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.

Ex Input:
Passage: In UTF-32 and UCS-4, one 32-bit code value serves as a fairly direct representation of any character's code point (although the endianness, which varies across different platforms, affects how the code value manifests as an octet sequence). In the other encodings, each code point may be represented by a variable number of code values. UTF-32 is widely used as an internal representation of text in programs (as opposed to stored or transmitted text), since every Unix operating system that uses the gcc compilers to generate software uses it as the standard "wide character" encoding. Some programming languages, such as Seed7, use UTF-32 as internal representation for strings and characters. Recent versions of the Python programming language (beginning with 2.2) may also be configured to use UTF-32 as the representation for Unicode strings, effectively disseminating such encoding in high-level coded software.

Ex Output:
What does not vary across platforms?


Ex Input:
Passage: Today, the system of Arabic and Islamic education has grown and further integrated with Kerala government administration. In 2005, an estimated 6,000 Muslim Arabic teachers taught in Kerala government schools, with over 500,000 Muslim students. State-appointed committees, not private mosques or religious scholars outside the government, determine the curriculum and accreditation of new schools and colleges. Primary education in Arabic and Islamic studies is available to Kerala Muslims almost entirely in after-school madrasa programs - sharply unlike full-time madaris common in north India, which may replace formal schooling. Arabic colleges (over eleven of which exist within the state-run University of Calicut and the Kannur University) provide B.A. and Masters' level degrees. At all levels, instruction is co-educational, with many women instructors and professors. Islamic education boards are independently run by the following organizations, accredited by the Kerala state government: Samastha Kerala Islamic Education Board, Kerala Nadvathul Mujahideen, Jamaat-e-Islami Hind, and Jamiat Ulema-e-Hind.

Ex Output:
 How many non-Muslim students are there in Kerala?


Ex Input:
Passage: The evolutionary strategy used by cicadas of the genus Magicicada make use of prime numbers. These insects spend most of their lives as grubs underground. They only pupate and then emerge from their burrows after 7, 13 or 17 years, at which point they fly about, breed, and then die after a few weeks at most. The logic for this is believed to be that the prime number intervals between emergences make it very difficult for predators to evolve that could specialize as predators on Magicicadas. If Magicicadas appeared at a non-prime number intervals, say every 12 years, then predators appearing every 2, 3, 4, 6, or 12 years would be sure to meet them. Over a 200-year period, average predator populations during hypothetical outbreaks of 14- and 15-year cicadas would be up to 2% higher than during outbreaks of 13- and 17-year cicadas. Though small, this advantage appears to have been enough to drive natural selection in favour of a prime-numbered life-cycle for these insects.

Ex Output:

What type of insect employs the use of Magicicadas in its evolutionary strategy?