TASK DEFINITION: Given a question and a context passage, generate the answer having the word or phrase from the context passage. Here, the answer should be a shortest continous span from the passage.
PROBLEM: Context: Week 10 featured the top-ranked defenses (by yardage against) in each conference, as the Lions hosted the Dolphins. Detroit got off to a quick start. Matt Prater kicked a 26-yard field goal on the opening drive of the game. Later in the first quarter, Calvin Johnson, playing in his first game since Week 5, caught a 49-yard TD pass from Matthew Stafford for a 10-0 lead. Miami managed a 23-yard Caleb Sturgis field goal before halftime, making the score 10-3. The Dolphins took the lead in the third, starting with a 50-yard Stugis field goal. Next, Earl Mitchell blocked Prater's 42-yard field goal attempt, and Dion Jordan returned the ball to the Lions 3-yard line. On the next play, Ryan Tannehill connected with Mike Wallace for the touchdown, putting Miami ahead, 13-10. Prater made good on a 50-yard field goal early in the fourth quarter to knot the score at 13-13, but Sturgis' 20-yarder put Miami back on top by 3. As in the previous two games, the Lions had to rally on their final drive to win the game. Starting at their own 26 with 3:13 left in the game, the drive culminated with Stafford's 11-yard touchdown pass to Theo Riddick, putting the Lions ahead for good, 20-16. This was the third straight game in which the Lions trailed at the two-minute warning, then went ahead on their final drive. It was the second time in a month that Miami had lost a game in the final seconds, following a Week 7 loss to Green Bay in which the final touchdown was scored with 3 seconds remaining. According to STATS Inc., this is the first time Detroit has started a season 7-2 since 1993. 
 Question: Which player threw the last touchdown pass of the game?

SOLUTION: matthew stafford

PROBLEM: Context: The circumsporozoite protein (CS protein) on the malaria parasites in mosquitoes plays an important role in sporogony in mosquitoes. The RTS,S/AS01 malaria vaccine candidate, which has shown significant efficacy against clinical malaria in a large Phase 3 trial, targets the Plasmodium falciparum CS protein, but the ability of serum from vaccinated individuals to inhibit sporogony in mosquitoes has not been evaluated. Previously a double-blind, randomized trial of RTS,S/AS01 vaccine, as compared with rabies vaccine, in five- to 17-month old children in Tanzania was conducted. In this study, polyclonal human antibodies were purified from the pools of sera taken one month after the third vaccination. IgGs were purified from four pools of sera from 25 RTS,S/AS01 vaccinated children each, and two pools of sera from 25 children vaccinated with rabies vaccine each. The ability of antibodies to inhibit P. falciparum oocyst formation and/or sporogony in the mosquito host was evaluated by a standard membrane-feeding assay. The test antibodies were fed on day 0 (at the same time as the gametocyte feed), or on days 3 or 6 (serial-feed experiments). The oocyst and sporozoite counts were performed on days 8 and 16, respectively. In addition, two human anti-CS monoclonal antibodies (mAb) and a control mAb were also evaluated. Polyclonal anti-CS IgG preparations from RTS,S-vaccinated children tested at concentrations of 149-210 ELISA units (EU)/ml did not show significant inhibition in oocyst and sporozoite formation when the antibodies were fed with gametocytes at the same time, or later (serial-feed experiments). Similarly, anti-CS mAbs tested at 6,421 or 7,122 EU/ml did not show reduction in oocyst and sporozoite formation. This study does not support the concept that anti-CS antibodies induced by the RTS,S/AS01 vaccines in humans noticeably reduce malaria transmission by blocking P. falciparum sporozoite development or salivary gland invasion in mosquitoes when taken up during feeding. 
 Question: RTS S AS01 vaccine was developed to prevent which disease?

SOLUTION: malaria

PROBLEM: Context: Metals are elements that are good conductors of electricity. They are the largest of the three classes of elements. In fact, most elements are metals. Look back at the modern periodic table (Figure 6.3) in this chapters lesson "How Elements Are Organized." Find the metals in the table. They are all the elements that are color-coded blue. Examples include sodium (Na), silver (Ag), and zinc (Zn). Metals have relatively high melting points, so almost all are solids at room temperature. The only exception is mercury (Hg), which is a liquid. Most metals are also good conductors of heat. Thats why they are used for cooking pots and stovetops. Metals have other characteristic properties as well. Most are shiny, ductile, and malleable. These properties are illustrated in Figure 6.5. You can dig deeper into the properties of metals at this URL: Nonmetals are elements that do not conduct electricity. They are the second largest class of elements. Find the nonmetals in Figure 6.3. They are all the elements on the right side of the table that are color-coded green. Examples of nonmetals include helium (He), carbon (C), and oxygen (O). Nonmetals generally have properties that are the opposite of those of metals. They also tend to vary more in their properties than metals do. For example, nonmetals have relatively low boiling points, so many of them are gases at room temperature. But several nonmetals are solids, including carbon and phosphorus (P). One nonmetal, bromine (Br), is a liquid at room temperature. Generally, nonmetals are also poor conductors of heat. In fact, they may be used for insulation. For example, the down filling in a down jacket is mostly air, which consists mainly of nitrogen (N) and oxygen (O). These nonmetal gases are poor conductors of heat, so they keep body heat in and cold air out. Solid nonmetals are dull rather than shiny. They are also brittle rather than ductile or malleable. You can see examples of solid nonmetals in Figure 6.6. You can learn more about specific nonmetals with the interactive table at this URL: [Link] Metalloids are elements that fall between metals and nonmetals in the periodic table. Just seven elements are metalloids, so they are the smallest class of elements. In Figure 6.3, they are color-coded orange. Examples of metalloids include boron (B), silicon (Si), and germanium (Ge). Metalloids have some properties of metals and some properties of nonmetals. For example, many metalloids can conduct electricity but only at certain temperatures. These metalloids are called semiconductors. Silicon is an example. It is used in computer chips. It is also the most common metalloid on Earth. It is shiny like a metal but brittle like a nonmetal. You see a sample of silicon in Figure 6.7. The figure also shows other examples of metalloids. You can learn more about the properties of metalloids at this URL: [Link] From left to right across the periodic table, each element has one more proton than the element to its left. Because atoms are always electrically neutral, for each added proton, one electron is also added. Electrons are added first to the lowest energy level possible until that level is full. Only then are electrons added to the next higher energy level. The increase in electrons across the periodic table explains why elements go from metals to metalloids and then to nonmetals from left to right across the table. Look at period 2 in Figure 6.8 as an example. Lithium (Li) is a metal, boron (B) a metalloid, and fluorine (F) and neon (Ne) are nonmetals. The inner energy level is full for all four elements. This level has just one orbital and can hold a maximum of two electrons. The outer energy level is a different story. This level has four orbitals and can hold a maximum of eight electrons. Lithium has just one electron in this level, boron has three, fluorine has seven, and neon has eight. The 
 Question: only nonmetal that is a liquid at room temperature

SOLUTION:
bromine