elocution and speech, and both his mother and wife were deaf | advqa_11266 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
What were the women of Bell's family dealing with? | Bell's father, grandfather, and brother had all been associated with work on elocution and speech, and both his mother and wife were deaf, profoundly influencing Bell's life's work. His research on hearing and speech further led him to experiment with hearing devices which eventually culminated in Bell being awarded th... | were deaf | advqa_11267 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
Why might Bell have wanted to experiment with hearing devices? | Bell's father, grandfather, and brother had all been associated with work on elocution and speech, and both his mother and wife were deaf, profoundly influencing Bell's life's work. His research on hearing and speech further led him to experiment with hearing devices which eventually culminated in Bell being awarded th... | both his mother and wife were deaf | advqa_11268 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
What did the male members of Bell's family have in common? | Bell's father, grandfather, and brother had all been associated with work on elocution and speech, and both his mother and wife were deaf, profoundly influencing Bell's life's work. His research on hearing and speech further led him to experiment with hearing devices which eventually culminated in Bell being awarded th... | Bell's father, grandfather, and brother had all been associated with work on elocution and speech | advqa_11269 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
Of Bell's mother and wife, who was deaf? | Bell's father, grandfather, and brother had all been associated with work on elocution and speech, and both his mother and wife were deaf, profoundly influencing Bell's life's work. His research on hearing and speech further led him to experiment with hearing devices which eventually culminated in Bell being awarded th... | both | advqa_11270 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
How did deafness affect the choices of the men of Bell's family? | Bell's father, grandfather, and brother had all been associated with work on elocution and speech, and both his mother and wife were deaf, profoundly influencing Bell's life's work. His research on hearing and speech further led him to experiment with hearing devices which eventually culminated in Bell being awarded th... | had all been associated with work on elocution and speech | advqa_11271 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
Who in Bell's family faced challenges? | Bell's father, grandfather, and brother had all been associated with work on elocution and speech, and both his mother and wife were deaf, profoundly influencing Bell's life's work. His research on hearing and speech further led him to experiment with hearing devices which eventually culminated in Bell being awarded th... | mother and wife | advqa_11272 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
What disability did female members of Bell's family suffer from? | Bell's father, grandfather, and brother had all been associated with work on elocution and speech, and both his mother and wife were deaf, profoundly influencing Bell's life's work. His research on hearing and speech further led him to experiment with hearing devices which eventually culminated in Bell being awarded th... | both his mother and wife were deaf | advqa_11273 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
Why might have inspired Bell to research speech, specifically? | Bell's father, grandfather, and brother had all been associated with work on elocution and speech, and both his mother and wife were deaf, profoundly influencing Bell's life's work. His research on hearing and speech further led him to experiment with hearing devices which eventually culminated in Bell being awarded th... | Bell's father, grandfather, and brother had all been associated with work on elocution and speech | advqa_11274 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
Who declined to introduce the Visible Speech System? | Bell's father was invited by Sarah Fuller, principal of the Boston School for Deaf Mutes (which continues today as the public Horace Mann School for the Deaf), in Boston, Massachusetts, to introduce the Visible Speech System by providing training for Fuller's instructors, but he declined the post in favor of his son. T... | Bell's father | advqa_11275 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
What was Bell's duty in the Clarke School for the Deaf? | Bell's father was invited by Sarah Fuller, principal of the Boston School for Deaf Mutes (which continues today as the public Horace Mann School for the Deaf), in Boston, Massachusetts, to introduce the Visible Speech System by providing training for Fuller's instructors, but he declined the post in favor of his son. T... | repeat the program | advqa_11276 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
Who was invited to introduce the Visible Speech System? | Bell's father was invited by Sarah Fuller, principal of the Boston School for Deaf Mutes (which continues today as the public Horace Mann School for the Deaf), in Boston, Massachusetts, to introduce the Visible Speech System by providing training for Fuller's instructors, but he declined the post in favor of his son. T... | Bell's father | advqa_11277 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
