Input:
Question: Which factor will cause a decrease in the force of attraction between two magnets?
Answer: increasing the distance between the two magnets.
Sentence: Increasing the distance between the two magnets will cause a decrease in the force of attraction between two magnets.

Output: Two magnets can have the force of attraction decreased by increasing the distance between the two magnets.


Input:
Question: Which factor will cause a decrease in the force of attraction between two magnets?
Answer: increasing the distance between the two magnets.
Sentence: Increasing the distance between the two magnets will cause a decrease in the force of attraction between two magnets.

Output: You have two magnets and you want to decrease the attraction between the two then move them further apart or in other words increase the distance.


Input:
Question: If the buoyant force is greater than the force of gravity acting on a ship, what will happen to the ship?
Answer: it will float.
Sentence: If the buoyant force is greater than the force of gravity acting on a ship, it will float.

Output: A ship can only float when the buoyant force is greater than the force of gravity acting on that ship.


Input:
Question: If the buoyant force is greater than the force of gravity acting on a ship, what will happen to the ship?
Answer: it will float.
Sentence: If the buoyant force is greater than the force of gravity acting on a ship, it will float.

Output: A ship will float if its buoyant force is greater than the gravity.


Input:
Question: If the buoyant force is greater than the force of gravity acting on a ship, what will happen to the ship?
Answer: it will float.
Sentence: If the buoyant force is greater than the force of gravity acting on a ship, it will float.

Output: A ship's ability to float is achieved when the applicable force of gravity surpasses the ship's force of buoyancy.


Input:
Question: If the buoyant force is greater than the force of gravity acting on a ship, what will happen to the ship?
Answer: it will float.
Sentence: If the buoyant force is greater than the force of gravity acting on a ship, it will float.

Output: Buoyant force must be greater than gravity to keep a ship afloat.


Input:
Question: If the buoyant force is greater than the force of gravity acting on a ship, what will happen to the ship?
Answer: it will float.
Sentence: If the buoyant force is greater than the force of gravity acting on a ship, it will float.

Output: Floating occurs when the buoyant force is greater than the force or gravity on an object.


Input:
Question: If the buoyant force is greater than the force of gravity acting on a ship, what will happen to the ship?
Answer: it will float.
Sentence: If the buoyant force is greater than the force of gravity acting on a ship, it will float.

Output: For a boat to float the bouyant force must be greater than the force of gravity acting on a ship.


Input:
Question: If the buoyant force is greater than the force of gravity acting on a ship, what will happen to the ship?
Answer: it will float.
Sentence: If the buoyant force is greater than the force of gravity acting on a ship, it will float.

Output: In the event the buoyant force exceeds the gravitational force upon a vessel, then that vessel will achieve buoyancy.


Input:
Question: If the buoyant force is greater than the force of gravity acting on a ship, what will happen to the ship?
Answer: it will float.
Sentence: If the buoyant force is greater than the force of gravity acting on a ship, it will float.

Output: No matter the size of a ship, if the buoyant force is greater than the force of gravity on a ship, then it will float.


Input:
Question: If the buoyant force is greater than the force of gravity acting on a ship, what will happen to the ship?
Answer: it will float.
Sentence: If the buoyant force is greater than the force of gravity acting on a ship, it will float.

Output: Once the buoyant force upon a ship becomes greater than the gravitational force upon a ship, that ship will be able to float.


Input:
Question: Ice cubes are an example of which form of water?
Answer: Solid.
Sentence: Ice cubes are an example of the solid form of water.

Output: An example of the solid form of water are ice cubes.


Input:
Question: Ice cubes are an example of which form of water?
Answer: Solid.
Sentence: Ice cubes are an example of the solid form of water.

Output: Ice cubes are a demonstration of the solid form of water.


Input:
Question: Ice cubes are an example of which form of water?
Answer: Solid.
Sentence: Ice cubes are an example of the solid form of water.

Output: Ice cubes are a solid form of water.


Input:
Question: Ice cubes are an example of which form of water?
Answer: Solid.
Sentence: Ice cubes are an example of the solid form of water.

Output: Ice cubes are one form of water in its solid state.


Input:
Question: Ice cubes are an example of which form of water?
Answer: Solid.
Sentence: Ice cubes are an example of the solid form of water.

Output: Ice cubes are the solid form of water. Water also has a liquid and a gaseous form.


Input:
Question: Ice cubes are an example of which form of water?
Answer: Solid.
Sentence: Ice cubes are an example of the solid form of water.

Output: Ice cubes, a solid, are one of the forms of water.


Input:
Question: Ice cubes are an example of which form of water?
Answer: Solid.
Sentence: Ice cubes are an example of the solid form of water.

Output: One solid form of water is an ice cube.


Input:
Question: Ice cubes are an example of which form of water?
Answer: Solid.
Sentence: Ice cubes are an example of the solid form of water.

Output: The solid form of water is ice, such as ice cubes.


Input:
Question: Ice cubes are an example of which form of water?
Answer: Solid.
Sentence: Ice cubes are an example of the solid form of water.

Output: There are three forms of water. Ice cubes are the solid form.


Input:
Question: On how many of the continents do birds live and breed?
Answer: seven.
Sentence: Birds live and breed on seven of the continents.

Output: Birds live and breath on all of the continents.


Input:
Question: On how many of the continents do birds live and breed?
Answer: seven.
Sentence: Birds live and breed on seven of the continents.

Output: Birds on seven continents live and breed.


Input:
Question: On how many of the continents do birds live and breed?
Answer: seven.
Sentence: Birds live and breed on seven of the continents.

Output: Birds who breed live on seven different continents.


Input:
Question: On how many of the continents do birds live and breed?
Answer: seven.
Sentence: Birds live and breed on seven of the continents.

Output: Birds who live on seven of the continents also breed on those seven continents.


Input:
Question: On how many of the continents do birds live and breed?
Answer: seven.
Sentence: Birds live and breed on seven of the continents.

Output: Of the continents birds live and breed on seven.


Input:
Question: On how many of the continents do birds live and breed?
Answer: seven.
Sentence: Birds live and breed on seven of the continents.

Output: On seven continents birds live and breed.


Input:
Question: On how many of the continents do birds live and breed?
Answer: seven.
Sentence: Birds live and breed on seven of the continents.

Output: The number of continents on which birds live and breed is seven.


Input:
Question: On how many of the continents do birds live and breed?
Answer: seven.
Sentence: Birds live and breed on seven of the continents.

Output: There are seven continents birds live and breed on.


Input:
Question: On how many of the continents do birds live and breed?
Answer: seven.
Sentence: Birds live and breed on seven of the continents.

Output: There are seven continents where birds live and breed.


Input:
Question: Which would help conserve water?
Answer: Turn off water while brushing teeth.
Sentence: It would help conserve water to turn off water while brushing teeth.

Output: A simple way to conserve more water is to turn of the water while we brush our teeth.


Input:
Question: Which would help conserve water?
Answer: Turn off water while brushing teeth.
Sentence: It would help conserve water to turn off water while brushing teeth.

Output: Brushing teeth while the tap is turnned off is one of the ways which can help in water conservation.


Input:
Question: Which would help conserve water?
Answer: Turn off water while brushing teeth.
Sentence: It would help conserve water to turn off water while brushing teeth.

Output: Conservation of water can be helped by turnning off the tap while brushing teeth.


Input:
Question: Which would help conserve water?
Answer: Turn off water while brushing teeth.
Sentence: It would help conserve water to turn off water while brushing teeth.

Output: Help conserve water by turning off the water while brushing your teeth.


Input:
Question: Which would help conserve water?
Answer: Turn off water while brushing teeth.
Sentence: It would help conserve water to turn off water while brushing teeth.

Output: If we turn of the water while we brush our teeth, we could help conserve water.


Input:
Question: Which would help conserve water?
Answer: Turn off water while brushing teeth.
Sentence: It would help conserve water to turn off water while brushing teeth.

Output: In order to conserve more water, we could turn off the water while brushing our teeth.


Input:
Question: Which would help conserve water?
Answer: Turn off water while brushing teeth.
Sentence: It would help conserve water to turn off water while brushing teeth.

Output: Turning off the water while brushing your teeth can help conserve water.


Input:
Question: Which would help conserve water?
Answer: Turn off water while brushing teeth.
Sentence: It would help conserve water to turn off water while brushing teeth.

Output: Turning off water while brushing teeth helps in water conservation.


Input:
Question: Which would help conserve water?
Answer: Turn off water while brushing teeth.
Sentence: It would help conserve water to turn off water while brushing teeth.

Output: Water can help be conserved by turning off the water while brushing your teeth.


Input:
Question: Which tool would best help a person observe the parts of a plant cell?
Answer: microscope.
Sentence: microscope tool would best help a person observe the parts of a plant cell.

Output: A microscope is able to show plant call parts.


Input:
Question: Which tool would best help a person observe the parts of a plant cell?
Answer: microscope.
Sentence: microscope tool would best help a person observe the parts of a plant cell.

Output: A microscope would be the best tool to use to observe the parts of a plant cell.


Input:
Question: Which tool would best help a person observe the parts of a plant cell?
Answer: microscope.
Sentence: microscope tool would best help a person observe the parts of a plant cell.

Output: Plant cell parts are able to be seen under a micrscope.


Input:
Question: Which tool would best help a person observe the parts of a plant cell?
Answer: microscope.
Sentence: microscope tool would best help a person observe the parts of a plant cell.

Output: Plant cell parts can be seen under a microscope.


Input:
Question: Which tool would best help a person observe the parts of a plant cell?
Answer: microscope.
Sentence: microscope tool would best help a person observe the parts of a plant cell.

Output: The best tool to use to observe parts of a plant cell would be a microscope.


Input:
Question: Which tool would best help a person observe the parts of a plant cell?
Answer: microscope.
Sentence: microscope tool would best help a person observe the parts of a plant cell.

Output: To best observe the parts of a plant cell, one should use a microscope.


Input:
Question: Which list gives the correct order of food traveling through the digestive system after it is swallowed?
Answer: esophagus, stomach, small intestine, large intestine.
Sentence: The correct order of food traveling through the digestive system after it is swallowed is: esophagus, stomach, small intestine, large intestine.

