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: Newton's Second Law asserts the direct proportionality of acceleration to force and the inverse proportionality of acceleration to mass. Accelerations can be defined through kinematic measurements. However, while kinematics are well-described through reference frame analysis in advanced physics, there are still deep questions that remain as to what is the proper definition of mass. General relativity offers an equivalence between space-time and mass, but lacking a coherent theory of quantum gravity, it is unclear as to how or whether this connection is relevant on microscales. With some justification, Newton's second law can be taken as a quantitative definition of mass by writing the law as an equality; the relative units of force and mass then are fixed.
Example Output: Newton's Third Law asserts the direct proportionality of acceleration to what?

Example Input: Passage: Some opponents further claim that affirmative action has undesirable side-effects and that it fails to achieve its goals. They argue that it hinders reconciliation, replaces old wrongs with new wrongs, undermines the achievements of minorities, and encourages groups to identify themselves as disadvantaged, even if they are not. It may increase racial tension and benefit the more privileged people within minority groups at the expense of the disenfranchised within better-off groups (such as lower-class whites and Asians).There has recently been a strong push among American states to ban racial or gender preferences in university admissions, in reaction to the controversial and unprecedented decision in Grutter v. Bollinger. In 2006, nearly 60% of Michigan voters decided to ban affirmative action in university admissions. Michigan joined California, Florida, Texas, and Washington in banning the use of race or sex in admissions considerations. Some opponents believe, among other things, that affirmative action devalues the accomplishments of people who belong to a group it's supposed to help, therefore making affirmative action counter-productive. Furthermore, opponents of affirmative action claim that these policies dehumanize individuals and applicants to jobs or school are judged as members of a group without consideration for the individual person.
Example Output: Other than failing to achieve its goal, what else do people who agree with affirmative action claim it has?

Example Input: Passage: One question that is crucial in cognitive neuroscience is how information and mental experiences are coded and represented in the brain. Scientists have gained much knowledge about the neuronal codes from the studies of plasticity, but most of such research has been focused on simple learning in simple neuronal circuits; it is considerably less clear about the neuronal changes involved in more complex examples of memory, particularly declarative memory that requires the storage of facts and events (Byrne 2007). Convergence-divergence zones might be the neural networks where memories are stored and retrieved.
Example Output:
Have researchers learned anything studying elasticity?