This task is about creating an unanswerable question based on a given passage. Construct a question that looks relevant to the given context but is unanswerable. Following are a few suggestions about how to create unanswerable questions:
(i) create questions which require satisfying a constraint that is not mentioned in the passage
(ii) create questions which require information beyond what is provided in the passage in order to answer
(iii) replace an existing entity, number, date mentioned in the passage with other entity, number, date and use it in the question
(iv) create a question which is answerable from the passage and then replace one or two words by their antonyms or insert/remove negation words to make it unanswerable.

Example Input: Passage: Historians have divided the history of Cubism into phases. In one scheme, the first phase of Cubism, known as Analytic Cubism, a phrase coined by Juan Gris a posteriori, was both radical and influential as a short but highly significant art movement between 1910 and 1912 in France. A second phase, Synthetic Cubism, remained vital until around 1919, when the Surrealist movement gained popularity. English art historian Douglas Cooper proposed another scheme, describing three phases of Cubism in his book, The Cubist Epoch. According to Cooper there was "Early Cubism", (from 1906 to 1908) when the movement was initially developed in the studios of Picasso and Braque; the second phase being called "High Cubism", (from 1909 to 1914) during which time Juan Gris emerged as an important exponent (after 1911); and finally Cooper referred to "Late Cubism" (from 1914 to 1921) as the last phase of Cubism as a radical avant-garde movement. Douglas Cooper's restrictive use of these terms to distinguish the work of Braque, Picasso, Gris (from 1911) and Léger (to a lesser extent) implied an intentional value judgement.
Example Output:  What was the last phase of Cubism known as?

Example Input: Passage: He worked in street construction for a short amount of time, but was unable to cope with the heavy labour. Continuing to attend university as a guest student, he started an apprenticeship as cabinetmaker, which he completed as a journeyman. He was dreaming at that time of starting a daycare facility for children, for which he assumed the ability to make furniture might be useful. After that he did voluntary service in one of psychoanalyst Alfred Adler's clinics for children. In 1922, he did his matura by way of a second chance education and finally joined the University as an ordinary student. He completed his examination as an elementary teacher in 1924 and started working at an after-school care club for socially endangered children. In 1925, he went to the newly founded Pädagogisches Institut and continued studying philosophy and psychology. Around that time he started courting Josefine Anna Henninger, who later became his wife.
Example Output: What was easy for Popper to cope with?

Example Input: Passage: Traveling south on Interstate 5, the main gap to continued urbanization is Camp Pendleton. The cities and communities along Interstate 15 and Interstate 215 are so inter-related that Temecula and Murrieta have as much connection with the San Diego metropolitan area as they do with the Inland Empire. To the east, the United States Census Bureau considers the San Bernardino and Riverside County areas, Riverside-San Bernardino area as a separate metropolitan area from Los Angeles County. While many commute to L.A. and Orange Counties, there are some differences in development, as most of San Bernardino and Riverside Counties (the non-desert portions) were developed in the 1980s and 1990s. Newly developed exurbs formed in the Antelope Valley north of Los Angeles, the Victor Valley and the Coachella Valley with the Imperial Valley. Also, population growth was high in the Bakersfield-Kern County, Santa Maria and San Luis Obispo areas.
Example Output:
What was developed in 1980?