niryuu/sni-each-converted huggingface dataset:
Background Paragraph: Circles of latitude are often called parallels because they are parallel to each other; that is, any two circles are always the same distance apart. A location's position along a circle of latitude is given by its longitude. Circles of latitude are unlike circles of longitude, which are all great circles with the centre of Earth in the middle, as the circles of latitude get smaller as the distance from the Equator increases. Their length can be calculated by a common sine or cosine function. The 60th parallel north or south is half as long as the Equator (disregarding Earth's minor flattening by 0.3%). A circle of latitude is perpendicular to all meridians. 
Story: The city of Riga is situated at 56 degrees N, and its sister city Kobe, Japan is situated at 34 degrees N, on a different circle of latitude.
Output: Which city is situated farther from the Polar Circle?
Background Paragraph: Circles of latitude are often called parallels because they are parallel to each other; that is, any two circles are always the same distance apart. A location's position along a circle of latitude is given by its longitude. Circles of latitude are unlike circles of longitude, which are all great circles with the centre of Earth in the middle, as the circles of latitude get smaller as the distance from the Equator increases. Their length can be calculated by a common sine or cosine function. The 60th parallel north or south is half as long as the Equator (disregarding Earth's minor flattening by 0.3%). A circle of latitude is perpendicular to all meridians. 
Story: The city of Riga is situated at 56 degrees N, and its sister city Kobe, Japan is situated at 34 degrees N, on a different circle of latitude.
Output: Which city is situated farther from the South Pole?
Background Paragraph: Circles of latitude are often called parallels because they are parallel to each other; that is, any two circles are always the same distance apart. A location's position along a circle of latitude is given by its longitude. Circles of latitude are unlike circles of longitude, which are all great circles with the centre of Earth in the middle, as the circles of latitude get smaller as the distance from the Equator increases. Their length can be calculated by a common sine or cosine function. The 60th parallel north or south is half as long as the Equator (disregarding Earth's minor flattening by 0.3%). A circle of latitude is perpendicular to all meridians. 
Story: The city of Riga is situated at 56 degrees N, and its sister city Kobe, Japan is situated at 34 degrees N, on a different circle of latitude.
Output: Which city is situated on a larger circle of latitude?
Background Paragraph: Circles of latitude are often called parallels because they are parallel to each other; that is, any two circles are always the same distance apart. A location's position along a circle of latitude is given by its longitude. Circles of latitude are unlike circles of longitude, which are all great circles with the centre of Earth in the middle, as the circles of latitude get smaller as the distance from the Equator increases. Their length can be calculated by a common sine or cosine function. The 60th parallel north or south is half as long as the Equator (disregarding Earth's minor flattening by 0.3%). A circle of latitude is perpendicular to all meridians. 
Story: The city of Riga is situated at 56 degrees N, and its sister city Kobe, Japan is situated at 34 degrees N, on a different circle of latitude.
Output: Which city is situated on a smaller circle of latitude?
Background Paragraph: Storing large volumes of data – When storing XML to either file or database, the volume of data a system produces can often exceed reasonable limits, with a number of detriments: the access times go up as more data is read, CPU load goes up as XML data takes more power to process, and storage costs go up. By storing XML data in Fast Infoset format, data volume may be reduced by as much as 80 percent. 
Story: Paula had a busy day storing XML. At 4 AM, he stored 222 Gigabytes to the database. At 5 AM, he stored 333 Gigabytes to the database. At 6 AM, he stored 444 Gigabytes to the database. At 7 AM, he got breakfast. At 8 AM, he stored 555 Gigabytes to the database. At 9 AM, he stored 666 Gigabytes to the database. At 10 AM, he went to sleep to finish storing XML later at night.
Output: What time did CPU load go up: 4 AM or 10 AM?
Background Paragraph: Storing large volumes of data – When storing XML to either file or database, the volume of data a system produces can often exceed reasonable limits, with a number of detriments: the access times go up as more data is read, CPU load goes up as XML data takes more power to process, and storage costs go up. By storing XML data in Fast Infoset format, data volume may be reduced by as much as 80 percent. 
Story: Paula had a busy day storing XML. At 4 AM, he stored 222 Gigabytes to the database. At 5 AM, he stored 333 Gigabytes to the database. At 6 AM, he stored 444 Gigabytes to the database. At 7 AM, he got breakfast. At 8 AM, he stored 555 Gigabytes to the database. At 9 AM, he stored 666 Gigabytes to the database. At 10 AM, he went to sleep to finish storing XML later at night.
Output: What time did CPU load go up: 4 AM or 7 AM?
Background Paragraph: Storing large volumes of data – When storing XML to either file or database, the volume of data a system produces can often exceed reasonable limits, with a number of detriments: the access times go up as more data is read, CPU load goes up as XML data takes more power to process, and storage costs go up. By storing XML data in Fast Infoset format, data volume may be reduced by as much as 80 percent. 
Story: Paula had a busy day storing XML. At 4 AM, he stored 222 Gigabytes to the database. At 5 AM, he stored 333 Gigabytes to the database. At 6 AM, he stored 444 Gigabytes to the database. At 7 AM, he got breakfast. At 8 AM, he stored 555 Gigabytes to the database. At 9 AM, he stored 666 Gigabytes to the database. At 10 AM, he went to sleep to finish storing XML later at night.
