This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.

[Q]: While photosystem II photolyzes water to obtain and energize new electrons, photosystem I simply reenergizes depleted electrons at the end of an electron transport chain. Normally, the reenergized electrons are taken by NADP+, though sometimes they can flow back down more H+-pumping electron transport chains to transport more hydrogen ions into the thylakoid space to generate more ATP. This is termed cyclic photophosphorylation because the electrons are recycled. Cyclic photophosphorylation is common in C4 plants, which need more ATP than NADPH.
[A]: What usually takes reenergized electrons?

[Q]: Hyacinth or Hyacinthus was one of Apollo's male lovers. He was a Spartan prince, beautiful and athletic. The pair was practicing throwing the discus when a discus thrown by Apollo was blown off course by the jealous Zephyrus and struck Hyacinthus in the head, killing him instantly. Apollo is said to be filled with grief: out of Hyacinthus' blood, Apollo created a flower named after him as a memorial to his death, and his tears stained the flower petals with the interjection , meaning alas. The Festival of Hyacinthus was a celebration of Sparta.
[A]: Who was one of Apollo's male lovers?

[Q]: Christian missions established Western educational institutions in the Protectorates. Under Britain's policy of indirect rule and validation of Islamic tradition, the Crown did not encourage the operation of Christian missions in the northern, Islamic part of the country. Some children of the southern elite went to Great Britain to pursue higher education. By independence in 1960, regional differences in modern educational access were marked. The legacy, though less pronounced, continues to the present-day. Imbalances between North and South were expressed in Nigeria's political life as well. For instance, northern Nigeria did not outlaw slavery until 1936 whilst in other parts of Nigeria slavery was abolished soon after colonialism.
[A]:
What religion built Western schools in Nigeria?