instruction:
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.
question:
Passage: To be considered 'enriched', the uranium-235 fraction should be between 3% and 5%. This process produces huge quantities of uranium that is depleted of uranium-235 and with a correspondingly increased fraction of uranium-238, called depleted uranium or 'DU'. To be considered 'depleted', the uranium-235 isotope concentration should be no more than 0.3%. The price of uranium has risen since 2001, so enrichment tailings containing more than 0.35% uranium-235 are being considered for re-enrichment, driving the price of depleted uranium hexafluoride above $130 per kilogram in July 2007 from $5 in 2001.
answer:
Between what percent fraction range of uranium-235 is uranium regarded as unenriched?


question:
Passage: Both private individuals and large production companies have used YouTube to grow audiences. Independent content creators have built grassroots followings numbering in the thousands at very little cost or effort, while mass retail and radio promotion proved problematic. Concurrently, old media celebrities moved into the website at the invitation of a YouTube management that witnessed early content creators accruing substantial followings, and perceived audience sizes potentially larger than that attainable by television. While YouTube's revenue-sharing "Partner Program" made it possible to earn a substantial living as a video producer—its top five hundred partners each earning more than $100,000 annually and its ten highest-earning channels grossing from $2.5 million to $12 million—in 2012 CMU business editor characterized YouTube as "a free-to-use... promotional platform for the music labels". In 2013 Forbes' Katheryn Thayer asserted that digital-era artists' work must not only be of high quality, but must elicit reactions on the YouTube platform and social media. In 2013, videos of the 2.5% of artists categorized as "mega", "mainstream" and "mid-sized" received 90.3% of the relevant views on YouTube and Vevo. By early 2013 Billboard had announced that it was factoring YouTube streaming data into calculation of the Billboard Hot 100 and related genre charts.
answer:
How did a 2012 MCU business editor characterize YouTube?


question:
Passage: Comprehensive schools are primarily about providing an entitlement curriculum to all children, without selection whether due to financial considerations or attainment. A consequence of that is a wider ranging curriculum, including practical subjects such as design and technology and vocational learning, which were less common or non-existent in grammar schools. Providing post-16 education cost-effectively becomes more challenging for smaller comprehensive schools, because of the number of courses needed to cover a broader curriculum with comparatively fewer students. This is why schools have tended to get larger and also why many local authorities have organised secondary education into 11–16 schools, with the post-16 provision provided by Sixth Form colleges and Further Education Colleges. Comprehensive schools do not select their intake on the basis of academic achievement or aptitude, but there are demographic reasons why the attainment profiles of different schools vary considerably. In addition, government initiatives such as the City Technology Colleges and Specialist schools programmes have made the comprehensive ideal less certain.
answer:

What are some areas of learning in comprehensive schools that were found often in grammar schools?