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: Collision theory tells us that molecules need to collide in order for a reaction to take place. All else being equal, anything that increases the frequency of collisions would also increase the rate of reaction. One way to do this is to increase the concentrations of one or more of the reactants. Using a real world example, a busy freeway will experience much more frequent car collisions than a fairly empty neighborhood street. Similarly, forcing more randomly moving molecules into the same amount of space will cause an increased number of collisions over a given length of time, providing the reactants with more opportunities to transform into products. 
Story: John is a chemical engineer with a pharmaceutical company. He is trying to develop a drug that can be absorbed by the system in different rates. To that end, he conducted two experiments. In one case, he used lower concentrations of reactants, he called it case A. Then he used the same reactants in a higher concentration. He called it case B. 
Question: In case case B, would the frequency of collisions be higher or lower than in case A?
answer:
higher.


question:
Background Paragraph: Surface temperature differences in turn cause pressure differences. A hot surface warms the air above it causing it to expand and lower the density and the resulting surface air pressure. The resulting horizontal pressure gradient moves the air from higher to lower pressure regions, creating a wind, and the Earth's rotation then causes deflection of this air flow due to the Coriolis effect. The simple systems thus formed can then display emergent behaviour to produce more complex systems and thus other weather phenomena.  Large scale examples include the Hadley cell while a smaller scale example would be coastal breezes. 
Story: Mark was visiting southern Africa as an exchange student. He was amazed by the beauty of Namib Desert, which is located mostly in Namibia. He kind of enjoyed the hot surface of the desert. Next to Namib desert is the grasslands of  Botswana. He noticed that the surface temperature was much lower there. 
Question: Which place would have lower surface air pressure, Namibia or Botswana?
answer:
Namibia.


question:
Background Paragraph: When peer feedback is established it allows students to interact with their peers and creates high social skills while learning material more effectively. Interaction with other students allows students to have better social approaches when interacting. Learning by peer feedback gives students more of an opportunity to work as a unit instead of individuals working alone. Working in groups gives students more useful life skill that well help prepare them for the future. Peer feedback gives more control to the student, the student can decide if they want to use the criticism their peers are giving them or not. When given options more students are more likely to give and absorb more feedback. Peer feedback has confirmed an increase in affect; students that have increasing responsibilities have more drive towards their work and a spike in confidence.[6] Furthermore, Kristanto (2018) found that peer feedback is an essential element of peer assessment. In peer assessment, feedback from peers can provide suggestions or correction for students' future works as companion of the received grade.[7]. 
Story: Two college groups did a one year experiment on each other. One group called Group Alpha spend more time and worked together. Group Beta let it's members study on their own and be less dependent on the group. Group Alpha had better results. 
Question: Which group experienced more drive towards their work?
answer:

Alpha.