Input:
Paragraph- Sent 1: (CNN) -- Champion cyclist Lance Armstrong said Wednesday the U.S. Anti-Doping Agency intends to "dredge up discredited" doping allegations against him in a bid to strip him of his seven Tour de France victories.
Sent 2: The Washington Post said it received a copy of a 15-page agency letter sent Tuesday to Armstrong and several others.
Sent 3: As a result of the allegations, Armstrong was immediately banned from competing in triathlons, a sport he took up after retiring from professional bicycling, the newspaper reported on its website.
Sent 4: Armstrong, as he has in the past, said he has never engaged in doping.
Sent 5: "Unlike many of my accusers, I have competed as an endurance athlete for 25 years with no spike in performance, passed more than 500 drug tests and never failed one," Armstrong said on his website.
Sent 6: "That USADA ignores this fundamental distinction and charges me instead of the admitted dopers says far more about USADA, its lack of fairness and this vendetta than it does about my guilt or innocence."Sent 7: Justice Department prosecutors in February said they closed a criminal investigation after reviewing allegations against Armstrong.
Sent 8: They had called witnesses to a federal grand jury in Los Angeles, but they apparently determined they lacked evidence to bring a charge that Armstrong used performance-enhancing drugs.
Sent 9: Armstrong was accused of using such drugs by other riders, but never failed a drug test.
Sent 10: "These are the very same charges and the same witnesses that the Justice Department chose not to pursue after a two-year investigation," Armstrong said Wednesday.
Sent 11: According to the Post, the U.S. Anti-Doping Agency alleged it collected blood samples from Armstrong in 2009 and 2010 that were "fully consistent with blood manipulation including EPO use and/or blood transfusions."Sent 12: The allegations were previously unpublicized, according to the Post.
Sent 13: Opinion: Why fans shouldn't forgive Armstrong The letter says Armstrong and five former cycling team associates engaged in a doping conspiracy from 1998 to 2011, the Post reported.
Sent 14: Riders will testify that Armstrong used EPO, blood transfusions, testosterone and masking agents, and that he distributed and administered drugs to other cyclists from 1998 to 2005, the Post quoted the letter as saying.

Output: U.S. Anti-Doping Agency intends to "dredge up discredited" doping allegations, after a grand jury from what city determined lack of evidence in the case?


Input:
Paragraph- Sent 1: (CNN) -- Champion cyclist Lance Armstrong said Wednesday the U.S. Anti-Doping Agency intends to "dredge up discredited" doping allegations against him in a bid to strip him of his seven Tour de France victories.
Sent 2: The Washington Post said it received a copy of a 15-page agency letter sent Tuesday to Armstrong and several others.
Sent 3: As a result of the allegations, Armstrong was immediately banned from competing in triathlons, a sport he took up after retiring from professional bicycling, the newspaper reported on its website.
Sent 4: Armstrong, as he has in the past, said he has never engaged in doping.
Sent 5: "Unlike many of my accusers, I have competed as an endurance athlete for 25 years with no spike in performance, passed more than 500 drug tests and never failed one," Armstrong said on his website.
Sent 6: "That USADA ignores this fundamental distinction and charges me instead of the admitted dopers says far more about USADA, its lack of fairness and this vendetta than it does about my guilt or innocence."Sent 7: Justice Department prosecutors in February said they closed a criminal investigation after reviewing allegations against Armstrong.
Sent 8: They had called witnesses to a federal grand jury in Los Angeles, but they apparently determined they lacked evidence to bring a charge that Armstrong used performance-enhancing drugs.
Sent 9: Armstrong was accused of using such drugs by other riders, but never failed a drug test.
Sent 10: "These are the very same charges and the same witnesses that the Justice Department chose not to pursue after a two-year investigation," Armstrong said Wednesday.
Sent 11: According to the Post, the U.S. Anti-Doping Agency alleged it collected blood samples from Armstrong in 2009 and 2010 that were "fully consistent with blood manipulation including EPO use and/or blood transfusions."Sent 12: The allegations were previously unpublicized, according to the Post.
Sent 13: Opinion: Why fans shouldn't forgive Armstrong The letter says Armstrong and five former cycling team associates engaged in a doping conspiracy from 1998 to 2011, the Post reported.
Sent 14: Riders will testify that Armstrong used EPO, blood transfusions, testosterone and masking agents, and that he distributed and administered drugs to other cyclists from 1998 to 2005, the Post quoted the letter as saying.

Output: What happened to the case that they had opened against Lance?


Input:
Paragraph- Sent 1: (CNN) -- Champion cyclist Lance Armstrong said Wednesday the U.S. Anti-Doping Agency intends to "dredge up discredited" doping allegations against him in a bid to strip him of his seven Tour de France victories.
Sent 2: The Washington Post said it received a copy of a 15-page agency letter sent Tuesday to Armstrong and several others.
Sent 3: As a result of the allegations, Armstrong was immediately banned from competing in triathlons, a sport he took up after retiring from professional bicycling, the newspaper reported on its website.
Sent 4: Armstrong, as he has in the past, said he has never engaged in doping.
Sent 5: "Unlike many of my accusers, I have competed as an endurance athlete for 25 years with no spike in performance, passed more than 500 drug tests and never failed one," Armstrong said on his website.
Sent 6: "That USADA ignores this fundamental distinction and charges me instead of the admitted dopers says far more about USADA, its lack of fairness and this vendetta than it does about my guilt or innocence."Sent 7: Justice Department prosecutors in February said they closed a criminal investigation after reviewing allegations against Armstrong.
Sent 8: They had called witnesses to a federal grand jury in Los Angeles, but they apparently determined they lacked evidence to bring a charge that Armstrong used performance-enhancing drugs.
Sent 9: Armstrong was accused of using such drugs by other riders, but never failed a drug test.
Sent 10: "These are the very same charges and the same witnesses that the Justice Department chose not to pursue after a two-year investigation," Armstrong said Wednesday.
Sent 11: According to the Post, the U.S. Anti-Doping Agency alleged it collected blood samples from Armstrong in 2009 and 2010 that were "fully consistent with blood manipulation including EPO use and/or blood transfusions."Sent 12: The allegations were previously unpublicized, according to the Post.
Sent 13: Opinion: Why fans shouldn't forgive Armstrong The letter says Armstrong and five former cycling team associates engaged in a doping conspiracy from 1998 to 2011, the Post reported.
Sent 14: Riders will testify that Armstrong used EPO, blood transfusions, testosterone and masking agents, and that he distributed and administered drugs to other cyclists from 1998 to 2005, the Post quoted the letter as saying.

Output: What allegations from 2009-2010 were previously unpublicized, according to the Post?


Input:
Paragraph- Sent 1: For the past few weeks my usual stack of junk mail has been supplemented with a steady stream of 2001 tax statements and forms, reminding me that the clock has begun ticking towards April 15.
Sent 2: I admit that even though my taxes are relatively simple and I took a tax course in law school, I still hire an accountant to complete the forms.
Sent 3: I found law school discussions concerning the concept of "basis" or "stepped-up basis" to be about as easy to follow as the rule against perpetuities.
Sent 4: Of course, the one tax concept that we all understand is an audit.
Sent 5: The prospect of being audited may be one of life's most stressful experiences, so I can only imagine how daunting it would be if I had to do so without any professional assistance.
Sent 6: But that is the exact situation that many low- and moderate-income taxpayers face when being audited by the Internal Revenue Service.
Sent 7: With the push in recent years to move people from welfare to work, there are many new low-wage first-time filers, who are often automatically audited.
Sent 8: Still others fail to file, file incorrectly or fail to take advantage of programs like the Earned Income Tax Credit.
Sent 9: Legal Clinics: In an effort to redress this problem, the IRS has taken the unusual step of funding legal clinics that assist low-income taxpayers.
Sent 10: Under the project, which was created as part of the IRS Restructuring and Reform Act of 1998, the IRS provides funding to programs that offer tax education and representation to low-income individuals.
Sent 11: This may seem a little bit like supplying a rival army with ammunition, but in fact it is entirely consistent with the stated mission of the IRS.
Sent 12: In a press release referring to the program, IRS Commissioner Charles O. Rossotti stated that the clinics mesh with the IRS mission statement of providing "America's taxpayers top quality service by helping them understand and meet their tax responsibilities by applying the tax law with integrity and fairness to all."Sent 13: He went on to say that "these clinics fill a critical need.
Sent 14: They reach out to help people who frequently have nowhere else to turn for legal assistance on tax matters."Sent 15: A number of programs in New York that are funded by the IRS rely heavily on volunteer lawyers to serve clients, including The Brooklyn Low-Income Taxpayer Clinic of South Brooklyn Legal Services and the Low Income Taxpayer Clinic operated by The Legal Aid Society's Volunteer Division.
Sent 16: These programs address a valid complaint by corporate tax lawyers that there are not enough opportunities for them to use their unique skills to help individuals on a pro bono basis.
Sent 17: However, participation in a taxpayer clinic is not solely limited to tax experts since these programs provide extensive training and mentoring.
Sent 18: One of the most important services provided to clients of taxpayer clinics is assistance in seeking a refund under the Earned Income Tax Credit provisions.

