This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.

Q: Classical India refers to the period when much of the Indian subcontinent was reunited under the Gupta Empire (c. 320–550 CE). This period has been called the Golden Age of India and was marked by extensive achievements in science, technology, engineering, art, dialectic, literature, logic, mathematics, astronomy, religion, and philosophy that crystallized the elements of what is generally known as Hindu culture. The Hindu-Arabic numerals, a positional numeral system, originated in India and was later transmitted to the West through the Arabs. Early Hindu numerals had only nine symbols, until 600 to 800 CE, when a symbol for zero was developed for the numeral system. The peace and prosperity created under leadership of Guptas enabled the pursuit of scientific and artistic endeavors in India.

A: By what is India under the Gupta Empire referered?
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Q: In 1953, the Republican Party's Old Guard presented Eisenhower with a dilemma by insisting he disavow the Yalta Agreements as beyond the constitutional authority of the Executive Branch; however, the death of Joseph Stalin in March 1953 made the matter a practical moot point. At this time Eisenhower gave his Chance for Peace speech in which he attempted, unsuccessfully, to forestall the nuclear arms race with the Soviet Union by suggesting multiple opportunities presented by peaceful uses of nuclear materials. Biographer Stephen Ambrose opined that this was the best speech of Eisenhower's presidency.

A: What agreements did the GOP Old Guard want Eisenhower to abandon?
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Q: Judging relationships based on shared characters requires care, since plants may resemble one another through convergent evolution in which characters have arisen independently. Some euphorbias have leafless, rounded bodies adapted to water conservation similar to those of globular cacti, but characters such as the structure of their flowers make it clear that the two groups are not closely related. The cladistic method takes a systematic approach to characters, distinguishing between those that carry no information about shared evolutionary history – such as those evolved separately in different groups (homoplasies) or those left over from ancestors (plesiomorphies) – and derived characters, which have been passed down from innovations in a shared ancestor (apomorphies). Only derived characters, such as the spine-producing areoles of cacti, provide evidence for descent from a common ancestor. The results of cladistic analyses are expressed as cladograms: tree-like diagrams showing the pattern of evolutionary branching and descent.

A:
Why might two plants be similar but not actually be in the same group?
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