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 need to come up with a question about the story that requires an understanding of the relationship described in the background paragraph. The generated question should not be answerable without both the background and story. Write a question about the story that requires a relationship in the background paragraph to answer. Check whether your question requires both the background paragraph and the story to answer. If your question can be answered by only one of these, try to rewrite your question so that it requires both. Note that "flipping" a word in the question can give rise to a new question where the answer will be different from the original question. Often, "flipping" a word gives rise to flipping the direction of the relationship, for example, from "increase" to "decrease."

Q: Background Paragraph: Individuals living in large groups may be safer from attack because the predator may be confused by the large group size. As the group moves, the predator has greater difficulty targeting an individual prey animal. The zebra has been suggested by the zoologist Martin Stevens and his colleagues as an example of this. When stationary, a single zebra stands out because of its large size. To reduce the risk of attack, zebras often travel in herds. The striped patterns of all the zebras in the herd may confuse the predator, making it harder for the predator to focus in on an individual zebra. Furthermore, when moving rapidly, the zebra stripes create a confusing, flickering motion dazzle effect in the eye of the predator. 
Story: Two packs of lions were hunting large herbivores.  The Simba pack was ambushing wounded individual prey animals, while the Mobutu pack followed large groups of zebras and other grazers.

A: Which pack had less difficulty targeting prey animals?
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Q: Background Paragraph: One reason radiation is dangerous is that it can’t be detected with the senses. You normally can’t see it, smell it, hear it, or feel it. Fortunately, there are devices such as Geiger counters that can detect radiation. A Geiger counter, like the one in Figure below , has a tube that contains atoms of a gas. If radiation enters the tube, it turns gas atoms to ions that carry electric current. The current causes the Geiger counter to click. The faster the clicks occur, the higher the level of radiation. You can see a video about the Geiger counter and how it was invented at the URL below. 
Story: Robert and Thomas are visiting an abandoned amusement park in Russia that is rumored to emit radiation due to the materials used in the rides.  Robert visits the Ferris wheel and his Geiger counter clicks slowly. Thomas visits the merry go round and his Geiger counter begins to click rapidly.

A: Which person is in an area with higher levels of radiation?
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Q: Background Paragraph: An electric generator is a device that changes kinetic energy to electrical energy through electromagnetic induction. A simple diagram of an electric generator is shown in Figure below . In a generator, some form of energy is applied to turn a shaft. This causes a coil of wire to rotate between opposite poles of a magnet. Because the coil is rotating in a magnetic field, electric current is generated in the wire. If the diagram in Figure below looks familiar to you, that’s because a generator is an electric motor in reverse. Look back at the electric motor in Figure above . If you were to mechanically turn the shaft of the motor (instead of using electromagnetism to turn it), the motor would generate electricity just like an electric generator. You can learn how to make a very simple electric generator by watching the video at the URL below. Making your own generator will help you understand how a generator works. 
Story: In Chicago, the The Energy Conservation society has a neat system outside of their building. They have a bunch of machines you can sit in to watch slide shows. The way you power these machines is applying force to a turn shaft in them. The amount of energy used to power the slide shows is also less than the energy produced as well and gets stored.

A:
Will increasing the amount of kinetic energy used to power the slide show machines increase or decrease the electrical energy generated?
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