Output: What time did CPU load go up: 5 AM or 10 AM?
Background Paragraph: Storing large volumes of data – When storing XML to either file or database, the volume of data a system produces can often exceed reasonable limits, with a number of detriments: the access times go up as more data is read, CPU load goes up as XML data takes more power to process, and storage costs go up. By storing XML data in Fast Infoset format, data volume may be reduced by as much as 80 percent. 
Story: Paula had a busy day storing XML. At 4 AM, he stored 222 Gigabytes to the database. At 5 AM, he stored 333 Gigabytes to the database. At 6 AM, he stored 444 Gigabytes to the database. At 7 AM, he got breakfast. At 8 AM, he stored 555 Gigabytes to the database. At 9 AM, he stored 666 Gigabytes to the database. At 10 AM, he went to sleep to finish storing XML later at night.
Output: What time did CPU load go up: 5 AM or 7 AM?
Background Paragraph: Storing large volumes of data – When storing XML to either file or database, the volume of data a system produces can often exceed reasonable limits, with a number of detriments: the access times go up as more data is read, CPU load goes up as XML data takes more power to process, and storage costs go up. By storing XML data in Fast Infoset format, data volume may be reduced by as much as 80 percent. 
Story: Paula had a busy day storing XML. At 4 AM, he stored 222 Gigabytes to the database. At 5 AM, he stored 333 Gigabytes to the database. At 6 AM, he stored 444 Gigabytes to the database. At 7 AM, he got breakfast. At 8 AM, he stored 555 Gigabytes to the database. At 9 AM, he stored 666 Gigabytes to the database. At 10 AM, he went to sleep to finish storing XML later at night.
Output: What time did CPU load go up: 6 AM or 10 AM?
Background Paragraph: Storing large volumes of data – When storing XML to either file or database, the volume of data a system produces can often exceed reasonable limits, with a number of detriments: the access times go up as more data is read, CPU load goes up as XML data takes more power to process, and storage costs go up. By storing XML data in Fast Infoset format, data volume may be reduced by as much as 80 percent. 
Story: Paula had a busy day storing XML. At 4 AM, he stored 222 Gigabytes to the database. At 5 AM, he stored 333 Gigabytes to the database. At 6 AM, he stored 444 Gigabytes to the database. At 7 AM, he got breakfast. At 8 AM, he stored 555 Gigabytes to the database. At 9 AM, he stored 666 Gigabytes to the database. At 10 AM, he went to sleep to finish storing XML later at night.
Output: What time did CPU load go up: 6 AM or 7 AM?
Background Paragraph: Storing large volumes of data – When storing XML to either file or database, the volume of data a system produces can often exceed reasonable limits, with a number of detriments: the access times go up as more data is read, CPU load goes up as XML data takes more power to process, and storage costs go up. By storing XML data in Fast Infoset format, data volume may be reduced by as much as 80 percent. 
Story: Paula had a busy day storing XML. At 4 AM, he stored 222 Gigabytes to the database. At 5 AM, he stored 333 Gigabytes to the database. At 6 AM, he stored 444 Gigabytes to the database. At 7 AM, he got breakfast. At 8 AM, he stored 555 Gigabytes to the database. At 9 AM, he stored 666 Gigabytes to the database. At 10 AM, he went to sleep to finish storing XML later at night.
Output: What time did CPU load go up: 8 AM or 10 AM?
Background Paragraph: Storing large volumes of data – When storing XML to either file or database, the volume of data a system produces can often exceed reasonable limits, with a number of detriments: the access times go up as more data is read, CPU load goes up as XML data takes more power to process, and storage costs go up. By storing XML data in Fast Infoset format, data volume may be reduced by as much as 80 percent. 
Story: Paula had a busy day storing XML. At 4 AM, he stored 222 Gigabytes to the database. At 5 AM, he stored 333 Gigabytes to the database. At 6 AM, he stored 444 Gigabytes to the database. At 7 AM, he got breakfast. At 8 AM, he stored 555 Gigabytes to the database. At 9 AM, he stored 666 Gigabytes to the database. At 10 AM, he went to sleep to finish storing XML later at night.
Output: What time did CPU load go up: 8 AM or 7 AM?
Background Paragraph: Storing large volumes of data – When storing XML to either file or database, the volume of data a system produces can often exceed reasonable limits, with a number of detriments: the access times go up as more data is read, CPU load goes up as XML data takes more power to process, and storage costs go up. By storing XML data in Fast Infoset format, data volume may be reduced by as much as 80 percent. 
Story: Paula had a busy day storing XML. At 4 AM, he stored 222 Gigabytes to the database. At 5 AM, he stored 333 Gigabytes to the database. At 6 AM, he stored 444 Gigabytes to the database. At 7 AM, he got breakfast. At 8 AM, he stored 555 Gigabytes to the database. At 9 AM, he stored 666 Gigabytes to the database. At 10 AM, he went to sleep to finish storing XML later at night.
