Input:
Question: Which characteristic helps some animals defend themselves against predators?
Answer: strong odor.
Sentence: Strong odor helps some animals defend themselves against predators.

Output: Some animals use strong odor to defend themselves against predators.


Input:
Question: Which characteristic helps some animals defend themselves against predators?
Answer: strong odor.
Sentence: Strong odor helps some animals defend themselves against predators.

Output: Strong odor is a characteristic that helps some animals defend themselves against predators.


Input:
Question: How many atoms does water contain?
Answer: 3.
Sentence: Water contains 3 atoms.

Output: 3 atoms are contained in water.


Input:
Question: How many atoms does water contain?
Answer: 3.
Sentence: Water contains 3 atoms.

Output: Contained in water are three atoms.


Input:
Question: How many atoms does water contain?
Answer: 3.
Sentence: Water contains 3 atoms.

Output: Each atom that exist for water is an element. Two of hydrogen and one of oxygen.


Input:
Question: How many atoms does water contain?
Answer: 3.
Sentence: Water contains 3 atoms.

Output: The number of atoms present in water is 3.


Input:
Question: How many atoms does water contain?
Answer: 3.
Sentence: Water contains 3 atoms.

Output: The total number of atoms in water is three.


Input:
Question: How many atoms does water contain?
Answer: 3.
Sentence: Water contains 3 atoms.

Output: There are three atoms contained in water.


Input:
Question: How many atoms does water contain?
Answer: 3.
Sentence: Water contains 3 atoms.

Output: Three atoms exist in the composition of water.


Input:
Question: How many atoms does water contain?
Answer: 3.
Sentence: Water contains 3 atoms.

Output: Water chemical formula is H2O which is three atoms total.


Input:
Question: How many atoms does water contain?
Answer: 3.
Sentence: Water contains 3 atoms.

Output: Water molecule consists of 3 atoms.


Input:
Question: A definite shape and a definite volume are properties of which state of matter?
Answer: solid, only.
Sentence: A definite shape and a definite volume are properties of the solid, only state(s) of matter.

Output: A solid is the only state of matter in which the shape and volume are definite.


Input:
Question: A definite shape and a definite volume are properties of which state of matter?
Answer: solid, only.
Sentence: A definite shape and a definite volume are properties of the solid, only state(s) of matter.

Output: A solid is the only state of matter that has a definite shape and volume.


Input:
Question: A definite shape and a definite volume are properties of which state of matter?
Answer: solid, only.
Sentence: A definite shape and a definite volume are properties of the solid, only state(s) of matter.

Output: Definitives shapes and volumes are exclusively property of the solid state of matter.


Input:
Question: A definite shape and a definite volume are properties of which state of matter?
Answer: solid, only.
Sentence: A definite shape and a definite volume are properties of the solid, only state(s) of matter.

Output: If want to to find a definitive shape or volume, you will only find them in a solid state of matter.


Input:
Question: A definite shape and a definite volume are properties of which state of matter?
Answer: solid, only.
Sentence: A definite shape and a definite volume are properties of the solid, only state(s) of matter.

Output: Liquids and gasses do not possess a definite shape and definite volume, only matter does.


Input:
Question: A definite shape and a definite volume are properties of which state of matter?
Answer: solid, only.
Sentence: A definite shape and a definite volume are properties of the solid, only state(s) of matter.

Output: Solid is the only state of matter with which there are always a definite shape and definite volume.


Input:
Question: A definite shape and a definite volume are properties of which state of matter?
Answer: solid, only.
Sentence: A definite shape and a definite volume are properties of the solid, only state(s) of matter.

Output: The only state of matter that has a definite shape and volume is a solid.


Input:
Question: A definite shape and a definite volume are properties of which state of matter?
Answer: solid, only.
Sentence: A definite shape and a definite volume are properties of the solid, only state(s) of matter.

Output: The solid state of matter is whre you will only find a definitve shape and a definitive volume.


Input:
Question: A definite shape and a definite volume are properties of which state of matter?
Answer: solid, only.
Sentence: A definite shape and a definite volume are properties of the solid, only state(s) of matter.

Output: Two characteristics of a solid state of matter is: it has a definite shape, and a definite volume.


Input:
Question: Why is it important to protect soil?
Answer: It has nutrients used by plants to grow.
Sentence: It is important to protect soil because it has nutrients used by plants to grow.

Output: If soil is not protected, then plants won't have the nutrients they need to grow.


Input:
Question: Why is it important to protect soil?
Answer: It has nutrients used by plants to grow.
Sentence: It is important to protect soil because it has nutrients used by plants to grow.

Output: Plants use nutrients in the soil to grow so it is important to protect the soil.


Input:
Question: Why is it important to protect soil?
Answer: It has nutrients used by plants to grow.
Sentence: It is important to protect soil because it has nutrients used by plants to grow.

Output: Plants use nutrients in the soil to grow which is why me must protect it.


Input:
Question: Why is it important to protect soil?
Answer: It has nutrients used by plants to grow.
Sentence: It is important to protect soil because it has nutrients used by plants to grow.

Output: Protecting soil also protects key nutrients that plants need to grow.


Input:
Question: Why is it important to protect soil?
Answer: It has nutrients used by plants to grow.
Sentence: It is important to protect soil because it has nutrients used by plants to grow.

Output: Soil contains nutrients that plants need to grow, so it is important to protect soil.


Input:
Question: Why is it important to protect soil?
Answer: It has nutrients used by plants to grow.
Sentence: It is important to protect soil because it has nutrients used by plants to grow.

Output: The nutrients in the soil help plants to grow so it is important to protect it.


Input:
Question: Why is it important to protect soil?
Answer: It has nutrients used by plants to grow.
Sentence: It is important to protect soil because it has nutrients used by plants to grow.

Output: The soil contains nutrients which are used by plants to grow so it is important to protect it.


Input:
Question: Why is it important to protect soil?
Answer: It has nutrients used by plants to grow.
Sentence: It is important to protect soil because it has nutrients used by plants to grow.

Output: We must protect the soil because there are nutrients in it that plants use for growth.


Input:
Question: Why is it important to protect soil?
Answer: It has nutrients used by plants to grow.
Sentence: It is important to protect soil because it has nutrients used by plants to grow.

Output: We need to protect the soil so that plants can use it for nutrients to grow.


Input:
Question: Heat transfer by conduction occurs when molecules?
Answer: collide with other molecules.
Sentence: Heat transfer by conduction occurs molecules collide with other molecules.

Output: Conduction is a form of heat transfer that takes place when it comes into contact with matter , the atoms and molecules move and they in turn collide with other atoms or molecules so the heat is transferred, making them move too.


Input:
Question: Heat transfer by conduction occurs when molecules?
Answer: collide with other molecules.
Sentence: Heat transfer by conduction occurs molecules collide with other molecules.

Output: Conduction is the mode of heat transfer occurs from one part of a substance to another part of within the substance itself or with another substance which is placed in physical contact.


Input:
Question: Heat transfer by conduction occurs when molecules?
Answer: collide with other molecules.
Sentence: Heat transfer by conduction occurs molecules collide with other molecules.

Output: Conduction is the movement of heat through a substance by the collision of molecules where the heat flows from the warmer to the cooler object until they are both at the same temperature.


Input:
Question: Heat transfer by conduction occurs when molecules?
Answer: collide with other molecules.
Sentence: Heat transfer by conduction occurs molecules collide with other molecules.

Output: Molecules collide with other molecules and a heat transfer by conduction occurs.


Input:
Question: Heat transfer by conduction occurs when molecules?
Answer: collide with other molecules.
Sentence: Heat transfer by conduction occurs molecules collide with other molecules.

Output: Molecules colliding with other molecules causes heat transfer by conduction.


Input:
Question: Heat transfer by conduction occurs when molecules?
Answer: collide with other molecules.
Sentence: Heat transfer by conduction occurs molecules collide with other molecules.

Output: The way to make heat transfer by conduction occur is by colliding molecules together.


Input:
Question: Heat transfer by conduction occurs when molecules?
Answer: collide with other molecules.
Sentence: Heat transfer by conduction occurs molecules collide with other molecules.

Output: This heat transfer happens by a phrase called conduction where molecules collide with other molecules.


Input:
Question: Heat transfer by conduction occurs when molecules?
Answer: collide with other molecules.
Sentence: Heat transfer by conduction occurs molecules collide with other molecules.

Output: When molecules collide with other molecules a heat transfer by conduction occurs.


Input:
Question: Heat transfer by conduction occurs when molecules?
Answer: collide with other molecules.
Sentence: Heat transfer by conduction occurs molecules collide with other molecules.

Output: When molecules collide with other molecules, heat transfer by conduction occurs.


Input:
Question: When do gases and liquids become solids?
Answer: at low temperatures.
Sentence: Gases and liquids become solids at low temperatures.

Output: At low temperatures gases and liquids become solids.


Input:
Question: When do gases and liquids become solids?
Answer: at low temperatures.
Sentence: Gases and liquids become solids at low temperatures.

Output: At low temperatures, gasses and liquids become solids.


Input:
Question: When do gases and liquids become solids?
Answer: at low temperatures.
Sentence: Gases and liquids become solids at low temperatures.

Output: At low temperatures, we can find that gases and liquids become solids.


Input:
Question: When do gases and liquids become solids?
Answer: at low temperatures.
Sentence: Gases and liquids become solids at low temperatures.

Output: Gases and liquids change at low temperatures to become solids.


Input:
Question: When do gases and liquids become solids?
Answer: at low temperatures.
Sentence: Gases and liquids become solids at low temperatures.

Output: Gases and liquids solidify at low temperatures.


Input:
Question: When do gases and liquids become solids?
Answer: at low temperatures.
Sentence: Gases and liquids become solids at low temperatures.

Output: Gasses and liquids become solids when exposed to low temperatures.


Input:
Question: When do gases and liquids become solids?
Answer: at low temperatures.
Sentence: Gases and liquids become solids at low temperatures.

Output: Solids are made of gases and liquids at low temperatures.


Input:
Question: When do gases and liquids become solids?
Answer: at low temperatures.
Sentence: Gases and liquids become solids at low temperatures.

Output: When liquids and gasses are stored at low temperatures they become solids.


Input:
Question: When do gases and liquids become solids?
Answer: at low temperatures.
Sentence: Gases and liquids become solids at low temperatures.

Output: When temperatures are low, gases and liquids become solids.


Input:
Question: What is another word for cellular drinking?
Answer: pinocytosis.
Sentence: Pinocytosis is another word for cellular drinking.

Output: Another way to say "cellular drinking" is by saying pinocytosis.