Where was Bell's first job? | Bell's father was invited by Sarah Fuller, principal of the Boston School for Deaf Mutes (which continues today as the public Horace Mann School for the Deaf), in Boston, Massachusetts, to introduce the Visible Speech System by providing training for Fuller's instructors, but he declined the post in favor of his son. T... | Boston | advqa_11278 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
Outside of Massachusetts, which other institution was trained in the Visible Speech System? | Bell's father was invited by Sarah Fuller, principal of the Boston School for Deaf Mutes (which continues today as the public Horace Mann School for the Deaf), in Boston, Massachusetts, to introduce the Visible Speech System by providing training for Fuller's instructors, but he declined the post in favor of his son. T... | the American Asylum for Deaf-mutes in Hartford, Connecticut | advqa_11279 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
What did Bell teach at what is now the Horace Mann School for the Deaf? | Bell's father was invited by Sarah Fuller, principal of the Boston School for Deaf Mutes (which continues today as the public Horace Mann School for the Deaf), in Boston, Massachusetts, to introduce the Visible Speech System by providing training for Fuller's instructors, but he declined the post in favor of his son. T... | Visible Speech System | advqa_11280 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
What was the outcome with respect to Bell's training of Fuller's instructors? | Bell's father was invited by Sarah Fuller, principal of the Boston School for Deaf Mutes (which continues today as the public Horace Mann School for the Deaf), in Boston, Massachusetts, to introduce the Visible Speech System by providing training for Fuller's instructors, but he declined the post in favor of his son. T... | successful | advqa_11281 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
Where was the final location that Bell was asked to repeat the program? | Bell's father was invited by Sarah Fuller, principal of the Boston School for Deaf Mutes (which continues today as the public Horace Mann School for the Deaf), in Boston, Massachusetts, to introduce the Visible Speech System by providing training for Fuller's instructors, but he declined the post in favor of his son. T... | Clarke School for the Deaf in Northampton, Massachusetts | advqa_11282 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
Why did Bell's father decline the offer to introduce the Visible Speech System? | Bell's father was invited by Sarah Fuller, principal of the Boston School for Deaf Mutes (which continues today as the public Horace Mann School for the Deaf), in Boston, Massachusetts, to introduce the Visible Speech System by providing training for Fuller's instructors, but he declined the post in favor of his son. T... | in favor of his son | advqa_11283 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
Who took up the job offered by Sarah Fuller? | Bell's father was invited by Sarah Fuller, principal of the Boston School for Deaf Mutes (which continues today as the public Horace Mann School for the Deaf), in Boston, Massachusetts, to introduce the Visible Speech System by providing training for Fuller's instructors, but he declined the post in favor of his son. T... | Bell | advqa_11284 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
Whose instructors was Bell supposed to train? | Bell's father was invited by Sarah Fuller, principal of the Boston School for Deaf Mutes (which continues today as the public Horace Mann School for the Deaf), in Boston, Massachusetts, to introduce the Visible Speech System by providing training for Fuller's instructors, but he declined the post in favor of his son. T... | Fuller's | advqa_11285 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
How did Bell help Fuller's instructors? | Bell's father was invited by Sarah Fuller, principal of the Boston School for Deaf Mutes (which continues today as the public Horace Mann School for the Deaf), in Boston, Massachusetts, to introduce the Visible Speech System by providing training for Fuller's instructors, but he declined the post in favor of his son. T... | successful in training the school's instructors | advqa_11286 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
What kept Bell from training instructors at the Boston School for Deaf Mutes? | Bell's father was invited by Sarah Fuller, principal of the Boston School for Deaf Mutes (which continues today as the public Horace Mann School for the Deaf), in Boston, Massachusetts, to introduce the Visible Speech System by providing training for Fuller's instructors, but he declined the post in favor of his son. T... | his son | advqa_11287 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
Which program was Bell offered to teach in Hartford and Northampton? | Bell's father was invited by Sarah Fuller, principal of the Boston School for Deaf Mutes (which continues today as the public Horace Mann School for the Deaf), in Boston, Massachusetts, to introduce the Visible Speech System by providing training for Fuller's instructors, but he declined the post in favor of his son. T... | Visible Speech System | advqa_11288 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