Output: What IRS service may seem a little bit like supplying a rival army with ammunition?


Input:
Paragraph- Sent 1: For the past few weeks my usual stack of junk mail has been supplemented with a steady stream of 2001 tax statements and forms, reminding me that the clock has begun ticking towards April 15.
Sent 2: I admit that even though my taxes are relatively simple and I took a tax course in law school, I still hire an accountant to complete the forms.
Sent 3: I found law school discussions concerning the concept of "basis" or "stepped-up basis" to be about as easy to follow as the rule against perpetuities.
Sent 4: Of course, the one tax concept that we all understand is an audit.
Sent 5: The prospect of being audited may be one of life's most stressful experiences, so I can only imagine how daunting it would be if I had to do so without any professional assistance.
Sent 6: But that is the exact situation that many low- and moderate-income taxpayers face when being audited by the Internal Revenue Service.
Sent 7: With the push in recent years to move people from welfare to work, there are many new low-wage first-time filers, who are often automatically audited.
Sent 8: Still others fail to file, file incorrectly or fail to take advantage of programs like the Earned Income Tax Credit.
Sent 9: Legal Clinics: In an effort to redress this problem, the IRS has taken the unusual step of funding legal clinics that assist low-income taxpayers.
Sent 10: Under the project, which was created as part of the IRS Restructuring and Reform Act of 1998, the IRS provides funding to programs that offer tax education and representation to low-income individuals.
Sent 11: This may seem a little bit like supplying a rival army with ammunition, but in fact it is entirely consistent with the stated mission of the IRS.
Sent 12: In a press release referring to the program, IRS Commissioner Charles O. Rossotti stated that the clinics mesh with the IRS mission statement of providing "America's taxpayers top quality service by helping them understand and meet their tax responsibilities by applying the tax law with integrity and fairness to all."Sent 13: He went on to say that "these clinics fill a critical need.
Sent 14: They reach out to help people who frequently have nowhere else to turn for legal assistance on tax matters."Sent 15: A number of programs in New York that are funded by the IRS rely heavily on volunteer lawyers to serve clients, including The Brooklyn Low-Income Taxpayer Clinic of South Brooklyn Legal Services and the Low Income Taxpayer Clinic operated by The Legal Aid Society's Volunteer Division.
Sent 16: These programs address a valid complaint by corporate tax lawyers that there are not enough opportunities for them to use their unique skills to help individuals on a pro bono basis.
Sent 17: However, participation in a taxpayer clinic is not solely limited to tax experts since these programs provide extensive training and mentoring.
Sent 18: One of the most important services provided to clients of taxpayer clinics is assistance in seeking a refund under the Earned Income Tax Credit provisions.

Output: Programs in which U.S. state address a complaint by corporate tax lawyers that there are not enough opportunities for them to use their unique skills to help individuals on a pro bono basis?


Input:
Paragraph- Sent 1: For the past few weeks my usual stack of junk mail has been supplemented with a steady stream of 2001 tax statements and forms, reminding me that the clock has begun ticking towards April 15.
Sent 2: I admit that even though my taxes are relatively simple and I took a tax course in law school, I still hire an accountant to complete the forms.
Sent 3: I found law school discussions concerning the concept of "basis" or "stepped-up basis" to be about as easy to follow as the rule against perpetuities.
Sent 4: Of course, the one tax concept that we all understand is an audit.
Sent 5: The prospect of being audited may be one of life's most stressful experiences, so I can only imagine how daunting it would be if I had to do so without any professional assistance.
Sent 6: But that is the exact situation that many low- and moderate-income taxpayers face when being audited by the Internal Revenue Service.
Sent 7: With the push in recent years to move people from welfare to work, there are many new low-wage first-time filers, who are often automatically audited.
Sent 8: Still others fail to file, file incorrectly or fail to take advantage of programs like the Earned Income Tax Credit.
Sent 9: Legal Clinics: In an effort to redress this problem, the IRS has taken the unusual step of funding legal clinics that assist low-income taxpayers.
Sent 10: Under the project, which was created as part of the IRS Restructuring and Reform Act of 1998, the IRS provides funding to programs that offer tax education and representation to low-income individuals.
Sent 11: This may seem a little bit like supplying a rival army with ammunition, but in fact it is entirely consistent with the stated mission of the IRS.
Sent 12: In a press release referring to the program, IRS Commissioner Charles O. Rossotti stated that the clinics mesh with the IRS mission statement of providing "America's taxpayers top quality service by helping them understand and meet their tax responsibilities by applying the tax law with integrity and fairness to all."Sent 13: He went on to say that "these clinics fill a critical need.
Sent 14: They reach out to help people who frequently have nowhere else to turn for legal assistance on tax matters."Sent 15: A number of programs in New York that are funded by the IRS rely heavily on volunteer lawyers to serve clients, including The Brooklyn Low-Income Taxpayer Clinic of South Brooklyn Legal Services and the Low Income Taxpayer Clinic operated by The Legal Aid Society's Volunteer Division.
Sent 16: These programs address a valid complaint by corporate tax lawyers that there are not enough opportunities for them to use their unique skills to help individuals on a pro bono basis.
Sent 17: However, participation in a taxpayer clinic is not solely limited to tax experts since these programs provide extensive training and mentoring.
Sent 18: One of the most important services provided to clients of taxpayer clinics is assistance in seeking a refund under the Earned Income Tax Credit provisions.

Output: Many low- and moderate-income taxpayers face what situation when being audited by the Internal Revenue Service?


Input:
Paragraph- Sent 1: Your webpage list a number of alleged inaccuracies in Moore's movies.
Sent 2: It is true that Moore's film is sometimes unintentionally deceptive, but to call it fraudulent is hyperbole to the extreme.
Sent 3: It is no more so than any other successful documentary of the last decades.
Sent 4: Let's look at some specific criticisms: 1) The bank scene, listed on your website on a separate page.
Sent 5: Critics have stated that this scene was "staged", but in the bank interview, the official tells Moore that the bank has its own vault storing about 500 weapons at any given time.
Sent 6: It is also a licensed firearms dealer which can perform its own background checks.
Sent 7: In an interview with the Wall Street Journal, linked from your site, an employee claims that the gun would have been "normally" picked up at another dealer.
Sent 8: It is not explained what "normally" is supposed to mean, but that claim flatly contradicts the statement of the bank official in the film.
Sent 9: This sounds more like a later correction for public relations purposes, but of course nobody questions the bank claims when they can be used against Moore.
Sent 10: The only thing that Moore compressed is the timeframe.
Sent 11: According to the same WSJ interview, "Typically, you're looking at a week to 10 days waiting period."Sent 12: This is plausible -- but entirely irrelevant for the movie, which already makes it quite clear that a background check is being performed.
Sent 13: Moore's detractors have sometimes extended those 7-10 days to several weeks, contradicting the bank's own estimate.
Sent 14: There is nothing inaccurate whatsoever about the bank scene.
Sent 15: The bank does exactly what it advertises: It hands out guns from its vault to those who open an account.
Sent 16: The silly criticisms of the scene obscure the real obscenity of the situation: a bank handing out guns to its customers, higlighting the utter laxness of how Americans deal with deadly weapons and a love of firearms that borders on the religious.

Output: How many guns does the bank have in it's vault to hand out to those who open an account?


Input:
Paragraph- Sent 1: Your webpage list a number of alleged inaccuracies in Moore's movies.
Sent 2: It is true that Moore's film is sometimes unintentionally deceptive, but to call it fraudulent is hyperbole to the extreme.
Sent 3: It is no more so than any other successful documentary of the last decades.
Sent 4: Let's look at some specific criticisms: 1) The bank scene, listed on your website on a separate page.
Sent 5: Critics have stated that this scene was "staged", but in the bank interview, the official tells Moore that the bank has its own vault storing about 500 weapons at any given time.
Sent 6: It is also a licensed firearms dealer which can perform its own background checks.
Sent 7: In an interview with the Wall Street Journal, linked from your site, an employee claims that the gun would have been "normally" picked up at another dealer.
Sent 8: It is not explained what "normally" is supposed to mean, but that claim flatly contradicts the statement of the bank official in the film.
Sent 9: This sounds more like a later correction for public relations purposes, but of course nobody questions the bank claims when they can be used against Moore.
Sent 10: The only thing that Moore compressed is the timeframe.
Sent 11: According to the same WSJ interview, "Typically, you're looking at a week to 10 days waiting period."Sent 12: This is plausible -- but entirely irrelevant for the movie, which already makes it quite clear that a background check is being performed.
Sent 13: Moore's detractors have sometimes extended those 7-10 days to several weeks, contradicting the bank's own estimate.
Sent 14: There is nothing inaccurate whatsoever about the bank scene.
Sent 15: The bank does exactly what it advertises: It hands out guns from its vault to those who open an account.
Sent 16: The silly criticisms of the scene obscure the real obscenity of the situation: a bank handing out guns to its customers, higlighting the utter laxness of how Americans deal with deadly weapons and a love of firearms that borders on the religious.

