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.

Input: Consider Input: Context: A physical change in matter is a change in one or more of matters physical properties. Glass breaking is just one example of a physical change. Some other examples are shown in Figure 3.16 and in the video below. In each example, matter may look different after the change occurs, but its still the same substance with the same chemical properties. For example, smaller pieces of wood have the ability to burn just as larger logs do. MEDIA Click image to the left or use the URL below. URL: Because the type of matter remains the same with physical changes, the changes are often easy to undo. For example, braided hair can be unbraided again. Melted chocolate can be put in a fridge to re-harden. Dissolving salt in water is also a physical change. How do you think you could undo it? Did you ever make a "volcano," like the one in Figure 3.17, using baking soda and vinegar? What happens when the two substances combine? They produce an eruption of foamy bubbles. This happens because of a chemical change. A chemical change occurs when matter changes chemically into an entirely different substance with different chemical properties. When vinegar and baking soda combine, they form carbon dioxide, a gas that causes the bubbles. Its the same gas that gives soft drinks their fizz. Not all chemical changes are as dramatic as this "volcano." Some are slower and less obvious. Figure 3.18 and the video below show other examples of chemical changes. MEDIA Click image to the left or use the URL below. URL: How can you tell whether a chemical change has occurred? Often, there are clues. Several are demonstrated in Figures 3.17 and 3.18 and in the video below. MEDIA Click image to the left or use the URL below. URL: To decide whether a chemical change has occurred, look for these signs: Gas bubbles are released. (Example: Baking soda and vinegar mix and produce bubbles.) Something changes color. (Example: Leaves turn from green to other colors.) An odor is produced. (Example: Logs burn and smell smoky.) A solid comes out of a solution. (Example: Eggs cook and a white solid comes out of the clear liquid part of the egg.) Because chemical changes produce new substances, they often cannot be undone. For example, you cant change a fried egg back to a raw egg. Some chemical changes can be reversed, but only by other chemical changes. For example, to undo the tarnish on copper pennies, you can place them in vinegar. The acid in the vinegar reacts with the tarnish. This is a chemical change that makes the pennies bright and shiny again. You can try this yourself at home to see how well it works. If you build a campfire, like the one in Figure 3.19, you start with a large stack of sticks and logs. As the fire burns, the stack slowly shrinks. By the end of the evening, all thats left is a small pile of ashes. What happened to the matter that you started with? Was it destroyed by the flames? It may seem that way, but in fact, the same amount of matter still exists. The wood changed not only to ashes but also to carbon dioxide, water vapor, and other gases. The gases floated off into the air, leaving behind just the ashes. Assume you had measured the mass of the wood before you burned it. Assume you had also trapped the gases released by the burning wood and measured their mass and the mass of the ashes. What would you find? The ashes and gases combined have the same mass as the wood you started with. This example illustrates the law of conservation of mass. The law states that matter cannot be created or destroyed. Even when matter goes through physical or chemical changes, the total mass of matter always remains the same. (In the chapter Nuclear Chemistry, you will learn about nuclear reactions, in which mass is converted into energy. But other than that, the law of conservation of mass holds
Question: After a physical change, matter may

Output: look different.

Input: Consider Input: Context: Nowadays they are giving homework even during the holidays and I hate that very much. But I think there is a reason for it. Homework is given so that we can remember whatever we have learnt. Regular drilling and repetition make perfect. But teachers have started to give too much homework. Anything in excess is bad. Jane What's the use of just homework without allowing children to get an insight into the subject? It just makes them bookworms but nothing else. Homework such as writing some things 5 times at home will just make them memorize things but not put them into use. I regret to say that teachers find it easy to bundle the children with homework rather than making them get interested to understand what they learn. The same trend continues even in college. I find that most of the so-called high scorers are unable to answer simple things in an interview. Sally It is OK to give homework. But it should be given less. We are spending most of our time in school and at least we must be free in our home. If you give homework, we will be very tired and we wouldn't be able to pay attention to extra-curricular activities, which in turn may affect our physical and mental health. So please give less homework to us. Johnson It is part of our work to give students homework. There will be some punishments if we won't do our work. So I have to do that though I know such a teacher is not liked by students.
Question: Who thinks that too much homework may do harm to students' physical and mental health?

Output: sally.

Input: Consider Input: Context: Delamanid (OPC-67683), a nitro-dihydro-imidazooxazole derivative, is a new antituberculosis medication that inhibits mycolic acid synthesis and has shown potent in vitro and in vivo activity against drug-resistant strains of Mycobacterium tuberculosis. In this randomized, placebo-controlled, multinational clinical trial, we assigned 481 patients (nearly all of whom were negative for the human immunodeficiency virus) with pulmonary multidrug-resistant tuberculosis to receive delamanid, at a dose of 100 mg twice daily (161 patients) or 200 mg twice daily (160 patients), or placebo (160 patients) for 2 months in combination with a background drug regimen developed according to World Health Organization guidelines. Sputum cultures were assessed weekly with the use of both liquid broth and solid medium; sputum-culture conversion was defined as a series of five or more consecutive cultures that were negative for growth of M. tuberculosis. The primary efficacy end point was the proportion of patients with sputum-culture conversion in liquid broth medium at 2 months. Among patients who received a background drug regimen plus 100 mg of delamanid twice daily, 45.4% had sputum-culture conversion in liquid broth at 2 months, as compared with 29.6% of patients who received a background drug regimen plus placebo (P=0.008). Likewise, as compared with the placebo group, the group that received the background drug regimen plus 200 mg of delamanid twice daily had a higher proportion of patients with sputum-culture conversion (41.9%, P=0.04). The findings were similar with assessment of sputum-culture conversion in solid medium. Most adverse events were mild to moderate in severity and were evenly distributed across groups. Although no clinical events due to QT prolongation on electrocardiography were observed, QT prolongation was reported significantly more frequently in the groups that received delamanid. Delamanid was associated with an increase in sputum-culture conversion at 2 months among patients with multidrug-resistant tuberculosis. This finding suggests that delamanid could enhance treatment options for multidrug-resistant tuberculosis. (Funded by Otsuka Pharmaceutical Development and Commercialization; ClinicalTrials.gov number, NCT00685360.).
Question: Which disease can be treated with Delamanid?
Output: tuberculosis