Input:
Question: What is another word for cellular drinking?
Answer: pinocytosis.
Sentence: Pinocytosis is another word for cellular drinking.

Output: Another word for cellular drinking is pinocytosis.


Input:
Question: What is another word for cellular drinking?
Answer: pinocytosis.
Sentence: Pinocytosis is another word for cellular drinking.

Output: Cellular drinking is also called pinocytosis.


Input:
Question: What is another word for cellular drinking?
Answer: pinocytosis.
Sentence: Pinocytosis is another word for cellular drinking.

Output: Cellular drinking is known as pinocytosis.


Input:
Question: What is another word for cellular drinking?
Answer: pinocytosis.
Sentence: Pinocytosis is another word for cellular drinking.

Output: Pinocytosis (“cellular drinking”), which involves the ingestion of fluid and solutes via small pinocytic vesicles.


Input:
Question: What is another word for cellular drinking?
Answer: pinocytosis.
Sentence: Pinocytosis is another word for cellular drinking.

Output: Pinocytosis another word for cellular drinking is a form of endocytosis in which a cell takes in small amounts of extracellular fluid.


Input:
Question: What is another word for cellular drinking?
Answer: pinocytosis.
Sentence: Pinocytosis is another word for cellular drinking.

Output: Pinocytosis literally means cell drinking where the membrane surrounds a liquid, forms a pocket, then a vacuole.


Input:
Question: What is another word for cellular drinking?
Answer: pinocytosis.
Sentence: Pinocytosis is another word for cellular drinking.

Output: Pinocytosis means "cellular drinking.".


Input:
Question: What is another word for cellular drinking?
Answer: pinocytosis.
Sentence: Pinocytosis is another word for cellular drinking.

Output: Pinocytosis means cellular drinking.


Input:
Question: Which of the following structures does a frog develop as it changes from a tadpole to an adult frog?
Answer: lungs.
Sentence: A frog does develop lungs structures as it changes from a tadpole to an adult frog.

Output: A frog develops its lungs when it changes from a tadpole to an adult.


Input:
Question: Which of the following structures does a frog develop as it changes from a tadpole to an adult frog?
Answer: lungs.
Sentence: A frog does develop lungs structures as it changes from a tadpole to an adult frog.

Output: A frog doesn't begin to develop its lung until it transforms from a tadpole to an adult.


Input:
Question: Which of the following structures does a frog develop as it changes from a tadpole to an adult frog?
Answer: lungs.
Sentence: A frog does develop lungs structures as it changes from a tadpole to an adult frog.

Output: A frog will develop lungs when it goes from being a tadpole to being an adult.


Input:
Question: Which of the following structures does a frog develop as it changes from a tadpole to an adult frog?
Answer: lungs.
Sentence: A frog does develop lungs structures as it changes from a tadpole to an adult frog.

Output: A frog will get its lungs when it grows from a tadpole to an adult.


Input:
Question: Which of the following structures does a frog develop as it changes from a tadpole to an adult frog?
Answer: lungs.
Sentence: A frog does develop lungs structures as it changes from a tadpole to an adult frog.

Output: A frog's lungs don't develop until it transforms from a tadpole to an adult.


Input:
Question: Which of the following structures does a frog develop as it changes from a tadpole to an adult frog?
Answer: lungs.
Sentence: A frog does develop lungs structures as it changes from a tadpole to an adult frog.

Output: A tad pole changes lung structure when it turns into an adult frog.


Input:
Question: Which of the following structures does a frog develop as it changes from a tadpole to an adult frog?
Answer: lungs.
Sentence: A frog does develop lungs structures as it changes from a tadpole to an adult frog.

Output: A tadpole will change the form of lungs when it becomes an adult frog.


Input:
Question: Which of the following structures does a frog develop as it changes from a tadpole to an adult frog?
Answer: lungs.
Sentence: A frog does develop lungs structures as it changes from a tadpole to an adult frog.

Output: An adult frog as a different lung structure than when it was a tad pole.


Input:
Question: Which of the following structures does a frog develop as it changes from a tadpole to an adult frog?
Answer: lungs.
Sentence: A frog does develop lungs structures as it changes from a tadpole to an adult frog.

Output: An adult frog changes lung structure from when it was a tadpole.


Input:
Question: Which of the following structures does a frog develop as it changes from a tadpole to an adult frog?
Answer: lungs.
Sentence: A frog does develop lungs structures as it changes from a tadpole to an adult frog.

Output: An adult frog develops lungs when it changes from a tadpole to and adult frog.


Input:
Question: Which of the following structures does a frog develop as it changes from a tadpole to an adult frog?
Answer: lungs.
Sentence: A frog does develop lungs structures as it changes from a tadpole to an adult frog.

Output: An adult frog will generate different lungs from when it was a tadpole.


Input:
Question: Which of the following structures does a frog develop as it changes from a tadpole to an adult frog?
Answer: lungs.
Sentence: A frog does develop lungs structures as it changes from a tadpole to an adult frog.

Output: As a frog grows from a tadpole, to an adult, it grows its lungs.


Input:
Question: Which of the following structures does a frog develop as it changes from a tadpole to an adult frog?
Answer: lungs.
Sentence: A frog does develop lungs structures as it changes from a tadpole to an adult frog.

Output: Frogs change lung structure from tadpole to adult frog.


Input:
Question: Which of the following structures does a frog develop as it changes from a tadpole to an adult frog?
Answer: lungs.
Sentence: A frog does develop lungs structures as it changes from a tadpole to an adult frog.

Output: In the transition from tadpole to adulthood, a frog will develop lungs.


Input:
Question: Which of the following structures does a frog develop as it changes from a tadpole to an adult frog?
Answer: lungs.
Sentence: A frog does develop lungs structures as it changes from a tadpole to an adult frog.

Output: Lungs are a key structure developed when a from grows into the adult stage.


Input:
Question: Which of the following structures does a frog develop as it changes from a tadpole to an adult frog?
Answer: lungs.
Sentence: A frog does develop lungs structures as it changes from a tadpole to an adult frog.

Output: Lungs are created when a frog changes from a tadpole to an adult frog.


Input:
Question: Which of the following structures does a frog develop as it changes from a tadpole to an adult frog?
Answer: lungs.
Sentence: A frog does develop lungs structures as it changes from a tadpole to an adult frog.

Output: One structure that frogs develop when changing from being a tadpole to being an adult are lungs.


Input:
Question: Which of the following structures does a frog develop as it changes from a tadpole to an adult frog?
Answer: lungs.
Sentence: A frog does develop lungs structures as it changes from a tadpole to an adult frog.

Output: The difference in an adult frog and a tad pole are lungs.


Input:
Question: Which of the following structures does a frog develop as it changes from a tadpole to an adult frog?
Answer: lungs.
Sentence: A frog does develop lungs structures as it changes from a tadpole to an adult frog.

Output: When a frog begins to transform from a tadpole to an adult, it then begins to develop lungs.


Input:
Question: Which of the following structures does a frog develop as it changes from a tadpole to an adult frog?
Answer: lungs.
Sentence: A frog does develop lungs structures as it changes from a tadpole to an adult frog.

Output: When a frog leaves the tadpole stage and transitions to an adult, it begins forming lungs.


Input:
Question: Which of the following structures does a frog develop as it changes from a tadpole to an adult frog?
Answer: lungs.
Sentence: A frog does develop lungs structures as it changes from a tadpole to an adult frog.

Output: When a frog turns into an adult, its lungs will start to develop.


Input:
Question: Which of the following structures does a frog develop as it changes from a tadpole to an adult frog?
Answer: lungs.
Sentence: A frog does develop lungs structures as it changes from a tadpole to an adult frog.

Output: When going from a tadpole to a frog, the lung structure will change.


Input:
Question: Which of the following is true regarding the properties of an air mass?
Answer: An air mass has similar temperature and moisture properties throughout it.
Sentence: One of the properties of an air mass is that an air mass has similar temperature and moisture properties throughout it.

Output: Air mass has a property throughout it.  That property is similar temperature and moisture.


Input:
Question: Which of the following is true regarding the properties of an air mass?
Answer: An air mass has similar temperature and moisture properties throughout it.
Sentence: One of the properties of an air mass is that an air mass has similar temperature and moisture properties throughout it.

Output: Air masses tend to have similar temperatures and moisture content no matter where you measure.


Input:
Question: Which of the following is true regarding the properties of an air mass?
Answer: An air mass has similar temperature and moisture properties throughout it.
Sentence: One of the properties of an air mass is that an air mass has similar temperature and moisture properties throughout it.

Output: Among the properties of an air mass are similar moisture and temperature throughout the mass.


Input:
Question: Which of the following is true regarding the properties of an air mass?
Answer: An air mass has similar temperature and moisture properties throughout it.
Sentence: One of the properties of an air mass is that an air mass has similar temperature and moisture properties throughout it.

Output: An air mass as a temperature and moisture throughout has similar properties.


Input:
Question: Which of the following is true regarding the properties of an air mass?
Answer: An air mass has similar temperature and moisture properties throughout it.
Sentence: One of the properties of an air mass is that an air mass has similar temperature and moisture properties throughout it.

Output: An air mass will have similar temperature and moisture content throughout.


Input:
Question: Which of the following is true regarding the properties of an air mass?
Answer: An air mass has similar temperature and moisture properties throughout it.
Sentence: One of the properties of an air mass is that an air mass has similar temperature and moisture properties throughout it.

Output: Similar properties is evident of temperature and moisture throughout an air mass.


Input:
Question: Which of the following is true regarding the properties of an air mass?
Answer: An air mass has similar temperature and moisture properties throughout it.
Sentence: One of the properties of an air mass is that an air mass has similar temperature and moisture properties throughout it.

Output: Similar temperature and moisture properties throughout it is one of the properties of of an air mass.


Input:
Question: Which of the following is true regarding the properties of an air mass?
Answer: An air mass has similar temperature and moisture properties throughout it.
Sentence: One of the properties of an air mass is that an air mass has similar temperature and moisture properties throughout it.

Output: Temperature and moisture throughout it an air mass has similar properties.


Input:
Question: Which of the following is true regarding the properties of an air mass?
Answer: An air mass has similar temperature and moisture properties throughout it.
Sentence: One of the properties of an air mass is that an air mass has similar temperature and moisture properties throughout it.

Output: There are many qualities of an air mass, one of which is that it will have a similar temperature and moisture content throughout.


Input:
Question: What do you call water that flows out of the ground where an aquifer meets the surface?
Answer: spring.
Sentence: You call water that flows out of the ground where an aquifer meets the surface a(n) spring.

Output: A spring is water that flows from the ground where an aquifer meets the surface.