Output: What time did CPU load go up: 9 AM or 10 AM?
Background Paragraph: Storing large volumes of data – When storing XML to either file or database, the volume of data a system produces can often exceed reasonable limits, with a number of detriments: the access times go up as more data is read, CPU load goes up as XML data takes more power to process, and storage costs go up. By storing XML data in Fast Infoset format, data volume may be reduced by as much as 80 percent. 
Story: Paula had a busy day storing XML. At 4 AM, he stored 222 Gigabytes to the database. At 5 AM, he stored 333 Gigabytes to the database. At 6 AM, he stored 444 Gigabytes to the database. At 7 AM, he got breakfast. At 8 AM, he stored 555 Gigabytes to the database. At 9 AM, he stored 666 Gigabytes to the database. At 10 AM, he went to sleep to finish storing XML later at night.
Output: What time did CPU load go up: 9 AM or 7 AM?
Background Paragraph: Baker's yeast is the common name for the strains of yeast commonly used in baking bread and bakery products, serving as a leavening agent which causes the bread to rise (expand and become lighter and softer) by converting the fermentable sugars present in the dough into carbon dioxide and ethanol. Baker's yeast is of the species Saccharomyces cerevisiae,[1] and is the same species (but a different strain) as the kind commonly used in alcoholic fermentation, which is called brewer's yeast.[2] Baker's yeast is also a single-cell microorganism found on and around the human body. 
Story: the students used yeasts in two different experiments: they baked bread using baker's yeast, and made beer, using brewer's yeast. They learned a lot about sugars and chemistry.
Output: Which yeast is better for alcoholic fermentation?
Background Paragraph: Baker's yeast is the common name for the strains of yeast commonly used in baking bread and bakery products, serving as a leavening agent which causes the bread to rise (expand and become lighter and softer) by converting the fermentable sugars present in the dough into carbon dioxide and ethanol. Baker's yeast is of the species Saccharomyces cerevisiae,[1] and is the same species (but a different strain) as the kind commonly used in alcoholic fermentation, which is called brewer's yeast.[2] Baker's yeast is also a single-cell microorganism found on and around the human body. 
Story: the students used yeasts in two different experiments: they baked bread using baker's yeast, and made beer, using brewer's yeast. They learned a lot about sugars and chemistry.
Output: Which yeast is better for bakery products?
Background Paragraph: Baker's yeast is the common name for the strains of yeast commonly used in baking bread and bakery products, serving as a leavening agent which causes the bread to rise (expand and become lighter and softer) by converting the fermentable sugars present in the dough into carbon dioxide and ethanol. Baker's yeast is of the species Saccharomyces cerevisiae,[1] and is the same species (but a different strain) as the kind commonly used in alcoholic fermentation, which is called brewer's yeast.[2] Baker's yeast is also a single-cell microorganism found on and around the human body. 
Story: the students used yeasts in two different experiments: they baked bread using baker's yeast, and made beer, using brewer's yeast. They learned a lot about sugars and chemistry.
Output: Which yeast is found around the human body less often?
Background Paragraph: Baker's yeast is the common name for the strains of yeast commonly used in baking bread and bakery products, serving as a leavening agent which causes the bread to rise (expand and become lighter and softer) by converting the fermentable sugars present in the dough into carbon dioxide and ethanol. Baker's yeast is of the species Saccharomyces cerevisiae,[1] and is the same species (but a different strain) as the kind commonly used in alcoholic fermentation, which is called brewer's yeast.[2] Baker's yeast is also a single-cell microorganism found on and around the human body. 
Story: the students used yeasts in two different experiments: they baked bread using baker's yeast, and made beer, using brewer's yeast. They learned a lot about sugars and chemistry.
Output: Which yeast is found around the human body more often?
Background Paragraph: Baker's yeast is the common name for the strains of yeast commonly used in baking bread and bakery products, serving as a leavening agent which causes the bread to rise (expand and become lighter and softer) by converting the fermentable sugars present in the dough into carbon dioxide and ethanol. Baker's yeast is of the species Saccharomyces cerevisiae,[1] and is the same species (but a different strain) as the kind commonly used in alcoholic fermentation, which is called brewer's yeast.[2] Baker's yeast is also a single-cell microorganism found on and around the human body. 
Story: the students used yeasts in two different experiments: they baked bread using baker's yeast, and made beer, using brewer's yeast. They learned a lot about sugars and chemistry.
Output: Which yeast is worse for alcoholic fermentation?
Background Paragraph: Baker's yeast is the common name for the strains of yeast commonly used in baking bread and bakery products, serving as a leavening agent which causes the bread to rise (expand and become lighter and softer) by converting the fermentable sugars present in the dough into carbon dioxide and ethanol. Baker's yeast is of the species Saccharomyces cerevisiae,[1] and is the same species (but a different strain) as the kind commonly used in alcoholic fermentation, which is called brewer's yeast.[2] Baker's yeast is also a single-cell microorganism found on and around the human body. 
Story: the students used yeasts in two different experiments: they baked bread using baker's yeast, and made beer, using brewer's yeast. They learned a lot about sugars and chemistry.
Output: Which yeast is worse for bakery products?
