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.

Example Input: Passage: The FBI director is responsible for the day-to-day operations at the FBI. Along with his deputies, the director makes sure cases and operations are handled correctly. The director also is in charge of making sure the leadership in any one of the FBI field offices is manned with qualified agents. Before the Intelligence Reform and Terrorism Prevention Act was passed in the wake of the September 11 attacks, the FBI director would directly brief the President of the United States on any issues that arise from within the FBI. Since then, the director now reports to the Director of National Intelligence (DNI), who in turn reports to the President.
Example Output: Who makes sure CIA field offices are manned with qualified agents?

Example Input: Passage: Poetry, in particular, was a staple of court life. Nobles and ladies-in-waiting were expected to be well versed in the art of writing poetry as a mark of their status. Every occasion could call for the writing of a verse, from the birth of a child to the coronation of an emperor, or even a pretty scene of nature. A well-written poem or haiku could easily make or break one's reputation, and often was a key part of social interaction.Almost as important was the choice of calligraphy, or handwriting, used. The Japanese of this period believed handwriting could reflect the condition of a person's soul: therefore, poor or hasty writing could be considered a sign of poor breeding. Whether the script was Chinese or Japanese, good writing and artistic skill was paramount to social reputation when it came to poetry. Sei Shonagon mentions in her Pillow Book that when a certain courtesan tried to ask her advice about how to write a poem to the empress Sadako, she had to politely rebuke him because his writing was so poor.
Example Output: Who was expected to be able to read poetry?

Example Input: Passage: The mandolin's popularity in the United States was spurred by the success of a group of touring young European musicians known as the Estudiantina Figaro, or in the United States, simply the "Spanish Students." The group landed in the U.S. on January 2, 1880 in New York City, and played in Boston and New York to wildly enthusiastic crowds. Ironically, this ensemble did not play mandolins but rather bandurrias, which are also small, double-strung instruments that resemble the mandolin. The success of the Figaro Spanish Students spawned other groups who imitated their musical style and costumes. An Italian musician, Carlo Curti, hastily started a musical ensemble after seeing the Figaro Spanish Students perform; his group of Italian born Americans called themselves the "Original Spanish Students," counting on the American public to not know the difference between the Spanish bandurrias and Italian mandolins. The imitators' use of mandolins helped to generate enormous public interest in an instrument previously relatively unknown in the United States.
Example Output:
What group in the UK was popular?