Input:
Question: What do you call water that flows out of the ground where an aquifer meets the surface?
Answer: spring.
Sentence: You call water that flows out of the ground where an aquifer meets the surface a(n) spring.

Output: A spring is water that flows out of the ground where an aquifer meets the surface.


Input:
Question: What do you call water that flows out of the ground where an aquifer meets the surface?
Answer: spring.
Sentence: You call water that flows out of the ground where an aquifer meets the surface a(n) spring.

Output: Aquifer meeting the surface out of the ground is called a spring.


Input:
Question: What do you call water that flows out of the ground where an aquifer meets the surface?
Answer: spring.
Sentence: You call water that flows out of the ground where an aquifer meets the surface a(n) spring.

Output: The ground where the aquifer meets the surface is known as a spring.


Input:
Question: What do you call water that flows out of the ground where an aquifer meets the surface?
Answer: spring.
Sentence: You call water that flows out of the ground where an aquifer meets the surface a(n) spring.

Output: Water flows to the surface in a spring when an aquifer meets the surface.


Input:
Question: What do you call water that flows out of the ground where an aquifer meets the surface?
Answer: spring.
Sentence: You call water that flows out of the ground where an aquifer meets the surface a(n) spring.

Output: Water that flows out of the ground where an aquifer meets the surface is what you call a spring.


Input:
Question: What do you call water that flows out of the ground where an aquifer meets the surface?
Answer: spring.
Sentence: You call water that flows out of the ground where an aquifer meets the surface a(n) spring.

Output: When an aquifer meets the surface, water flows in a spring.


Input:
Question: What do you call water that flows out of the ground where an aquifer meets the surface?
Answer: spring.
Sentence: You call water that flows out of the ground where an aquifer meets the surface a(n) spring.

Output: Where an aquifer meets the surface, water that flows out of the ground is known as a spring.


Input:
Question: What is the eighth planet from our sun?
Answer: neptune.
Sentence: The eighth planet from our sun is neptune.

Output: Neptune can be located in eighth place away from our sun.


Input:
Question: What is the eighth planet from our sun?
Answer: neptune.
Sentence: The eighth planet from our sun is neptune.

Output: Neptune is 8 planets away from our sun.


Input:
Question: What is the eighth planet from our sun?
Answer: neptune.
Sentence: The eighth planet from our sun is neptune.

Output: Neptune is the eighth planet from our sun.


Input:
Question: What is the eighth planet from our sun?
Answer: neptune.
Sentence: The eighth planet from our sun is neptune.

Output: Neptune is the name of the planet which is eight away from our sun.


Input:
Question: What is the eighth planet from our sun?
Answer: neptune.
Sentence: The eighth planet from our sun is neptune.

Output: Our sun is 8 planets away from Neptune.


Input:
Question: What is the eighth planet from our sun?
Answer: neptune.
Sentence: The eighth planet from our sun is neptune.

Output: The eighth planet planet from our sun is named neptune.


Input:
Question: What is the eighth planet from our sun?
Answer: neptune.
Sentence: The eighth planet from our sun is neptune.

Output: The name of the eighth planet from our sun is neptune.


Input:
Question: What is the eighth planet from our sun?
Answer: neptune.
Sentence: The eighth planet from our sun is neptune.

Output: The planet which is eight away from our sun is Neptune.


Input:
Question: What is the eighth planet from our sun?
Answer: neptune.
Sentence: The eighth planet from our sun is neptune.

Output: There are 7 planets between our sun and Neptune.


Input:
Question: The development of the respiratory system in the fetus begins at about?
Answer: 4 weeks.
Sentence: The development of the respiratory system in the fetus begins at about 4 weeks.

Output: A fetus will begin to develop a respiratory system at about 4 weeks.


Input:
Question: The development of the respiratory system in the fetus begins at about?
Answer: 4 weeks.
Sentence: The development of the respiratory system in the fetus begins at about 4 weeks.

Output: A fetus will start to develop a respiratory system around 4 weeks into gestation.


Input:
Question: The development of the respiratory system in the fetus begins at about?
Answer: 4 weeks.
Sentence: The development of the respiratory system in the fetus begins at about 4 weeks.

Output: About 4 weeks into fetal development, the development of the respiratory system occurs.


Input:
Question: The development of the respiratory system in the fetus begins at about?
Answer: 4 weeks.
Sentence: The development of the respiratory system in the fetus begins at about 4 weeks.

Output: At 4 weeks, the respiratory system in the fetus begins to develop.


Input:
Question: The development of the respiratory system in the fetus begins at about?
Answer: 4 weeks.
Sentence: The development of the respiratory system in the fetus begins at about 4 weeks.

Output: At about 4 weeks the development of the respiratory system in the fetus begins.


Input:
Question: The development of the respiratory system in the fetus begins at about?
Answer: 4 weeks.
Sentence: The development of the respiratory system in the fetus begins at about 4 weeks.

Output: At about 4 weeks, the fetus begins developing the respiratory system.


Input:
Question: The development of the respiratory system in the fetus begins at about?
Answer: 4 weeks.
Sentence: The development of the respiratory system in the fetus begins at about 4 weeks.

Output: Doctors say the respiratory system in the fetus begins to develop at 4 weeks.


Input:
Question: The development of the respiratory system in the fetus begins at about?
Answer: 4 weeks.
Sentence: The development of the respiratory system in the fetus begins at about 4 weeks.

Output: In a fetus, the development of the respiratory system begins around 4 weeks.


Input:
Question: The development of the respiratory system in the fetus begins at about?
Answer: 4 weeks.
Sentence: The development of the respiratory system in the fetus begins at about 4 weeks.

Output: Respiratory development in a fetus begins at about 4 weeks.


Input:
Question: What crucial role does beneficial fungi play?
Answer: balance of ecosystems.
Sentence: Beneficial fungi play a crucial role in balance of ecosystems.

Output: A crucial part of the balancing of ecosystems is done by beneficial fungi.


Input:
Question: What crucial role does beneficial fungi play?
Answer: balance of ecosystems.
Sentence: Beneficial fungi play a crucial role in balance of ecosystems.

Output: Beneficial fungai play a crucial role in the balance of ecosystems.


Input:
Question: What crucial role does beneficial fungi play?
Answer: balance of ecosystems.
Sentence: Beneficial fungi play a crucial role in balance of ecosystems.

Output: Beneficial fungi are used to keep ecosystems in check.


Input:
Question: What crucial role does beneficial fungi play?
Answer: balance of ecosystems.
Sentence: Beneficial fungi play a crucial role in balance of ecosystems.

Output: Beneficial fungi have a crucial role in the balance of ecosystems.


Input:
Question: What crucial role does beneficial fungi play?
Answer: balance of ecosystems.
Sentence: Beneficial fungi play a crucial role in balance of ecosystems.

Output: Beneficial fungi have many roles in their environment, but one of their most crucial roles is the balancing of ecosystems.


Input:
Question: What crucial role does beneficial fungi play?
Answer: balance of ecosystems.
Sentence: Beneficial fungi play a crucial role in balance of ecosystems.

Output: In the balance of ecosystems beneficial fungi play a crucial role.


Input:
Question: What crucial role does beneficial fungi play?
Answer: balance of ecosystems.
Sentence: Beneficial fungi play a crucial role in balance of ecosystems.

Output: The balance of ecosystems is alloted to beneficial fungai.


Input:
Question: What crucial role does beneficial fungi play?
Answer: balance of ecosystems.
Sentence: Beneficial fungi play a crucial role in balance of ecosystems.

Output: The balance of ecosystems is made possible by beneficial fungi, who play a crucial role in the process.


Input:
Question: What crucial role does beneficial fungi play?
Answer: balance of ecosystems.
Sentence: Beneficial fungi play a crucial role in balance of ecosystems.

Output: The crucial role of beneficial fungai is to balance ecosystems.


Input:
Question: Which will most likely result from a low-pressure weather system?
Answer: cloudy conditions.
Sentence: Cloudy conditions will most likely result from a low-pressure weather system.

Output: Clouds result from low pressure systems.


Input:
Question: Which will most likely result from a low-pressure weather system?
Answer: cloudy conditions.
Sentence: Cloudy conditions will most likely result from a low-pressure weather system.

Output: Cloudy conditions tend to result from low-pressure weather systems.


Input:
Question: Which will most likely result from a low-pressure weather system?
Answer: cloudy conditions.
Sentence: Cloudy conditions will most likely result from a low-pressure weather system.

Output: Low-Pressure weather systems result in cloudy conditions.


Input:
Question: Which will most likely result from a low-pressure weather system?
Answer: cloudy conditions.
Sentence: Cloudy conditions will most likely result from a low-pressure weather system.

Output: Low-pressure weather systems most likely produce cloudy conditions.


Input:
Question: Which will most likely result from a low-pressure weather system?
Answer: cloudy conditions.
Sentence: Cloudy conditions will most likely result from a low-pressure weather system.

Output: Low-pressure weather systems usually result in cloudy conditions.


Input:
Question: Which will most likely result from a low-pressure weather system?
Answer: cloudy conditions.
Sentence: Cloudy conditions will most likely result from a low-pressure weather system.

Output: On a cloudy day, they are most likely resulting from low-pressure systems.


Input:
Question: Which will most likely result from a low-pressure weather system?
Answer: cloudy conditions.
Sentence: Cloudy conditions will most likely result from a low-pressure weather system.

Output: Rarely will you see a low-pressure weather system come through without cloudy conditions.


Input:
Question: Which will most likely result from a low-pressure weather system?
Answer: cloudy conditions.
Sentence: Cloudy conditions will most likely result from a low-pressure weather system.

Output: When a low-pressure weather system arrives, one can most likely expect cloudy conditions.


Input:
Question: Which will most likely result from a low-pressure weather system?
Answer: cloudy conditions.
Sentence: Cloudy conditions will most likely result from a low-pressure weather system.

Output: When low-pressure weather systems occur, sky conditions become cloudy.


Input:
Question: What causes the wheels of the car to turn?
Answer: turning driveshaft.
Sentence: The turning driveshaft causes the wheels of the car to turn.

Output: A car's wheels turn by a mechanism called the turning driveshaft.


Input:
Question: What causes the wheels of the car to turn?
Answer: turning driveshaft.
Sentence: The turning driveshaft causes the wheels of the car to turn.

Output: If you want the wheels of the car to turn, you'll need to use the turning driveshaft.


Input:
Question: What causes the wheels of the car to turn?
Answer: turning driveshaft.
Sentence: The turning driveshaft causes the wheels of the car to turn.

Output: Operation of the car's turning driveshaft allows the wheels to turn.