Output: After being swallowed, food travels through the esophagus, stomach, small intestine, and large intestine.


Input:
Question: Which list gives the correct order of food traveling through the digestive system after it is swallowed?
Answer: esophagus, stomach, small intestine, large intestine.
Sentence: The correct order of food traveling through the digestive system after it is swallowed is: esophagus, stomach, small intestine, large intestine.

Output: After being swallowed, food travels through the following organs in the digestive system: esophagus, stomach, small intestine, and large intestine.


Input:
Question: Which list gives the correct order of food traveling through the digestive system after it is swallowed?
Answer: esophagus, stomach, small intestine, large intestine.
Sentence: The correct order of food traveling through the digestive system after it is swallowed is: esophagus, stomach, small intestine, large intestine.

Output: After you swallow food, it moves through your body in the following order:  esophagus, stomach, small intestine, large intestine.


Input:
Question: Which list gives the correct order of food traveling through the digestive system after it is swallowed?
Answer: esophagus, stomach, small intestine, large intestine.
Sentence: The correct order of food traveling through the digestive system after it is swallowed is: esophagus, stomach, small intestine, large intestine.

Output: Esophagus, stomach, small intestine, and large intestine is the correct order of food traveling through the digestive system after it is swallowed.


Input:
Question: Which list gives the correct order of food traveling through the digestive system after it is swallowed?
Answer: esophagus, stomach, small intestine, large intestine.
Sentence: The correct order of food traveling through the digestive system after it is swallowed is: esophagus, stomach, small intestine, large intestine.

Output: Food travels first through the esophagus, then to the stomach, then the small intestine, and finally the large intestine.


Input:
Question: Which list gives the correct order of food traveling through the digestive system after it is swallowed?
Answer: esophagus, stomach, small intestine, large intestine.
Sentence: The correct order of food traveling through the digestive system after it is swallowed is: esophagus, stomach, small intestine, large intestine.

Output: For food to travel after food is being swallowed is esophagus, stomach, small intestine, large intestine.


Input:
Question: Which list gives the correct order of food traveling through the digestive system after it is swallowed?
Answer: esophagus, stomach, small intestine, large intestine.
Sentence: The correct order of food traveling through the digestive system after it is swallowed is: esophagus, stomach, small intestine, large intestine.

Output: The Food first enters through esophagus next stomach and then small intestine and finally into large intestine. This is the correct order of food traveling through the digestive system after it is swallowed.


Input:
Question: Which list gives the correct order of food traveling through the digestive system after it is swallowed?
Answer: esophagus, stomach, small intestine, large intestine.
Sentence: The correct order of food traveling through the digestive system after it is swallowed is: esophagus, stomach, small intestine, large intestine.

Output: There is only one way in which food can pass through the human digestive system:  esophagus, stomach, small intestine, large intestine.


Input:
Question: Which list gives the correct order of food traveling through the digestive system after it is swallowed?
Answer: esophagus, stomach, small intestine, large intestine.
Sentence: The correct order of food traveling through the digestive system after it is swallowed is: esophagus, stomach, small intestine, large intestine.

Output: esophafus, stomach, small intestine, large intestine, is the correct order for food to travel to digestive system after the food is being swallowed.


Input:
Question: Where do mushrooms get their energy?
Answer: decomposing dead organisms.
Sentence: Mushrooms get their energy from decomposing dead organisms.

Output: Decomposing dead organisms are used by mushrooms as a source of energy.


Input:
Question: Where do mushrooms get their energy?
Answer: decomposing dead organisms.
Sentence: Mushrooms get their energy from decomposing dead organisms.

Output: Decomposing dead organisms is how mushrooms get their energy.


Input:
Question: Where do mushrooms get their energy?
Answer: decomposing dead organisms.
Sentence: Mushrooms get their energy from decomposing dead organisms.

Output: Decomposing organisms is a main source of energy for mushrooms.


Input:
Question: Where do mushrooms get their energy?
Answer: decomposing dead organisms.
Sentence: Mushrooms get their energy from decomposing dead organisms.

Output: Decomposing organisms provide energy for mushrooms.


Input:
Question: Where do mushrooms get their energy?
Answer: decomposing dead organisms.
Sentence: Mushrooms get their energy from decomposing dead organisms.

Output: Mushrooms generate their energy by decomposing dead organisms.


Input:
Question: Where do mushrooms get their energy?
Answer: decomposing dead organisms.
Sentence: Mushrooms get their energy from decomposing dead organisms.

Output: Mushrooms mostly get their energy from organisms around them decomposing.


Input:
Question: Where do mushrooms get their energy?
Answer: decomposing dead organisms.
Sentence: Mushrooms get their energy from decomposing dead organisms.

Output: Source of energy for mushrooms is from dead, decomposing organisms.


Input:
Question: Where do mushrooms get their energy?
Answer: decomposing dead organisms.
Sentence: Mushrooms get their energy from decomposing dead organisms.

Output: The decomposition of dead organisms is how mushrooms get their energy.


Input:
Question: Where do mushrooms get their energy?
Answer: decomposing dead organisms.
Sentence: Mushrooms get their energy from decomposing dead organisms.

Output: when organisms die  and start decomposing, they become source of energy for mushrooms.


Input:
Question: Which form of energy is produced when paper is burned?
Answer: heat.
Sentence: Heat is produced when paper is burned.

Output: Burning paper produces heat.


Input:
Question: Which form of energy is produced when paper is burned?
Answer: heat.
Sentence: Heat is produced when paper is burned.

Output: Heat is a type of energy, and is produced in several ways such as burning paper.


Input:
Question: Which form of energy is produced when paper is burned?
Answer: heat.
Sentence: Heat is produced when paper is burned.

Output: Heat is created when paper is burned.


Input:
Question: Which form of energy is produced when paper is burned?
Answer: heat.
Sentence: Heat is produced when paper is burned.

Output: Heat is the biproduct of burning paper.


Input:
Question: Which form of energy is produced when paper is burned?
Answer: heat.
Sentence: Heat is produced when paper is burned.

Output: The burning of paper produces heat.


Input:
Question: Which form of energy is produced when paper is burned?
Answer: heat.
Sentence: Heat is produced when paper is burned.

Output: The type of energy produced when paper is burned is called heat.


Input:
Question: Which form of energy is produced when paper is burned?
Answer: heat.
Sentence: Heat is produced when paper is burned.

Output: When paper is burned heat is produced.


Input:
Question: Which form of energy is produced when paper is burned?
Answer: heat.
Sentence: Heat is produced when paper is burned.

Output: When paper is burned, heat is produced.


Input:
Question: Which form of energy is produced when paper is burned?
Answer: heat.
Sentence: Heat is produced when paper is burned.

Output: When paper is burned, it produces heat energy.


Input:
Question: Which two life processes occur in both plants and humans?
Answer: growing and reproducing.
Sentence: Growing and reproducing occur in both plants and humans.

Output: Both plants and human experience the life processes of growth and reproduction.


Input:
Question: Which two life processes occur in both plants and humans?
Answer: growing and reproducing.
Sentence: Growing and reproducing occur in both plants and humans.

Output: Both plants and humans grow and reproduce.


Input:
Question: Which two life processes occur in both plants and humans?
Answer: growing and reproducing.
Sentence: Growing and reproducing occur in both plants and humans.

Output: Growth and reproduction are two life processes that occur in both plants and humans.


Input:
Question: Which two life processes occur in both plants and humans?
Answer: growing and reproducing.
Sentence: Growing and reproducing occur in both plants and humans.

Output: In both plants and humans growing and reproducing occur.


Input:
Question: Which two life processes occur in both plants and humans?
Answer: growing and reproducing.
Sentence: Growing and reproducing occur in both plants and humans.

Output: Reproduction and growth are the two life processes that occur in both plants and humans.


Input:
Question: Which two life processes occur in both plants and humans?
Answer: growing and reproducing.
Sentence: Growing and reproducing occur in both plants and humans.

Output: Reproduction and growth occur in both humans and plants.


Input:
Question: Which two life processes occur in both plants and humans?
Answer: growing and reproducing.
Sentence: Growing and reproducing occur in both plants and humans.

Output: Two life processes that occur in both plants and humans are growing and reproducing.


Input:
Question: Which two life processes occur in both plants and humans?
Answer: growing and reproducing.
Sentence: Growing and reproducing occur in both plants and humans.

Output: With both plans and humans two life processes occur namely growing and reproducing.


Input:
Question: Why is watering plants and grass in the early morning a way to conserve water?
Answer: Smaller amounts of water evaporate in the cool morning.
Sentence: Watering plants and grass in the early morning is a way to conserve water because smaller amounts of water evaporate in the cool morning.

Output: A great way to conserve water is to water plants and grass in the early mornings because smaller amounts of water evaporate during the cooler morning period.


Input:
Question: Why is watering plants and grass in the early morning a way to conserve water?
Answer: Smaller amounts of water evaporate in the cool morning.
Sentence: Watering plants and grass in the early morning is a way to conserve water because smaller amounts of water evaporate in the cool morning.

Output: Choosing to water greenery early in the day helps conservation efforts by generating lesser amounts of water evaporation.


Input:
Question: Why is watering plants and grass in the early morning a way to conserve water?
Answer: Smaller amounts of water evaporate in the cool morning.
Sentence: Watering plants and grass in the early morning is a way to conserve water because smaller amounts of water evaporate in the cool morning.

Output: In the cool morning, smaller amounts of water evaporate, which makes this time of a day ideal to water plants and grass in the early morning to conserve water.


Input:
Question: Why is watering plants and grass in the early morning a way to conserve water?
Answer: Smaller amounts of water evaporate in the cool morning.
Sentence: Watering plants and grass in the early morning is a way to conserve water because smaller amounts of water evaporate in the cool morning.

Output: Plants are better off being watered in the morning as this results in less water evaporation.


Input:
Question: Why is watering plants and grass in the early morning a way to conserve water?
Answer: Smaller amounts of water evaporate in the cool morning.
Sentence: Watering plants and grass in the early morning is a way to conserve water because smaller amounts of water evaporate in the cool morning.

Output: Since smaller amounts of water evaporate in the cool morning, it is a good idea to water plants and grass during the early morning for better water conservation.