Output: Is the band a licensed firearms dealer which can perform its own background checks, before handing out guns from it's vaults?


Input:
Paragraph- Sent 1: Your webpage list a number of alleged inaccuracies in Moore's movies.
Sent 2: It is true that Moore's film is sometimes unintentionally deceptive, but to call it fraudulent is hyperbole to the extreme.
Sent 3: It is no more so than any other successful documentary of the last decades.
Sent 4: Let's look at some specific criticisms: 1) The bank scene, listed on your website on a separate page.
Sent 5: Critics have stated that this scene was "staged", but in the bank interview, the official tells Moore that the bank has its own vault storing about 500 weapons at any given time.
Sent 6: It is also a licensed firearms dealer which can perform its own background checks.
Sent 7: In an interview with the Wall Street Journal, linked from your site, an employee claims that the gun would have been "normally" picked up at another dealer.
Sent 8: It is not explained what "normally" is supposed to mean, but that claim flatly contradicts the statement of the bank official in the film.
Sent 9: This sounds more like a later correction for public relations purposes, but of course nobody questions the bank claims when they can be used against Moore.
Sent 10: The only thing that Moore compressed is the timeframe.
Sent 11: According to the same WSJ interview, "Typically, you're looking at a week to 10 days waiting period."Sent 12: This is plausible -- but entirely irrelevant for the movie, which already makes it quite clear that a background check is being performed.
Sent 13: Moore's detractors have sometimes extended those 7-10 days to several weeks, contradicting the bank's own estimate.
Sent 14: There is nothing inaccurate whatsoever about the bank scene.
Sent 15: The bank does exactly what it advertises: It hands out guns from its vault to those who open an account.
Sent 16: The silly criticisms of the scene obscure the real obscenity of the situation: a bank handing out guns to its customers, higlighting the utter laxness of how Americans deal with deadly weapons and a love of firearms that borders on the religious.

Output: Although it's true that Moore's documentary is sometimes unintentionally deceptive, but what is the most extreme thing that people have called it?


Input:
Paragraph- Sent 1: Energy often changes from one form to another.
Sent 2: For example, the drummer transfers motion to sound energy.
Sent 3: When the moving drumstick strikes the drum head, the drum starts to vibrate.
Sent 4: The motion of the vibrating drum head creates the sound you hear.
Sent 5: Any form of energy can change into any other form.
Sent 6: Frequently, one form of energy changes into two or more different forms.
Sent 7: Have you ever sat in front of a campfire?
Sent 8: What are two things you notice?
Sent 9: The fire creates light.
Sent 10: It is also warm by the fire, meaning it creates heat.
Sent 11: The energy of the fire comes from the stored energy in the wood.
Sent 12: The wood contains chemical energy.
Sent 13: As it burns, the chemical energy is changed into light and heat.
Sent 14: Not all chemical energy changes produce light and heat.
Sent 15: Our cars use gasoline as a fuel.
Sent 16: Gasoline contains chemical energy.
Sent 17: When our cars burn gasoline in their engines, it is converted into motion and heat.
Sent 18: When energy changes forms, energy is conserved.

Output: What type of energy do cars use to move?


Input:
Paragraph- Sent 1: Energy often changes from one form to another.
Sent 2: For example, the drummer transfers motion to sound energy.
Sent 3: When the moving drumstick strikes the drum head, the drum starts to vibrate.
Sent 4: The motion of the vibrating drum head creates the sound you hear.
Sent 5: Any form of energy can change into any other form.
Sent 6: Frequently, one form of energy changes into two or more different forms.
Sent 7: Have you ever sat in front of a campfire?
Sent 8: What are two things you notice?
Sent 9: The fire creates light.
Sent 10: It is also warm by the fire, meaning it creates heat.
Sent 11: The energy of the fire comes from the stored energy in the wood.
Sent 12: The wood contains chemical energy.
Sent 13: As it burns, the chemical energy is changed into light and heat.
Sent 14: Not all chemical energy changes produce light and heat.
Sent 15: Our cars use gasoline as a fuel.
Sent 16: Gasoline contains chemical energy.
Sent 17: When our cars burn gasoline in their engines, it is converted into motion and heat.
Sent 18: When energy changes forms, energy is conserved.

Output: How does a drummer transfer motion energy to sound energy?


Input:
Paragraph- Sent 1: Energy often changes from one form to another.
Sent 2: For example, the drummer transfers motion to sound energy.
Sent 3: When the moving drumstick strikes the drum head, the drum starts to vibrate.
Sent 4: The motion of the vibrating drum head creates the sound you hear.
Sent 5: Any form of energy can change into any other form.
Sent 6: Frequently, one form of energy changes into two or more different forms.
Sent 7: Have you ever sat in front of a campfire?
Sent 8: What are two things you notice?
Sent 9: The fire creates light.
Sent 10: It is also warm by the fire, meaning it creates heat.
Sent 11: The energy of the fire comes from the stored energy in the wood.
Sent 12: The wood contains chemical energy.
Sent 13: As it burns, the chemical energy is changed into light and heat.
Sent 14: Not all chemical energy changes produce light and heat.
Sent 15: Our cars use gasoline as a fuel.
Sent 16: Gasoline contains chemical energy.
Sent 17: When our cars burn gasoline in their engines, it is converted into motion and heat.
Sent 18: When energy changes forms, energy is conserved.

Output: The wood of a fire contains chemical energy that is transformed into what two other energies?


Input:
Paragraph- Sent 1: Energy often changes from one form to another.
Sent 2: For example, the drummer transfers motion to sound energy.
Sent 3: When the moving drumstick strikes the drum head, the drum starts to vibrate.
Sent 4: The motion of the vibrating drum head creates the sound you hear.
Sent 5: Any form of energy can change into any other form.
Sent 6: Frequently, one form of energy changes into two or more different forms.
Sent 7: Have you ever sat in front of a campfire?
Sent 8: What are two things you notice?
Sent 9: The fire creates light.
Sent 10: It is also warm by the fire, meaning it creates heat.
Sent 11: The energy of the fire comes from the stored energy in the wood.
Sent 12: The wood contains chemical energy.
Sent 13: As it burns, the chemical energy is changed into light and heat.
Sent 14: Not all chemical energy changes produce light and heat.
Sent 15: Our cars use gasoline as a fuel.
Sent 16: Gasoline contains chemical energy.
Sent 17: When our cars burn gasoline in their engines, it is converted into motion and heat.
Sent 18: When energy changes forms, energy is conserved.

Output: How is burning wood in a campfire different from burning gasoline in a car?


Input:
Paragraph- Sent 1: Energy often changes from one form to another.
Sent 2: For example, the drummer transfers motion to sound energy.
Sent 3: When the moving drumstick strikes the drum head, the drum starts to vibrate.
Sent 4: The motion of the vibrating drum head creates the sound you hear.
Sent 5: Any form of energy can change into any other form.
Sent 6: Frequently, one form of energy changes into two or more different forms.
Sent 7: Have you ever sat in front of a campfire?
Sent 8: What are two things you notice?
Sent 9: The fire creates light.
Sent 10: It is also warm by the fire, meaning it creates heat.
Sent 11: The energy of the fire comes from the stored energy in the wood.
Sent 12: The wood contains chemical energy.
Sent 13: As it burns, the chemical energy is changed into light and heat.
Sent 14: Not all chemical energy changes produce light and heat.
Sent 15: Our cars use gasoline as a fuel.
Sent 16: Gasoline contains chemical energy.
Sent 17: When our cars burn gasoline in their engines, it is converted into motion and heat.
Sent 18: When energy changes forms, energy is conserved.

Output: What form of stored energy fuels a fire?