Background Paragraph: We discussed earlier some basic principles about the behavior of gases called the kinetic-molecular theory. Among other things, this theory suggests that gas molecules are in constant motion, and the average speed of the individual gas particles is dependent upon temperature – the higher the temperature, the faster the molecules move. It is not just gas particles that are in constant motion. The molecules and ions that make up liquids and solutions are also continually moving in nearly random directions. As a result, molecules and ions in a solution will collide with one another fairly frequently. As with gases, a temperature increase will produce an increase in the average particle speed. 
Story: A new volcano is growing underwater. Every few days it has minor lava flow eruptions off the coast of Hawaii. People have actually enjoyed swimming in the water above this newly forming volcano because it is very soothing and relaxing.
Output: Given the lava is hot enough to cause some of the water to turn to steam, will the molecules near the lava have higher or lower speed than the molecules further away?
Background Paragraph: We discussed earlier some basic principles about the behavior of gases called the kinetic-molecular theory. Among other things, this theory suggests that gas molecules are in constant motion, and the average speed of the individual gas particles is dependent upon temperature – the higher the temperature, the faster the molecules move. It is not just gas particles that are in constant motion. The molecules and ions that make up liquids and solutions are also continually moving in nearly random directions. As a result, molecules and ions in a solution will collide with one another fairly frequently. As with gases, a temperature increase will produce an increase in the average particle speed. 
Story: A new volcano is growing underwater. Every few days it has minor lava flow eruptions off the coast of Hawaii. People have actually enjoyed swimming in the water above this newly forming volcano because it is very soothing and relaxing.
Output: Will the speed of molecules increase or decrease as temperature decreases?
Background Paragraph: We discussed earlier some basic principles about the behavior of gases called the kinetic-molecular theory. Among other things, this theory suggests that gas molecules are in constant motion, and the average speed of the individual gas particles is dependent upon temperature – the higher the temperature, the faster the molecules move. It is not just gas particles that are in constant motion. The molecules and ions that make up liquids and solutions are also continually moving in nearly random directions. As a result, molecules and ions in a solution will collide with one another fairly frequently. As with gases, a temperature increase will produce an increase in the average particle speed. 
Story: A new volcano is growing underwater. Every few days it has minor lava flow eruptions off the coast of Hawaii. People have actually enjoyed swimming in the water above this newly forming volcano because it is very soothing and relaxing.
Output: Will the speed of the water molecules around the hot lava increase or decrease?
Background Paragraph: Seafloor spreading helps explain continental drift in the theory of plate tectonics. When oceanic plates diverge, tensional stress causes fractures to occur in the lithosphere. The motivating force for seafloor spreading ridges is tectonic plate pull rather than magma pressure, although there is typically significant magma activity at spreading ridges. At a spreading center, basaltic magma rises up the fractures and cools on the ocean floor to form new seabed. Hydrothermal vents are common at spreading centers. Older rocks will be found farther away from the spreading zone while younger rocks will be found nearer to the spreading zone. Additionally spreading rates determine if the ridge is fast, intermediate, or slow. As a general rule, fast ridges have spreading (opening) rates of more than 9 cm/year. Intermediate ridges have a spreading rate of 5–9 cm/year while slow spreading ridges have a rate less than 5 cm/year. 
Story: Two geology students had an exam on plate tectonics. Bobby learned more about divergent tectonic plates, while Nate was more confident in explaining everything about Convergent plates.
Output: Which student knew less about Hydrothermal vents?
Background Paragraph: Seafloor spreading helps explain continental drift in the theory of plate tectonics. When oceanic plates diverge, tensional stress causes fractures to occur in the lithosphere. The motivating force for seafloor spreading ridges is tectonic plate pull rather than magma pressure, although there is typically significant magma activity at spreading ridges. At a spreading center, basaltic magma rises up the fractures and cools on the ocean floor to form new seabed. Hydrothermal vents are common at spreading centers. Older rocks will be found farther away from the spreading zone while younger rocks will be found nearer to the spreading zone. Additionally spreading rates determine if the ridge is fast, intermediate, or slow. As a general rule, fast ridges have spreading (opening) rates of more than 9 cm/year. Intermediate ridges have a spreading rate of 5–9 cm/year while slow spreading ridges have a rate less than 5 cm/year. 
Story: Two geology students had an exam on plate tectonics. Bobby learned more about divergent tectonic plates, while Nate was more confident in explaining everything about Convergent plates.
Output: Which student knew less about fractures occurring in the lithosphere?
Background Paragraph: Seafloor spreading helps explain continental drift in the theory of plate tectonics. When oceanic plates diverge, tensional stress causes fractures to occur in the lithosphere. The motivating force for seafloor spreading ridges is tectonic plate pull rather than magma pressure, although there is typically significant magma activity at spreading ridges. At a spreading center, basaltic magma rises up the fractures and cools on the ocean floor to form new seabed. Hydrothermal vents are common at spreading centers. Older rocks will be found farther away from the spreading zone while younger rocks will be found nearer to the spreading zone. Additionally spreading rates determine if the ridge is fast, intermediate, or slow. As a general rule, fast ridges have spreading (opening) rates of more than 9 cm/year. Intermediate ridges have a spreading rate of 5–9 cm/year while slow spreading ridges have a rate less than 5 cm/year. 