Input:
Question: Why is watering plants and grass in the early morning a way to conserve water?
Answer: Smaller amounts of water evaporate in the cool morning.
Sentence: Watering plants and grass in the early morning is a way to conserve water because smaller amounts of water evaporate in the cool morning.

Output: Smaller amount of water evaporate in the cool morning which is ideal for conerving water when watering plants.


Input:
Question: Why is watering plants and grass in the early morning a way to conserve water?
Answer: Smaller amounts of water evaporate in the cool morning.
Sentence: Watering plants and grass in the early morning is a way to conserve water because smaller amounts of water evaporate in the cool morning.

Output: Using the AM hours to water plants and lawns assists the conservation effort by evaporating less water.


Input:
Question: Why is watering plants and grass in the early morning a way to conserve water?
Answer: Smaller amounts of water evaporate in the cool morning.
Sentence: Watering plants and grass in the early morning is a way to conserve water because smaller amounts of water evaporate in the cool morning.

Output: Water evaporation happens in smaller amounts in the cool morning making it the ideal time to water plants and grass and conserve water.


Input:
Question: Why is watering plants and grass in the early morning a way to conserve water?
Answer: Smaller amounts of water evaporate in the cool morning.
Sentence: Watering plants and grass in the early morning is a way to conserve water because smaller amounts of water evaporate in the cool morning.

Output: When watering plants and excersising conservation, watering plants and grass in the cool early morning results in smaller amounts of water evaporation.


Input:
Question: Which example best shows structures that make up the digestive system in the human body?
Answer: esophagus, stomach, intestines.
Sentence: Esophagus, stomach, intestines are the structures that make up the digestive system in the human body.

Output: In the human body, the esophagus, the stomach, and the intestines are the structures that make up the digestive system.


Input:
Question: Which example best shows structures that make up the digestive system in the human body?
Answer: esophagus, stomach, intestines.
Sentence: Esophagus, stomach, intestines are the structures that make up the digestive system in the human body.

Output: Making up the digestive system of the human body are the strucutres of the esophagus, stomach, and the intestines.


Input:
Question: Which example best shows structures that make up the digestive system in the human body?
Answer: esophagus, stomach, intestines.
Sentence: Esophagus, stomach, intestines are the structures that make up the digestive system in the human body.

Output: Structures of the esophagus, stomach, and intestines comprise the human digestive system.


Input:
Question: Which example best shows structures that make up the digestive system in the human body?
Answer: esophagus, stomach, intestines.
Sentence: Esophagus, stomach, intestines are the structures that make up the digestive system in the human body.

Output: The digestive system in the human body includes the esophagus, stomach, and intestines.


Input:
Question: Which example best shows structures that make up the digestive system in the human body?
Answer: esophagus, stomach, intestines.
Sentence: Esophagus, stomach, intestines are the structures that make up the digestive system in the human body.

Output: The digestive system in the human body is composed of structures called the esophagus, stomach and intestines.


Input:
Question: Which example best shows structures that make up the digestive system in the human body?
Answer: esophagus, stomach, intestines.
Sentence: Esophagus, stomach, intestines are the structures that make up the digestive system in the human body.

Output: The digestive system in the human body is made up of the following structures: the esophagus, the stomach and the intestines.


Input:
Question: Which example best shows structures that make up the digestive system in the human body?
Answer: esophagus, stomach, intestines.
Sentence: Esophagus, stomach, intestines are the structures that make up the digestive system in the human body.

Output: The esophagus, stomach, intestines are structures that best show the digestive system in the human body.


Input:
Question: Which example best shows structures that make up the digestive system in the human body?
Answer: esophagus, stomach, intestines.
Sentence: Esophagus, stomach, intestines are the structures that make up the digestive system in the human body.

Output: The human body's digestive system includes the esophagus, stomach, and intestines.


Input:
Question: Which example best shows structures that make up the digestive system in the human body?
Answer: esophagus, stomach, intestines.
Sentence: Esophagus, stomach, intestines are the structures that make up the digestive system in the human body.

Output: The structures of the human body that make up the digestive system are the esophagus, stomach and intestines.


Input:
Question: Seeds that remain inactive until the right conditions of light, water, and soil are present are called ___?
Answer: dormant.
Sentence: Seeds that remain inactive until the right conditions of light, water, and soil are present are called dormant.

Output: Dormant seeds are seeds that are inactive until they have the right light, water, and soil conditions.


Input:
Question: Seeds that remain inactive until the right conditions of light, water, and soil are present are called ___?
Answer: dormant.
Sentence: Seeds that remain inactive until the right conditions of light, water, and soil are present are called dormant.

Output: Dormant seeds are seeds that remain inactive until the right conditions of light, water, and soil are present.


Input:
Question: Seeds that remain inactive until the right conditions of light, water, and soil are present are called ___?
Answer: dormant.
Sentence: Seeds that remain inactive until the right conditions of light, water, and soil are present are called dormant.

Output: Dormant seeds remain inactive until the right conditions of light, water, and soil.


Input:
Question: Seeds that remain inactive until the right conditions of light, water, and soil are present are called ___?
Answer: dormant.
Sentence: Seeds that remain inactive until the right conditions of light, water, and soil are present are called dormant.

Output: Even though the right conditions of light, water, and soil are active dormant seeds remain inactive.


Input:
Question: Seeds that remain inactive until the right conditions of light, water, and soil are present are called ___?
Answer: dormant.
Sentence: Seeds that remain inactive until the right conditions of light, water, and soil are present are called dormant.

Output: If a seed does not have the right conditions of light, water, and/or soil, it will become dormant.


Input:
Question: Seeds that remain inactive until the right conditions of light, water, and soil are present are called ___?
Answer: dormant.
Sentence: Seeds that remain inactive until the right conditions of light, water, and soil are present are called dormant.

Output: Inactive seeds that are "waiting" for the right conditions (in terms of light, water, and soil), are called dormant.


Input:
Question: Seeds that remain inactive until the right conditions of light, water, and soil are present are called ___?
Answer: dormant.
Sentence: Seeds that remain inactive until the right conditions of light, water, and soil are present are called dormant.

Output: Inactive seeds, called dormant seeds, remain so until the right conditions of light, water, and soil are present.


Input:
Question: Seeds that remain inactive until the right conditions of light, water, and soil are present are called ___?
Answer: dormant.
Sentence: Seeds that remain inactive until the right conditions of light, water, and soil are present are called dormant.

Output: Light, water, and soil are rightly present yet dormant seeds remain inactive.


Input:
Question: Seeds that remain inactive until the right conditions of light, water, and soil are present are called ___?
Answer: dormant.
Sentence: Seeds that remain inactive until the right conditions of light, water, and soil are present are called dormant.

Output: Until the right conditions of light, water, and soil are met, seeds will remain inactive or dormant.


Input:
Question: Earth makes a complete revolution around the Sun about once every?
Answer: year.
Sentence: Earth makes a complete revolution around the Sun about once every year.

Output: A complete revolution of the sun is made every year.


Input:
Question: Earth makes a complete revolution around the Sun about once every?
Answer: year.
Sentence: Earth makes a complete revolution around the Sun about once every year.

Output: Earth goes around the sun once a year.


Input:
Question: Earth makes a complete revolution around the Sun about once every?
Answer: year.
Sentence: Earth makes a complete revolution around the Sun about once every year.

Output: Earth goes around the sun one time.


Input:
Question: Earth makes a complete revolution around the Sun about once every?
Answer: year.
Sentence: Earth makes a complete revolution around the Sun about once every year.

Output: Earth makes a complete circle around the sun once a year.


Input:
Question: Earth makes a complete revolution around the Sun about once every?
Answer: year.
Sentence: Earth makes a complete revolution around the Sun about once every year.

Output: Every year the earth goes around the sun.


Input:
Question: Earth makes a complete revolution around the Sun about once every?
Answer: year.
Sentence: Earth makes a complete revolution around the Sun about once every year.

Output: Once a year, the earth revolves around the sun.


Input:
Question: Earth makes a complete revolution around the Sun about once every?
Answer: year.
Sentence: Earth makes a complete revolution around the Sun about once every year.

Output: Once every year is a revolution made around the sun.


Input:
Question: Earth makes a complete revolution around the Sun about once every?
Answer: year.
Sentence: Earth makes a complete revolution around the Sun about once every year.

Output: One time a year, the Earth makes a circle around the sun.


Input:
Question: Earth makes a complete revolution around the Sun about once every?
Answer: year.
Sentence: Earth makes a complete revolution around the Sun about once every year.

Output: The earth make one and complete total revolution around the sun every year.


Input:
Question: Earth makes a complete revolution around the Sun about once every?
Answer: year.
Sentence: Earth makes a complete revolution around the Sun about once every year.

Output: The earth makes a revolution once a year.


Input:
Question: Earth makes a complete revolution around the Sun about once every?
Answer: year.
Sentence: Earth makes a complete revolution around the Sun about once every year.

Output: The earth revolves around the sun once a year.


Input:
Question: Earth makes a complete revolution around the Sun about once every?
Answer: year.
Sentence: Earth makes a complete revolution around the Sun about once every year.

Output: The sun is encircled by the earth once a year.


Input:
Question: The bird ancestor that lived in trees developed what feature commonly associated with birds?
Answer: wings.
Sentence: The bird ancestor that lived in trees developed wings, which is commonly associated with birds.

Output: Birds' ancestors, which lived in trees, developed the wings that are a feature commonly associated with birds.


Input:
Question: The bird ancestor that lived in trees developed what feature commonly associated with birds?
Answer: wings.
Sentence: The bird ancestor that lived in trees developed wings, which is commonly associated with birds.

Output: Commonly associated with birds, the wings were developed by the bird ancestor that lived in trees.


Input:
Question: The bird ancestor that lived in trees developed what feature commonly associated with birds?
Answer: wings.
Sentence: The bird ancestor that lived in trees developed wings, which is commonly associated with birds.

Output: Evidence indicates that the ancestor of birds, which lived in trees, developed wings.


Input:
Question: The bird ancestor that lived in trees developed what feature commonly associated with birds?
Answer: wings.
Sentence: The bird ancestor that lived in trees developed wings, which is commonly associated with birds.

Output: The feature commonly associated with birds and carried by a bird ancestor that lived in trees that was developed was wings.


