instruction:
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 are also given a question about the story that requires an understanding of the relationship described in the background paragraph and the story. You need to come up with an answer to the given question; the answer will be a span from either the question or the story. In order to correctly answer the given question, you need to understand the relationship mentioned in the background paragraph and should be able to use it to understand that in the story. Your answer can not consist of any word that is not mentioned in any of these: the background paragraph, the story, or the question. You can directly copy and paste a span from the story or the question while answering the given question.
question:
Background Paragraph: Alpine climate is the average weather (climate) for the alpine tundra. The climate becomes colder at high elevations—this characteristic is described by the lapse rate of air: air tends to get colder as it rises, since it expands. The dry adiabatic lapse rate is 10 °C per km (5.5 °F per 1000 ft) of elevation or altitude. Therefore, moving up 100 metres (330 ft) on a mountain is roughly equivalent to moving 80 kilometers (45 miles or 0.75° of latitude) towards the pole. This relationship is only approximate, however, since local factors such as proximity to oceans can drastically modify the climate. 
Story: Two meteorologists study Earth's climate. Jerry studies alpine climate, while James studies tropical climates. They both made great progress. 
Question: Which person learned more about the lapse rate of air?
answer:
Jerry.


question:
Background Paragraph: There is growing concern regarding the use of pesticides in agriculture. Therefore, many of the current commercial applications of modern biotechnology in agriculture are focused on reducing the dependence of farmers on these chemicals. For example, Bacillus thuringiensis (Bt) is a soil bacterium that produces a protein that can act as an insecticide, known as the Bt toxin . But it is a naturally occurring protein, not a foreign chemical. Could this protein be used in crops instead of pesticides? Traditionally, an insecticidal spray has been produced from these bacteria. As a spray, the Bt toxin is in an inactive state and requires digestion by an insect to become active and have any effect. Crop plants have now been engineered to contain and express the genes for the Bt toxin, which they produce in its active form. When an insect ingests the transgenic crop, it stops feeding and soon thereafter dies as a result of the Bt toxin binding to its gut wall. Bt corn is now commercially available in a number of countries to control corn borer (an insect like a moth or butterfly), which is otherwise controlled by insecticidal spraying. 
Story: Environmental scientists are trying to find a solution to reducing the harmful effects of chemicals on the environment. To that end, they developed a transgenic crop with the help of Bt toxin - they referred to it as case A. To test the effectiveness of this new crop they also studied Bt toxin spray - they referred to it as case B. They need to figure out which case is safer for the environment. 
Question: In which case the Bt toxin would not bind to the insect's gut wall, case A or case B?
answer:
case B.


question:
Background Paragraph: Most ants are generalist predators, scavengers, and indirect herbivores, but a few have evolved specialised ways of obtaining nutrition. It is believed that many ant species that engage in indirect herbivory rely on specialized symbiosis with their gut microbes to upgrade the nutritional value of the food they collect and allow them to survive in nitrogen poor regions, such as rainforest canopies. Leafcutter ants (Atta and Acromyrmex) feed exclusively on a fungus that grows only within their colonies. They continually collect leaves which are taken to the colony, cut into tiny pieces and placed in fungal gardens. Ergates specialise in related tasks according to their sizes. The largest ants cut stalks, smaller workers chew the leaves and the smallest tend the fungus. Leafcutter ants are sensitive enough to recognise the reaction of the fungus to different plant material, apparently detecting chemical signals from the fungus. If a particular type of leaf is found to be toxic to the fungus, the colony will no longer collect it. The ants feed on structures produced by the fungi called gongylidia. Symbiotic bacteria on the exterior surface of the ants produce antibiotics that kill bacteria introduced into the nest that may harm the fungi. 
Story: Bess and Dee were two entomologists. they were studying ants. Dee liked to learn more about leaf cutter ants, while Bess learned all she could about all other ants. 
Question: Which person read more about ants which feed exclusively on a fungus that grows only within their colonies?
answer:

Dee.