Story: Two geology students had an exam on plate tectonics. Bobby learned more about divergent tectonic plates, while Nate was more confident in explaining everything about Convergent plates.
Output: Which student knew less about seafloor spreading?
Background Paragraph: Seafloor spreading helps explain continental drift in the theory of plate tectonics. When oceanic plates diverge, tensional stress causes fractures to occur in the lithosphere. The motivating force for seafloor spreading ridges is tectonic plate pull rather than magma pressure, although there is typically significant magma activity at spreading ridges. At a spreading center, basaltic magma rises up the fractures and cools on the ocean floor to form new seabed. Hydrothermal vents are common at spreading centers. Older rocks will be found farther away from the spreading zone while younger rocks will be found nearer to the spreading zone. Additionally spreading rates determine if the ridge is fast, intermediate, or slow. As a general rule, fast ridges have spreading (opening) rates of more than 9 cm/year. Intermediate ridges have a spreading rate of 5–9 cm/year while slow spreading ridges have a rate less than 5 cm/year. 
Story: Two geology students had an exam on plate tectonics. Bobby learned more about divergent tectonic plates, while Nate was more confident in explaining everything about Convergent plates.
Output: Which student knew less about tectonic plate pull?
Background Paragraph: Seafloor spreading helps explain continental drift in the theory of plate tectonics. When oceanic plates diverge, tensional stress causes fractures to occur in the lithosphere. The motivating force for seafloor spreading ridges is tectonic plate pull rather than magma pressure, although there is typically significant magma activity at spreading ridges. At a spreading center, basaltic magma rises up the fractures and cools on the ocean floor to form new seabed. Hydrothermal vents are common at spreading centers. Older rocks will be found farther away from the spreading zone while younger rocks will be found nearer to the spreading zone. Additionally spreading rates determine if the ridge is fast, intermediate, or slow. As a general rule, fast ridges have spreading (opening) rates of more than 9 cm/year. Intermediate ridges have a spreading rate of 5–9 cm/year while slow spreading ridges have a rate less than 5 cm/year. 
Story: Two geology students had an exam on plate tectonics. Bobby learned more about divergent tectonic plates, while Nate was more confident in explaining everything about Convergent plates.
Output: Which student knew less about tensional stress?
Background Paragraph: Seafloor spreading helps explain continental drift in the theory of plate tectonics. When oceanic plates diverge, tensional stress causes fractures to occur in the lithosphere. The motivating force for seafloor spreading ridges is tectonic plate pull rather than magma pressure, although there is typically significant magma activity at spreading ridges. At a spreading center, basaltic magma rises up the fractures and cools on the ocean floor to form new seabed. Hydrothermal vents are common at spreading centers. Older rocks will be found farther away from the spreading zone while younger rocks will be found nearer to the spreading zone. Additionally spreading rates determine if the ridge is fast, intermediate, or slow. As a general rule, fast ridges have spreading (opening) rates of more than 9 cm/year. Intermediate ridges have a spreading rate of 5–9 cm/year while slow spreading ridges have a rate less than 5 cm/year. 
Story: Two geology students had an exam on plate tectonics. Bobby learned more about divergent tectonic plates, while Nate was more confident in explaining everything about Convergent plates.
Output: Which student knew more about Hydrothermal vents?
Background Paragraph: Seafloor spreading helps explain continental drift in the theory of plate tectonics. When oceanic plates diverge, tensional stress causes fractures to occur in the lithosphere. The motivating force for seafloor spreading ridges is tectonic plate pull rather than magma pressure, although there is typically significant magma activity at spreading ridges. At a spreading center, basaltic magma rises up the fractures and cools on the ocean floor to form new seabed. Hydrothermal vents are common at spreading centers. Older rocks will be found farther away from the spreading zone while younger rocks will be found nearer to the spreading zone. Additionally spreading rates determine if the ridge is fast, intermediate, or slow. As a general rule, fast ridges have spreading (opening) rates of more than 9 cm/year. Intermediate ridges have a spreading rate of 5–9 cm/year while slow spreading ridges have a rate less than 5 cm/year. 
Story: Two geology students had an exam on plate tectonics. Bobby learned more about divergent tectonic plates, while Nate was more confident in explaining everything about Convergent plates.
Output: Which student knew more about fractures occurring in the lithosphere?
Background Paragraph: Seafloor spreading helps explain continental drift in the theory of plate tectonics. When oceanic plates diverge, tensional stress causes fractures to occur in the lithosphere. The motivating force for seafloor spreading ridges is tectonic plate pull rather than magma pressure, although there is typically significant magma activity at spreading ridges. At a spreading center, basaltic magma rises up the fractures and cools on the ocean floor to form new seabed. Hydrothermal vents are common at spreading centers. Older rocks will be found farther away from the spreading zone while younger rocks will be found nearer to the spreading zone. Additionally spreading rates determine if the ridge is fast, intermediate, or slow. As a general rule, fast ridges have spreading (opening) rates of more than 9 cm/year. Intermediate ridges have a spreading rate of 5–9 cm/year while slow spreading ridges have a rate less than 5 cm/year. 