Input:
Question: What causes the wheels of the car to turn?
Answer: turning driveshaft.
Sentence: The turning driveshaft causes the wheels of the car to turn.

Output: The automobile wheels are rotated by the turning driveshaft mechanism.


Input:
Question: What causes the wheels of the car to turn?
Answer: turning driveshaft.
Sentence: The turning driveshaft causes the wheels of the car to turn.

Output: The main part of the car causing the wheels to turn is the turning driveshaft.


Input:
Question: What causes the wheels of the car to turn?
Answer: turning driveshaft.
Sentence: The turning driveshaft causes the wheels of the car to turn.

Output: The vehicle's wheels are turned by the functioning of the turning driveshaft mechanism.


Input:
Question: What causes the wheels of the car to turn?
Answer: turning driveshaft.
Sentence: The turning driveshaft causes the wheels of the car to turn.

Output: The wheels of a car turn because of the turning driveshaft.


Input:
Question: What causes the wheels of the car to turn?
Answer: turning driveshaft.
Sentence: The turning driveshaft causes the wheels of the car to turn.

Output: When the wheels of a car turn, that is due to the turning driveshaft.


Input:
Question: What causes the wheels of the car to turn?
Answer: turning driveshaft.
Sentence: The turning driveshaft causes the wheels of the car to turn.

Output: Without a turning driveshaft, a car's wheels would not turn.


Input:
Question: Which characteristic describes the texture of a kitten’s fur?
Answer: soft.
Sentence: Soft describes the texture of a kitten’s fur.

Output: A kitten's fur has a soft texture.


Input:
Question: Which characteristic describes the texture of a kitten’s fur?
Answer: soft.
Sentence: Soft describes the texture of a kitten’s fur.

Output: Kitten's  fur can be described as soft.


Input:
Question: Which characteristic describes the texture of a kitten’s fur?
Answer: soft.
Sentence: Soft describes the texture of a kitten’s fur.

Output: Kittens have  soft fur.


Input:
Question: Which characteristic describes the texture of a kitten’s fur?
Answer: soft.
Sentence: Soft describes the texture of a kitten’s fur.

Output: Soft is a characteristic of a kitten's fur.


Input:
Question: Which characteristic describes the texture of a kitten’s fur?
Answer: soft.
Sentence: Soft describes the texture of a kitten’s fur.

Output: The fur of a kitten is described by it's characteristic soft texture.


Input:
Question: Which characteristic describes the texture of a kitten’s fur?
Answer: soft.
Sentence: Soft describes the texture of a kitten’s fur.

Output: The kitten's fur has a soft texture.


Input:
Question: Which characteristic describes the texture of a kitten’s fur?
Answer: soft.
Sentence: Soft describes the texture of a kitten’s fur.

Output: The texture of a kitten's fur is soft.


Input:
Question: Studies of earthquake waves have helped scientists determine the?
Answer: structure of Earth's interior.
Sentence: Studies of earthquake waves have helped scientists determine the structure of earth's interior.

Output: By studying earthquake waves, scientists have been able to determine how earth's interior is structured.


Input:
Question: Studies of earthquake waves have helped scientists determine the?
Answer: structure of Earth's interior.
Sentence: Studies of earthquake waves have helped scientists determine the structure of earth's interior.

Output: Earthquake waves help scientists who study to find the structure of earth's interior.


Input:
Question: Studies of earthquake waves have helped scientists determine the?
Answer: structure of Earth's interior.
Sentence: Studies of earthquake waves have helped scientists determine the structure of earth's interior.

Output: Scientists have a better understanding of the structure of the interior of the earth through studying earthquake waves.


Input:
Question: Studies of earthquake waves have helped scientists determine the?
Answer: structure of Earth's interior.
Sentence: Studies of earthquake waves have helped scientists determine the structure of earth's interior.

Output: Scientists have knowledge of the structure of earth's interior through studying earthquake waves.


Input:
Question: Studies of earthquake waves have helped scientists determine the?
Answer: structure of Earth's interior.
Sentence: Studies of earthquake waves have helped scientists determine the structure of earth's interior.

Output: Scientists study to determine the structure of Earth's interior by earthquake waves.


Input:
Question: Studies of earthquake waves have helped scientists determine the?
Answer: structure of Earth's interior.
Sentence: Studies of earthquake waves have helped scientists determine the structure of earth's interior.

Output: Scientists studying earthquake waves have been able to determine the structure of earth's interior.


Input:
Question: Studies of earthquake waves have helped scientists determine the?
Answer: structure of Earth's interior.
Sentence: Studies of earthquake waves have helped scientists determine the structure of earth's interior.

Output: The structure Earth's interior is calculated by scientists who study earthquake waves.


Input:
Question: Studies of earthquake waves have helped scientists determine the?
Answer: structure of Earth's interior.
Sentence: Studies of earthquake waves have helped scientists determine the structure of earth's interior.

Output: The structure of earth's interior was determined by scientists who studied earthquake waves.


Input:
Question: Studies of earthquake waves have helped scientists determine the?
Answer: structure of Earth's interior.
Sentence: Studies of earthquake waves have helped scientists determine the structure of earth's interior.

Output: The study of earthquake waves enabled scientists to better understand how the center of the earth is structured.


Input:
Question: Gabbro is a dark dense rock that can be found in what?
Answer: oceanic crust.
Sentence: Gabbro is a dark dense rock that can be found in the oceanic crust.

Output: A dark dense rock called Gabbro can be found in the oceanic crust.


Input:
Question: Gabbro is a dark dense rock that can be found in what?
Answer: oceanic crust.
Sentence: Gabbro is a dark dense rock that can be found in the oceanic crust.

Output: A dark, dense rock called Gabbro can be found in oceanic crust.


Input:
Question: Gabbro is a dark dense rock that can be found in what?
Answer: oceanic crust.
Sentence: Gabbro is a dark dense rock that can be found in the oceanic crust.

Output: Gabbro can be found in oceanic crust and is a dark, dense rock.


Input:
Question: Gabbro is a dark dense rock that can be found in what?
Answer: oceanic crust.
Sentence: Gabbro is a dark dense rock that can be found in the oceanic crust.

Output: Gabbro, a dark dense form of rock, can often be found in the oceanic crust.


Input:
Question: Gabbro is a dark dense rock that can be found in what?
Answer: oceanic crust.
Sentence: Gabbro is a dark dense rock that can be found in the oceanic crust.

Output: Gabbro, found in the oceanic crust, is a dark dense rock.


Input:
Question: Gabbro is a dark dense rock that can be found in what?
Answer: oceanic crust.
Sentence: Gabbro is a dark dense rock that can be found in the oceanic crust.

Output: In oceanic crust a dark dense rock called Gabbro can be found.


Input:
Question: Gabbro is a dark dense rock that can be found in what?
Answer: oceanic crust.
Sentence: Gabbro is a dark dense rock that can be found in the oceanic crust.

Output: In the oceanic crust you can find Gabbro, a dark dense rock.


Input:
Question: Gabbro is a dark dense rock that can be found in what?
Answer: oceanic crust.
Sentence: Gabbro is a dark dense rock that can be found in the oceanic crust.

Output: You can locate Gabbro in the oceanic crust. It is a dark dense rock.


Input:
Question: Which statement best describes the Law of Superposition?
Answer: In undisturbed layers of sedimentary rock, the lowest layers contain the older rocks.
Sentence: The law of superposition is best described by: in undisturbed layers of sedimentary rock, the lowest layers contain the older rocks.

Output: If layers of sedimentary rock have not been disturbed, the Law of Superposition tells us that the lowest layers will contain older rocks than the higher layers.


Input:
Question: Which statement best describes the Law of Superposition?
Answer: In undisturbed layers of sedimentary rock, the lowest layers contain the older rocks.
Sentence: The law of superposition is best described by: in undisturbed layers of sedimentary rock, the lowest layers contain the older rocks.

Output: If you are looking at undisturbed layers of sedimentary rock the law of superposition states that the lowest layers contain the older rocks.


Input:
Question: Which statement best describes the Law of Superposition?
Answer: In undisturbed layers of sedimentary rock, the lowest layers contain the older rocks.
Sentence: The law of superposition is best described by: in undisturbed layers of sedimentary rock, the lowest layers contain the older rocks.

Output: In undisturbed layers of sedimentary rock, the lowest layers contain the oldest rocks.  This is the Law of Superposition.


Input:
Question: Which statement best describes the Law of Superposition?
Answer: In undisturbed layers of sedimentary rock, the lowest layers contain the older rocks.
Sentence: The law of superposition is best described by: in undisturbed layers of sedimentary rock, the lowest layers contain the older rocks.

Output: Oldest rocks at the bottom of undisturbed layers of sedimentary rock by the law of superposition.


Input:
Question: Which statement best describes the Law of Superposition?
Answer: In undisturbed layers of sedimentary rock, the lowest layers contain the older rocks.
Sentence: The law of superposition is best described by: in undisturbed layers of sedimentary rock, the lowest layers contain the older rocks.

Output: The Law of Superposition tells us that if we look at undisturbed layers of sedimentary rock, the lower layers contain the older rocks.


Input:
Question: Which statement best describes the Law of Superposition?
Answer: In undisturbed layers of sedimentary rock, the lowest layers contain the older rocks.
Sentence: The law of superposition is best described by: in undisturbed layers of sedimentary rock, the lowest layers contain the older rocks.

Output: The law of superposition says lower rocks are older.


Input:
Question: Which statement best describes the Law of Superposition?
Answer: In undisturbed layers of sedimentary rock, the lowest layers contain the older rocks.
Sentence: The law of superposition is best described by: in undisturbed layers of sedimentary rock, the lowest layers contain the older rocks.

Output: The lowest layers are the older rocks in undisturbed layers of sedimentary rock according to the law of superposition.


Input:
Question: Which statement best describes the Law of Superposition?
Answer: In undisturbed layers of sedimentary rock, the lowest layers contain the older rocks.
Sentence: The law of superposition is best described by: in undisturbed layers of sedimentary rock, the lowest layers contain the older rocks.

Output: lower rocks are older according to the law of superposition.


Input:
Question: Which statement best describes the Law of Superposition?
Answer: In undisturbed layers of sedimentary rock, the lowest layers contain the older rocks.
Sentence: The law of superposition is best described by: in undisturbed layers of sedimentary rock, the lowest layers contain the older rocks.

Output: rocks that are farther down tend to be the older rocks according to the law of superposition.


Input:
Question: Which force causes rocks to roll downhill?
Answer: gravity.
Sentence: gravity force causes rocks to roll downhill.

Output: A rock rolling downhill is caused by gravity.


Input:
Question: Which force causes rocks to roll downhill?
Answer: gravity.
Sentence: gravity force causes rocks to roll downhill.

