Problem: Energy:

Some types of energy are a varying mix of both potential and kinetic energy. An example is mechanical energy which is the sum of (usually macroscopic) kinetic and potential energy in a system. Elastic energy in materials is also dependent upon electrical potential energy (among atoms and molecules), as is chemical energy, which is stored and released from a reservoir of electrical potential energy between electrons, and the molecules or atomic nuclei that attract them.[need quotation to verify].The list is also not necessarily complete. Whenever physical scientists discover that a certain phenomenon appears to violate the law of energy conservation, new forms are typically added that account for the discrepancy.

What is dependent upon hydro potential energy?
---
A: unanswerable

Problem: Iran:

After the Revolution of 1979, as the new government imposed new laws and standards, a new age in Iranian cinema emerged, starting with Viva... by Khosrow Sinai and followed by many other directors, such as Abbas Kiarostami and Jafar Panahi. Kiarostami, an admired Iranian director, planted Iran firmly on the map of world cinema when he won the Palme d'Or for Taste of Cherry in 1997. The continuous presence of Iranian films in prestigious international festivals, such as the Cannes Film Festival, the Venice Film Festival, and the Berlin International Film Festival, attracted world attention to Iranian masterpieces. In 2006, six Iranian films, of six different styles, represented Iranian cinema at the Berlin International Film Festival. Critics considered this a remarkable event in the history of Iranian cinema.

What year did 6 different Iranian films of six different styles represent at the Berlin International Film Festival?
---
A: 2006

Problem: Alexander Graham Bell:

In partnership with Gardiner Greene Hubbard, Bell helped establish the publication Science during the early 1880s. In 1898, Bell was elected as the second president of the National Geographic Society, serving until 1903, and was primarily responsible for the extensive use of illustrations, including photography, in the magazine. he also became a Regent of the Smithsonian Institution (18981922). The French government conferred on him the decoration of the Legion d'honneur (Legion of Honor); the Royal Society of Arts in London awarded him the Albert Medal in 1902; the University of Wurzburg, Bavaria, granted him a PhD, and he was awarded the Franklin Institute's Elliott Cresson Medal in 1912. He was one of the founders of the American Institute of Electrical Engineers in 1884, and served as its president from 189192. Bell was later awarded the AIEE's Edison Medal in 1914 "For meritorious achievement in the invention of the telephone".

What award did Bell win in 1902?
---
A: Albert Medal

Problem: Madrasa:

Although Ottoman madaris had a number of different branches of study, such as calligraphic sciences, oral sciences, and intellectual sciences, they primarily served the function of an Islamic centre for spiritual learning. "The goal of all knowledge and in particular, of the spiritual sciences is knowledge of God." Religion, for the most part, determines the significance and importance of each science. As Inalck mentions: "Those which aid religion are good and sciences like astrology are bad." However, even though mathematics, or studies in logic were part of the madrasa's curriculum, they were all centred around religion. Even mathematics had a religious impulse behind its teachings. "The Ulema of the Ottoman medreses held the view that hostility to logic and mathematics was futile since these accustomed the mind to correct thinking and thus helped to reveal divine truths" key word being "divine". Inalck also mentions that even philosophy was only allowed to be studied so that it helped to confirm the doctrines of Islam." Hence, madaris schools were basically religious centres for religious teachings and learning in the Ottoman world. Although scholars such as Goffman have argued that the Ottomans were highly tolerant and lived in a pluralistic society, it seems that schools that were the main centres for learning were in fact heftily religious and were not religiously pluralistic, but centred around Islam. Similarly, in Europe "Jewish children learned the Hebrew letters and texts of basic prayers at home, and then attended a school organised by the synagogue to study the Torah." Wiesner-Hanks also says that Protestants also wanted to teach "proper religious values." This shows that in the early modern period, Ottomans and Europeans were similar in their ideas about how schools should be managed and what they should be primarily focused on. Thus, Ottoman madaris were very similar to present day schools in the sense that they offered a wide range of studies; however, these studies, in their ultimate objective, aimed to further solidify and consolidate Islamic practices and theories.

What was the essential mission of Islamic schools in the Ottoman Empire?
---
A:
spiritual learning