Input:
Question: The bird ancestor that lived in trees developed what feature commonly associated with birds?
Answer: wings.
Sentence: The bird ancestor that lived in trees developed wings, which is commonly associated with birds.

Output: The feature commonly associated with birds, the wings, developed in a bird ancestor that lived in trees.


Input:
Question: The bird ancestor that lived in trees developed what feature commonly associated with birds?
Answer: wings.
Sentence: The bird ancestor that lived in trees developed wings, which is commonly associated with birds.

Output: The physical feature of wings evolved in the common ancestor of modern birds, who lived in trees.


Input:
Question: The bird ancestor that lived in trees developed what feature commonly associated with birds?
Answer: wings.
Sentence: The bird ancestor that lived in trees developed wings, which is commonly associated with birds.

Output: The wings developed from ancestors of birds that lived in trees.


Input:
Question: The bird ancestor that lived in trees developed what feature commonly associated with birds?
Answer: wings.
Sentence: The bird ancestor that lived in trees developed wings, which is commonly associated with birds.

Output: We associate wings with modern birds, but actually the ancestor of birds lived in trees and developed wings.


Input:
Question: The bird ancestor that lived in trees developed what feature commonly associated with birds?
Answer: wings.
Sentence: The bird ancestor that lived in trees developed wings, which is commonly associated with birds.

Output: Wings come from the relatives of birds that lived in trees.


Input:
Question: What is a structure that is composed of one or more types of tissues?
Answer: organ.
Sentence: A(n) organ is a structure that is composed of one or more types of tissues.

Output: An example of a structure that is composed of one or more types of tissues is an organ.


Input:
Question: What is a structure that is composed of one or more types of tissues?
Answer: organ.
Sentence: A(n) organ is a structure that is composed of one or more types of tissues.

Output: An organ can be composed of one or more types tissues.


Input:
Question: What is a structure that is composed of one or more types of tissues?
Answer: organ.
Sentence: A(n) organ is a structure that is composed of one or more types of tissues.

Output: An organ is composed of one or more types of tissues.


Input:
Question: What is a structure that is composed of one or more types of tissues?
Answer: organ.
Sentence: A(n) organ is a structure that is composed of one or more types of tissues.

Output: An organ is not necessarily composed of one type of tissue, it can be composed of many different types.


Input:
Question: What is a structure that is composed of one or more types of tissues?
Answer: organ.
Sentence: A(n) organ is a structure that is composed of one or more types of tissues.

Output: One or more types of tissues make up an organ.


Input:
Question: What is a structure that is composed of one or more types of tissues?
Answer: organ.
Sentence: A(n) organ is a structure that is composed of one or more types of tissues.

Output: One or more types of tissues make up and organ.


Input:
Question: What is a structure that is composed of one or more types of tissues?
Answer: organ.
Sentence: A(n) organ is a structure that is composed of one or more types of tissues.

Output: organs are composed of one or more types of tissues.


Input:
Question: What is a structure that is composed of one or more types of tissues?
Answer: organ.
Sentence: A(n) organ is a structure that is composed of one or more types of tissues.

Output: organs are the things that are composed of one or more types of tissues.


Input:
Question: What is a structure that is composed of one or more types of tissues?
Answer: organ.
Sentence: A(n) organ is a structure that is composed of one or more types of tissues.

Output: things that are composed of one or more tissues is organs.


Input:
Question: What element is the most abundant in the universe?
Answer: hydrogen.
Sentence: The element hydrogen is the most abundant in the universe.

Output: Hydrogen is the element that is most abundant in the universe.


Input:
Question: What element is the most abundant in the universe?
Answer: hydrogen.
Sentence: The element hydrogen is the most abundant in the universe.

Output: Hydrogen is the most abundant element in the universe, making up 78% of our atmosphere.


Input:
Question: What element is the most abundant in the universe?
Answer: hydrogen.
Sentence: The element hydrogen is the most abundant in the universe.

Output: Hyrdrogen is the most abundant element in the universe.


Input:
Question: What element is the most abundant in the universe?
Answer: hydrogen.
Sentence: The element hydrogen is the most abundant in the universe.

Output: The element that is most abundant in the universe is hydrogen.


Input:
Question: What element is the most abundant in the universe?
Answer: hydrogen.
Sentence: The element hydrogen is the most abundant in the universe.

Output: The most abundant element in the universe is hydrogen, which can bond to almost any other element.


Input:
Question: What element is the most abundant in the universe?
Answer: hydrogen.
Sentence: The element hydrogen is the most abundant in the universe.

Output: The most abundant element in the universe is hyrdrogen.


Input:
Question: What element is the most abundant in the universe?
Answer: hydrogen.
Sentence: The element hydrogen is the most abundant in the universe.

Output: The most abundant element in the vast universe is hydrogen.


Input:
Question: What element is the most abundant in the universe?
Answer: hydrogen.
Sentence: The element hydrogen is the most abundant in the universe.

Output: The relatively simple element, hydrogen, is the most plentiful in the universe.


Input:
Question: What element is the most abundant in the universe?
Answer: hydrogen.
Sentence: The element hydrogen is the most abundant in the universe.

Output: The universe's most abundant element is hydrogen, a key gas.


Input:
Question: What is needed for a person to be affected by an autosomal dominant disorder?
Answer: one mutated allele.
Sentence: A person affected by an autosomal dominant disorder has one mutated allele.

Output: A mutated allele notifies of a person affected by an autosomal dominant disorder.


Input:
Question: What is needed for a person to be affected by an autosomal dominant disorder?
Answer: one mutated allele.
Sentence: A person affected by an autosomal dominant disorder has one mutated allele.

Output: A person suffering from autosomal dominance disorder usually has one or more alleles which are mutated.


Input:
Question: What is needed for a person to be affected by an autosomal dominant disorder?
Answer: one mutated allele.
Sentence: A person affected by an autosomal dominant disorder has one mutated allele.

Output: A person with a mutated allele has what is called an autosomal dominant disorder.


Input:
Question: What is needed for a person to be affected by an autosomal dominant disorder?
Answer: one mutated allele.
Sentence: A person affected by an autosomal dominant disorder has one mutated allele.

Output: An autosomal dominant disorder is signified by one mutated allele.


Input:
Question: What is needed for a person to be affected by an autosomal dominant disorder?
Answer: one mutated allele.
Sentence: A person affected by an autosomal dominant disorder has one mutated allele.

Output: An autosomal dominant disorder is when a person has one mutated allele.


Input:
Question: What is needed for a person to be affected by an autosomal dominant disorder?
Answer: one mutated allele.
Sentence: A person affected by an autosomal dominant disorder has one mutated allele.

Output: Autosomal dominance disorder in human beings can be caused by one or more mutated alleles.


Input:
Question: What is needed for a person to be affected by an autosomal dominant disorder?
Answer: one mutated allele.
Sentence: A person affected by an autosomal dominant disorder has one mutated allele.

Output: One mutated allele can lead to someone having an autosomal dominant disorder.


Input:
Question: What is needed for a person to be affected by an autosomal dominant disorder?
Answer: one mutated allele.
Sentence: A person affected by an autosomal dominant disorder has one mutated allele.

Output: One mutated allele is capable of causing autosomal dominant disoder.


Input:
Question: What is needed for a person to be affected by an autosomal dominant disorder?
Answer: one mutated allele.
Sentence: A person affected by an autosomal dominant disorder has one mutated allele.

Output: One mutated allele qualifies an autosomal dominant disorder.


Input:
Question: What is the term used to describe the minerals and vitamins that are not needed for providing the body with energy but are still essential for good health?
Answer: micronutrients.
Sentence: Micronutrients is the term used to describe the minerals and vitamins that are not needed for providing the body with energy but are still essential for good health.

Output: A descriptive term given  for those minerals and vitamins that are not needed by the body for providing energy but are still essential for good health is micronutrients.


Input:
Question: What is the term used to describe the minerals and vitamins that are not needed for providing the body with energy but are still essential for good health?
Answer: micronutrients.
Sentence: Micronutrients is the term used to describe the minerals and vitamins that are not needed for providing the body with energy but are still essential for good health.

Output: It is important for the body to get micronutrients in order to maintain health.


Input:
Question: What is the term used to describe the minerals and vitamins that are not needed for providing the body with energy but are still essential for good health?
Answer: micronutrients.
Sentence: Micronutrients is the term used to describe the minerals and vitamins that are not needed for providing the body with energy but are still essential for good health.

Output: Micronutrients are essential for good health yet are not needed for providing the body energy.


Input:
Question: What is the term used to describe the minerals and vitamins that are not needed for providing the body with energy but are still essential for good health?
Answer: micronutrients.
Sentence: Micronutrients is the term used to describe the minerals and vitamins that are not needed for providing the body with energy but are still essential for good health.

Output: Micronutrients are not needed for providing the body with energy but are still essential for good health.


Input:
Question: What is the term used to describe the minerals and vitamins that are not needed for providing the body with energy but are still essential for good health?
Answer: micronutrients.
Sentence: Micronutrients is the term used to describe the minerals and vitamins that are not needed for providing the body with energy but are still essential for good health.

Output: Micronutrients do not provide energy but are essential to good health.


Input:
Question: What is the term used to describe the minerals and vitamins that are not needed for providing the body with energy but are still essential for good health?
Answer: micronutrients.
Sentence: Micronutrients is the term used to describe the minerals and vitamins that are not needed for providing the body with energy but are still essential for good health.

Output: Micronutrients refers  to those minerals and vitamins that are not needed for providing the body with energy but are still essential for good health.


Input:
Question: What is the term used to describe the minerals and vitamins that are not needed for providing the body with energy but are still essential for good health?
Answer: micronutrients.
Sentence: Micronutrients is the term used to describe the minerals and vitamins that are not needed for providing the body with energy but are still essential for good health.

Output: Minerals and vitamins that are not needed for providing the body with energy but are still essential for good health are known as micronutrients.


Input:
Question: What is the term used to describe the minerals and vitamins that are not needed for providing the body with energy but are still essential for good health?
Answer: micronutrients.
Sentence: Micronutrients is the term used to describe the minerals and vitamins that are not needed for providing the body with energy but are still essential for good health.