Output: Gravity can make a rock roll down hill.k.


Input:
Question: Which force causes rocks to roll downhill?
Answer: gravity.
Sentence: gravity force causes rocks to roll downhill.

Output: Gravity forces a rock to roll down a hill.


Input:
Question: Which force causes rocks to roll downhill?
Answer: gravity.
Sentence: gravity force causes rocks to roll downhill.

Output: Gravity is the cause of rocks that will roll downhill.


Input:
Question: Which force causes rocks to roll downhill?
Answer: gravity.
Sentence: gravity force causes rocks to roll downhill.

Output: Gravity is the cause of things going downhill.


Input:
Question: Which force causes rocks to roll downhill?
Answer: gravity.
Sentence: gravity force causes rocks to roll downhill.

Output: Gravity is the force that causes rocks to roll downhill.


Input:
Question: Which force causes rocks to roll downhill?
Answer: gravity.
Sentence: gravity force causes rocks to roll downhill.

Output: Gravity is the physics behind a rock going downhill.


Input:
Question: Which force causes rocks to roll downhill?
Answer: gravity.
Sentence: gravity force causes rocks to roll downhill.

Output: Gravity is what makes a rock do downhill.


Input:
Question: Which force causes rocks to roll downhill?
Answer: gravity.
Sentence: gravity force causes rocks to roll downhill.

Output: The force that causes things to go downhill is gravity.


Input:
Question: Which force causes rocks to roll downhill?
Answer: gravity.
Sentence: gravity force causes rocks to roll downhill.

Output: When a rock rolls down a hill, its because a gravity.


Input:
Question: Which force causes rocks to roll downhill?
Answer: gravity.
Sentence: gravity force causes rocks to roll downhill.

Output: When a rock rolls downhill it is due to gravity.


Input:
Question: Which force causes rocks to roll downhill?
Answer: gravity.
Sentence: gravity force causes rocks to roll downhill.

Output: When rocks roll downhill, the force behind the action is gravity.


Input:
Question: Which two processes are common to all living things?
Answer: using nutrients and growing.
Sentence: Using nutrients and growing are common to all living things.

Output: A pair of processes common to all living things are, using nutrients and growing.


Input:
Question: Which two processes are common to all living things?
Answer: using nutrients and growing.
Sentence: Using nutrients and growing are common to all living things.

Output: All living things have two processes in common: using nutrients and growing.


Input:
Question: Which two processes are common to all living things?
Answer: using nutrients and growing.
Sentence: Using nutrients and growing are common to all living things.

Output: All living things use nutrients and grow.


Input:
Question: Which two processes are common to all living things?
Answer: using nutrients and growing.
Sentence: Using nutrients and growing are common to all living things.

Output: All living things use nutrients, and all living things grow.


Input:
Question: Which two processes are common to all living things?
Answer: using nutrients and growing.
Sentence: Using nutrients and growing are common to all living things.

Output: Growing and using nutrients are attributes to all living things.


Input:
Question: Which two processes are common to all living things?
Answer: using nutrients and growing.
Sentence: Using nutrients and growing are common to all living things.

Output: The two processes common to all living things are, using nutrients and growing.


Input:
Question: Which two processes are common to all living things?
Answer: using nutrients and growing.
Sentence: Using nutrients and growing are common to all living things.

Output: Two common processes between living things are using nutrients and growing.


Input:
Question: Which two processes are common to all living things?
Answer: using nutrients and growing.
Sentence: Using nutrients and growing are common to all living things.

Output: Two important characteristics of living things are that they all use nutrients, and they all grow.


Input:
Question: Which two processes are common to all living things?
Answer: using nutrients and growing.
Sentence: Using nutrients and growing are common to all living things.

Output: Using nutrients and growing are two processes common to all living things.


Input:
Question: Which unit is used to express the amount of energy in food?
Answer: Calorie.
Sentence: A calorie is used to express the amount of energy in food.

Output: Calories are used to show the amount of energy in food.


Input:
Question: Which unit is used to express the amount of energy in food?
Answer: Calorie.
Sentence: A calorie is used to express the amount of energy in food.

Output: Check the item description for the Calorie content of the food.


Input:
Question: Which unit is used to express the amount of energy in food?
Answer: Calorie.
Sentence: A calorie is used to express the amount of energy in food.

Output: Expressing the measure of energy in food as a unit use the calorie.


Input:
Question: Which unit is used to express the amount of energy in food?
Answer: Calorie.
Sentence: A calorie is used to express the amount of energy in food.

Output: Most people consume more food Calories than what their body needs.


Input:
Question: Which unit is used to express the amount of energy in food?
Answer: Calorie.
Sentence: A calorie is used to express the amount of energy in food.

Output: The amount of energy in food is expressed by a calorie.


Input:
Question: Which unit is used to express the amount of energy in food?
Answer: Calorie.
Sentence: A calorie is used to express the amount of energy in food.

Output: The amount of energy in food is measured in Calorie.


Input:
Question: Which unit is used to express the amount of energy in food?
Answer: Calorie.
Sentence: A calorie is used to express the amount of energy in food.

Output: The unit of measure to express the energy in food is the calorie.


Input:
Question: Which unit is used to express the amount of energy in food?
Answer: Calorie.
Sentence: A calorie is used to express the amount of energy in food.

Output: The unit used to express the energy in food is called a calorie.


Input:
Question: Which unit is used to express the amount of energy in food?
Answer: Calorie.
Sentence: A calorie is used to express the amount of energy in food.

Output: To express the energy found in food as a unit, we would use the calorie.


Input:
Question: Which of the following has changed over the last 200 years primarily due to human activity?
Answer: the composition of the atmosphere.
Sentence: The composition of the atmosphere has changed over the last 200 years primarily due to human activity.

Output: Atmospheric composition has changed over the past 200 years primarily due to human activity.


Input:
Question: Which of the following has changed over the last 200 years primarily due to human activity?
Answer: the composition of the atmosphere.
Sentence: The composition of the atmosphere has changed over the last 200 years primarily due to human activity.

Output: Human acitivity is the major reason why the atmoshphere has changed over the last 200 years.


Input:
Question: Which of the following has changed over the last 200 years primarily due to human activity?
Answer: the composition of the atmosphere.
Sentence: The composition of the atmosphere has changed over the last 200 years primarily due to human activity.

Output: Human acitivity is the primary cause of the change in the atmosphere over the last 200 years.


Input:
Question: Which of the following has changed over the last 200 years primarily due to human activity?
Answer: the composition of the atmosphere.
Sentence: The composition of the atmosphere has changed over the last 200 years primarily due to human activity.

Output: Human activity is the primary cause of changes in the composition in the atmosphere over the last 200 years.


Input:
Question: Which of the following has changed over the last 200 years primarily due to human activity?
Answer: the composition of the atmosphere.
Sentence: The composition of the atmosphere has changed over the last 200 years primarily due to human activity.

Output: Human activity is the primary reason for changes in the composition of the atmosphere over the last two centuries.


Input:
Question: Which of the following has changed over the last 200 years primarily due to human activity?
Answer: the composition of the atmosphere.
Sentence: The composition of the atmosphere has changed over the last 200 years primarily due to human activity.

Output: The composition of the atmosphere is something that has changed in the last 200 years, primarlly through the activity of humans.


Input:
Question: Which of the following has changed over the last 200 years primarily due to human activity?
Answer: the composition of the atmosphere.
Sentence: The composition of the atmosphere has changed over the last 200 years primarily due to human activity.

Output: The makeup of the atmosphere has been altered in the last 200 years, primarily as a result of human activities.


Input:
Question: Which of the following has changed over the last 200 years primarily due to human activity?
Answer: the composition of the atmosphere.
Sentence: The composition of the atmosphere has changed over the last 200 years primarily due to human activity.

Output: The primary reason why  the composition of the atmosphere has changed over the last 200 years is human activity.


Input:
Question: Which of the following has changed over the last 200 years primarily due to human activity?
Answer: the composition of the atmosphere.
Sentence: The composition of the atmosphere has changed over the last 200 years primarily due to human activity.

Output: Two hundred years of human activity is the primary cause of changed atmospheric composition.


Input:
Question: Which of these can be mined from Earth and used as an energy source?
Answer: Coal.
Sentence: Coal of these can be mined from Earth and used as an energy source.

Output: Coal can be mined from earth to use as an energy source.


Input:
Question: Which of these can be mined from Earth and used as an energy source?
Answer: Coal.
Sentence: Coal of these can be mined from Earth and used as an energy source.

Output: Coal is an energy source that can be mined from earth.


Input:
Question: Which of these can be mined from Earth and used as an energy source?
Answer: Coal.
Sentence: Coal of these can be mined from Earth and used as an energy source.

Output: Coal is an energy source that is found in the earth.


Input:
Question: Which of these can be mined from Earth and used as an energy source?
Answer: Coal.
Sentence: Coal of these can be mined from Earth and used as an energy source.

Output: Coal is found in the earth and can be mined for an energy source.


Input:
Question: Which of these can be mined from Earth and used as an energy source?
Answer: Coal.
Sentence: Coal of these can be mined from Earth and used as an energy source.

Output: Earth contains coal that is an energy source and can be mined.


Input:
Question: Which of these can be mined from Earth and used as an energy source?
Answer: Coal.
Sentence: Coal of these can be mined from Earth and used as an energy source.

Output: Of these, coal is able to be mined from the earth to be used as an energy source.


Input:
Question: What two gases make up most of the Earth's atmosphere?
Answer: Oxygen and nitrogen.
Sentence: Oxygen and nitrogen make up most of the earth's atmosphere.

Output: Earth's atmosphere is made up mostly of oxygen and nitrogen.


Input:
Question: What two gases make up most of the Earth's atmosphere?
Answer: Oxygen and nitrogen.
Sentence: Oxygen and nitrogen make up most of the earth's atmosphere.

Output: Oxygen and nitrogen are the two gasses that primarliy make up the earth's atmosphere.


Input:
Question: What two gases make up most of the Earth's atmosphere?
Answer: Oxygen and nitrogen.
Sentence: Oxygen and nitrogen make up most of the earth's atmosphere.

Output: Oxygen and nitrogen exist most in Earth's atmosphere which allows for it to sustain human life.


Input:
Question: What two gases make up most of the Earth's atmosphere?
Answer: Oxygen and nitrogen.
Sentence: Oxygen and nitrogen make up most of the earth's atmosphere.

Output: The Earth's atmosphere is made up of the two gases oxygen and nitrogen.


Input:
Question: What two gases make up most of the Earth's atmosphere?
Answer: Oxygen and nitrogen.
Sentence: Oxygen and nitrogen make up most of the earth's atmosphere.

