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."

Input: Consider Input: Background Paragraph: In the natural world, ants of some species (initially) wander randomly, and upon finding food return to their colony while laying down pheromone trails. If other ants find such a path, they are likely not to keep travelling at random, but instead to follow the trail, returning and reinforcing it if they eventually find food (see Ant communication).

Over time, however, the pheromone trail starts to evaporate, thus reducing its attractive strength. The more time it takes for an ant to travel down the path and back again, the more time the pheromones have to evaporate. A short path, by comparison, gets marched over more frequently, and thus the pheromone density becomes higher on shorter paths than longer ones. Pheromone evaporation also has the advantage of avoiding the convergence to a locally optimal solution. If there were no evaporation at all, the paths chosen by the first ants would tend to be excessively attractive to the following ones. In that case, the exploration of the solution space would be constrained. The influence of pheromone evaporation in real ant systems is unclear, but it is very important in artificial systems.[8]. 
Story: Ricky, an entomologist, is observing an ant colony in his back yard. After some observation, he discovers that all the ants travel down one of two distinct paths in order to find food to bring back to the colony. After taking some measurements, Ricky sees that path A is approximately 100 meters in length, and path B is approximately 150 meters in length. Ricky is now trying to make some scientific conclusions based on these observations.

Output: If we wanted path B to be marched over less frequently, would path B need to be shorter or longer?


Input: Consider Input: Background Paragraph: HIV , or human immunodeficiency virus, causes AIDS. AIDS stands for "acquired immune deficiency syndrome." It is a condition that causes death and does not have a known cure. AIDS usually develops 10 to 15 years after a person is first infected with HIV. The development of AIDS can be delayed with proper medicines. The delay can be well over 20 years with the right medicines. Today, individuals who acquire HIV after 50 years of age can expect to reach an average human life span. 
Story: Two college students both had unprotected sex with different partners. Ben got the HIV virus, while Nate was lucky and was not infected with any diseases.

Output: Which student could delay the disease using proper medication?


Input: Consider Input: Background Paragraph: Second, sharing opinions with peers is helpful in building and increasing one's confidence. Clearly expressing what one is trying to say requires confidence and sufficient knowledge; people need to self dress what to say with their own knowledge or experiences. Thus, giving useful feedback definitely strengthens one's confidence. Moreover, peer feedback helps student to take more responsibilities in learning process. Besides doing assignments, students have to read others' work carefully as well so that one is not only responsible for his/her own work but also the others'. 
Story: Stephanie is very active and social with the other students at school. She talks to her friends about the projects she is working on and they talk about what she can improve on and what areas she is excelling in. Adam is very quite and usually works on his projects alone and doesn't socialize with others at school.


Output: Is Adam taking more responsibility in his learning or less responsibility?