Output: Minerals and vitamins that are not needed to provide the body with energy yet are still essential for good health are micronutrients.


Input:
Question: What is the term used to describe the minerals and vitamins that are not needed for providing the body with energy but are still essential for good health?
Answer: micronutrients.
Sentence: Micronutrients is the term used to describe the minerals and vitamins that are not needed for providing the body with energy but are still essential for good health.

Output: The body needs micronutrients because they are essential in good health even though they don't provide the body with energy.


Input:
Question: A bee will sometimes do a dance to tell other bees in the hive where to find what?
Answer: food.
Sentence: A bee will sometimes do a dance to tell other bees in the hive where to find food.

Output: A bee dance tells other bees in the hive where to find food.


Input:
Question: A bee will sometimes do a dance to tell other bees in the hive where to find what?
Answer: food.
Sentence: A bee will sometimes do a dance to tell other bees in the hive where to find food.

Output: A bee will sometimes do a dance to tell the other bees were food will be found.


Input:
Question: A bee will sometimes do a dance to tell other bees in the hive where to find what?
Answer: food.
Sentence: A bee will sometimes do a dance to tell other bees in the hive where to find food.

Output: Bees cleverly communicate in a dance when telling the other bees in the hive that it has found some food.


Input:
Question: A bee will sometimes do a dance to tell other bees in the hive where to find what?
Answer: food.
Sentence: A bee will sometimes do a dance to tell other bees in the hive where to find food.

Output: Food is found by one bee doing a dance in the hive.


Input:
Question: A bee will sometimes do a dance to tell other bees in the hive where to find what?
Answer: food.
Sentence: A bee will sometimes do a dance to tell other bees in the hive where to find food.

Output: So the other bees can find food, the bee who found it will sometimes do a dance.


Input:
Question: A bee will sometimes do a dance to tell other bees in the hive where to find what?
Answer: food.
Sentence: A bee will sometimes do a dance to tell other bees in the hive where to find food.

Output: The hive is where the bee dances to tell other bees where to find food.


Input:
Question: A bee will sometimes do a dance to tell other bees in the hive where to find what?
Answer: food.
Sentence: A bee will sometimes do a dance to tell other bees in the hive where to find food.

Output: To tell other bees where to find food, a bee will sometimes do a dance.


Input:
Question: A bee will sometimes do a dance to tell other bees in the hive where to find what?
Answer: food.
Sentence: A bee will sometimes do a dance to tell other bees in the hive where to find food.

Output: When a bee dances for other bees in the hive, it is communicating the location of food to the others.


Input:
Question: A bee will sometimes do a dance to tell other bees in the hive where to find what?
Answer: food.
Sentence: A bee will sometimes do a dance to tell other bees in the hive where to find food.

Output: When a bee has located a source of food, it sometimes does a lively dance to alert other bees in the hive to the food's location.


Input:
Question: From Earth, the Sun appears brighter than any other star because the Sun is the?
Answer: closest star.
Sentence: From Earth, the Sun appears brighter than any other star because the Sun is the closest star.

Output: Earth is very close to the sun and it is the closest star.


Input:
Question: From Earth, the Sun appears brighter than any other star because the Sun is the?
Answer: closest star.
Sentence: From Earth, the Sun appears brighter than any other star because the Sun is the closest star.

Output: The closest star is the sun that is near the earth.


Input:
Question: From Earth, the Sun appears brighter than any other star because the Sun is the?
Answer: closest star.
Sentence: From Earth, the Sun appears brighter than any other star because the Sun is the closest star.

Output: The sun appears brighter to the Earth because the sun is the closest star to it.


Input:
Question: From Earth, the Sun appears brighter than any other star because the Sun is the?
Answer: closest star.
Sentence: From Earth, the Sun appears brighter than any other star because the Sun is the closest star.

Output: The sun appears to be bright because it is the nearest star.


Input:
Question: From Earth, the Sun appears brighter than any other star because the Sun is the?
Answer: closest star.
Sentence: From Earth, the Sun appears brighter than any other star because the Sun is the closest star.

Output: The sun is brighter than any other star to Earth because it's the closest star to it.


Input:
Question: From Earth, the Sun appears brighter than any other star because the Sun is the?
Answer: closest star.
Sentence: From Earth, the Sun appears brighter than any other star because the Sun is the closest star.

Output: The sun is the closest star to the Earth.


Input:
Question: From Earth, the Sun appears brighter than any other star because the Sun is the?
Answer: closest star.
Sentence: From Earth, the Sun appears brighter than any other star because the Sun is the closest star.

Output: The sun is the closest star to the earth, so it appears brighter than any other star.


Input:
Question: From Earth, the Sun appears brighter than any other star because the Sun is the?
Answer: closest star.
Sentence: From Earth, the Sun appears brighter than any other star because the Sun is the closest star.

Output: The sun looks bright because its the closest star to us.


Input:
Question: From Earth, the Sun appears brighter than any other star because the Sun is the?
Answer: closest star.
Sentence: From Earth, the Sun appears brighter than any other star because the Sun is the closest star.

Output: The sun looks brighter than other stars because it is the closest one.


Input:
Question: What is the name for a tool commonly used by molecular biologists to place genetic material into cells?
Answer: a viral vector.
Sentence: A viral vector is the name for a tool commonly used by molecular biologists to place genetic material into cells.

Output: A tool called a viral vector is commonly used by molecular biologists' to place genetic material into cells.


Input:
Question: What is the name for a tool commonly used by molecular biologists to place genetic material into cells?
Answer: a viral vector.
Sentence: A viral vector is the name for a tool commonly used by molecular biologists to place genetic material into cells.

Output: A tool commonly used by molecular biologists to place genetic material into cells is called a viral vector.


Input:
Question: What is the name for a tool commonly used by molecular biologists to place genetic material into cells?
Answer: a viral vector.
Sentence: A viral vector is the name for a tool commonly used by molecular biologists to place genetic material into cells.

Output: Genetic material is often placed into cells by molecular biologists using a tool called a viral vector.


Input:
Question: What is the name for a tool commonly used by molecular biologists to place genetic material into cells?
Answer: a viral vector.
Sentence: A viral vector is the name for a tool commonly used by molecular biologists to place genetic material into cells.

Output: Molecuar bioligists' place material in cells with a tool commonly called a viral vector.


Input:
Question: What is the name for a tool commonly used by molecular biologists to place genetic material into cells?
Answer: a viral vector.
Sentence: A viral vector is the name for a tool commonly used by molecular biologists to place genetic material into cells.

Output: Molecular biologists commonly use a tool called a viral vector to place genetic material into cells.


Input:
Question: What is the name for a tool commonly used by molecular biologists to place genetic material into cells?
Answer: a viral vector.
Sentence: A viral vector is the name for a tool commonly used by molecular biologists to place genetic material into cells.

Output: Molecular biologists usually use viral vectors to place genetic material into cells.


Input:
Question: What is the name for a tool commonly used by molecular biologists to place genetic material into cells?
Answer: a viral vector.
Sentence: A viral vector is the name for a tool commonly used by molecular biologists to place genetic material into cells.

Output: One type of vector that is often used to place genetic material into a cell is the viral vector.


Input:
Question: What is the name for a tool commonly used by molecular biologists to place genetic material into cells?
Answer: a viral vector.
Sentence: A viral vector is the name for a tool commonly used by molecular biologists to place genetic material into cells.

Output: Used by molecular biologists', a tool callesd a viral vector places genetic material into cells.


Input:
Question: What is the name for a tool commonly used by molecular biologists to place genetic material into cells?
Answer: a viral vector.
Sentence: A viral vector is the name for a tool commonly used by molecular biologists to place genetic material into cells.

Output: You may be wondering how molecular biologists get genes of interest into cells.  The most common tool to accomplish this is called a viral vector.


Input:
Question: What do you call materials able to conduct electricity with 100% efficiency, meaning that no energy is lost during the electrical transmission?
Answer: superconductors.
Sentence: You call materials able to conduct electricity with 100% efficiency, meaning that no energy is lost during the electrical transmission, superconductors.

Output: During the electrical transmission superconductors looses no energy, and hence those materials are able to conduct electricity with 100% efficiency.


Input:
Question: What do you call materials able to conduct electricity with 100% efficiency, meaning that no energy is lost during the electrical transmission?
Answer: superconductors.
Sentence: You call materials able to conduct electricity with 100% efficiency, meaning that no energy is lost during the electrical transmission, superconductors.

Output: Materials able to conduct electricity with 100% efficiency, meaning that no energy is lost during the electrical transmission, are called Superconductors.


Input:
Question: What do you call materials able to conduct electricity with 100% efficiency, meaning that no energy is lost during the electrical transmission?
Answer: superconductors.
Sentence: You call materials able to conduct electricity with 100% efficiency, meaning that no energy is lost during the electrical transmission, superconductors.

Output: Materials that are able to conduct electricity with 100% efficiency are called superconductors. They do this with no loss of energy during the electrical transmission.


Input:
Question: What do you call materials able to conduct electricity with 100% efficiency, meaning that no energy is lost during the electrical transmission?
Answer: superconductors.
Sentence: You call materials able to conduct electricity with 100% efficiency, meaning that no energy is lost during the electrical transmission, superconductors.

Output: Superconductors are able to conduct electricity with 100% efficiency, meaning that no energy is lost during the electrical transmission.


Input:
Question: What do you call materials able to conduct electricity with 100% efficiency, meaning that no energy is lost during the electrical transmission?
Answer: superconductors.
Sentence: You call materials able to conduct electricity with 100% efficiency, meaning that no energy is lost during the electrical transmission, superconductors.

Output: Superconductors are materials able to conduct electricity with 100% efficiency, meaning that no energy is lost during the electrical transmission.


Input:
Question: What do you call materials able to conduct electricity with 100% efficiency, meaning that no energy is lost during the electrical transmission?
Answer: superconductors.
Sentence: You call materials able to conduct electricity with 100% efficiency, meaning that no energy is lost during the electrical transmission, superconductors.

Output: Superconductors can conduct electricity with 100% efficiency. Therefore, no energy is lost during the electrical transmission.


Input:
Question: What do you call materials able to conduct electricity with 100% efficiency, meaning that no energy is lost during the electrical transmission?
Answer: superconductors.
Sentence: You call materials able to conduct electricity with 100% efficiency, meaning that no energy is lost during the electrical transmission, superconductors.