Story: Two geology students had an exam on plate tectonics. Bobby learned more about divergent tectonic plates, while Nate was more confident in explaining everything about Convergent plates.
Output: Which student knew more about seafloor spreading?
Background Paragraph: Seafloor spreading helps explain continental drift in the theory of plate tectonics. When oceanic plates diverge, tensional stress causes fractures to occur in the lithosphere. The motivating force for seafloor spreading ridges is tectonic plate pull rather than magma pressure, although there is typically significant magma activity at spreading ridges. At a spreading center, basaltic magma rises up the fractures and cools on the ocean floor to form new seabed. Hydrothermal vents are common at spreading centers. Older rocks will be found farther away from the spreading zone while younger rocks will be found nearer to the spreading zone. Additionally spreading rates determine if the ridge is fast, intermediate, or slow. As a general rule, fast ridges have spreading (opening) rates of more than 9 cm/year. Intermediate ridges have a spreading rate of 5–9 cm/year while slow spreading ridges have a rate less than 5 cm/year. 
Story: Two geology students had an exam on plate tectonics. Bobby learned more about divergent tectonic plates, while Nate was more confident in explaining everything about Convergent plates.
Output: Which student knew more about tectonic plate pull?
Background Paragraph: Seafloor spreading helps explain continental drift in the theory of plate tectonics. When oceanic plates diverge, tensional stress causes fractures to occur in the lithosphere. The motivating force for seafloor spreading ridges is tectonic plate pull rather than magma pressure, although there is typically significant magma activity at spreading ridges. At a spreading center, basaltic magma rises up the fractures and cools on the ocean floor to form new seabed. Hydrothermal vents are common at spreading centers. Older rocks will be found farther away from the spreading zone while younger rocks will be found nearer to the spreading zone. Additionally spreading rates determine if the ridge is fast, intermediate, or slow. As a general rule, fast ridges have spreading (opening) rates of more than 9 cm/year. Intermediate ridges have a spreading rate of 5–9 cm/year while slow spreading ridges have a rate less than 5 cm/year. 
Story: Two geology students had an exam on plate tectonics. Bobby learned more about divergent tectonic plates, while Nate was more confident in explaining everything about Convergent plates.
Output: Which student knew more about tensional stress?
Background Paragraph: Huge amounts of chemicals, such as fertilizers and pesticides, are applied to farm fields (see Figure below ). Some of the chemicals are picked up by rainwater. Runoff then carries the chemicals to nearby rivers or lakes. Dissolved fertilizer causes too much growth of water plants and algae. This can lead to dead zones where nothing can live in lakes and at the mouths of rivers. Some of the chemicals can infiltrate into groundwater. The contaminated water comes up in water wells. If people drink the polluted water, they may get sick. 
Story: Lucas is sitting between two lakes, lake Hijem and lake Rarsnap, holding a large bag of fertilizer. His neighbor told him to pour the bag of fertilizer in one of the two lakes, but Lucas can't remember which lake he was told to pour it in. Lucas decides to just guess rather than ask for clarification and pours the whole bag of fertilizer into lake Hijem.
Output: Which lake will have less dead zones?
Background Paragraph: Huge amounts of chemicals, such as fertilizers and pesticides, are applied to farm fields (see Figure below ). Some of the chemicals are picked up by rainwater. Runoff then carries the chemicals to nearby rivers or lakes. Dissolved fertilizer causes too much growth of water plants and algae. This can lead to dead zones where nothing can live in lakes and at the mouths of rivers. Some of the chemicals can infiltrate into groundwater. The contaminated water comes up in water wells. If people drink the polluted water, they may get sick. 
Story: Lucas is sitting between two lakes, lake Hijem and lake Rarsnap, holding a large bag of fertilizer. His neighbor told him to pour the bag of fertilizer in one of the two lakes, but Lucas can't remember which lake he was told to pour it in. Lucas decides to just guess rather than ask for clarification and pours the whole bag of fertilizer into lake Hijem.
Output: Which lake will have more dead zones?
Background Paragraph: Shown in the Figure below is a cylinder of gas on the left that is at room temperature (300 K). On the right, the cylinder has been heated until the Kelvin temperature has doubled to 600 K. The kinetic energy of the gas molecules increases, so collisions with the walls of the container are now more forceful than they were before. As a result, the pressure of the gas doubles. Decreasing the temperature would have the opposite effect, and the pressure of an enclosed gas would decrease. 
Story: David was trying to see how steam engines work. For that, he conducted two tests, test A and test B. In test A, he used low temperature. On the other hand, in test B, he used high temperature. David started thinking about how he could use the results of his tests in everyday life.
Output: Which test would see decrease in pressure, case A or case B?
Background Paragraph: Shown in the Figure below is a cylinder of gas on the left that is at room temperature (300 K). On the right, the cylinder has been heated until the Kelvin temperature has doubled to 600 K. The kinetic energy of the gas molecules increases, so collisions with the walls of the container are now more forceful than they were before. As a result, the pressure of the gas doubles. Decreasing the temperature would have the opposite effect, and the pressure of an enclosed gas would decrease. 
