You are given a background paragraph that describes one or more causal or qualitative relationships such as a relationship in economics or a scientific law and a story that makes use of the concepts or the relationship described in the provided paragraph. You need to come up with a question about the story that requires an understanding of the relationship described in the background paragraph. The generated question should not be answerable without both the background and story. Write a question about the story that requires a relationship in the background paragraph to answer. Check whether your question requires both the background paragraph and the story to answer. If your question can be answered by only one of these, try to rewrite your question so that it requires both. Note that "flipping" a word in the question can give rise to a new question where the answer will be different from the original question. Often, "flipping" a word gives rise to flipping the direction of the relationship, for example, from "increase" to "decrease."

Background Paragraph: Since AM fungi are biotrophic, they are dependent on plants for the growth of their hyphal networks. Growing a cover crop extends the time for AM growth into the autumn, winter, and spring. Promotion of hyphal growth creates a more extensive hyphal network. The mycorrhizal colonization increase found in cover crops systems may be largely attributed to an increase in the extraradical hyphal network that can colonize the roots of the new crop (Boswell et al. 1998). The extraradical mycelia are able to survive the winter, providing rapid spring colonization and early season symbiosis (McGonigle and Miller 1999). This early symbiosis allows plants to tap into the well-established hyphal network and be supplied with adequate phosphorus nutrition during early growth, which greatly improves the crop yield. 
Story: Bubba and Dean are two farmers which realized the benefits of having AM fungi in their soil. Dean, however, took active steps in helping the growth of AM fungi so he grew cover crops on his lands.
Which farmer didn't extend AM fungi growth into the autumn?

Background Paragraph: Enzymes increase the rate of chemical reactions by reducing the amount of activation energy needed for reactants to start reacting. One way this can happen is modeled in the Figure below . Enzymes aren’t changed or used up in the reactions they catalyze, so they can be used to speed up the same reaction over and over again. Each enzyme is highly specific for the particular reaction is catalyzes, so enzymes are very effective. A reaction that would take many years to occur without its enzyme might occur in a split second with the enzyme. Enzymes are also very efficient, so waste products rarely form. 
Story: Two scientists, Cathy and Mark, are working on a  new project. They want to make a new polymer using two chemicals. Mark mixes the two chemicals together on the first day and after a week of waiting he has managed to create a new polymer. While he is happy about the result he feels a week is way to long. Cathy has an idea. She decides to try adding an enzyme to the chemical mixture, The mixture only takes seconds to form the new polymer and the enzyme she used is in tact floating on top of the now completed polymer. She decides to test even further and uses the left over enzyme on another batch of chemicals. The reaction occurs in seconds again and the same amount of enzyme is left floating on top of the polymer for her to use again in the next batch.
Will using the enzyme in the chemical mixture increase or decrease the speed of the reaction?

Background Paragraph: Further heating then adds energy to the liquid particles, increasing their speed, kinetic energy, and temperature. This is the second slope on the curve. Once the particles are energetic enough to completely break free of each other, they start to enter the gas phase. Boiling occurs at the second plateau of this curve, and the temperature at this point is referred to as the boiling point . Again, the added heat is being used to break up the interactions between particles instead of increasing their kinetic energy, so no temperature increase is observed until all particles are in the gas phase. Finally, adding even more energy will further speed up the gas particles, increasing the kinetic energy and temperature of the substance. 
Story: Will is doing some testing with heat. He freezes some water in a cup then takes the ice cube and puts it into a pot. He places a thermometer on the ice cube and takes readings. To his surprise, the temperature on the thermometer is stable the entire time it's on the ice cube, Then the ice cube completely melts.

Will increasing the temperature cause the kinetic energy of the particles to increase or decrease?