Input:
Paragraph- Sent 1: Energy often changes from one form to another.
Sent 2: For example, the drummer transfers motion to sound energy.
Sent 3: When the moving drumstick strikes the drum head, the drum starts to vibrate.
Sent 4: The motion of the vibrating drum head creates the sound you hear.
Sent 5: Any form of energy can change into any other form.
Sent 6: Frequently, one form of energy changes into two or more different forms.
Sent 7: Have you ever sat in front of a campfire?
Sent 8: What are two things you notice?
Sent 9: The fire creates light.
Sent 10: It is also warm by the fire, meaning it creates heat.
Sent 11: The energy of the fire comes from the stored energy in the wood.
Sent 12: The wood contains chemical energy.
Sent 13: As it burns, the chemical energy is changed into light and heat.
Sent 14: Not all chemical energy changes produce light and heat.
Sent 15: Our cars use gasoline as a fuel.
Sent 16: Gasoline contains chemical energy.
Sent 17: When our cars burn gasoline in their engines, it is converted into motion and heat.
Sent 18: When energy changes forms, energy is conserved.

Output: what type of energy does wood contain ?


Input:
Paragraph- Sent 1: Energy often changes from one form to another.
Sent 2: For example, the drummer transfers motion to sound energy.
Sent 3: When the moving drumstick strikes the drum head, the drum starts to vibrate.
Sent 4: The motion of the vibrating drum head creates the sound you hear.
Sent 5: Any form of energy can change into any other form.
Sent 6: Frequently, one form of energy changes into two or more different forms.
Sent 7: Have you ever sat in front of a campfire?
Sent 8: What are two things you notice?
Sent 9: The fire creates light.
Sent 10: It is also warm by the fire, meaning it creates heat.
Sent 11: The energy of the fire comes from the stored energy in the wood.
Sent 12: The wood contains chemical energy.
Sent 13: As it burns, the chemical energy is changed into light and heat.
Sent 14: Not all chemical energy changes produce light and heat.
Sent 15: Our cars use gasoline as a fuel.
Sent 16: Gasoline contains chemical energy.
Sent 17: When our cars burn gasoline in their engines, it is converted into motion and heat.
Sent 18: When energy changes forms, energy is conserved.

Output: How is the sound from a vibrating drum produced by energy?


Input:
Paragraph- Sent 1: Energy often changes from one form to another.
Sent 2: For example, the drummer transfers motion to sound energy.
Sent 3: When the moving drumstick strikes the drum head, the drum starts to vibrate.
Sent 4: The motion of the vibrating drum head creates the sound you hear.
Sent 5: Any form of energy can change into any other form.
Sent 6: Frequently, one form of energy changes into two or more different forms.
Sent 7: Have you ever sat in front of a campfire?
Sent 8: What are two things you notice?
Sent 9: The fire creates light.
Sent 10: It is also warm by the fire, meaning it creates heat.
Sent 11: The energy of the fire comes from the stored energy in the wood.
Sent 12: The wood contains chemical energy.
Sent 13: As it burns, the chemical energy is changed into light and heat.
Sent 14: Not all chemical energy changes produce light and heat.
Sent 15: Our cars use gasoline as a fuel.
Sent 16: Gasoline contains chemical energy.
Sent 17: When our cars burn gasoline in their engines, it is converted into motion and heat.
Sent 18: When energy changes forms, energy is conserved.

Output: wood is transformed into which type of energy ?


Input:
Paragraph- Sent 1: Energy often changes from one form to another.
Sent 2: For example, the drummer transfers motion to sound energy.
Sent 3: When the moving drumstick strikes the drum head, the drum starts to vibrate.
Sent 4: The motion of the vibrating drum head creates the sound you hear.
Sent 5: Any form of energy can change into any other form.
Sent 6: Frequently, one form of energy changes into two or more different forms.
Sent 7: Have you ever sat in front of a campfire?
Sent 8: What are two things you notice?
Sent 9: The fire creates light.
Sent 10: It is also warm by the fire, meaning it creates heat.
Sent 11: The energy of the fire comes from the stored energy in the wood.
Sent 12: The wood contains chemical energy.
Sent 13: As it burns, the chemical energy is changed into light and heat.
Sent 14: Not all chemical energy changes produce light and heat.
Sent 15: Our cars use gasoline as a fuel.
Sent 16: Gasoline contains chemical energy.
Sent 17: When our cars burn gasoline in their engines, it is converted into motion and heat.
Sent 18: When energy changes forms, energy is conserved.

Output: When you sit in front  of a campfire, where does the energy of the fire come from?


Input:
Paragraph- Sent 1: Energy often changes from one form to another.
Sent 2: For example, the drummer transfers motion to sound energy.
Sent 3: When the moving drumstick strikes the drum head, the drum starts to vibrate.
Sent 4: The motion of the vibrating drum head creates the sound you hear.
Sent 5: Any form of energy can change into any other form.
Sent 6: Frequently, one form of energy changes into two or more different forms.
Sent 7: Have you ever sat in front of a campfire?
Sent 8: What are two things you notice?
Sent 9: The fire creates light.
Sent 10: It is also warm by the fire, meaning it creates heat.
Sent 11: The energy of the fire comes from the stored energy in the wood.
Sent 12: The wood contains chemical energy.
Sent 13: As it burns, the chemical energy is changed into light and heat.
Sent 14: Not all chemical energy changes produce light and heat.
Sent 15: Our cars use gasoline as a fuel.
Sent 16: Gasoline contains chemical energy.
Sent 17: When our cars burn gasoline in their engines, it is converted into motion and heat.
Sent 18: When energy changes forms, energy is conserved.

Output: What do wood and gasoline have in common?


Input:
Paragraph- Sent 1: Energy often changes from one form to another.
Sent 2: For example, the drummer transfers motion to sound energy.
Sent 3: When the moving drumstick strikes the drum head, the drum starts to vibrate.
Sent 4: The motion of the vibrating drum head creates the sound you hear.
Sent 5: Any form of energy can change into any other form.
Sent 6: Frequently, one form of energy changes into two or more different forms.
Sent 7: Have you ever sat in front of a campfire?
Sent 8: What are two things you notice?
Sent 9: The fire creates light.
Sent 10: It is also warm by the fire, meaning it creates heat.
Sent 11: The energy of the fire comes from the stored energy in the wood.
Sent 12: The wood contains chemical energy.
Sent 13: As it burns, the chemical energy is changed into light and heat.
Sent 14: Not all chemical energy changes produce light and heat.
Sent 15: Our cars use gasoline as a fuel.
Sent 16: Gasoline contains chemical energy.
Sent 17: When our cars burn gasoline in their engines, it is converted into motion and heat.
Sent 18: When energy changes forms, energy is conserved.

Output: What does wood and gasoline have in common?


Input:
Paragraph- Sent 1: Energy often changes from one form to another.
Sent 2: For example, the drummer transfers motion to sound energy.
Sent 3: When the moving drumstick strikes the drum head, the drum starts to vibrate.
Sent 4: The motion of the vibrating drum head creates the sound you hear.
Sent 5: Any form of energy can change into any other form.
Sent 6: Frequently, one form of energy changes into two or more different forms.
Sent 7: Have you ever sat in front of a campfire?
Sent 8: What are two things you notice?
Sent 9: The fire creates light.
Sent 10: It is also warm by the fire, meaning it creates heat.
Sent 11: The energy of the fire comes from the stored energy in the wood.
Sent 12: The wood contains chemical energy.
Sent 13: As it burns, the chemical energy is changed into light and heat.
Sent 14: Not all chemical energy changes produce light and heat.
Sent 15: Our cars use gasoline as a fuel.
Sent 16: Gasoline contains chemical energy.
Sent 17: When our cars burn gasoline in their engines, it is converted into motion and heat.
Sent 18: When energy changes forms, energy is conserved.

Output: What is the stored energy in wood be turned into when burned in a campfire?


Input:
Paragraph- Sent 1: Energy often changes from one form to another.
Sent 2: For example, the drummer transfers motion to sound energy.
Sent 3: When the moving drumstick strikes the drum head, the drum starts to vibrate.
Sent 4: The motion of the vibrating drum head creates the sound you hear.
Sent 5: Any form of energy can change into any other form.
Sent 6: Frequently, one form of energy changes into two or more different forms.
Sent 7: Have you ever sat in front of a campfire?
Sent 8: What are two things you notice?
Sent 9: The fire creates light.
Sent 10: It is also warm by the fire, meaning it creates heat.
Sent 11: The energy of the fire comes from the stored energy in the wood.
Sent 12: The wood contains chemical energy.
Sent 13: As it burns, the chemical energy is changed into light and heat.
Sent 14: Not all chemical energy changes produce light and heat.
Sent 15: Our cars use gasoline as a fuel.
Sent 16: Gasoline contains chemical energy.
Sent 17: When our cars burn gasoline in their engines, it is converted into motion and heat.
Sent 18: When energy changes forms, energy is conserved.

