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 need to come up with a question about the story that requires an understanding of the relationship described in the background paragraph. The generated question should not be answerable without both the background and story. Write a question about the story that requires a relationship in the background paragraph to answer. Check whether your question requires both the background paragraph and the story to answer. If your question can be answered by only one of these, try to rewrite your question so that it requires both. Note that "flipping" a word in the question can give rise to a new question where the answer will be different from the original question. Often, "flipping" a word gives rise to flipping the direction of the relationship, for example, from "increase" to "decrease."

Example Input: Background Paragraph: Regions on the Earth's surface (or in its atmosphere) that are high above mean sea level are referred to as high altitude. High altitude is sometimes defined to begin at 2,400 meters (8,000 ft) above sea level.[5][6][7]

At high altitude, atmospheric pressure is lower than that at sea level. This is due to two competing physical effects: gravity, which causes the air to be as close as possible to the ground; and the heat content of the air, which causes the molecules to bounce off each other and expand.[8]. 
Story: There was a competition for who can get their purple drone the highest into the air. Team A got it 2,511 ft. Team B got it 3,511 ft. Team C go it 4,511 ft. Team D got it 5,511 ft. Team E got it 10,511 ft. Team F got it 13,511 ft. Team G got it 14,511 ft. Team G won the contest and got a gold trophy as the prize.
Example Output: What team got their drone into high altitude: Team A or Team F?

Example Input: Background Paragraph: There are a variety of metrics commonly used to measure storm size. The most common metrics include the radius of maximum wind, the radius of 34-knot wind (i.e. gale force), the radius of outermost closed isobar (ROCI), and the radius of vanishing wind. An additional metric is the radius at which the cyclone's relative vorticity field decreases to 1×10−5 s−1.On Earth, tropical cyclones span a large range of sizes, from 100–2,000 kilometres (62–1,243 mi) as measured by the radius of vanishing wind. They are largest on average in the northwest Pacific Ocean basin and smallest in the northeastern Pacific Ocean basin. If the radius of outermost closed isobar is less than two degrees of latitude (222 km (138 mi)), then the cyclone is "very small" or a "midget". A radius of 3–6 latitude degrees (333–670 km (207–416 mi)) is considered "average sized". "Very large" tropical cyclones have a radius of greater than 8 degrees (888 km (552 mi)). Observations indicate that size is only weakly correlated to variables such as storm intensity (i.e. maximum wind speed), radius of maximum wind, latitude, and maximum potential intensity.Size plays an important role in modulating damage caused by a storm. All else equal, a larger storm will impact a larger area for a longer period of time. Additionally, a larger near-surface wind field can generate higher storm surge due to the combination of longer wind fetch, longer duration, and enhanced wave setup.The upper circulation of strong hurricanes extends into the tropopause of the atmosphere, which at low latitudes is 15,000–18,000 metres (50,000–60,000 ft). 
Story: A storm is brewing in the northeastern Pacific basin. This storm has resulted in a cyclone. The radius of outermost closed isobar is measured to be 1.5 degrees of latitude.
Example Output: Given the cyclone increases in size will the measurement of its outermost isobar have increased or decreased?

Example Input: Background Paragraph: Protozoa generally feed by engulfing and digesting other organisms. As consumers, they have various roles in food chains and webs. Some are predators. They prey upon other single-celled organisms, such as bacteria. In fact, protozoa predators keep many bacterial populations in check. Other protozoa are herbivores. They graze on algae. Still others are decomposers. They consume dead organic matter. There are also parasitic protozoa that live in or on living hosts. For example, the protozoan that causes malaria lives inside a human host. For their part, protozoa are important food sources for many larger organisms, including insects and worms. 
Story: Two groups of students learned about protozoa for a school project. Group P studied more about predatory protozoa, while group G studied about grazing and parasitic protozoa, plus portozoa as food sources.
Example Output:
Which group learned less about protozoa being food sources for insects?