Output: The atmosphere surrounding the earth has been found to be made up of two gases, oxygen and nitrogen.


Input:
Question: What two gases make up most of the Earth's atmosphere?
Answer: Oxygen and nitrogen.
Sentence: Oxygen and nitrogen make up most of the earth's atmosphere.

Output: The earth's atmosphere is composed mostly of oxygen and nitrogen.


Input:
Question: What two gases make up most of the Earth's atmosphere?
Answer: Oxygen and nitrogen.
Sentence: Oxygen and nitrogen make up most of the earth's atmosphere.

Output: The earth's atmosphere is composed mostly of two gasses which are oxygen and nitrogen.


Input:
Question: What two gases make up most of the Earth's atmosphere?
Answer: Oxygen and nitrogen.
Sentence: Oxygen and nitrogen make up most of the earth's atmosphere.

Output: There are many gases that exist within Earth's atmosphere, oxygen and nitrogen being the most found.


Input:
Question: What two gases make up most of the Earth's atmosphere?
Answer: Oxygen and nitrogen.
Sentence: Oxygen and nitrogen make up most of the earth's atmosphere.

Output: There are two gases that make up the Earth's atmosphere, they are Oxygen and nitrogen.


Input:
Question: Reversible reactions are indicated by what kinds of arrows?
Answer: opposite-headed.
Sentence: Reversible reactions are indicated by opposite-headed kinds of arrows.

Output: If we see the opposite-headed arrows then the reaction is said to be reversible reaction.


Input:
Question: Reversible reactions are indicated by what kinds of arrows?
Answer: opposite-headed.
Sentence: Reversible reactions are indicated by opposite-headed kinds of arrows.

Output: Opposite-headed arrows are used to identify reversible reactions.


Input:
Question: Reversible reactions are indicated by what kinds of arrows?
Answer: opposite-headed.
Sentence: Reversible reactions are indicated by opposite-headed kinds of arrows.

Output: Opposite-headed arrows indicate reversible actions.


Input:
Question: Reversible reactions are indicated by what kinds of arrows?
Answer: opposite-headed.
Sentence: Reversible reactions are indicated by opposite-headed kinds of arrows.

Output: Reactions that are reversible are marked with opposite-headed arrows.


Input:
Question: Reversible reactions are indicated by what kinds of arrows?
Answer: opposite-headed.
Sentence: Reversible reactions are indicated by opposite-headed kinds of arrows.

Output: Reversible reactions are indicated by opposite-headed arrows.


Input:
Question: Reversible reactions are indicated by what kinds of arrows?
Answer: opposite-headed.
Sentence: Reversible reactions are indicated by opposite-headed kinds of arrows.

Output: Reversible reactions are signified by opposite-headed kinds of arrows.


Input:
Question: Reversible reactions are indicated by what kinds of arrows?
Answer: opposite-headed.
Sentence: Reversible reactions are indicated by opposite-headed kinds of arrows.

Output: The type of arrows that Indicates reversible reactions are opposite-headed arrows.


Input:
Question: Reversible reactions are indicated by what kinds of arrows?
Answer: opposite-headed.
Sentence: Reversible reactions are indicated by opposite-headed kinds of arrows.

Output: To indicate that a reaction is reversible, you should use opposite-headed arrows.


Input:
Question: Reversible reactions are indicated by what kinds of arrows?
Answer: opposite-headed.
Sentence: Reversible reactions are indicated by opposite-headed kinds of arrows.

Output: opposite-headed arrows indicates Reversible reactions.


Input:
Question: Which of the following best explains why electrical wires are usually covered with plastic or rubber?
Answer: to insulate the electrical wire.
Sentence: Electrical wires are usually covered with plastic or rubber to insulate the electrical wire.

Output: Covering electrical wires in rubber or plastic is a way to insulate the wires.


Input:
Question: Which of the following best explains why electrical wires are usually covered with plastic or rubber?
Answer: to insulate the electrical wire.
Sentence: Electrical wires are usually covered with plastic or rubber to insulate the electrical wire.

Output: Insulation for electrical wires is usually covered by plastic or rubber.


Input:
Question: Which of the following best explains why electrical wires are usually covered with plastic or rubber?
Answer: to insulate the electrical wire.
Sentence: Electrical wires are usually covered with plastic or rubber to insulate the electrical wire.

Output: Plastic or rubber are usually used to cover wires in order to provide insulation.


Input:
Question: Which of the following best explains why electrical wires are usually covered with plastic or rubber?
Answer: to insulate the electrical wire.
Sentence: Electrical wires are usually covered with plastic or rubber to insulate the electrical wire.

Output: Plastic or rubber covers are the best ways to insulate electrical wire.


Input:
Question: Which of the following best explains why electrical wires are usually covered with plastic or rubber?
Answer: to insulate the electrical wire.
Sentence: Electrical wires are usually covered with plastic or rubber to insulate the electrical wire.

Output: Plastic or rubber covers electrical wires to insulate them.


Input:
Question: Which of the following best explains why electrical wires are usually covered with plastic or rubber?
Answer: to insulate the electrical wire.
Sentence: Electrical wires are usually covered with plastic or rubber to insulate the electrical wire.

Output: Plastic or rubber is usually used to insulate electrical wire.


Input:
Question: Which of the following best explains why electrical wires are usually covered with plastic or rubber?
Answer: to insulate the electrical wire.
Sentence: Electrical wires are usually covered with plastic or rubber to insulate the electrical wire.

Output: To insulate electrical wires, the wires are usually coverd in plastic or rubber.


Input:
Question: Which of the following best explains why electrical wires are usually covered with plastic or rubber?
Answer: to insulate the electrical wire.
Sentence: Electrical wires are usually covered with plastic or rubber to insulate the electrical wire.

Output: every electrician knows that rubber or plastic is great to insulate electrical wire.


Input:
Question: Which of the following best explains why electrical wires are usually covered with plastic or rubber?
Answer: to insulate the electrical wire.
Sentence: Electrical wires are usually covered with plastic or rubber to insulate the electrical wire.

Output: plastic or rubber covers are very  useful to insulate the electrical wire.


Input:
Question: What type of cell function relies on microfilaments, which are the actin components of the cytoskeleton?
Answer: muscle.
Sentence: Muscle type of cell function relies on microfilaments, which are the actin components of the cytoskeleton.

Output: Actin filaments, which are components of the cytoskeleton, are the muscle type of cell function relied on by microfilaments.


Input:
Question: What type of cell function relies on microfilaments, which are the actin components of the cytoskeleton?
Answer: muscle.
Sentence: Muscle type of cell function relies on microfilaments, which are the actin components of the cytoskeleton.

Output: Cell function of muscle cells rely on microfilaments and the actin components of the cytoskeleton.


Input:
Question: What type of cell function relies on microfilaments, which are the actin components of the cytoskeleton?
Answer: muscle.
Sentence: Muscle type of cell function relies on microfilaments, which are the actin components of the cytoskeleton.

Output: Microfilaments are the componets of the cytoskeleton that muscle type of cell function relies on.


Input:
Question: What type of cell function relies on microfilaments, which are the actin components of the cytoskeleton?
Answer: muscle.
Sentence: Muscle type of cell function relies on microfilaments, which are the actin components of the cytoskeleton.

Output: Microfilaments, which are the actin components of the cytoskeleton, relies on the muscle type of cell function.


Input:
Question: What type of cell function relies on microfilaments, which are the actin components of the cytoskeleton?
Answer: muscle.
Sentence: Muscle type of cell function relies on microfilaments, which are the actin components of the cytoskeleton.

Output: Muscle is the type of cell function that relies on microfilaments (the actin components of the cytoskeleton).


Input:
Question: What type of cell function relies on microfilaments, which are the actin components of the cytoskeleton?
Answer: muscle.
Sentence: Muscle type of cell function relies on microfilaments, which are the actin components of the cytoskeleton.

Output: Muscle type of cell function relies on the actin components of cytoskeleton, which is known as microfilaments.


Input:
Question: What type of cell function relies on microfilaments, which are the actin components of the cytoskeleton?
Answer: muscle.
Sentence: Muscle type of cell function relies on microfilaments, which are the actin components of the cytoskeleton.

Output: The actin components of the cytoskeleton, also known as microfilaments, are called muscle and are necessary for cell function.


Input:
Question: What type of cell function relies on microfilaments, which are the actin components of the cytoskeleton?
Answer: muscle.
Sentence: Muscle type of cell function relies on microfilaments, which are the actin components of the cytoskeleton.

Output: The type of cell function that relies on microfilaments, the actin components of the cytoskeleton, is known as muscle.


Input:
Question: What type of cell function relies on microfilaments, which are the actin components of the cytoskeleton?
Answer: muscle.
Sentence: Muscle type of cell function relies on microfilaments, which are the actin components of the cytoskeleton.

Output: The type of cell function that relies on microsfilaments, which are the actin components of the cytoskeleton are the muscle.


Input:
Question: On a global scale, plants and other photosynthetic organisms have generated all of what element in the air?
Answer: oxygen.
Sentence: On a global scale, plants and other photosynthetic organisms have generated all of the oxygen in the air.

Output: All of our oxygen is generated by photosynthetic organisms.


Input:
Question: On a global scale, plants and other photosynthetic organisms have generated all of what element in the air?
Answer: oxygen.
Sentence: On a global scale, plants and other photosynthetic organisms have generated all of the oxygen in the air.

Output: All the oxygen on earth, on a global scale, has been produced by plants and other photosynthetic organisms.


Input:
Question: On a global scale, plants and other photosynthetic organisms have generated all of what element in the air?
Answer: oxygen.
Sentence: On a global scale, plants and other photosynthetic organisms have generated all of the oxygen in the air.

Output: On a global scale, all of the oxygen is the one element that is generated by plants and other photosynthetic organisms in the air.


Input:
Question: On a global scale, plants and other photosynthetic organisms have generated all of what element in the air?
Answer: oxygen.
Sentence: On a global scale, plants and other photosynthetic organisms have generated all of the oxygen in the air.

Output: Oxygen is the element in the air that plants and photosynthetic organisms generate at a global scale.


Input:
Question: On a global scale, plants and other photosynthetic organisms have generated all of what element in the air?
Answer: oxygen.
Sentence: On a global scale, plants and other photosynthetic organisms have generated all of the oxygen in the air.

Output: Plants and other photosynthetic organisms create all oxygen.


Input:
Question: On a global scale, plants and other photosynthetic organisms have generated all of what element in the air?
Answer: oxygen.
Sentence: On a global scale, plants and other photosynthetic organisms have generated all of the oxygen in the air.