Story: David was trying to see how steam engines work. For that, he conducted two tests, test A and test B. In test A, he used low temperature. On the other hand, in test B, he used high temperature. David started thinking about how he could use the results of his tests in everyday life.
Output: Which test would see higher kinetic energy, test A or test B?
Background Paragraph: Shown in the Figure below is a cylinder of gas on the left that is at room temperature (300 K). On the right, the cylinder has been heated until the Kelvin temperature has doubled to 600 K. The kinetic energy of the gas molecules increases, so collisions with the walls of the container are now more forceful than they were before. As a result, the pressure of the gas doubles. Decreasing the temperature would have the opposite effect, and the pressure of an enclosed gas would decrease. 
Story: David was trying to see how steam engines work. For that, he conducted two tests, test A and test B. In test A, he used low temperature. On the other hand, in test B, he used high temperature. David started thinking about how he could use the results of his tests in everyday life.
Output: Which test would see increase in pressure, case A or case B?
Background Paragraph: Shown in the Figure below is a cylinder of gas on the left that is at room temperature (300 K). On the right, the cylinder has been heated until the Kelvin temperature has doubled to 600 K. The kinetic energy of the gas molecules increases, so collisions with the walls of the container are now more forceful than they were before. As a result, the pressure of the gas doubles. Decreasing the temperature would have the opposite effect, and the pressure of an enclosed gas would decrease. 
Story: David was trying to see how steam engines work. For that, he conducted two tests, test A and test B. In test A, he used low temperature. On the other hand, in test B, he used high temperature. David started thinking about how he could use the results of his tests in everyday life.
Output: Which test would see less forceful collisions of molecules, case A or case B?
Background Paragraph: Shown in the Figure below is a cylinder of gas on the left that is at room temperature (300 K). On the right, the cylinder has been heated until the Kelvin temperature has doubled to 600 K. The kinetic energy of the gas molecules increases, so collisions with the walls of the container are now more forceful than they were before. As a result, the pressure of the gas doubles. Decreasing the temperature would have the opposite effect, and the pressure of an enclosed gas would decrease. 
Story: David was trying to see how steam engines work. For that, he conducted two tests, test A and test B. In test A, he used low temperature. On the other hand, in test B, he used high temperature. David started thinking about how he could use the results of his tests in everyday life.
Output: Which test would see lower kinetic energy, test A or test B?
Background Paragraph: Shown in the Figure below is a cylinder of gas on the left that is at room temperature (300 K). On the right, the cylinder has been heated until the Kelvin temperature has doubled to 600 K. The kinetic energy of the gas molecules increases, so collisions with the walls of the container are now more forceful than they were before. As a result, the pressure of the gas doubles. Decreasing the temperature would have the opposite effect, and the pressure of an enclosed gas would decrease. 
Story: David was trying to see how steam engines work. For that, he conducted two tests, test A and test B. In test A, he used low temperature. On the other hand, in test B, he used high temperature. David started thinking about how he could use the results of his tests in everyday life.
Output: Which test would see more forceful collisions of molecules, case A or case B?
Background Paragraph: Shown in the Figure below is a cylinder of gas on the left that is at room temperature (300 K). On the right, the cylinder has been heated until the Kelvin temperature has doubled to 600 K. The kinetic energy of the gas molecules increases, so collisions with the walls of the container are now more forceful than they were before. As a result, the pressure of the gas doubles. Decreasing the temperature would have the opposite effect, and the pressure of an enclosed gas would decrease. 
Story: David was trying to see how steam engines work. For that, he conducted two tests, test A and test B. In test A, he used low temperature. On the other hand, in test B, he used high temperature. David started thinking about how he could use the results of his tests in everyday life.
Output: Would test A see higher or lower kinetic energy than test B?
Background Paragraph: Shown in the Figure below is a cylinder of gas on the left that is at room temperature (300 K). On the right, the cylinder has been heated until the Kelvin temperature has doubled to 600 K. The kinetic energy of the gas molecules increases, so collisions with the walls of the container are now more forceful than they were before. As a result, the pressure of the gas doubles. Decreasing the temperature would have the opposite effect, and the pressure of an enclosed gas would decrease. 
Story: David was trying to see how steam engines work. For that, he conducted two tests, test A and test B. In test A, he used low temperature. On the other hand, in test B, he used high temperature. David started thinking about how he could use the results of his tests in everyday life.
Output: Would test A see less or more forceful collisions of molecules than test B?
Background Paragraph: Shown in the Figure below is a cylinder of gas on the left that is at room temperature (300 K). On the right, the cylinder has been heated until the Kelvin temperature has doubled to 600 K. The kinetic energy of the gas molecules increases, so collisions with the walls of the container are now more forceful than they were before. As a result, the pressure of the gas doubles. Decreasing the temperature would have the opposite effect, and the pressure of an enclosed gas would decrease. 
Story: David was trying to see how steam engines work. For that, he conducted two tests, test A and test B. In test A, he used low temperature. On the other hand, in test B, he used high temperature. David started thinking about how he could use the results of his tests in everyday life.