Output: The motion of a vibrating drum head creates what?


Input:
Paragraph- Sent 1: Energy often changes from one form to another.
Sent 2: For example, the drummer transfers motion to sound energy.
Sent 3: When the moving drumstick strikes the drum head, the drum starts to vibrate.
Sent 4: The motion of the vibrating drum head creates the sound you hear.
Sent 5: Any form of energy can change into any other form.
Sent 6: Frequently, one form of energy changes into two or more different forms.
Sent 7: Have you ever sat in front of a campfire?
Sent 8: What are two things you notice?
Sent 9: The fire creates light.
Sent 10: It is also warm by the fire, meaning it creates heat.
Sent 11: The energy of the fire comes from the stored energy in the wood.
Sent 12: The wood contains chemical energy.
Sent 13: As it burns, the chemical energy is changed into light and heat.
Sent 14: Not all chemical energy changes produce light and heat.
Sent 15: Our cars use gasoline as a fuel.
Sent 16: Gasoline contains chemical energy.
Sent 17: When our cars burn gasoline in their engines, it is converted into motion and heat.
Sent 18: When energy changes forms, energy is conserved.

Output: drummers transform chemical energy into what ?


Input:
Paragraph- Sent 1: Billy and Sally are brother and sister.
Sent 2: Billy is seven and Sally is eight.
Sent 3: Their mother, Deborah, likes to have Billy and Sally dress up in costumes and play a game where they are answering the telephone.
Sent 4: Usually when they play the game, Billy answers the telephone in a loud voice, and Sally answers the telephone in a quiet voice.
Sent 5: On Tuesdays, Billy answers in a quiet voice, and Sally answers in a loud voice.
Sent 6: On Fridays, Billy answers in a loud voice and Sally in a quiet voice.
Sent 7: \tabBilly has blonde hair.
Sent 8: Sally has brown hair.
Sent 9: Deborah has blonde hair, and Billy and Sally's father, Bob, has brown hair.
Sent 10: He tells them to eat lettuce every time that he sees them, so that they grow big and strong like he is.
Sent 11: Deborah likes to add some sugar with the lettuce so that Billy and Sally know what it is like to have sweet tastes in their life.
Sent 12: One day, a Wednesday, Billy throws some lettuce into Sally's hair.
Sent 13: Deborah laughs an grabs some straw from their farm and puts it in Billy's hair.
Sent 14: Billy and Sally live on a farm.
Sent 15: They have a goat, named Joey, and a duck, named Quack.
Sent 16: They sometimes play a game with the goat where they chase him around the farm.
Sent 17: Other times, they play a game with Quack where they wave at Quack and laugh.
Sent 18: They have a fun life growing up on the farm.

Output: Who are Billy and Sally's parents?


Input:
Paragraph- Sent 1: Billy and Sally are brother and sister.
Sent 2: Billy is seven and Sally is eight.
Sent 3: Their mother, Deborah, likes to have Billy and Sally dress up in costumes and play a game where they are answering the telephone.
Sent 4: Usually when they play the game, Billy answers the telephone in a loud voice, and Sally answers the telephone in a quiet voice.
Sent 5: On Tuesdays, Billy answers in a quiet voice, and Sally answers in a loud voice.
Sent 6: On Fridays, Billy answers in a loud voice and Sally in a quiet voice.
Sent 7: \tabBilly has blonde hair.
Sent 8: Sally has brown hair.
Sent 9: Deborah has blonde hair, and Billy and Sally's father, Bob, has brown hair.
Sent 10: He tells them to eat lettuce every time that he sees them, so that they grow big and strong like he is.
Sent 11: Deborah likes to add some sugar with the lettuce so that Billy and Sally know what it is like to have sweet tastes in their life.
Sent 12: One day, a Wednesday, Billy throws some lettuce into Sally's hair.
Sent 13: Deborah laughs an grabs some straw from their farm and puts it in Billy's hair.
Sent 14: Billy and Sally live on a farm.
Sent 15: They have a goat, named Joey, and a duck, named Quack.
Sent 16: They sometimes play a game with the goat where they chase him around the farm.
Sent 17: Other times, they play a game with Quack where they wave at Quack and laugh.
Sent 18: They have a fun life growing up on the farm.

Output: Billy has blonde hair like who?


Input:
Paragraph- Sent 1: Billy and Sally are brother and sister.
Sent 2: Billy is seven and Sally is eight.
Sent 3: Their mother, Deborah, likes to have Billy and Sally dress up in costumes and play a game where they are answering the telephone.
Sent 4: Usually when they play the game, Billy answers the telephone in a loud voice, and Sally answers the telephone in a quiet voice.
Sent 5: On Tuesdays, Billy answers in a quiet voice, and Sally answers in a loud voice.
Sent 6: On Fridays, Billy answers in a loud voice and Sally in a quiet voice.
Sent 7: \tabBilly has blonde hair.
Sent 8: Sally has brown hair.
Sent 9: Deborah has blonde hair, and Billy and Sally's father, Bob, has brown hair.
Sent 10: He tells them to eat lettuce every time that he sees them, so that they grow big and strong like he is.
Sent 11: Deborah likes to add some sugar with the lettuce so that Billy and Sally know what it is like to have sweet tastes in their life.
Sent 12: One day, a Wednesday, Billy throws some lettuce into Sally's hair.
Sent 13: Deborah laughs an grabs some straw from their farm and puts it in Billy's hair.
Sent 14: Billy and Sally live on a farm.
Sent 15: They have a goat, named Joey, and a duck, named Quack.
Sent 16: They sometimes play a game with the goat where they chase him around the farm.
Sent 17: Other times, they play a game with Quack where they wave at Quack and laugh.
Sent 18: They have a fun life growing up on the farm.

Output: Who does Billy have the same color hair as?


Input:
Paragraph- Sent 1: Billy and Sally are brother and sister.
Sent 2: Billy is seven and Sally is eight.
Sent 3: Their mother, Deborah, likes to have Billy and Sally dress up in costumes and play a game where they are answering the telephone.
Sent 4: Usually when they play the game, Billy answers the telephone in a loud voice, and Sally answers the telephone in a quiet voice.
Sent 5: On Tuesdays, Billy answers in a quiet voice, and Sally answers in a loud voice.
Sent 6: On Fridays, Billy answers in a loud voice and Sally in a quiet voice.
Sent 7: \tabBilly has blonde hair.
Sent 8: Sally has brown hair.
Sent 9: Deborah has blonde hair, and Billy and Sally's father, Bob, has brown hair.
Sent 10: He tells them to eat lettuce every time that he sees them, so that they grow big and strong like he is.
Sent 11: Deborah likes to add some sugar with the lettuce so that Billy and Sally know what it is like to have sweet tastes in their life.
Sent 12: One day, a Wednesday, Billy throws some lettuce into Sally's hair.
Sent 13: Deborah laughs an grabs some straw from their farm and puts it in Billy's hair.
Sent 14: Billy and Sally live on a farm.
Sent 15: They have a goat, named Joey, and a duck, named Quack.
Sent 16: They sometimes play a game with the goat where they chase him around the farm.
Sent 17: Other times, they play a game with Quack where they wave at Quack and laugh.
Sent 18: They have a fun life growing up on the farm.

Output: What game do Billy and Sally play with their goat?


Input:
Paragraph- Sent 1: Billy and Sally are brother and sister.
Sent 2: Billy is seven and Sally is eight.
Sent 3: Their mother, Deborah, likes to have Billy and Sally dress up in costumes and play a game where they are answering the telephone.
Sent 4: Usually when they play the game, Billy answers the telephone in a loud voice, and Sally answers the telephone in a quiet voice.
Sent 5: On Tuesdays, Billy answers in a quiet voice, and Sally answers in a loud voice.
Sent 6: On Fridays, Billy answers in a loud voice and Sally in a quiet voice.
Sent 7: \tabBilly has blonde hair.
Sent 8: Sally has brown hair.
Sent 9: Deborah has blonde hair, and Billy and Sally's father, Bob, has brown hair.
Sent 10: He tells them to eat lettuce every time that he sees them, so that they grow big and strong like he is.
Sent 11: Deborah likes to add some sugar with the lettuce so that Billy and Sally know what it is like to have sweet tastes in their life.
Sent 12: One day, a Wednesday, Billy throws some lettuce into Sally's hair.
Sent 13: Deborah laughs an grabs some straw from their farm and puts it in Billy's hair.
Sent 14: Billy and Sally live on a farm.
Sent 15: They have a goat, named Joey, and a duck, named Quack.
Sent 16: They sometimes play a game with the goat where they chase him around the farm.
Sent 17: Other times, they play a game with Quack where they wave at Quack and laugh.
Sent 18: They have a fun life growing up on the farm.

