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 are also given a question about the story that requires an understanding of the relationship described in the background paragraph and the story. You need to come up with an answer to the given question; the answer will be a span from either the question or the story. In order to correctly answer the given question, you need to understand the relationship mentioned in the background paragraph and should be able to use it to understand that in the story. Your answer can not consist of any word that is not mentioned in any of these: the background paragraph, the story, or the question. You can directly copy and paste a span from the story or the question while answering the given question.

[EX Q]: Background Paragraph: During the 1670s, the Dutch tradesman Antony van Leeuwenhoek, shown in Figure below , used microscopes to observe many microbes and body cells. Leeuwenhoek developed an interest in microscopy and ground his own lenses to make simple microscopes. Leeuwenhoek was so good at making lenses that his simple microscopes were able to magnify much more clearly than the compound microscopes of his day. His microscope's increased ability to magnify over 200x is comparable to a modern compound light microscope. Compound microscopes , which are microscopes that use more than one lens, had been invented around 1595 by Zacharias Jansen, a Dutch spectacle-maker. Several people, including Robert Hooke, had built compound microscopes and were making important discoveries with them during Leeuwenhoek’s time. 
Story: John is interested in the history of science. He went to a science museum to learn more about microscopes. First he saw a Leeuwenhoek microscope, which was labeled as item A, then he saw a compound microscope of Leeuwenhoek's time, which was labeled as item B. At the very end of his museum tour he saw a modern compound light microscope, which was labeled as item C. 
Question: Which one would have more lenses, item A or item B?
[EX A]: item B.

[EX Q]: Background Paragraph: Unfortunately, the layer of good ozone is being destroyed by air pollution. The chief culprits are chlorine and bromine gases. They are released in aerosol sprays, coolants, and other products. Loss of ozone has created an ozone hole over Antarctica. Ozone depletion results in higher levels of UV radiation reaching Earth. In humans, this increases skin cancers and eye cataracts. It also disturbs the nitrogen cycle, kills plankton, and disrupts ocean food webs. The total loss of the ozone layer would be devastating to most life. Its rate of loss has slowed with restrictions on pollutants, but it is still at risk. 
Story: Russian research spent most of their time in Antarctica to study the loss of ozone in the atmosphere. The Canadian team went north of the Polar Circle, close to the North Pole to do the same thing. They spent several months there. 
Question: Which team was farther from the ozone hole in the atmosphere?
[EX A]: Canadian.

[EX Q]: Background Paragraph: The brains of all mammals have a unique layer of nerve cells covering the cerebrum. This layer is called the neocortex (the pink region of the brains in Figure above ). The neocortex plays an important role in many complex brain functions. In some mammals, such as rats, the neocortex is relatively smooth. In other mammals, especially humans, the neocortex has many folds. The folds increase the surface area of the neocortex. The larger this area is, the greater the mental abilities of an animal. 
Story: Two colleagues studied at the same university. Nick studied the brains of birds, while Joe studied the brains of mammals. 
Question: Which colleague studied more about the neocortex?
[EX A]:
Joe.