TASK DEFINITION: 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 need to come up with a question about the story that requires an understanding of the relationship described in the background paragraph. The generated question should not be answerable without both the background and story. Write a question about the story that requires a relationship in the background paragraph to answer. Check whether your question requires both the background paragraph and the story to answer. If your question can be answered by only one of these, try to rewrite your question so that it requires both. Note that "flipping" a word in the question can give rise to a new question where the answer will be different from the original question. Often, "flipping" a word gives rise to flipping the direction of the relationship, for example, from "increase" to "decrease."
PROBLEM: Background Paragraph: Regions on the Earth's surface (or in its atmosphere) that are high above mean sea level are referred to as high altitude. High altitude is sometimes defined to begin at 2,400 meters (8,000 ft) above sea level.[5][6][7]

At high altitude, atmospheric pressure is lower than that at sea level. This is due to two competing physical effects: gravity, which causes the air to be as close as possible to the ground; and the heat content of the air, which causes the molecules to bounce off each other and expand.[8].
Story: There was a competition for who can get their purple drone the highest into the air. Team A got it 2,511 ft. Team B got it 3,511 ft. Team C go it 4,511 ft. Team D got it 5,511 ft. Team E got it 10,511 ft. Team F got it 13,511 ft. Team G got it 14,511 ft. Team G won the contest and got a gold trophy as the prize.

SOLUTION: What team got their drone into high altitude: Team A or Team F?

PROBLEM: Background Paragraph: Another major cause of extinction is global warming , which is also known as global climate change. During the past century, the Earth's average temperature has risen by almost 1C (about 1.3F). You may not think that is significant, but to organisms that live in the wild and are constantly adapting to their environments, any climate change can be hazardous. Recall that burning fossil fuels releases gasses into the atmosphere that warm the Earth. Our increased use of fossil fuels, such as coal and oil, is changing the Earth's climate. Any long-term change in the climate can destroy the habitat of a species. Even a brief change in climate may be too stressful for an organism to survive. For example, if the seas increase in temperature, even briefly, it may be too warm for certain types of fish to reproduce.
Story: In Greenland there is a species of bird that thrives in cold climates. After years of burning fossil fuels the global average temperature has increased by 4 degrees F and during the mating season for this bird the temperature is on average 7 degrees higher. This is much warmer than the bird is used to and they begin to reproduce less.

SOLUTION: Will a chance in climate have a positive or negative effect on a species that is climate sensitive?

PROBLEM: Background Paragraph: Mass is a measure of the amount of matter in a substance or an object. The basic SI unit for mass is the kilogram (kg), but smaller masses may be measured in grams (g). To measure mass, you would use a balance. In the lab, mass may be measured with a triple beam balance or an electronic balance, but the old-fashioned balance pictured below may give you a better idea of what mass is. If both sides of this balance were at the same level, it would mean that the fruit in the left pan has the same mass as the iron object in the right pan. In that case, the fruit would have a mass of 1 kg, the same as the iron. As you can see, however, the fruit is at a higher level than the iron. This means that the fruit has less mass than the iron, that is, the fruit's mass is less than 1 kg.
Story: Johnathan is trying to find two blocks of wood with the same mass for a project he is working on. He doesn't have a balance, so he makes a crude one out of materials he has on hand. He put a block of wood on either side and the block on the left side was at a lower level than the block on the right.

Sarah is using a traditional balance to estimate the mass of her peppers. She wants to make 1 kg bushels to sell at the farmers market so she puts a 1 kg weight on the right side and the peppers on the left side.

SOLUTION:
If the 1 kg weight is higher than the peppers does Sarah need to add more peppers or remove peppers?