Output: What games do Billy and Sally play?


Input:
Paragraph- Sent 1: Billy and Sally are brother and sister.
Sent 2: Billy is seven and Sally is eight.
Sent 3: Their mother, Deborah, likes to have Billy and Sally dress up in costumes and play a game where they are answering the telephone.
Sent 4: Usually when they play the game, Billy answers the telephone in a loud voice, and Sally answers the telephone in a quiet voice.
Sent 5: On Tuesdays, Billy answers in a quiet voice, and Sally answers in a loud voice.
Sent 6: On Fridays, Billy answers in a loud voice and Sally in a quiet voice.
Sent 7: \tabBilly has blonde hair.
Sent 8: Sally has brown hair.
Sent 9: Deborah has blonde hair, and Billy and Sally's father, Bob, has brown hair.
Sent 10: He tells them to eat lettuce every time that he sees them, so that they grow big and strong like he is.
Sent 11: Deborah likes to add some sugar with the lettuce so that Billy and Sally know what it is like to have sweet tastes in their life.
Sent 12: One day, a Wednesday, Billy throws some lettuce into Sally's hair.
Sent 13: Deborah laughs an grabs some straw from their farm and puts it in Billy's hair.
Sent 14: Billy and Sally live on a farm.
Sent 15: They have a goat, named Joey, and a duck, named Quack.
Sent 16: They sometimes play a game with the goat where they chase him around the farm.
Sent 17: Other times, they play a game with Quack where they wave at Quack and laugh.
Sent 18: They have a fun life growing up on the farm.

Output: What are the ages of brother and sister Billy and Sally?


Input:
Paragraph- Sent 1: Billy and Sally are brother and sister.
Sent 2: Billy is seven and Sally is eight.
Sent 3: Their mother, Deborah, likes to have Billy and Sally dress up in costumes and play a game where they are answering the telephone.
Sent 4: Usually when they play the game, Billy answers the telephone in a loud voice, and Sally answers the telephone in a quiet voice.
Sent 5: On Tuesdays, Billy answers in a quiet voice, and Sally answers in a loud voice.
Sent 6: On Fridays, Billy answers in a loud voice and Sally in a quiet voice.
Sent 7: \tabBilly has blonde hair.
Sent 8: Sally has brown hair.
Sent 9: Deborah has blonde hair, and Billy and Sally's father, Bob, has brown hair.
Sent 10: He tells them to eat lettuce every time that he sees them, so that they grow big and strong like he is.
Sent 11: Deborah likes to add some sugar with the lettuce so that Billy and Sally know what it is like to have sweet tastes in their life.
Sent 12: One day, a Wednesday, Billy throws some lettuce into Sally's hair.
Sent 13: Deborah laughs an grabs some straw from their farm and puts it in Billy's hair.
Sent 14: Billy and Sally live on a farm.
Sent 15: They have a goat, named Joey, and a duck, named Quack.
Sent 16: They sometimes play a game with the goat where they chase him around the farm.
Sent 17: Other times, they play a game with Quack where they wave at Quack and laugh.
Sent 18: They have a fun life growing up on the farm.

Output: What color hair does everyone have in Billy and Sally's family?


Input:
Paragraph- Sent 1: Billy and Sally are brother and sister.
Sent 2: Billy is seven and Sally is eight.
Sent 3: Their mother, Deborah, likes to have Billy and Sally dress up in costumes and play a game where they are answering the telephone.
Sent 4: Usually when they play the game, Billy answers the telephone in a loud voice, and Sally answers the telephone in a quiet voice.
Sent 5: On Tuesdays, Billy answers in a quiet voice, and Sally answers in a loud voice.
Sent 6: On Fridays, Billy answers in a loud voice and Sally in a quiet voice.
Sent 7: \tabBilly has blonde hair.
Sent 8: Sally has brown hair.
Sent 9: Deborah has blonde hair, and Billy and Sally's father, Bob, has brown hair.
Sent 10: He tells them to eat lettuce every time that he sees them, so that they grow big and strong like he is.
Sent 11: Deborah likes to add some sugar with the lettuce so that Billy and Sally know what it is like to have sweet tastes in their life.
Sent 12: One day, a Wednesday, Billy throws some lettuce into Sally's hair.
Sent 13: Deborah laughs an grabs some straw from their farm and puts it in Billy's hair.
Sent 14: Billy and Sally live on a farm.
Sent 15: They have a goat, named Joey, and a duck, named Quack.
Sent 16: They sometimes play a game with the goat where they chase him around the farm.
Sent 17: Other times, they play a game with Quack where they wave at Quack and laugh.
Sent 18: They have a fun life growing up on the farm.

Output: What color hair do the siblings have?


Input:
Paragraph- Sent 1: Billy and Sally are brother and sister.
Sent 2: Billy is seven and Sally is eight.
Sent 3: Their mother, Deborah, likes to have Billy and Sally dress up in costumes and play a game where they are answering the telephone.
Sent 4: Usually when they play the game, Billy answers the telephone in a loud voice, and Sally answers the telephone in a quiet voice.
Sent 5: On Tuesdays, Billy answers in a quiet voice, and Sally answers in a loud voice.
Sent 6: On Fridays, Billy answers in a loud voice and Sally in a quiet voice.
Sent 7: \tabBilly has blonde hair.
Sent 8: Sally has brown hair.
Sent 9: Deborah has blonde hair, and Billy and Sally's father, Bob, has brown hair.
Sent 10: He tells them to eat lettuce every time that he sees them, so that they grow big and strong like he is.
Sent 11: Deborah likes to add some sugar with the lettuce so that Billy and Sally know what it is like to have sweet tastes in their life.
Sent 12: One day, a Wednesday, Billy throws some lettuce into Sally's hair.
Sent 13: Deborah laughs an grabs some straw from their farm and puts it in Billy's hair.
Sent 14: Billy and Sally live on a farm.
Sent 15: They have a goat, named Joey, and a duck, named Quack.
Sent 16: They sometimes play a game with the goat where they chase him around the farm.
Sent 17: Other times, they play a game with Quack where they wave at Quack and laugh.
Sent 18: They have a fun life growing up on the farm.

Output: Deborah has blonde hair and which of her children have blonde hair?


Input:
Paragraph- Sent 1: Billy and Sally are brother and sister.
Sent 2: Billy is seven and Sally is eight.
Sent 3: Their mother, Deborah, likes to have Billy and Sally dress up in costumes and play a game where they are answering the telephone.
Sent 4: Usually when they play the game, Billy answers the telephone in a loud voice, and Sally answers the telephone in a quiet voice.
Sent 5: On Tuesdays, Billy answers in a quiet voice, and Sally answers in a loud voice.
Sent 6: On Fridays, Billy answers in a loud voice and Sally in a quiet voice.
Sent 7: \tabBilly has blonde hair.
Sent 8: Sally has brown hair.
Sent 9: Deborah has blonde hair, and Billy and Sally's father, Bob, has brown hair.
Sent 10: He tells them to eat lettuce every time that he sees them, so that they grow big and strong like he is.
Sent 11: Deborah likes to add some sugar with the lettuce so that Billy and Sally know what it is like to have sweet tastes in their life.
Sent 12: One day, a Wednesday, Billy throws some lettuce into Sally's hair.
Sent 13: Deborah laughs an grabs some straw from their farm and puts it in Billy's hair.
Sent 14: Billy and Sally live on a farm.
Sent 15: They have a goat, named Joey, and a duck, named Quack.
Sent 16: They sometimes play a game with the goat where they chase him around the farm.
Sent 17: Other times, they play a game with Quack where they wave at Quack and laugh.
Sent 18: They have a fun life growing up on the farm.

Output: What do Billy and Sally eat?


Input:
Paragraph- Sent 1: Billy and Sally are brother and sister.
Sent 2: Billy is seven and Sally is eight.
Sent 3: Their mother, Deborah, likes to have Billy and Sally dress up in costumes and play a game where they are answering the telephone.
Sent 4: Usually when they play the game, Billy answers the telephone in a loud voice, and Sally answers the telephone in a quiet voice.
Sent 5: On Tuesdays, Billy answers in a quiet voice, and Sally answers in a loud voice.
Sent 6: On Fridays, Billy answers in a loud voice and Sally in a quiet voice.
Sent 7: \tabBilly has blonde hair.
Sent 8: Sally has brown hair.
Sent 9: Deborah has blonde hair, and Billy and Sally's father, Bob, has brown hair.
Sent 10: He tells them to eat lettuce every time that he sees them, so that they grow big and strong like he is.
Sent 11: Deborah likes to add some sugar with the lettuce so that Billy and Sally know what it is like to have sweet tastes in their life.
Sent 12: One day, a Wednesday, Billy throws some lettuce into Sally's hair.
Sent 13: Deborah laughs an grabs some straw from their farm and puts it in Billy's hair.
Sent 14: Billy and Sally live on a farm.
Sent 15: They have a goat, named Joey, and a duck, named Quack.
Sent 16: They sometimes play a game with the goat where they chase him around the farm.
Sent 17: Other times, they play a game with Quack where they wave at Quack and laugh.
Sent 18: They have a fun life growing up on the farm.

