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.

Background Paragraph: Chemical equilibrium was studied by French chemist Henri Le Châtelier (1850-1936), and his description of how a system at equilibrium responds to a change in conditions has become known as Le Châtelier’s principle . This principle states that when a chemical system is at equilibrium and is disturbed by a stress, the system will respond by attempting to counteract that stress until a new equilibrium is established. Stresses to a chemical system include changes in the concentrations of reactants or products, changes in the temperature of the system, or changes in the pressure of the system. We will discuss each of these stresses separately. In each case, the change to the equilibrium position will cause either the forward or reverse reaction to be favored over the opposite process. When the forward reaction is favored, the concentrations of the products increase, and the concentrations of the reactants decrease. When the reverse reaction is favored, the concentrations of the products decrease, and the concentrations of the reactants increase. 
Story: John was trying to reenact Le Chatelier's principle. To that end, he conducted four tests, test A, test B, test C, and test D. In test A, he didn't input any stress to a chemical system in equilibrium. But In test B, he put some stress to the same system. In test C, he observed a forward reaction, but in test D, he observed a reverse reaction. 
Question: Would test D see higher or lower concentration of the reactants than test C?
higher.

Background Paragraph: Hepatitis B is a contagious virus that affects the liver, infection can last from a few weeks to a serious lifelong illness. Two different types of infection exist for this disease, "acute" and "chronic." Acute Hepatitis B is a short term illness that occurs within 6 months of exposure, Chronic Hepatitis B is long term and happens when the virus remains in the body. The younger the child is, the greater their chance of developing a chronic infection and this risk goes down as the child gets older. Approximately 90% of infected infants will develop a chronic infection.[3]. 
Story: A 2nd grade classroom photo was held today. They all gathered by age. Foster was the oldest. Olin was the 2nd oldest. Yong was the 3rd oldest. Brenton was the 4th oldest. Carol was the 5th oldest. Dewitt was the 6th oldest. The last one was Jamaal, who was the youngest. They all looked terrific that day. 
Question: Who has a greater chance of developing a chronic infection: Foster or Dewitt?
Dewitt.

Background Paragraph: Magnetism is the ability of a material to be attracted by a magnet and to act as a magnet. Magnetism is due to the movement of electrons within atoms of matter. When electrons spin around the nucleus of an atom, it causes the atom to become a tiny magnet, with north and south poles and a magnetic field. In most materials, the north and south poles of atoms point in all different directions, so overall the material is not magnetic. Examples of nonmagnetic materials include wood, glass, plastic, paper, copper, and aluminum. These materials are not attracted to magnets and cannot become magnets. 
Story: Rob got a compass as a present for his birthday. The magnet in the compass made him very interested in how magnets work. To understand magnets better he categorized objects in two groups, group A and group B. In group A all objects were magnetic, but in group B none of the objects was magnetic. 
Question: Which group might act as a magnet, group A or group B?

group A.