Output: Superconductors looses no energy during electrical transmission wth 100% efficiency and hence those materials are able to conduct electricity with.


Input:
Question: What do you call materials able to conduct electricity with 100% efficiency, meaning that no energy is lost during the electrical transmission?
Answer: superconductors.
Sentence: You call materials able to conduct electricity with 100% efficiency, meaning that no energy is lost during the electrical transmission, superconductors.

Output: The name of materials able to conduct electricity with 100% efficiency, meaning that no energy is lost during the electrical transmission, is superconductors.


Input:
Question: What do you call materials able to conduct electricity with 100% efficiency, meaning that no energy is lost during the electrical transmission?
Answer: superconductors.
Sentence: You call materials able to conduct electricity with 100% efficiency, meaning that no energy is lost during the electrical transmission, superconductors.

Output: superconductors are those materials that are able to conduct electricity with 100% efficiency, meaning that no energy is lost during the electrical transmission.


Input:
Question: Heat energy from the Sun is transferred to Earth primarily by which of the following processes?
Answer: radiation.
Sentence: Heat energy from the sun is transferred to earth primarily by radiation.

Output: Earth receives most of it's heat energy from the sun through a process of radiation.


Input:
Question: Heat energy from the Sun is transferred to Earth primarily by which of the following processes?
Answer: radiation.
Sentence: Heat energy from the sun is transferred to earth primarily by radiation.

Output: Radiation is the process by which heat energy from the sun is transferred to Earth.


Input:
Question: Heat energy from the Sun is transferred to Earth primarily by which of the following processes?
Answer: radiation.
Sentence: Heat energy from the sun is transferred to earth primarily by radiation.

Output: Radiation is the process of transferring heat to the earth.


Input:
Question: Heat energy from the Sun is transferred to Earth primarily by which of the following processes?
Answer: radiation.
Sentence: Heat energy from the sun is transferred to earth primarily by radiation.

Output: Radiation takes heat from the Sun and transfers it to the Earth in a process called radiation.


Input:
Question: Heat energy from the Sun is transferred to Earth primarily by which of the following processes?
Answer: radiation.
Sentence: Heat energy from the sun is transferred to earth primarily by radiation.

Output: Radiation transfers heat energy from the sun to earth.


Input:
Question: Heat energy from the Sun is transferred to Earth primarily by which of the following processes?
Answer: radiation.
Sentence: Heat energy from the sun is transferred to earth primarily by radiation.

Output: The sun produces heat energy which is transferred to earth through radiation.


Input:
Question: Heat energy from the Sun is transferred to Earth primarily by which of the following processes?
Answer: radiation.
Sentence: Heat energy from the sun is transferred to earth primarily by radiation.

Output: To transfer heat to the earth from the sun is a process called radiation.


Input:
Question: Heat energy from the Sun is transferred to Earth primarily by which of the following processes?
Answer: radiation.
Sentence: Heat energy from the sun is transferred to earth primarily by radiation.

Output: Transferring heat from the sun to the earth is done by radiation.


Input:
Question: Heat energy from the Sun is transferred to Earth primarily by which of the following processes?
Answer: radiation.
Sentence: Heat energy from the sun is transferred to earth primarily by radiation.

Output: Transferring heat, radiation takes heat energy from the Sun and transfers it to the Earth.


Input:
Question: The force of attraction between a positively charged metal ion and the valence electrons it shares with other ions of the metal is called?
Answer: metallic bond.
Sentence: The force of attraction between a positively charged metal ion and the valence electrons it shares with other ions of the metal is called a(n) metallic bond.

Output: A metallic bond is created by the force of attraction between a positively charged metal ion and the valence electrons it shares with other ions of the metal.


Input:
Question: The force of attraction between a positively charged metal ion and the valence electrons it shares with other ions of the metal is called?
Answer: metallic bond.
Sentence: The force of attraction between a positively charged metal ion and the valence electrons it shares with other ions of the metal is called a(n) metallic bond.

Output: A metallic bond is when a positively charged ion and the valence electrons it shares with other ions of the metal have a force of attraction.


Input:
Question: The force of attraction between a positively charged metal ion and the valence electrons it shares with other ions of the metal is called?
Answer: metallic bond.
Sentence: The force of attraction between a positively charged metal ion and the valence electrons it shares with other ions of the metal is called a(n) metallic bond.

Output: A metallic bond occurs when a positively charged metal ion and valence electrons it shares with other ions attract each other.


Input:
Question: The force of attraction between a positively charged metal ion and the valence electrons it shares with other ions of the metal is called?
Answer: metallic bond.
Sentence: The force of attraction between a positively charged metal ion and the valence electrons it shares with other ions of the metal is called a(n) metallic bond.

Output: A positively charged metal ion and the valence electron it shares with other ions of the same metal share a force of attraction called a metallic bond.


Input:
Question: The force of attraction between a positively charged metal ion and the valence electrons it shares with other ions of the metal is called?
Answer: metallic bond.
Sentence: The force of attraction between a positively charged metal ion and the valence electrons it shares with other ions of the metal is called a(n) metallic bond.

Output: Metallic bonding is created by the attraction the force of attraction between a positively charged metal ion and the valence electrons that it shares with the other ions of the metal.


Input:
Question: The force of attraction between a positively charged metal ion and the valence electrons it shares with other ions of the metal is called?
Answer: metallic bond.
Sentence: The force of attraction between a positively charged metal ion and the valence electrons it shares with other ions of the metal is called a(n) metallic bond.

Output: Positively charged metal ions emit a force of attraction between themselves and the valence electrons they share in a metallic bond.


Input:
Question: The force of attraction between a positively charged metal ion and the valence electrons it shares with other ions of the metal is called?
Answer: metallic bond.
Sentence: The force of attraction between a positively charged metal ion and the valence electrons it shares with other ions of the metal is called a(n) metallic bond.

Output: The force of attraction of ions of a metal and a positively charged metal ion share a force of attraction called a metallic bond.


Input:
Question: The force of attraction between a positively charged metal ion and the valence electrons it shares with other ions of the metal is called?
Answer: metallic bond.
Sentence: The force of attraction between a positively charged metal ion and the valence electrons it shares with other ions of the metal is called a(n) metallic bond.

Output: The term "metallic bond" describes the force of attraction between a positively charged metal ion and the valence electrons it shares with other ions of the metal.


Input:
Question: The force of attraction between a positively charged metal ion and the valence electrons it shares with other ions of the metal is called?
Answer: metallic bond.
Sentence: The force of attraction between a positively charged metal ion and the valence electrons it shares with other ions of the metal is called a(n) metallic bond.

Output: When a positively charged metal ion and the valence electrons it shares emit a force of attraction, it is called a metallic bond.


Input:
Question: Which human organ system produces hormones to regulate growth, development, and reproduction?
Answer: endocrine.
Sentence: The endocrine system produces hormones to regulate growth, development, and reproduction.

Output: By producing hormones, the endocrine system regulates growth, development, and reproduction.


Input:
Question: Which human organ system produces hormones to regulate growth, development, and reproduction?
Answer: endocrine.
Sentence: The endocrine system produces hormones to regulate growth, development, and reproduction.

Output: Hormones to regulate growth, development, and reproduction are produced by the endocrine system.


Input:
Question: Which human organ system produces hormones to regulate growth, development, and reproduction?
Answer: endocrine.
Sentence: The endocrine system produces hormones to regulate growth, development, and reproduction.

Output: Hormones, which regulate growth, development, and reproduction are produced by the endocrine system.


Input:
Question: Which human organ system produces hormones to regulate growth, development, and reproduction?
Answer: endocrine.
Sentence: The endocrine system produces hormones to regulate growth, development, and reproduction.

Output: In regard to cell growth, development, and reproduction, the endocrine system produces hormones to regulate the processes.


Input:
Question: Which human organ system produces hormones to regulate growth, development, and reproduction?
Answer: endocrine.
Sentence: The endocrine system produces hormones to regulate growth, development, and reproduction.

Output: The endocrine system is responsible for the production of hormones. Hormones regulate growth, development, and reproduction of cells.


Input:
Question: Which human organ system produces hormones to regulate growth, development, and reproduction?
Answer: endocrine.
Sentence: The endocrine system produces hormones to regulate growth, development, and reproduction.

Output: The endrocine system is the human organ system that produces hormones to regulate growth, development, and reproduction.


Input:
Question: Which human organ system produces hormones to regulate growth, development, and reproduction?
Answer: endocrine.
Sentence: The endocrine system produces hormones to regulate growth, development, and reproduction.

Output: The human organ system called the endrocine system is responsible for the porduction of hormones to regulate growth, development, and reproduction.


Input:
Question: Which human organ system produces hormones to regulate growth, development, and reproduction?
Answer: endocrine.
Sentence: The endocrine system produces hormones to regulate growth, development, and reproduction.

Output: The human organ system that produces hormones to regulate growth, development, and reproduction is the endocrine system.


Input:
Question: Which human organ system produces hormones to regulate growth, development, and reproduction?
Answer: endocrine.
Sentence: The endocrine system produces hormones to regulate growth, development, and reproduction.

Output: The system in the body that regulates growth, development, and reproduction by producing hormones, is called the endocrine system.


Input:
Question: What are genes composed of?
Answer: DNA.
Sentence: Genes are composed of dna.

Output: DNA is the material that genes are composed of.


Input:
Question: What are genes composed of?
Answer: DNA.
Sentence: Genes are composed of dna.

Output: DNA is the substance that genes are composed of.


Input:
Question: What are genes composed of?
Answer: DNA.
Sentence: Genes are composed of dna.

Output: DNA is the what genes are composed of.


Input:
Question: What are genes composed of?
Answer: DNA.
Sentence: Genes are composed of dna.

Output: DNA is what genes are composed of.


Input:
Question: What are genes composed of?
Answer: DNA.
Sentence: Genes are composed of dna.

Output: DNA makes genes.


Input:
Question: What are genes composed of?
Answer: DNA.
Sentence: Genes are composed of dna.

Output: Genes are composed of a material known as DNA.


Input:
Question: What are genes composed of?
Answer: DNA.
Sentence: Genes are composed of dna.

