Definition: You are given a background paragraph that describes one or more causal or physical relationships, such as a relationship in economics, scientific law, or nature. You need to come up with a fictional story that makes use of the concepts or the relationship described in the provided paragraph. Make sure that your story does not repeat the relation in the given paragraph (e.g., by avoiding verbatim copies of the given paragraph). Start by reading the background paragraph, and determine what relationship(s) are in the paragraph. Write a story that involves the relationship(s) that you determined are in the background paragraph. Try to use your own words as much as possible and not repeat the background paragraph. Feel free to make up places and events as long as they tie back to the background paragraph in a way that you can ask a question about.

Positive Example 1 -
Input: Background Paragraph: A rise in price of a good or service almost always decreases the quantity demanded of that good or service. Conversely, a fall in price will increase the quantity demanded. When the price of a gallon of gasoline increases, for example, people look for ways to reduce their consumption by combining several errands, commuting by carpool or mass transit, or taking weekend or vacation trips closer to home. Economists call this inverse relationship between price and quantity demanded the law of demand. The law of demand assumes that all other variables that affect demand (which we explain in the next module) are held constant.
Output: The AAA auto club does a weekly report on the prices of gas and diesel in various cities. Historically, the prices have be fairly stagnant, but this week their report garnered widespread attention as the prices of gas and diesel plunged from last week in Seattle by $0.40 each. However, just across the border in Vancouver, the cost of gas went up dramatically by $0.50.

Positive Example 2 -
Input: Background Paragraph: The lesson is not that society is likely to make an extreme choice like devoting no resources to education at point A or no resources to health at point F. Instead, the lesson is that the gains from committing additional marginal resources to education depend on how much is already being spent. If on the one hand, very few resources are currently committed to education, then an increase in resources used can bring relatively large gains. On the other hand, if a large number of resources are already committed to education, then committing additional resources will bring relatively smaller gains.
Output: The state is deciding where to spend the rest of their budget for education. In an analysis of how districts in the state are spending their annual budgets, auditors found that in district A, most of the money was already being spent on schools. However, in district B, the money was not spent on school, but mostly on transportation.

Negative Example 1 -
Input: Background Paragraph: A rise in price of a good or service almost always decreases the quantity demanded of that good or service. Conversely, a fall in price will increase the quantity demanded. When the price of a gallon of gasoline increases, for example, people look for ways to reduce their consumption by combining several errands, commuting by carpool or mass transit, or taking weekend or vacation trips closer to home. Economists call this inverse relationship between price and quantity demanded the law of demand. The law of demand assumes that all other variables that affect demand (which we explain in the next module) are held constant.
Output: A rise in price of a good or service almost always decreases the quantity demanded of that good or service.

Now complete the following example -
Input: 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.
Output: 



Stories:
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.