Output: Would test B see higher or lower kinetic energy than test A?
Background Paragraph: Shown in the Figure below is a cylinder of gas on the left that is at room temperature (300 K). On the right, the cylinder has been heated until the Kelvin temperature has doubled to 600 K. The kinetic energy of the gas molecules increases, so collisions with the walls of the container are now more forceful than they were before. As a result, the pressure of the gas doubles. Decreasing the temperature would have the opposite effect, and the pressure of an enclosed gas would decrease. 
Story: David was trying to see how steam engines work. For that, he conducted two tests, test A and test B. In test A, he used low temperature. On the other hand, in test B, he used high temperature. David started thinking about how he could use the results of his tests in everyday life.
Output: Would test B see less or more forceful collisions of molecules than test A?
Background Paragraph: Making these healthy lifestyle choices can also help prevent some types of cancer. In addition, you can lower the risk of cancer by avoiding carcinogens , which are substances that cause cancer. For example, you can reduce your risk of lung cancer by not smoking. You can reduce your risk of skin cancer by using sunscreen. How to choose a sunscreen that offers the most protection is explained below ( Figure below ). Some people think that tanning beds are a safe way to get a tan. This is a myth. Tanning beds expose the skin to UV radiation. Any exposure to UV radiation increases the risk of skin cancer. It doesn’t matter whether the radiation comes from tanning lamps or the sun. 
Story: Justin and Robert are brothers who both work in construction in the summers. Due to their work, they both often spend a lot of time outside with the sun shining down on them for several hours a day for a few months at a time. Justin always makes sure to apply sunscreen frequently when he works, while Robert never applies sunscreen.
Output: Who has a higher risk of getting skin cancer?
Background Paragraph: Making these healthy lifestyle choices can also help prevent some types of cancer. In addition, you can lower the risk of cancer by avoiding carcinogens , which are substances that cause cancer. For example, you can reduce your risk of lung cancer by not smoking. You can reduce your risk of skin cancer by using sunscreen. How to choose a sunscreen that offers the most protection is explained below ( Figure below ). Some people think that tanning beds are a safe way to get a tan. This is a myth. Tanning beds expose the skin to UV radiation. Any exposure to UV radiation increases the risk of skin cancer. It doesn’t matter whether the radiation comes from tanning lamps or the sun. 
Story: Justin and Robert are brothers who both work in construction in the summers. Due to their work, they both often spend a lot of time outside with the sun shining down on them for several hours a day for a few months at a time. Justin always makes sure to apply sunscreen frequently when he works, while Robert never applies sunscreen.
Output: Who has a lower risk of getting skin cancer?
Background Paragraph: You generally can’t see, smell, taste, hear, or feel radiation. Fortunately, there are devices such as Geiger counters that can detect radiation. A Geiger counter, like the one pictured in the Figure below , contains atoms of a gas that is ionized if it encounters radiation. When this happens, the gas atoms change to ions that can carry an electric current. The current causes the Geiger counter to click. The faster the clicks occur, the higher the level of radiation. You can see a video about the Geiger counter and how it was invented at the URL below. 
Story: Keith landed a job with the EPA. As part of his training he needed to learn how the Geiger counter works. To learn more about the counter he tested it in three different locations, location A, location B, and location C. Location A had very high radiation; location B had low radiation; and location C didn't have any radiation. Keith learned how the counter works in locations with varying degrees of radiation.
Output: In which location the Geiger counter would click, location A or location C?
Background Paragraph: You generally can’t see, smell, taste, hear, or feel radiation. Fortunately, there are devices such as Geiger counters that can detect radiation. A Geiger counter, like the one pictured in the Figure below , contains atoms of a gas that is ionized if it encounters radiation. When this happens, the gas atoms change to ions that can carry an electric current. The current causes the Geiger counter to click. The faster the clicks occur, the higher the level of radiation. You can see a video about the Geiger counter and how it was invented at the URL below. 
Story: Keith landed a job with the EPA. As part of his training he needed to learn how the Geiger counter works. To learn more about the counter he tested it in three different locations, location A, location B, and location C. Location A had very high radiation; location B had low radiation; and location C didn't have any radiation. Keith learned how the counter works in locations with varying degrees of radiation.
Output: In which location the Geiger counter would not click, location A or location C?
Background Paragraph: You generally can’t see, smell, taste, hear, or feel radiation. Fortunately, there are devices such as Geiger counters that can detect radiation. A Geiger counter, like the one pictured in the Figure below , contains atoms of a gas that is ionized if it encounters radiation. When this happens, the gas atoms change to ions that can carry an electric current. The current causes the Geiger counter to click. The faster the clicks occur, the higher the level of radiation. You can see a video about the Geiger counter and how it was invented at the URL below. 
Story: Keith landed a job with the EPA. As part of his training he needed to learn how the Geiger counter works. To learn more about the counter he tested it in three different locations, location A, location B, and location C. Location A had very high radiation; location B had low radiation; and location C didn't have any radiation. Keith learned how the counter works in locations with varying degrees of radiation.
Output: In which location the counter gas would be ionized, location B or location C?