Output: What type of voice does Sally use while playing?


Input:
Paragraph- Sent 1: Billy and Sally are brother and sister.
Sent 2: Billy is seven and Sally is eight.
Sent 3: Their mother, Deborah, likes to have Billy and Sally dress up in costumes and play a game where they are answering the telephone.
Sent 4: Usually when they play the game, Billy answers the telephone in a loud voice, and Sally answers the telephone in a quiet voice.
Sent 5: On Tuesdays, Billy answers in a quiet voice, and Sally answers in a loud voice.
Sent 6: On Fridays, Billy answers in a loud voice and Sally in a quiet voice.
Sent 7: \tabBilly has blonde hair.
Sent 8: Sally has brown hair.
Sent 9: Deborah has blonde hair, and Billy and Sally's father, Bob, has brown hair.
Sent 10: He tells them to eat lettuce every time that he sees them, so that they grow big and strong like he is.
Sent 11: Deborah likes to add some sugar with the lettuce so that Billy and Sally know what it is like to have sweet tastes in their life.
Sent 12: One day, a Wednesday, Billy throws some lettuce into Sally's hair.
Sent 13: Deborah laughs an grabs some straw from their farm and puts it in Billy's hair.
Sent 14: Billy and Sally live on a farm.
Sent 15: They have a goat, named Joey, and a duck, named Quack.
Sent 16: They sometimes play a game with the goat where they chase him around the farm.
Sent 17: Other times, they play a game with Quack where they wave at Quack and laugh.
Sent 18: They have a fun life growing up on the farm.

Output: Who tells Billy and Sally to eat lettuce to grow up big and strong?


Input:
Paragraph- Sent 1: Billy and Sally are brother and sister.
Sent 2: Billy is seven and Sally is eight.
Sent 3: Their mother, Deborah, likes to have Billy and Sally dress up in costumes and play a game where they are answering the telephone.
Sent 4: Usually when they play the game, Billy answers the telephone in a loud voice, and Sally answers the telephone in a quiet voice.
Sent 5: On Tuesdays, Billy answers in a quiet voice, and Sally answers in a loud voice.
Sent 6: On Fridays, Billy answers in a loud voice and Sally in a quiet voice.
Sent 7: \tabBilly has blonde hair.
Sent 8: Sally has brown hair.
Sent 9: Deborah has blonde hair, and Billy and Sally's father, Bob, has brown hair.
Sent 10: He tells them to eat lettuce every time that he sees them, so that they grow big and strong like he is.
Sent 11: Deborah likes to add some sugar with the lettuce so that Billy and Sally know what it is like to have sweet tastes in their life.
Sent 12: One day, a Wednesday, Billy throws some lettuce into Sally's hair.
Sent 13: Deborah laughs an grabs some straw from their farm and puts it in Billy's hair.
Sent 14: Billy and Sally live on a farm.
Sent 15: They have a goat, named Joey, and a duck, named Quack.
Sent 16: They sometimes play a game with the goat where they chase him around the farm.
Sent 17: Other times, they play a game with Quack where they wave at Quack and laugh.
Sent 18: They have a fun life growing up on the farm.

Output: Which child has the same hair color as the mother, Deborah?


Input:
Paragraph- Sent 1: Billy and Sally are brother and sister.
Sent 2: Billy is seven and Sally is eight.
Sent 3: Their mother, Deborah, likes to have Billy and Sally dress up in costumes and play a game where they are answering the telephone.
Sent 4: Usually when they play the game, Billy answers the telephone in a loud voice, and Sally answers the telephone in a quiet voice.
Sent 5: On Tuesdays, Billy answers in a quiet voice, and Sally answers in a loud voice.
Sent 6: On Fridays, Billy answers in a loud voice and Sally in a quiet voice.
Sent 7: \tabBilly has blonde hair.
Sent 8: Sally has brown hair.
Sent 9: Deborah has blonde hair, and Billy and Sally's father, Bob, has brown hair.
Sent 10: He tells them to eat lettuce every time that he sees them, so that they grow big and strong like he is.
Sent 11: Deborah likes to add some sugar with the lettuce so that Billy and Sally know what it is like to have sweet tastes in their life.
Sent 12: One day, a Wednesday, Billy throws some lettuce into Sally's hair.
Sent 13: Deborah laughs an grabs some straw from their farm and puts it in Billy's hair.
Sent 14: Billy and Sally live on a farm.
Sent 15: They have a goat, named Joey, and a duck, named Quack.
Sent 16: They sometimes play a game with the goat where they chase him around the farm.
Sent 17: Other times, they play a game with Quack where they wave at Quack and laugh.
Sent 18: They have a fun life growing up on the farm.

Output: What game do the children like to play with the duck?


Input:
Paragraph- Sent 1: Billy and Sally are brother and sister.
Sent 2: Billy is seven and Sally is eight.
Sent 3: Their mother, Deborah, likes to have Billy and Sally dress up in costumes and play a game where they are answering the telephone.
Sent 4: Usually when they play the game, Billy answers the telephone in a loud voice, and Sally answers the telephone in a quiet voice.
Sent 5: On Tuesdays, Billy answers in a quiet voice, and Sally answers in a loud voice.
Sent 6: On Fridays, Billy answers in a loud voice and Sally in a quiet voice.
Sent 7: \tabBilly has blonde hair.
Sent 8: Sally has brown hair.
Sent 9: Deborah has blonde hair, and Billy and Sally's father, Bob, has brown hair.
Sent 10: He tells them to eat lettuce every time that he sees them, so that they grow big and strong like he is.
Sent 11: Deborah likes to add some sugar with the lettuce so that Billy and Sally know what it is like to have sweet tastes in their life.
Sent 12: One day, a Wednesday, Billy throws some lettuce into Sally's hair.
Sent 13: Deborah laughs an grabs some straw from their farm and puts it in Billy's hair.
Sent 14: Billy and Sally live on a farm.
Sent 15: They have a goat, named Joey, and a duck, named Quack.
Sent 16: They sometimes play a game with the goat where they chase him around the farm.
Sent 17: Other times, they play a game with Quack where they wave at Quack and laugh.
Sent 18: They have a fun life growing up on the farm.

Output: Living on a farm, they have different pets which are?


Input:
Paragraph- Sent 1: Billy and Sally are brother and sister.
Sent 2: Billy is seven and Sally is eight.
Sent 3: Their mother, Deborah, likes to have Billy and Sally dress up in costumes and play a game where they are answering the telephone.
Sent 4: Usually when they play the game, Billy answers the telephone in a loud voice, and Sally answers the telephone in a quiet voice.
Sent 5: On Tuesdays, Billy answers in a quiet voice, and Sally answers in a loud voice.
Sent 6: On Fridays, Billy answers in a loud voice and Sally in a quiet voice.
Sent 7: \tabBilly has blonde hair.
Sent 8: Sally has brown hair.
Sent 9: Deborah has blonde hair, and Billy and Sally's father, Bob, has brown hair.
Sent 10: He tells them to eat lettuce every time that he sees them, so that they grow big and strong like he is.
Sent 11: Deborah likes to add some sugar with the lettuce so that Billy and Sally know what it is like to have sweet tastes in their life.
Sent 12: One day, a Wednesday, Billy throws some lettuce into Sally's hair.
Sent 13: Deborah laughs an grabs some straw from their farm and puts it in Billy's hair.
Sent 14: Billy and Sally live on a farm.
Sent 15: They have a goat, named Joey, and a duck, named Quack.
Sent 16: They sometimes play a game with the goat where they chase him around the farm.
Sent 17: Other times, they play a game with Quack where they wave at Quack and laugh.
Sent 18: They have a fun life growing up on the farm.

Output: What game do the children like to play with Joey?