Output: Plants and other photosynthetic organisms generate all the oxygen, an element in the air, on a global scale.


Input:
Question: On a global scale, plants and other photosynthetic organisms have generated all of what element in the air?
Answer: oxygen.
Sentence: On a global scale, plants and other photosynthetic organisms have generated all of the oxygen in the air.

Output: Plants and other photosynthetic organisms have created all of the oxygen on a global scale.


Input:
Question: On a global scale, plants and other photosynthetic organisms have generated all of what element in the air?
Answer: oxygen.
Sentence: On a global scale, plants and other photosynthetic organisms have generated all of the oxygen in the air.

Output: The air contains oxygen, of which on a global scale, has all been created by plants and other photosynthetic organisms.


Input:
Question: On a global scale, plants and other photosynthetic organisms have generated all of what element in the air?
Answer: oxygen.
Sentence: On a global scale, plants and other photosynthetic organisms have generated all of the oxygen in the air.

Output: There would be no oxygen without photosynthetic organisms like plants.


Input:
Question: In a comparison of metals to nonmetals, metals tend to have?
Answer: greater conductivity and higher melting points than nonmetals.
Sentence: In a comparison of metals to nonmetals, metals tend to have greater conductivity and higher melting points than nonmetals.

Output: A metals to nonmetals comparison reveals that metals tend to have greater conductivity and higher melting points that nonmetals.


Input:
Question: In a comparison of metals to nonmetals, metals tend to have?
Answer: greater conductivity and higher melting points than nonmetals.
Sentence: In a comparison of metals to nonmetals, metals tend to have greater conductivity and higher melting points than nonmetals.

Output: Between metals and nonmetals, nonmetals have less conductivity than metals, and metals tend to have greater conductivity and higher melting points than nonmetals.


Input:
Question: In a comparison of metals to nonmetals, metals tend to have?
Answer: greater conductivity and higher melting points than nonmetals.
Sentence: In a comparison of metals to nonmetals, metals tend to have greater conductivity and higher melting points than nonmetals.

Output: Greater conductivity and higher melting points are characteristics of metals in relation to nonmetals.


Input:
Question: In a comparison of metals to nonmetals, metals tend to have?
Answer: greater conductivity and higher melting points than nonmetals.
Sentence: In a comparison of metals to nonmetals, metals tend to have greater conductivity and higher melting points than nonmetals.

Output: If you compared melting points and conductivity betwee nonmetals and metals, you would find that metals tend to have more of both.


Input:
Question: In a comparison of metals to nonmetals, metals tend to have?
Answer: greater conductivity and higher melting points than nonmetals.
Sentence: In a comparison of metals to nonmetals, metals tend to have greater conductivity and higher melting points than nonmetals.

Output: Metals often have greater conductivity and higher melting points than those of nonmetals.


Input:
Question: In a comparison of metals to nonmetals, metals tend to have?
Answer: greater conductivity and higher melting points than nonmetals.
Sentence: In a comparison of metals to nonmetals, metals tend to have greater conductivity and higher melting points than nonmetals.

Output: Metals tend to have greater conductivity and higher melting points in comparison to nonmetals.


Input:
Question: In a comparison of metals to nonmetals, metals tend to have?
Answer: greater conductivity and higher melting points than nonmetals.
Sentence: In a comparison of metals to nonmetals, metals tend to have greater conductivity and higher melting points than nonmetals.

Output: Metals tend to have greater conductivity and higher melting points than nonmetals.


Input:
Question: In a comparison of metals to nonmetals, metals tend to have?
Answer: greater conductivity and higher melting points than nonmetals.
Sentence: In a comparison of metals to nonmetals, metals tend to have greater conductivity and higher melting points than nonmetals.

Output: Nonmetals tend to have lower conductivity and melting points than metals do.


Input:
Question: In a comparison of metals to nonmetals, metals tend to have?
Answer: greater conductivity and higher melting points than nonmetals.
Sentence: In a comparison of metals to nonmetals, metals tend to have greater conductivity and higher melting points than nonmetals.

Output: When compared to nonmetals, metals tend to have greater conductivity and higher melting points.


Input:
Question: One example of matter is?
Answer: water.
Sentence: One example of matter is water.

Output: An example of matter is water.


Input:
Question: One example of matter is?
Answer: water.
Sentence: One example of matter is water.

Output: For matter, water can be used as an example.


Input:
Question: One example of matter is?
Answer: water.
Sentence: One example of matter is water.

Output: There are so many examples for matter. Water is one of them.


Input:
Question: One example of matter is?
Answer: water.
Sentence: One example of matter is water.

Output: Water is a type of matter.


Input:
Question: One example of matter is?
Answer: water.
Sentence: One example of matter is water.

Output: Water is an example of matter.


Input:
Question: One example of matter is?
Answer: water.
Sentence: One example of matter is water.

Output: Water is not only the universal solvent, but also one example of matter.


Input:
Question: One example of matter is?
Answer: water.
Sentence: One example of matter is water.

Output: Water is one example of matter.


Input:
Question: One example of matter is?
Answer: water.
Sentence: One example of matter is water.

Output: Water, something prevalent all over Earth, is an example of matter.


Input:
Question: Which of the following processes is responsible for changing liquid water into water vapor?
Answer: evaporation.
Sentence: evaporation processes is responsible for changing liquid water into water vapor.

Output: During evaporation, liquid turns into vapor.


Input:
Question: Which of the following processes is responsible for changing liquid water into water vapor?
Answer: evaporation.
Sentence: evaporation processes is responsible for changing liquid water into water vapor.

Output: During evaporation, liquid water changes into vapor.


Input:
Question: Which of the following processes is responsible for changing liquid water into water vapor?
Answer: evaporation.
Sentence: evaporation processes is responsible for changing liquid water into water vapor.

Output: Evaporation happens when vapor comes from liquid.


Input:
Question: Which of the following processes is responsible for changing liquid water into water vapor?
Answer: evaporation.
Sentence: evaporation processes is responsible for changing liquid water into water vapor.

Output: Evaporation happens when water vapor is formed from liquid water.


Input:
Question: Which of the following processes is responsible for changing liquid water into water vapor?
Answer: evaporation.
Sentence: evaporation processes is responsible for changing liquid water into water vapor.

Output: Evaporation is responsible for liquid water turning into vapor.


Input:
Question: Which of the following processes is responsible for changing liquid water into water vapor?
Answer: evaporation.
Sentence: evaporation processes is responsible for changing liquid water into water vapor.

Output: Evaporation is the process responsible for changing liquid water into water vapor.


Input:
Question: Which of the following processes is responsible for changing liquid water into water vapor?
Answer: evaporation.
Sentence: evaporation processes is responsible for changing liquid water into water vapor.

Output: Evaporation is the process that turns liquid water into water vapor.


Input:
Question: Which of the following processes is responsible for changing liquid water into water vapor?
Answer: evaporation.
Sentence: evaporation processes is responsible for changing liquid water into water vapor.

Output: Evaporation is the process which converts liquid water into water vapor.


Input:
Question: Which of the following processes is responsible for changing liquid water into water vapor?
Answer: evaporation.
Sentence: evaporation processes is responsible for changing liquid water into water vapor.

Output: Evaporation is the way that liquid water becomes water vapor.


Input:
Question: Which of the following processes is responsible for changing liquid water into water vapor?
Answer: evaporation.
Sentence: evaporation processes is responsible for changing liquid water into water vapor.

Output: Evaporation is when water changes into water vapor.


Input:
Question: Which of the following processes is responsible for changing liquid water into water vapor?
Answer: evaporation.
Sentence: evaporation processes is responsible for changing liquid water into water vapor.

Output: Liquid water is transformed into vapor during evaporation.


Input:
Question: Which of the following processes is responsible for changing liquid water into water vapor?
Answer: evaporation.
Sentence: evaporation processes is responsible for changing liquid water into water vapor.

Output: Liquid water is turned into vapor during evaporation.


Input:
Question: Which of the following processes is responsible for changing liquid water into water vapor?
Answer: evaporation.
Sentence: evaporation processes is responsible for changing liquid water into water vapor.

Output: Liquid water turns into vapor through the process of evaporation.


Input:
Question: Which of the following processes is responsible for changing liquid water into water vapor?
Answer: evaporation.
Sentence: evaporation processes is responsible for changing liquid water into water vapor.

Output: Liquid water turns into water vapor because of the process of evaporation.


Input:
Question: Which of the following processes is responsible for changing liquid water into water vapor?
Answer: evaporation.
Sentence: evaporation processes is responsible for changing liquid water into water vapor.

Output: The evaporation process causes liquid water to turn into water vapor.


Input:
Question: Which of the following processes is responsible for changing liquid water into water vapor?
Answer: evaporation.
Sentence: evaporation processes is responsible for changing liquid water into water vapor.

Output: The process of changing liquid water into water vapor is evaporation.


Input:
Question: Which of the following processes is responsible for changing liquid water into water vapor?
Answer: evaporation.
Sentence: evaporation processes is responsible for changing liquid water into water vapor.

Output: The process of evaporation causes liquid water to change into water vapor.


Input:
Question: Which of the following processes is responsible for changing liquid water into water vapor?
Answer: evaporation.
Sentence: evaporation processes is responsible for changing liquid water into water vapor.

Output: The process of evaporation is what changes liquid water into water vapor.


Input:
Question: Which of the following processes is responsible for changing liquid water into water vapor?
Answer: evaporation.
Sentence: evaporation processes is responsible for changing liquid water into water vapor.

Output: The process responsible for changing liquid water into vapor is evaporation.


Input:
Question: Which of the following processes is responsible for changing liquid water into water vapor?
Answer: evaporation.
Sentence: evaporation processes is responsible for changing liquid water into water vapor.

Output: Through evaporation, water is changed into water vapor.


Input:
Question: Which of the following processes is responsible for changing liquid water into water vapor?
Answer: evaporation.
Sentence: evaporation processes is responsible for changing liquid water into water vapor.

Output: Water in liquid form can be transformed into vapor through the process of evaporation.


Input:
Question: Which of the following processes is responsible for changing liquid water into water vapor?
Answer: evaporation.
Sentence: evaporation processes is responsible for changing liquid water into water vapor.

Output: Water vapor is created by evaporation or liquid water.


Input:
Question: Which of the following processes is responsible for changing liquid water into water vapor?
Answer: evaporation.
Sentence: evaporation processes is responsible for changing liquid water into water vapor.

Output: Water vapor is formed by evaporation from liquid water.


Input:
Question: Which of the following processes is responsible for changing liquid water into water vapor?
Answer: evaporation.
Sentence: evaporation processes is responsible for changing liquid water into water vapor.

