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.
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Question: Background Paragraph: As Figure above shows, the distance between particles is much smaller for the solid and liquid states than for the gas state. In the solid state, particles are fixed in place, while particles are more free to move in the liquid and gas states. The particles in the solid and liquid states "stick together," but in the gas state, they move freely about the container. In general, it requires energy to separate individual particles. If we want to make a solid adopt a liquid form, we can add energy in the form of heat, increasing the temperature of the substance. Conversely, if we want to convert a substance from a gas to a liquid or from a liquid to a solid, we remove energy from the system and decrease the temperature. Pressure also plays an important role in changes of state, which will be discussed later on. We will study these difference in greater detail in the chapter States of Matter.
Story: Thomas and Alexander are freshman students in an introductory chemistry laboratory course at their local college. In this week's experiment, both Thomas and Alexander will be starting their experiments with liquid water. They both follow different experimental protocols, and at the end of the experiment Thomas discovers ice in his reaction flask, while Alexander discovers steam in his reaction flask.
Question: Which person must have increased the temperature of their reaction?

Answer: Alexander.

Question: Background Paragraph: You don't have to suffer through an infection to gain immunity to some diseases. Immunity can also come about by vaccination. Vaccination is the process of exposing a person to pathogens on purpose so the person will develop immunity to them. In vaccination, the pathogens are usually injected under the skin. Only part of the pathogens are injected, or else weakened or dead pathogens are used. This causes an immune response without causing the disease. Diseases you are likely to have been vaccinated against include measles, mumps, and chicken pox.
Story: Two families had children that played together in the park. Jones family were anti-vaxxers, so they never vaccinated against any disease. Dean family did all the required vaccinations.
Question: Which family suffered through infections to gain immunity?

Answer: Jones.

Question: Background Paragraph: When peer feedback is established it allows students to interact with their peers and creates high social skills while learning material more effectively. Interaction with other students allows students to have better social approaches when interacting. Learning by peer feedback gives students more of an opportunity to work as a unit instead of individuals working alone. Working in groups gives students more useful life skill that well help prepare them for the future. Peer feedback gives more control to the student, the student can decide if they want to use the criticism their peers are giving them or not. When given options more students are more likely to give and absorb more feedback. Peer feedback has confirmed an increase in affect; students that have increasing responsibilities have more drive towards their work and a spike in confidence.[6] Furthermore, Kristanto (2018) found that peer feedback is an essential element of peer assessment. In peer assessment, feedback from peers can provide suggestions or correction for students' future works as companion of the received grade.[7].
Story: Two school districts adopted two different strategies in educating their students. Park's district made the students work in groups at all times, the students from Lake's district were instructed to work by themselves and in isolation.
Question: Which district's students had fewer opportunities to work as a unit?

Answer:
Lake's.