Given a question and a context passage, generate the answer having the word or phrase from the context passage. Here, the answer should be a shortest continous span from the passage.

Context: Hoping to rebound from their home loss to the Patriots, the Cowboys stayed at home for a Week 7 intraconference game against the Minnesota Vikings. In the first quarter, Dallas scored first as QB Tony Romo completed a 5-yard TD pass to WR Terrell Owens. The Vikings would respond with RB Adrian Peterson getting a 20-yard TD run. In the second quarter, Minnesota took the lead after a turnover. WR Patrick Crayton fumbled a pass, which was picked up LB Ben Leber, who later lateraled the ball to CB Cedric Griffin, who would eventually fumble and recover the ball at the Cowboys 28-yard line and run it into the end zone for a touchdown. In the third quarter, RB Marion Barber got a 1-yard TD run, while Safety Pat Watkins returned a blocked field goal by Chris Canty 68 yards for a touchdown. It would mark the first time that a Cowboy player returned a blocked field goal since Ed "Too Tall" Jones in 1983 against the New Orleans Saints on Sept. 25, 1983. In the fourth quarter, Dallas sealed the victory with rookie Nick Folk getting a 45-yard field goal. With the win, the Cowboys entered their bye week at 6-1. 
 Question: Who scored the shortest touchdown?
marion barber

Context: Earth formed at the same time as the other planets. The history of Earth is part of the history of the Solar System. Earth came together (accreted) from the cloud of dust and gas known as the solar nebula nearly 4.6 billion years ago, the same time the Sun and the rest of the solar system formed. Gravity caused small bodies of rock and metal orbiting the proto-Sun to smash together to create larger bodies. Over time, the planetoids got larger and larger until they became planets. When Earth first came together it was really hot, hot enough to melt the metal elements that it contained. Earth was so hot for three reasons: Gravitational contraction: As small bodies of rock and metal accreted, the planet grew larger and more massive. Gravity within such an enormous body squeezes the material in its interior so hard that the pressure swells. As Earths internal pressure grew, its temperature also rose. Radioactive decay: Radioactive decay releases heat, and early in the planets history there were many ra- dioactive elements with short half lives. These elements long ago decayed into stable materials, but they were responsible for the release of enormous amounts of heat in the beginning. Bombardment: Ancient impact craters found on the Moon and inner planets indicate that asteroid impacts were common in the early solar system. Earth was struck so much in its first 500 million years that the heat was intense. Very few large objects have struck the planet in the past many hundreds of millions of year. When Earth was entirely molten, gravity drew denser elements to the center and lighter elements rose to the surface. The separation of Earth into layers based on density is known as differentiation. The densest material moved to the center to create the planets dense metallic core. Materials that are intermediate in density became part of the mantle (Figure 1.1). Lighter materials accumulated at the surface of the mantle to become the earliest crust. The first crust was probably basaltic, like the oceanic crust is today. Intense heat from the early core drove rapid and vigorous mantle convection so that crust quickly recycled into the mantle. The recycling of basaltic crust was so effective that no remnants of it are found today. There is not much material to let us know about the earliest days of our planet Earth. What there is comes from three sources: (1) zircon crystals, the oldest materials found on Earth, which show that the age of the earliest crust formed at least 4.4 billion years ago; (2) meteorites that date from the beginning of the solar system, to nearly 4.6 billion years ago (Figure 1.2); and (3) lunar rocks, which represent the early days of the Earth-Moon system as far back as 4.5 billion years ago. 
 Question: which is not a reason why earth was molten in its early days?
the sun

Context: To describe your location wherever you are on Earths surface, you could use a coordinate system. For example, you could say that you are at 1234 Main Street, Springfield, Ohio. Or you could use a point of reference. If you want to meet up with a friend, you could tell him the distance and direction you are from the reference point. An example is, I am at the corner of Maple Street and Main Street, about two blocks north of your apartment. When studying Earths surface, scientists must be able to pinpoint a feature they are interested in. Scientists and others have a system to describe the location of any feature. Usually they use latitude and longitude as a coordinate system. Lines of latitude and longitude form a grid. The grid is centered on a reference point. You will learn about this type of grid when we discuss maps later in this chapter. When an object is moving, it is not enough to describe its location. We also need to know direction. Direction is important for describing moving objects. For example, a wind blows a storm over your school. Where is that storm coming from? Where is it going? The most common way to describe direction is by using a compass. A compass is a device with a floating needle (Figure 2.1). The needle is a small magnet that aligns itself with the Earths magnetic field. The compass needle always points to magnetic north. If you have a compass and you find north, you can then know any other direction. See the directions, such as east, south, west, etc., on a compass rose. A compass needle lines up with Earths magnetic north pole. This is different from Earths geographic north pole, or true north. The geographic north pole is the top of the imaginary axis around which Earth rotates. The geographic north pole is much like the spindle of a spinning top. The location of the geographic north pole does not change. However, the magnetic north pole shifts in location over time. Depending on where you live, you can correct for the difference between the two poles when you use a map and a compass (Figure 2.2). Some maps have a double compass rose. This allows users to make the corrections between magnetic north and true north. An example is a nautical chart that boaters use to chart their positions at sea (Figure 2.3). As you know, the surface of Earth is not flat. Some places are high and some places are low. For example, mountain ranges like the Sierra Nevada in California or the Andes in South America are high above the surrounding areas. We can describe the topography of a region by measuring the height or depth of that feature relative to sea level (Figure mountains, while others are more like small hills! Relief, or terrain, includes all the landforms of a region. A topographic map shows the height, or elevation, of features in an area. This includes mountains, craters, valleys, and rivers. For example, Figure 2.5 shows the San Francisco Peaks in northern Arizona. Features on the map include mountains, hills and lava flows. You can recognize these features from the differences in elevation. We will talk about some different landforms in the next section. If you take away the water in the oceans (Figure 2.6), Earth looks really different. You see that the surface has two main features: continents and ocean basins. Continents are large land areas. Ocean basins extend from the edges of continents to the ocean floor and into deep trenches. Continents are much older than ocean basins. Some rocks on the continents are billions of years old. Ocean basins are only millions of years old at their oldest. Because the continents are so old, a lot has happened to them! As we view the land around us we see landforms. Landforms are physical features on Earths surface. Landforms are introduced in this section but will be discussed more in later chapters. Constructive forces cause landforms to grow. Lava flowing into the ocean can build land outward. A volcano can be a constructive force. Destructive forces may blow landforms 
 Question: height of a land feature measured relative to sea level

elevation