This task is about creating an unanswerable question based on a given passage. Construct a question that looks relevant to the given context but is unanswerable. Following are a few suggestions about how to create unanswerable questions:
(i) create questions which require satisfying a constraint that is not mentioned in the passage
(ii) create questions which require information beyond what is provided in the passage in order to answer
(iii) replace an existing entity, number, date mentioned in the passage with other entity, number, date and use it in the question
(iv) create a question which is answerable from the passage and then replace one or two words by their antonyms or insert/remove negation words to make it unanswerable.

[Q]: Passage: Exchanging "+" and "−" in the expression, i.e. permuting the two solutions of the equation can be viewed as a (very simple) group operation. Similar formulae are known for cubic and quartic equations, but do not exist in general for degree 5 and higher. Abstract properties of Galois groups associated with polynomials (in particular their solvability) give a criterion for polynomials that have all their solutions expressible by radicals, i.e. solutions expressible using solely addition, multiplication, and roots similar to the formula above.
[A]: What degree must it be lower than to have simple formulas?


[Q]: Passage: On an international level the German DIN 4512 system has been effectively superseded in the 1980s by ISO 6:1974, ISO 2240:1982, and ISO 5800:1979 where the same sensitivity is written in linear and logarithmic form as "ISO 100/21°" (now again with degree symbol). These ISO standards were subsequently adopted by DIN as well. Finally, the latest DIN 4512 revisions were replaced by corresponding ISO standards, DIN 4512-1:1993-05 by DIN ISO 6:1996-02 in September 2000, DIN 4512-4:1985-08 by DIN ISO 2240:1998-06 and DIN 4512-5:1990-11 by DIN ISO 5800:1998-06 both in July 2002.
[A]: What did the German DIN 4512 supersede?


[Q]: Passage: Some theories propose that all individuals benefit from a variety of learning modalities, while others suggest that individuals may have preferred learning styles, learning more easily through visual or kinesthetic experiences. A consequence of the latter theory is that effective teaching should present a variety of teaching methods which cover all three learning modalities so that different students have equal opportunities to learn in a way that is effective for them. Guy Claxton has questioned the extent that learning styles such as Visual, Auditory and Kinesthetic(VAK) are helpful, particularly as they can have a tendency to label children and therefore restrict learning. Recent research has argued "there is no adequate evidence base to justify incorporating learning styles assessments into general educational practice."
[A]:
What do some theories disagree with?