TASK DEFINITION: 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.
PROBLEM: Background Paragraph: Storing large volumes of data – When storing XML to either file or database, the volume of data a system produces can often exceed reasonable limits, with a number of detriments: the access times go up as more data is read, CPU load goes up as XML data takes more power to process, and storage costs go up. By storing XML data in Fast Infoset format, data volume may be reduced by as much as 80 percent. 
Story: Roger had a busy day storing XML. At 4 PM, he stored 22211 Gigabytes to the database. At 5 PM, he stored 33322 Gigabytes to the database. At 6 PM, he stored 44433 Gigabytes to the database. At 7 PM, he got dinner. At 8 PM, he stored 55544 Gigabytes to the database. At 9 PM, he stored 66655 Gigabytes to the database. At 10 PM, he went to sleep to finish storing XML tomorrow. 
Question: What time did access times go up: 6 PM or 7 PM?

SOLUTION: 6 PM.

PROBLEM: Background Paragraph: As a young man, Bohr worked in Rutherford’s lab in England. Because Rutherford’s model was weak on the position of the electrons, Bohr focused on them. He hypothesized that electrons can move around the nucleus only at fixed distances from the nucleus based on the amount of energy they have. He called these fixed distances energy levels, or electron shells. He thought of them as concentric spheres, with the nucleus at the center of each sphere. In other words, the shells consisted of sphere within sphere within sphere. Furthermore, electrons with less energy would be found at lower energy levels, closer to the nucleus. Those with more energy would be found at higher energy levels, farther from the nucleus. Bohr also hypothesized that if an electron absorbed just the right amount of energy, it would jump to the next higher energy level. Conversely, if it lost the same amount of energy, it would jump back to its original energy level. However, an electron could never exist in between two energy levels. These ideas are illustrated in the Figure below . 
Story: Greg was studying Bohr's model. He found it helpful to categorize different scenarios in the model. First, he labeled electron with higher energy as cat A, and electron with lower energy as cat B. Then he labeled electron that gained energy as cat C, and election that lost energy as cat D. 
Question: Which energy level would cat A reside, higher energy level or lower energy level?

SOLUTION: higher energy level.

PROBLEM: Background Paragraph: Something that is elastic can return to its original shape after being stretched or compressed. This property is called elasticity . As you stretch or compress an elastic material like a bungee cord, it resists the change in shape. It exerts a counter force in the opposite direction. This force is called elastic force . The farther the material is stretched or compressed, the greater the elastic force becomes. As soon as the stretching or compressing force is released, elastic force causes the material to spring back to its original shape. You can watch a demonstration of elastic force at this URL:. 
Story: An inventor named Nelly is tinkering around in her home office where she has created two new types of material that could be used in products. The first one she is calling Glubber, and the second she has named Malk. To try to figure out what type of products these new materials may be used for, Nelly is performing various tests. The first test she is doing is securing one end of the material to a table and then pulling on it and letting it go. When she performs this test on some Glubber, the material quickly snaps back toward the table. Performing the same process with some Malk, the material slowly crawls along the floor as it makes its way back to the table. 
Question: In Nelly's experiment, which material exerted more elastic force?

SOLUTION:
Glubber.