Output: Genes are made of DNA.


Input:
Question: What are genes composed of?
Answer: DNA.
Sentence: Genes are composed of dna.

Output: The making of genes is from DNA.


Input:
Question: What are genes composed of?
Answer: DNA.
Sentence: Genes are composed of dna.

Output: The substance genes are composed of is called DNA.


Input:
Question: Invertebrates (and higher animals) can also be placed in one of two groups based on how they develop as what?
Answer: embryos.
Sentence: Invertebrates (and higher animals) can also be placed in one of two groups based on how they develop as embryos.

Output: An embryo's development can place invertebrates (and higher animals) in one of two groups.


Input:
Question: Invertebrates (and higher animals) can also be placed in one of two groups based on how they develop as what?
Answer: embryos.
Sentence: Invertebrates (and higher animals) can also be placed in one of two groups based on how they develop as embryos.

Output: Animals, such as invertebrates (and higher animals) are placed into one of two groups depending upon how they develop as embryos.


Input:
Question: Invertebrates (and higher animals) can also be placed in one of two groups based on how they develop as what?
Answer: embryos.
Sentence: Invertebrates (and higher animals) can also be placed in one of two groups based on how they develop as embryos.

Output: As embryos develop they can be placed in one of two groups invertebrates (and higher animals).


Input:
Question: Invertebrates (and higher animals) can also be placed in one of two groups based on how they develop as what?
Answer: embryos.
Sentence: Invertebrates (and higher animals) can also be placed in one of two groups based on how they develop as embryos.

Output: Based on how they develop as embryos, invertebrates (and higher animals) are classified into one of two groups.


Input:
Question: Invertebrates (and higher animals) can also be placed in one of two groups based on how they develop as what?
Answer: embryos.
Sentence: Invertebrates (and higher animals) can also be placed in one of two groups based on how they develop as embryos.

Output: Developing embryos themselves tell which group they will be placed in, invertebrates (and higher animals).


Input:
Question: Invertebrates (and higher animals) can also be placed in one of two groups based on how they develop as what?
Answer: embryos.
Sentence: Invertebrates (and higher animals) can also be placed in one of two groups based on how they develop as embryos.

Output: How invertebrates (and higher animals) develop as embryos can place them in one of two groups.


Input:
Question: Invertebrates (and higher animals) can also be placed in one of two groups based on how they develop as what?
Answer: embryos.
Sentence: Invertebrates (and higher animals) can also be placed in one of two groups based on how they develop as embryos.

Output: How invertebrates (and higher animals) develop as embryos determines how they are placed within one of two groups.


Input:
Question: Invertebrates (and higher animals) can also be placed in one of two groups based on how they develop as what?
Answer: embryos.
Sentence: Invertebrates (and higher animals) can also be placed in one of two groups based on how they develop as embryos.

Output: The way an embryo develops can determine one of two groups that invertebrates (and higher animals) can be placed in.


Input:
Question: Invertebrates (and higher animals) can also be placed in one of two groups based on how they develop as what?
Answer: embryos.
Sentence: Invertebrates (and higher animals) can also be placed in one of two groups based on how they develop as embryos.

Output: While invertebrates (and higher animals) develop as embryos, how they develop, distinguishes which group they will be placed in.


Input:
Question: When and where would the number of daylight hours each day be greatest?
Answer: during the summer near the North Pole.
Sentence: The number of daylight hours each day would be greatest during the summer near the north pole.

Output: During the summer near the north pole the number of daylight hours each day is greatest.


Input:
Question: When and where would the number of daylight hours each day be greatest?
Answer: during the summer near the North Pole.
Sentence: The number of daylight hours each day would be greatest during the summer near the north pole.

Output: In North pole during summer the number of daylight hours each day is greatest.


Input:
Question: When and where would the number of daylight hours each day be greatest?
Answer: during the summer near the North Pole.
Sentence: The number of daylight hours each day would be greatest during the summer near the north pole.

Output: In Summer the number of daylight hours each day is greatest near north pole.


Input:
Question: When and where would the number of daylight hours each day be greatest?
Answer: during the summer near the North Pole.
Sentence: The number of daylight hours each day would be greatest during the summer near the north pole.

Output: Near the north pole, during the summer, the days have the greatest amount of daylight.


Input:
Question: When and where would the number of daylight hours each day be greatest?
Answer: during the summer near the North Pole.
Sentence: The number of daylight hours each day would be greatest during the summer near the north pole.

Output: The greatest number of daylight hours occurs in the summer near the north pole.


Input:
Question: When and where would the number of daylight hours each day be greatest?
Answer: during the summer near the North Pole.
Sentence: The number of daylight hours each day would be greatest during the summer near the north pole.

Output: The most daylight hours in a day occur during the summer near the north pole.


Input:
Question: When and where would the number of daylight hours each day be greatest?
Answer: during the summer near the North Pole.
Sentence: The number of daylight hours each day would be greatest during the summer near the north pole.

Output: during the summer near the north pole the daylight hours are the greatest.


Input:
Question: When and where would the number of daylight hours each day be greatest?
Answer: during the summer near the North Pole.
Sentence: The number of daylight hours each day would be greatest during the summer near the north pole.

Output: near the north pole is where the daylight hours are the greatest in the summer.


Input:
Question: When and where would the number of daylight hours each day be greatest?
Answer: during the summer near the North Pole.
Sentence: The number of daylight hours each day would be greatest during the summer near the north pole.

Output: when it is summer the daylight hours are the longest at the north pole.


Input:
Question: Elements on the Periodic Table of the Elements are classified into categories such as?
Answer: metals and nonmetals.
Sentence: Elements on the periodic table of the elements are classified into categories such as metals and nonmetals.

Output: Categories of the periodic table of elements include categories like metals and nonmetals.


Input:
Question: Elements on the Periodic Table of the Elements are classified into categories such as?
Answer: metals and nonmetals.
Sentence: Elements on the periodic table of the elements are classified into categories such as metals and nonmetals.

Output: Elements are classified on the periodic table into categories such as metals and nonmetals.


Input:
Question: Elements on the Periodic Table of the Elements are classified into categories such as?
Answer: metals and nonmetals.
Sentence: Elements on the periodic table of the elements are classified into categories such as metals and nonmetals.

Output: Metals and nonmetals are the two categories of elements you will find on the Periodic Table of Elements.


Input:
Question: Elements on the Periodic Table of the Elements are classified into categories such as?
Answer: metals and nonmetals.
Sentence: Elements on the periodic table of the elements are classified into categories such as metals and nonmetals.

Output: Metals and nonmetals are two samples of elements classified into the periodic table of elements.


Input:
Question: Elements on the Periodic Table of the Elements are classified into categories such as?
Answer: metals and nonmetals.
Sentence: Elements on the periodic table of the elements are classified into categories such as metals and nonmetals.

Output: Metals and nonmetals are two types of classification on the periodic table.


Input:
Question: Elements on the Periodic Table of the Elements are classified into categories such as?
Answer: metals and nonmetals.
Sentence: Elements on the periodic table of the elements are classified into categories such as metals and nonmetals.

Output: The Periodic Table of Elements classify elements into two categories, metals and nonmetals.


Input:
Question: Elements on the Periodic Table of the Elements are classified into categories such as?
Answer: metals and nonmetals.
Sentence: Elements on the periodic table of the elements are classified into categories such as metals and nonmetals.

Output: The periodic table includes categories such metals and nonmetals.


Input:
Question: Elements on the Periodic Table of the Elements are classified into categories such as?
Answer: metals and nonmetals.
Sentence: Elements on the periodic table of the elements are classified into categories such as metals and nonmetals.

Output: The periodic table of elements classifies elements into categories such as metals and nonmetals.


Input:
Question: Elements on the Periodic Table of the Elements are classified into categories such as?
Answer: metals and nonmetals.
Sentence: Elements on the periodic table of the elements are classified into categories such as metals and nonmetals.

Output: Two categories of elements are metals and nonmetals, both are found on the Periodic Table of Elements.


Input:
Question: Which structure is found in a plant cell but not in an animal cell?
Answer: cell wall.
Sentence: A cell wall is found in a plant cell but not in an animal cell.

Output: A Plant cell contains a cell wall while an animal cell does not.


Input:
Question: Which structure is found in a plant cell but not in an animal cell?
Answer: cell wall.
Sentence: A cell wall is found in a plant cell but not in an animal cell.

Output: A cell wall is not found in an animal cell but it is in a plant cell.


Input:
Question: Which structure is found in a plant cell but not in an animal cell?
Answer: cell wall.
Sentence: A cell wall is found in a plant cell but not in an animal cell.

Output: An animal cell does not contain a cell wall whilst a plant cell does.


Input:
Question: Which structure is found in a plant cell but not in an animal cell?
Answer: cell wall.
Sentence: A cell wall is found in a plant cell but not in an animal cell.

Output: Animal cells do not contain cell walls, but plant cells do contain cell walls.


Input:
Question: Which structure is found in a plant cell but not in an animal cell?
Answer: cell wall.
Sentence: A cell wall is found in a plant cell but not in an animal cell.

Output: Chlorplasts are found in plant cells, but they are not in animal cells.


Input:
Question: Which structure is found in a plant cell but not in an animal cell?
Answer: cell wall.
Sentence: A cell wall is found in a plant cell but not in an animal cell.

Output: Plant cells have vacuoles, but animal cells do not have vacuoles.


Input:
Question: Which structure is found in a plant cell but not in an animal cell?
Answer: cell wall.
Sentence: A cell wall is found in a plant cell but not in an animal cell.

Output: Plant cells is where you can find cell walls, not in animal cells.


Input:
Question: Which structure is found in a plant cell but not in an animal cell?
Answer: cell wall.
Sentence: A cell wall is found in a plant cell but not in an animal cell.

Output: Plant walls are not found in animal cells but plant cells.


Input:
Question: Which structure is found in a plant cell but not in an animal cell?
Answer: cell wall.
Sentence: A cell wall is found in a plant cell but not in an animal cell.

Output: You can find a cell wall in plant cell not an animal cell.


Input:
Question: Which of the following has a warmer average surface temperature than Earth?
Answer: Venus.
Sentence: Venus has a warmer average surface temperature than earth.