Output: When liquid water becomes water vapor that is called evaporation.


Input:
Question: Which of the following processes is responsible for changing liquid water into water vapor?
Answer: evaporation.
Sentence: evaporation processes is responsible for changing liquid water into water vapor.

Output: When liquid water changes into water vapor that is evaporation.


Input:
Question: Which of the following processes is responsible for changing liquid water into water vapor?
Answer: evaporation.
Sentence: evaporation processes is responsible for changing liquid water into water vapor.

Output: When the evaporation process is taking place, liquid water is changed to water vapor.


Input:
Question: Which of the following processes is responsible for changing liquid water into water vapor?
Answer: evaporation.
Sentence: evaporation processes is responsible for changing liquid water into water vapor.

Output: When water changes into liquid it is called water vapor.


Input:
Question: Which of the following processes is responsible for changing liquid water into water vapor?
Answer: evaporation.
Sentence: evaporation processes is responsible for changing liquid water into water vapor.

Output: When water evaporates, it turns from liquid to vapor.


Input:
Question: Which of the following processes is responsible for changing liquid water into water vapor?
Answer: evaporation.
Sentence: evaporation processes is responsible for changing liquid water into water vapor.

Output: When water vapor become liquid it is called evaporation.


Input:
Question: Where is energy stored in a chemical substance?
Answer: between atoms.
Sentence: Energy is stored in a chemical substance between atoms.

Output: A chemical substance between atoms is where the energy is stored.


Input:
Question: Where is energy stored in a chemical substance?
Answer: between atoms.
Sentence: Energy is stored in a chemical substance between atoms.

Output: Between atoms is where energy is stored in chemical substances.


Input:
Question: Where is energy stored in a chemical substance?
Answer: between atoms.
Sentence: Energy is stored in a chemical substance between atoms.

Output: Energy, in a chemical substance, is stored between atoms.


Input:
Question: Where is energy stored in a chemical substance?
Answer: between atoms.
Sentence: Energy is stored in a chemical substance between atoms.

Output: In a chemcial substance, between atom is where energy is stored.


Input:
Question: Where is energy stored in a chemical substance?
Answer: between atoms.
Sentence: Energy is stored in a chemical substance between atoms.

Output: In a chemical substance, energy is stored between atoms.


Input:
Question: Where is energy stored in a chemical substance?
Answer: between atoms.
Sentence: Energy is stored in a chemical substance between atoms.

Output: In a chemical substance, the energy is stored between atoms.


Input:
Question: Where is energy stored in a chemical substance?
Answer: between atoms.
Sentence: Energy is stored in a chemical substance between atoms.

Output: Some sort of chemical substance between atoms is where you will find that energy has been stored.


Input:
Question: Where is energy stored in a chemical substance?
Answer: between atoms.
Sentence: Energy is stored in a chemical substance between atoms.

Output: The energy i'ts stored in some chemical substance between atoms.


Input:
Question: Where is energy stored in a chemical substance?
Answer: between atoms.
Sentence: Energy is stored in a chemical substance between atoms.

Output: The location for energy storage in chemical substances is between atoms.


Input:
Question: Which of the following best explains how stems transport water to other parts of the plant?
Answer: through a system of tubes.
Sentence: through a system of tubes best explains how stems transport water to other parts of the plant.

Output: Plants use a system of tubes to send water to other parts.


Input:
Question: Which of the following best explains how stems transport water to other parts of the plant?
Answer: through a system of tubes.
Sentence: through a system of tubes best explains how stems transport water to other parts of the plant.

Output: Water gets to all parts of a plant using a system of tubes.


Input:
Question: Which of the following best explains how stems transport water to other parts of the plant?
Answer: through a system of tubes.
Sentence: through a system of tubes best explains how stems transport water to other parts of the plant.

Output: Water is rushed to different parts of the plant through a system of tubes.


Input:
Question: A sealed, vacuum-insulated reaction flask approximates what condition, in which neither matter nor heat can be exchanged between system and surroundings?
Answer: isolated system.
Sentence: A sealed, vacuum-insulated reaction flask approximates the condition of a isolated system, in which neither matter nor heat can be exchanged between system and surroundings.

Output: A reaction flask that is sealed and vacuum insulated, preventing matter and heat exchange between system and surroundings, is what is considered an isolated system.


Input:
Question: A sealed, vacuum-insulated reaction flask approximates what condition, in which neither matter nor heat can be exchanged between system and surroundings?
Answer: isolated system.
Sentence: A sealed, vacuum-insulated reaction flask approximates the condition of a isolated system, in which neither matter nor heat can be exchanged between system and surroundings.

Output: A sealed, vacuum-insulated reaction flask can create a condition called an isolated system in which heat and matter cannot be exchanged between system and surroundings.


Input:
Question: A sealed, vacuum-insulated reaction flask approximates what condition, in which neither matter nor heat can be exchanged between system and surroundings?
Answer: isolated system.
Sentence: A sealed, vacuum-insulated reaction flask approximates the condition of a isolated system, in which neither matter nor heat can be exchanged between system and surroundings.

Output: An isolated system can be approximated by a sealed, vacuum-insulated reaction flaks, so that neither matter nor heat can be exchanged between system and surroundings.


Input:
Question: A sealed, vacuum-insulated reaction flask approximates what condition, in which neither matter nor heat can be exchanged between system and surroundings?
Answer: isolated system.
Sentence: A sealed, vacuum-insulated reaction flask approximates the condition of a isolated system, in which neither matter nor heat can be exchanged between system and surroundings.

Output: An isolated system prevents matter and heat exchange between a system and surroundings.  An example of which is a sealed and vacuum insulated reaction flask.


Input:
Question: A sealed, vacuum-insulated reaction flask approximates what condition, in which neither matter nor heat can be exchanged between system and surroundings?
Answer: isolated system.
Sentence: A sealed, vacuum-insulated reaction flask approximates the condition of a isolated system, in which neither matter nor heat can be exchanged between system and surroundings.

Output: By using a sealed, vacuum-insulated reaction flask, scientists can approximate an isolated system, which is a system in which neither matter, nor energy, can be exchanged between the system and the surroundings.


Input:
Question: A sealed, vacuum-insulated reaction flask approximates what condition, in which neither matter nor heat can be exchanged between system and surroundings?
Answer: isolated system.
Sentence: A sealed, vacuum-insulated reaction flask approximates the condition of a isolated system, in which neither matter nor heat can be exchanged between system and surroundings.

Output: In an isolated system such as a sealed, vacuum-insulated reaction flask, heat and matter cannot be exchanged between system and surroundings.


Input:
Question: A sealed, vacuum-insulated reaction flask approximates what condition, in which neither matter nor heat can be exchanged between system and surroundings?
Answer: isolated system.
Sentence: A sealed, vacuum-insulated reaction flask approximates the condition of a isolated system, in which neither matter nor heat can be exchanged between system and surroundings.

Output: Matter and heat can not be exchanged between a system and it's surroundings in an isolated system like a sealed and vacuum insulated reaction flask.


Input:
Question: A sealed, vacuum-insulated reaction flask approximates what condition, in which neither matter nor heat can be exchanged between system and surroundings?
Answer: isolated system.
Sentence: A sealed, vacuum-insulated reaction flask approximates the condition of a isolated system, in which neither matter nor heat can be exchanged between system and surroundings.

Output: Matter and heat in cannot be exchanged in between system and surroundings inside an isolated system of a sealed, vacuum-insulated reaction flask.


Input:
Question: A sealed, vacuum-insulated reaction flask approximates what condition, in which neither matter nor heat can be exchanged between system and surroundings?
Answer: isolated system.
Sentence: A sealed, vacuum-insulated reaction flask approximates the condition of a isolated system, in which neither matter nor heat can be exchanged between system and surroundings.

Output: When a scientist needs to make sure that energy and/or matter cannot be echanged between a system and the surroundings, they use a sealed, vacuum-insulated reaction flasks, to create an isolated system, which approximates these conditions..


Input:
Question: The concentration of the hydrogen ion in a solution can be calculated when what is known?
Answer: ph.
Sentence: The concentration of the hydrogen ion in a solution can be calculated when the ph is known.

Output: If the ph is known then the concentration of the hyrdorgen ion in a solution can be calculated.


Input:
Question: The concentration of the hydrogen ion in a solution can be calculated when what is known?
Answer: ph.
Sentence: The concentration of the hydrogen ion in a solution can be calculated when the ph is known.

Output: If you know the hydrogen ion concentration of a solution, the pH can be calculated.


Input:
Question: The concentration of the hydrogen ion in a solution can be calculated when what is known?
Answer: ph.
Sentence: The concentration of the hydrogen ion in a solution can be calculated when the ph is known.

Output: If you know the pH of a solution, you can calculate the concentration of hydrogen ions in that solution.


Input:
Question: The concentration of the hydrogen ion in a solution can be calculated when what is known?
Answer: ph.
Sentence: The concentration of the hydrogen ion in a solution can be calculated when the ph is known.

Output: If you want to calculate the concentration of hydrogen ions in a solution, you should first measure the pH.


Input:
Question: The concentration of the hydrogen ion in a solution can be calculated when what is known?
Answer: ph.
Sentence: The concentration of the hydrogen ion in a solution can be calculated when the ph is known.

Output: In a solution the concentraton of the hydrogen ion can be calculated when the ph is known.


Input:
Question: The concentration of the hydrogen ion in a solution can be calculated when what is known?
Answer: ph.
Sentence: The concentration of the hydrogen ion in a solution can be calculated when the ph is known.

Output: Measuring the pH of a solution allows you to calculate the hydrogen ion concentration.


Input:
Question: The concentration of the hydrogen ion in a solution can be calculated when what is known?
Answer: ph.
Sentence: The concentration of the hydrogen ion in a solution can be calculated when the ph is known.

Output: The hydrogen ion's concentration in a solution can be calculated when the ph is known.


Input:
Question: The concentration of the hydrogen ion in a solution can be calculated when what is known?
Answer: ph.
Sentence: The concentration of the hydrogen ion in a solution can be calculated when the ph is known.

Output: To calculate the concetration of hydrogen ions in a solution the pH must be known.


Input:
Question: The concentration of the hydrogen ion in a solution can be calculated when what is known?
Answer: ph.
Sentence: The concentration of the hydrogen ion in a solution can be calculated when the ph is known.

Output: When the pH is known the concenteration of the hydrogen ions in a solution can be calculated.


Input:
Question: A cell’s chromosomes contain?
Answer: genes.
Sentence: A cell’s chromosomes contain genes.

Output: Genes are contained within the chromosomes of a cell.