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.
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Question: Background Paragraph: Regions on the Earth's surface (or in its atmosphere) that are high above mean sea level are referred to as high altitude. High altitude is sometimes defined to begin at 2,400 meters (8,000 ft) above sea level.[5][6][7]

At high altitude, atmospheric pressure is lower than that at sea level. This is due to two competing physical effects: gravity, which causes the air to be as close as possible to the ground; and the heat content of the air, which causes the molecules to bounce off each other and expand.[8]. 
Story: There was a competition for who can get their red drone the highest into the air. Team A got it 2,501 ft. Team B got it 3,501 ft. Team C go it 4,501 ft. Team D got it 5,501 ft. Team E got it 10,501 ft. Team F got it 13,501 ft. Team G got it 14,501 ft. Team G won the contest and got a gold trophy as the prize. 
Question: What team got their drone into high altitude: Team D or Team E?

Answer: Team E.


Question: Background Paragraph: One interesting thing that has been found in plants that are consistently exposed to drought, is their ability to form a sort of "memory". In a study by Tombesi et al., they found plants who had previously been exposed to drought were able to come up with a sort of strategy to minimize water loss and decrease water use. They found that plants who were exposed to drought conditions actually changed they way the regulated their stomates and what they called "hydraulic safety margin" so as to decrease the venerability of the plant. By changing the regulation of stomata and subsequently the transpiration, plants were able to function better in situations where the availability of water decreased. 
Story: Drought is major concern in the Midwest. To confront the problem scientists are trying to develop drought-resistant crops. To that end, they took a plant that was not exposed to drought. They labeled it as plant A. Then they took a similar plant, and repeatedly exposed it to drought. They labeled it as plant B. They wanted to find out what makes a plant drought-resistant. 
Question: Which plant would function worse with less water, plant A or plant B?

Answer: plant A.


Question: Background Paragraph: A catalyst works by providing a lower energy pathway from reactants to products. The use of a catalyst involves intermediate reactions which have lower activation complexes than the original reaction. On a simplified reaction energy diagram, this can be thought of as lowering the activation energy for a given transformation. If the activation energy of a reaction is decreased, more collisions will have enough energy to overcome this lower barrier, so the reactant-to-product transformation will occur more frequently. As a result, the overall reaction rate will be higher than for an identical reaction with a larger activation energy barrier. 
Story: A chemist is working in the lab with two beakers, beaker R and beaker T, filled with identical solutions. In her experiment, she is going to pour one liquid into beaker R and the same amount of a different liquid into beaker T. After pouring the liquid into beaker R, there is no noticeable change. Pouring the liquid into beaker T, she observes a change in the liquid. 
Question: Which beaker did not have a reactant poured into it?

Answer:
beaker R.