Output: Earth has a lower average surface temperature than Venus.


Input:
Question: Which of the following has a warmer average surface temperature than Earth?
Answer: Venus.
Sentence: Venus has a warmer average surface temperature than earth.

Output: If a warmer average surface temperature is suitable for humans to live in, then Venus is more suitable for humans to live in than Earth.


Input:
Question: Which of the following has a warmer average surface temperature than Earth?
Answer: Venus.
Sentence: Venus has a warmer average surface temperature than earth.

Output: In terms of average surface temperature, the one in Venus is higher than the one in the Earth.


Input:
Question: Which of the following has a warmer average surface temperature than Earth?
Answer: Venus.
Sentence: Venus has a warmer average surface temperature than earth.

Output: The planet Venus has a warmer average surface temperature.


Input:
Question: Which of the following has a warmer average surface temperature than Earth?
Answer: Venus.
Sentence: Venus has a warmer average surface temperature than earth.

Output: The planet that has a warmer average surface temperature than Earth is Venus.


Input:
Question: Which of the following has a warmer average surface temperature than Earth?
Answer: Venus.
Sentence: Venus has a warmer average surface temperature than earth.

Output: The surface temperature of Venus has a warmer average than the earth.


Input:
Question: Which of the following has a warmer average surface temperature than Earth?
Answer: Venus.
Sentence: Venus has a warmer average surface temperature than earth.

Output: Venus' surface temperature is warmer than the earth.


Input:
Question: Which of the following has a warmer average surface temperature than Earth?
Answer: Venus.
Sentence: Venus has a warmer average surface temperature than earth.

Output: Venus's average surface temperature is warmer than Earth's average surface temperature.


Input:
Question: Which of the following has a warmer average surface temperature than Earth?
Answer: Venus.
Sentence: Venus has a warmer average surface temperature than earth.

Output: Warmer than the earth is Venus' average surface temperature.


Input:
Question: Vertebrata are characterized by the presence of what?
Answer: backbone.
Sentence: Vertebrata are characterized by the presence of backbone.

Output: A backbone signifies vertebrata might be present.


Input:
Question: Vertebrata are characterized by the presence of what?
Answer: backbone.
Sentence: Vertebrata are characterized by the presence of backbone.

Output: All vertebrates have a backbone as one of the major characteristic.


Input:
Question: Vertebrata are characterized by the presence of what?
Answer: backbone.
Sentence: Vertebrata are characterized by the presence of backbone.

Output: Animals within Vertebrata all have backbones.


Input:
Question: Vertebrata are characterized by the presence of what?
Answer: backbone.
Sentence: Vertebrata are characterized by the presence of backbone.

Output: The main characteristic of vertebrates is the presence of a backbone.


Input:
Question: Vertebrata are characterized by the presence of what?
Answer: backbone.
Sentence: Vertebrata are characterized by the presence of backbone.

Output: The presence of a backbone differentiates the vertebrates from invertebrates.


Input:
Question: Vertebrata are characterized by the presence of what?
Answer: backbone.
Sentence: Vertebrata are characterized by the presence of backbone.

Output: The presence of a backbone helps characterize vertebrata.


Input:
Question: Vertebrata are characterized by the presence of what?
Answer: backbone.
Sentence: Vertebrata are characterized by the presence of backbone.

Output: The presence of a backbone is one of the key traits of the subphylum Vertebrata.


Input:
Question: Vertebrata are characterized by the presence of what?
Answer: backbone.
Sentence: Vertebrata are characterized by the presence of backbone.

Output: The subphylum Vertebrata is characterized by the presence of a backbone.


Input:
Question: Vertebrata are characterized by the presence of what?
Answer: backbone.
Sentence: Vertebrata are characterized by the presence of backbone.

Output: Vertebrata are known by their location to a backbone.


Input:
Question: What disease is unpreventable in the type one form but may be prevented by diet if it is of the second type?
Answer: diabetes.
Sentence: Diabetes is unpreventable in the type one form but may be prevented by diet if it is of the second type.

Output: A disease that is preventable through diet in one type, but not preventable in another type is diabetes.


Input:
Question: What disease is unpreventable in the type one form but may be prevented by diet if it is of the second type?
Answer: diabetes.
Sentence: Diabetes is unpreventable in the type one form but may be prevented by diet if it is of the second type.

Output: Diabetes can be prevented by diet in one type, but is unpreventable in the second type.


Input:
Question: What disease is unpreventable in the type one form but may be prevented by diet if it is of the second type?
Answer: diabetes.
Sentence: Diabetes is unpreventable in the type one form but may be prevented by diet if it is of the second type.

Output: Diet can prevent diabetes in one type, but it is unpreventable in the second type.


Input:
Question: What disease is unpreventable in the type one form but may be prevented by diet if it is of the second type?
Answer: diabetes.
Sentence: Diabetes is unpreventable in the type one form but may be prevented by diet if it is of the second type.

Output: Diet can prevent type two diabetes, but type one diabetes is not preventable.


Input:
Question: What disease is unpreventable in the type one form but may be prevented by diet if it is of the second type?
Answer: diabetes.
Sentence: Diabetes is unpreventable in the type one form but may be prevented by diet if it is of the second type.

Output: Diet may prevent type two diabetes, while type one diabetes is unpreventable.


Input:
Question: What disease is unpreventable in the type one form but may be prevented by diet if it is of the second type?
Answer: diabetes.
Sentence: Diabetes is unpreventable in the type one form but may be prevented by diet if it is of the second type.

Output: There are two forms of diabetes. The first form is unpreventable, but diet may prevent the second form.


Input:
Question: What disease is unpreventable in the type one form but may be prevented by diet if it is of the second type?
Answer: diabetes.
Sentence: Diabetes is unpreventable in the type one form but may be prevented by diet if it is of the second type.

Output: Type one diabetes is not preventable, but type two diabetes may be preventable by diet.


Input:
Question: What disease is unpreventable in the type one form but may be prevented by diet if it is of the second type?
Answer: diabetes.
Sentence: Diabetes is unpreventable in the type one form but may be prevented by diet if it is of the second type.

Output: Type one is an unpreventable form of diabetes, but type two diabetes may be prevented by diet.


Input:
Question: What disease is unpreventable in the type one form but may be prevented by diet if it is of the second type?
Answer: diabetes.
Sentence: Diabetes is unpreventable in the type one form but may be prevented by diet if it is of the second type.

Output: Type two diabetes can be prevented by diet but type one diabetes can not be prevented.


Input:
Question: What type of particle collides with an atom of u-235 during the basic nuclear fission process?
Answer: a neutron.
Sentence: A neutron collides with an atom of u-235 during the basic nuclear fission process.

Output: A basic nuclear fission process takes place when neutron particles collided with atoms of u-235.


Input:
Question: What type of particle collides with an atom of u-235 during the basic nuclear fission process?
Answer: a neutron.
Sentence: A neutron collides with an atom of u-235 during the basic nuclear fission process.

Output: An atom of u-235 is entered by a neutron collision during basic nuclear fission.


Input:
Question: What type of particle collides with an atom of u-235 during the basic nuclear fission process?
Answer: a neutron.
Sentence: A neutron collides with an atom of u-235 during the basic nuclear fission process.

Output: During nuclear fission two particles that collide are the neutron and the u-235 atom.


Input:
Question: What type of particle collides with an atom of u-235 during the basic nuclear fission process?
Answer: a neutron.
Sentence: A neutron collides with an atom of u-235 during the basic nuclear fission process.

Output: During nuclear fission, a neutron collides with an atom of u-235.


Input:
Question: What type of particle collides with an atom of u-235 during the basic nuclear fission process?
Answer: a neutron.
Sentence: A neutron collides with an atom of u-235 during the basic nuclear fission process.

Output: In a basic nuclear fission, neutron collided with u-235 atom.


Input:
Question: What type of particle collides with an atom of u-235 during the basic nuclear fission process?
Answer: a neutron.
Sentence: A neutron collides with an atom of u-235 during the basic nuclear fission process.

Output: In the process of nuclear fission, a neutron collides with an atom of u-235.


Input:
Question: What type of particle collides with an atom of u-235 during the basic nuclear fission process?
Answer: a neutron.
Sentence: A neutron collides with an atom of u-235 during the basic nuclear fission process.

Output: Neutron and u-235 atoms colliding togety forms the basic nuclear fission process.


Input:
Question: What type of particle collides with an atom of u-235 during the basic nuclear fission process?
Answer: a neutron.
Sentence: A neutron collides with an atom of u-235 during the basic nuclear fission process.

Output: The particle type that collides with a u-235 atom in the process of nuclear fission is a neutron.


Input:
Question: What type of particle collides with an atom of u-235 during the basic nuclear fission process?
Answer: a neutron.
Sentence: A neutron collides with an atom of u-235 during the basic nuclear fission process.

Output: We call the particle that collides with a u-235 atom during nuclear fission a neutron.


Input:
Question: What is the si unit for weight?
Answer: newton (n).
Sentence: Newton (n) is the si unit for weight.

Output: In si, the unit for weight is Newton.


Input:
Question: What is the si unit for weight?
Answer: newton (n).
Sentence: Newton (n) is the si unit for weight.

Output: Newton is used as a si unit for weight.


Input:
Question: What is the si unit for weight?
Answer: newton (n).
Sentence: Newton (n) is the si unit for weight.

Output: The Newton describes the unit of weight in si.


Input:
Question: What is the si unit for weight?
Answer: newton (n).
Sentence: Newton (n) is the si unit for weight.

Output: The SI unit for weght is newton (N).


Input:
Question: What is the si unit for weight?
Answer: newton (n).
Sentence: Newton (n) is the si unit for weight.

Output: The si unit for weight is newton.


Input:
Question: What is the si unit for weight?
Answer: newton (n).
Sentence: Newton (n) is the si unit for weight.

Output: The si unit for weight is the Newton.


Input:
Question: What is the si unit for weight?
Answer: newton (n).
Sentence: Newton (n) is the si unit for weight.

Output: The universal standard for measuring weight is newton (N).


Input:
Question: What is the si unit for weight?
Answer: newton (n).
Sentence: Newton (n) is the si unit for weight.

Output: There is a si unit for weight and it is newton.