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.

[Q]: Background Paragraph: Mantle melting can come about three ways: (1) when the temperature rises, (2) if the pressure lowers (which lowers the melting point), and (3) if water is added, which lowers the melting point. Two of these (1 and 3) might explain why there are volcanoes at convergent plate boundaries the temperature of the subducting plate increases as it sinks into the hot mantle (1). Sediments lying on top of the subducting plate contain water. As the sediments subduct, the water rises into the overlying mantle material. This lowers the melting temperature of the mantle (3). When the mantle above the subducting plate melts, volcanoes form above it. This leads to volcanoes in an island arc or continental arc. 
Story: Two brothers Syd and Dan went to college. Syd studied plate tectonics and mantle melting. His brother Dan got to study types of soil and pedology. 
Question: Which brother studied more about the influence sediments have on mantle melting?
[A]: Syd.


[Q]: Background Paragraph: Chemists look at the world in two ways, often simultaneously. The two worlds of the chemist are the macroscopic world and the microscopic world. Macroscopic refers to substances and objects that can be seen, touched, and measured directly. Microscopic refers to the small particles that make up all matter. Chemists must observe matter and do experiments macroscopically and then make generalizations and propose explanations that are microscopic in nature. For example, anyone can observe the physical change in appearance that occurs as an iron object such as a tractor that is left out in the elements gradually turns to rust. However, a chemist looks at the rusting tractor and thinks about what is going on with the individual atoms that make up the iron and how they are changing as a result of exposure to oxygen in the air and water from rain. Throughout your study of chemistry, you will often switch back and forth between the macroscopic and microscopic worlds. 
Story: Two cousins went to college to get a B.S. Greg studied Biology, and his younger cousin Dawn decided to study chemistry. They both graduated Summa Cum Laudae. 
Question: Which cousin studied less about the way chemists look at the world?
[A]: Greg.


[Q]: 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: Bob had a busy day storing XML. At 1 PM, he stored 15 Gigabytes to the database. At 2 PM, he stored 25 Gigabytes to the database. At 3 PM, he stored 35 Gigabytes to the database. At 4 PM, he got dinner. At 5 PM, he stored 45 Gigabytes to the database. At 6 PM, he stored 55 Gigabytes to the database. At 7 PM, he went to sleep to finish storing XML tomorrow. 
Question: What hour did access times go up: 6 PM or 7 PM?
[A]:
6 PM.