instruction:
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.
question:
Background Paragraph: Sometimes muscles and tendons get injured when a person starts doing an activity before they have warmed up properly. A warm up is a slow increase in the intensity of a physical activity that prepares muscles for an activity. Warming up increases the blood flow to the muscles and increases the heart rate. Warmed-up muscles and tendons are less likely to get injured. For example, before running or playing soccer, a person might jog slowly to warm muscles and increase their heart rate. Even elite athletes need to warm up ( Figure below ).
Story: Two teams of athletes were attending a competition. Brown team arrived in time and started their warm up, but Green team arrived late and skipped their warm up so they experienced some people getting injured.
Question: Which team experienced more tendon injuries?
answer:
Green.

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 learned fewer useful life skills that well help prepare them for the future?
answer:
Lake's.

question:
Background Paragraph: As a young man, Bohr worked in Rutherford's lab in England. Because Rutherford's model was weak on the position of the electrons, Bohr focused on them. He hypothesized that electrons can move around the nucleus only at fixed distances from the nucleus based on the amount of energy they have. He called these fixed distances energy levels, or electron shells. He thought of them as concentric spheres, with the nucleus at the center of each sphere. In other words, the shells consisted of sphere within sphere within sphere. Furthermore, electrons with less energy would be found at lower energy levels, closer to the nucleus. Those with more energy would be found at higher energy levels, farther from the nucleus. Bohr also hypothesized that if an electron absorbed just the right amount of energy, it would jump to the next higher energy level. Conversely, if it lost the same amount of energy, it would jump back to its original energy level. However, an electron could never exist in between two energy levels. These ideas are illustrated in the Figure below .
Story: Greg was studying Bohr's model. He found it helpful to categorize different scenarios in the model. First, he labeled electron with higher energy as cat A, and electron with lower energy as cat B. Then he labeled electron that gained energy as cat C, and election that lost energy as cat D.
Question: Which electron would be closer to the nucleus, cat A or cat B?
answer:
cat B.