TASK DEFINITION: Use a disfluent question or a proper question and find the answer to the question based on the given context or return None if an answer can't be found. A disfluent question is a question that has some interruptions in it while framing. A proper question is the correct form of the question without any disfluency.
PROBLEM: proper question: What started with a zero velocity?
disfluent question: What continues er what started with a zero velocity?
context: A simple case of dynamic equilibrium occurs in constant velocity motion across a surface with kinetic friction. In such a situation, a force is applied in the direction of motion while the kinetic friction force exactly opposes the applied force. This results in zero net force, but since the object started with a non-zero velocity, it continues to move with a non-zero velocity. Aristotle misinterpreted this motion as being caused by the applied force. However, when kinetic friction is taken into consideration it is clear that there is no net force causing constant velocity motion.

SOLUTION: None

PROBLEM: proper question: What is the force exerted by standard gravity on one ton of mass?
disfluent question: What is the force exerted by standard torque, no make that gravity, on one ton of mass?
context: The pound-force has a metric counterpart, less commonly used than the newton: the kilogram-force (kgf) (sometimes kilopond), is the force exerted by standard gravity on one kilogram of mass. The kilogram-force leads to an alternate, but rarely used unit of mass: the metric slug (sometimes mug or hyl) is that mass that accelerates at 1 ms2 when subjected to a force of 1 kgf. The kilogram-force is not a part of the modern SI system, and is generally deprecated; however it still sees use for some purposes as expressing aircraft weight, jet thrust, bicycle spoke tension, torque wrench settings and engine output torque. Other arcane units of force include the sthene, which is equivalent to 1000 N, and the kip, which is equivalent to 1000 lbf.

SOLUTION: None

PROBLEM: proper question: What evidence did Plato use to explain life-forms?
disfluent question: What evidence did Louis Agassiz or rather Plato use to explain life-forms?
context: In 1846, the natural history lectures of Louis Agassiz were acclaimed both in New York and on the campus at Harvard College. Agassiz's approach was distinctly idealist and posited Americans' participation in the Divine Nature and the possibility of understanding intellectual existences. Agassiz's perspective on science combined observation with intuition and the assumption that a person can grasp the divine plan in all phenomena. When it came to explaining life-forms, Agassiz resorted to matters of shape based on a presumed archetype for his evidence. This dual view of knowledge was in concert with the teachings of Common Sense Realism derived from Scottish philosophers Thomas Reid and Dugald Stewart, whose works were part of the Harvard curriculum at the time. The popularity of Agassiz's efforts to soar with Plato probably also derived from other writings to which Harvard students were exposed, including Platonic treatises by Ralph Cudworth, John Norrisand, in a Romantic vein, Samuel Coleridge. The library records at Harvard reveal that the writings of Plato and his early modern and Romantic followers were almost as regularly read during the 19th century as those of the official philosophy of the more empirical and more deistic Scottish school.

SOLUTION:
None