What job was Bell invited to do? | Bell's father was invited by Sarah Fuller, principal of the Boston School for Deaf Mutes (which continues today as the public Horace Mann School for the Deaf), in Boston, Massachusetts, to introduce the Visible Speech System by providing training for Fuller's instructors, but he declined the post in favor of his son. T... | introduce the Visible Speech System by providing training for Fuller's instructors | advqa_11289 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
Who initiated the patent investigation? | The question of priority for the variable resistance feature of the telephone was raised by the examiner before he approved Bell's patent application. He told Bell that his claim for the variable resistance feature was also described in Gray's caveat. Bell pointed to a variable resistance device in Bell's previous appl... | the examiner | advqa_11290 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
How was this claim solved? | The question of priority for the variable resistance feature of the telephone was raised by the examiner before he approved Bell's patent application. He told Bell that his claim for the variable resistance feature was also described in Gray's caveat. Bell pointed to a variable resistance device in Bell's previous appl... | He told Bell that his claim for the variable resistance feature was also described in Gray's caveat | advqa_11291 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
What happened in the end? | The question of priority for the variable resistance feature of the telephone was raised by the examiner before he approved Bell's patent application. He told Bell that his claim for the variable resistance feature was also described in Gray's caveat. Bell pointed to a variable resistance device in Bell's previous appl... | the examiner approved Bell's patent on March 3, 1876 | advqa_11292 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
Why would Gray's actions be consider the right thing to do? | The question of priority for the variable resistance feature of the telephone was raised by the examiner before he approved Bell's patent application. He told Bell that his claim for the variable resistance feature was also described in Gray's caveat. Bell pointed to a variable resistance device in Bell's previous appl... | Gray had reinvented the variable resistance telephone, but Bell was the first to write down the idea and the first to test it in a telephone | advqa_11293 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
Where did a similarity lie? | The question of priority for the variable resistance feature of the telephone was raised by the examiner before he approved Bell's patent application. He told Bell that his claim for the variable resistance feature was also described in Gray's caveat. Bell pointed to a variable resistance device in Bell's previous appl... | the variable resistance feature | advqa_11294 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
What was Gray's primary flaw within his attempt to get a patent? | The question of priority for the variable resistance feature of the telephone was raised by the examiner before he approved Bell's patent application. He told Bell that his claim for the variable resistance feature was also described in Gray's caveat. Bell pointed to a variable resistance device in Bell's previous appl... | water | advqa_11295 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
Who ultimately won the patent? | The question of priority for the variable resistance feature of the telephone was raised by the examiner before he approved Bell's patent application. He told Bell that his claim for the variable resistance feature was also described in Gray's caveat. Bell pointed to a variable resistance device in Bell's previous appl... | Bell | advqa_11296 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
How could Bell validate his claim for the patent without the one cup of mercury statement? | The question of priority for the variable resistance feature of the telephone was raised by the examiner before he approved Bell's patent application. He told Bell that his claim for the variable resistance feature was also described in Gray's caveat. Bell pointed to a variable resistance device in Bell's previous appl... | Bell had filed the mercury application at the patent office a year earlier on February 25, 1875, long before Elisha Gray described the water device | advqa_11297 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
Who was not the first person to write down the idea regarding variable resistance in a telephone? | The question of priority for the variable resistance feature of the telephone was raised by the examiner before he approved Bell's patent application. He told Bell that his claim for the variable resistance feature was also described in Gray's caveat. Bell pointed to a variable resistance device in Bell's previous appl... | Gray | advqa_11298 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
Why did Bell feel he was vindicated? | The question of priority for the variable resistance feature of the telephone was raised by the examiner before he approved Bell's patent application. He told Bell that his claim for the variable resistance feature was also described in Gray's caveat. Bell pointed to a variable resistance device in Bell's previous appl... | Bell described a cup of mercury, not water | advqa_11299 | adversarial_qa | expert | adversarial_reading_comprehension | null | [] | {} |
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