Input:
Paragraph- Sent 1: Billy and Sally are brother and sister.
Sent 2: Billy is seven and Sally is eight.
Sent 3: Their mother, Deborah, likes to have Billy and Sally dress up in costumes and play a game where they are answering the telephone.
Sent 4: Usually when they play the game, Billy answers the telephone in a loud voice, and Sally answers the telephone in a quiet voice.
Sent 5: On Tuesdays, Billy answers in a quiet voice, and Sally answers in a loud voice.
Sent 6: On Fridays, Billy answers in a loud voice and Sally in a quiet voice.
Sent 7: \tabBilly has blonde hair.
Sent 8: Sally has brown hair.
Sent 9: Deborah has blonde hair, and Billy and Sally's father, Bob, has brown hair.
Sent 10: He tells them to eat lettuce every time that he sees them, so that they grow big and strong like he is.
Sent 11: Deborah likes to add some sugar with the lettuce so that Billy and Sally know what it is like to have sweet tastes in their life.
Sent 12: One day, a Wednesday, Billy throws some lettuce into Sally's hair.
Sent 13: Deborah laughs an grabs some straw from their farm and puts it in Billy's hair.
Sent 14: Billy and Sally live on a farm.
Sent 15: They have a goat, named Joey, and a duck, named Quack.
Sent 16: They sometimes play a game with the goat where they chase him around the farm.
Sent 17: Other times, they play a game with Quack where they wave at Quack and laugh.
Sent 18: They have a fun life growing up on the farm.

Output: What is the first name of Deborah's oldest child?


Input:
Paragraph- Sent 1: Billy and Sally are brother and sister.
Sent 2: Billy is seven and Sally is eight.
Sent 3: Their mother, Deborah, likes to have Billy and Sally dress up in costumes and play a game where they are answering the telephone.
Sent 4: Usually when they play the game, Billy answers the telephone in a loud voice, and Sally answers the telephone in a quiet voice.
Sent 5: On Tuesdays, Billy answers in a quiet voice, and Sally answers in a loud voice.
Sent 6: On Fridays, Billy answers in a loud voice and Sally in a quiet voice.
Sent 7: \tabBilly has blonde hair.
Sent 8: Sally has brown hair.
Sent 9: Deborah has blonde hair, and Billy and Sally's father, Bob, has brown hair.
Sent 10: He tells them to eat lettuce every time that he sees them, so that they grow big and strong like he is.
Sent 11: Deborah likes to add some sugar with the lettuce so that Billy and Sally know what it is like to have sweet tastes in their life.
Sent 12: One day, a Wednesday, Billy throws some lettuce into Sally's hair.
Sent 13: Deborah laughs an grabs some straw from their farm and puts it in Billy's hair.
Sent 14: Billy and Sally live on a farm.
Sent 15: They have a goat, named Joey, and a duck, named Quack.
Sent 16: They sometimes play a game with the goat where they chase him around the farm.
Sent 17: Other times, they play a game with Quack where they wave at Quack and laugh.
Sent 18: They have a fun life growing up on the farm.

Output: How much older is Sally than her brother?


Input:
Paragraph- Sent 1: Billy and Sally are brother and sister.
Sent 2: Billy is seven and Sally is eight.
Sent 3: Their mother, Deborah, likes to have Billy and Sally dress up in costumes and play a game where they are answering the telephone.
Sent 4: Usually when they play the game, Billy answers the telephone in a loud voice, and Sally answers the telephone in a quiet voice.
Sent 5: On Tuesdays, Billy answers in a quiet voice, and Sally answers in a loud voice.
Sent 6: On Fridays, Billy answers in a loud voice and Sally in a quiet voice.
Sent 7: \tabBilly has blonde hair.
Sent 8: Sally has brown hair.
Sent 9: Deborah has blonde hair, and Billy and Sally's father, Bob, has brown hair.
Sent 10: He tells them to eat lettuce every time that he sees them, so that they grow big and strong like he is.
Sent 11: Deborah likes to add some sugar with the lettuce so that Billy and Sally know what it is like to have sweet tastes in their life.
Sent 12: One day, a Wednesday, Billy throws some lettuce into Sally's hair.
Sent 13: Deborah laughs an grabs some straw from their farm and puts it in Billy's hair.
Sent 14: Billy and Sally live on a farm.
Sent 15: They have a goat, named Joey, and a duck, named Quack.
Sent 16: They sometimes play a game with the goat where they chase him around the farm.
Sent 17: Other times, they play a game with Quack where they wave at Quack and laugh.
Sent 18: They have a fun life growing up on the farm.

Output: Where do Billy and Sally Live?


Input:
Paragraph- Sent 1: Billy and Sally are brother and sister.
Sent 2: Billy is seven and Sally is eight.
Sent 3: Their mother, Deborah, likes to have Billy and Sally dress up in costumes and play a game where they are answering the telephone.
Sent 4: Usually when they play the game, Billy answers the telephone in a loud voice, and Sally answers the telephone in a quiet voice.
Sent 5: On Tuesdays, Billy answers in a quiet voice, and Sally answers in a loud voice.
Sent 6: On Fridays, Billy answers in a loud voice and Sally in a quiet voice.
Sent 7: \tabBilly has blonde hair.
Sent 8: Sally has brown hair.
Sent 9: Deborah has blonde hair, and Billy and Sally's father, Bob, has brown hair.
Sent 10: He tells them to eat lettuce every time that he sees them, so that they grow big and strong like he is.
Sent 11: Deborah likes to add some sugar with the lettuce so that Billy and Sally know what it is like to have sweet tastes in their life.
Sent 12: One day, a Wednesday, Billy throws some lettuce into Sally's hair.
Sent 13: Deborah laughs an grabs some straw from their farm and puts it in Billy's hair.
Sent 14: Billy and Sally live on a farm.
Sent 15: They have a goat, named Joey, and a duck, named Quack.
Sent 16: They sometimes play a game with the goat where they chase him around the farm.
Sent 17: Other times, they play a game with Quack where they wave at Quack and laugh.
Sent 18: They have a fun life growing up on the farm.

Output: What game do Billy and Sally play where they dress up?


Input:
Paragraph- Sent 1: Energy is the ability to do work.
Sent 2: Another way to say this is, the ability to cause change.
Sent 3: Work is done when a force is used to move something.
Sent 4: When work is done, energy is transferred.
Sent 5: This transfer occurs between one object and another.
Sent 6: For example, a batter swings a bat and transfers energy.
Sent 7: She transfers her energy to the bat.
Sent 8: The moving bat, in turn, transfers energy to the ball.
Sent 9: Energy is measured in the Joule (J).
Sent 10: Energy exists in many forms.
Sent 11: One form of energy is called mechanical.
Sent 12: Mechanical energy is the energy of motion.
Sent 13: This type of energy can also include things that are not yet in motion.
Sent 14: In these cases, they have only a potential to be in motion.
Sent 15: In most cases, this ability comes from a position.
Sent 16: A rock sitting on top of a cliff has potential energy.
Sent 17: It is more than just the ability.
Sent 18: A rock sitting on the ground could move if someone picked it up.

Output: What happens when work is done?


Input:
Paragraph- Sent 1: Energy is the ability to do work.
Sent 2: Another way to say this is, the ability to cause change.
Sent 3: Work is done when a force is used to move something.
Sent 4: When work is done, energy is transferred.
Sent 5: This transfer occurs between one object and another.
Sent 6: For example, a batter swings a bat and transfers energy.
Sent 7: She transfers her energy to the bat.
Sent 8: The moving bat, in turn, transfers energy to the ball.
Sent 9: Energy is measured in the Joule (J).
Sent 10: Energy exists in many forms.
Sent 11: One form of energy is called mechanical.
Sent 12: Mechanical energy is the energy of motion.
Sent 13: This type of energy can also include things that are not yet in motion.
Sent 14: In these cases, they have only a potential to be in motion.
Sent 15: In most cases, this ability comes from a position.
Sent 16: A rock sitting on top of a cliff has potential energy.
Sent 17: It is more than just the ability.
Sent 18: A rock sitting on the ground could move if someone picked it up.

Output: What form of energy may include items that are not presently in motion?


Input:
Paragraph- Sent 1: Energy is the ability to do work.
Sent 2: Another way to say this is, the ability to cause change.
Sent 3: Work is done when a force is used to move something.
Sent 4: When work is done, energy is transferred.
Sent 5: This transfer occurs between one object and another.
Sent 6: For example, a batter swings a bat and transfers energy.
Sent 7: She transfers her energy to the bat.
Sent 8: The moving bat, in turn, transfers energy to the ball.
Sent 9: Energy is measured in the Joule (J).
Sent 10: Energy exists in many forms.
Sent 11: One form of energy is called mechanical.
Sent 12: Mechanical energy is the energy of motion.
Sent 13: This type of energy can also include things that are not yet in motion.
Sent 14: In these cases, they have only a potential to be in motion.
Sent 15: In most cases, this ability comes from a position.
Sent 16: A rock sitting on top of a cliff has potential energy.
Sent 17: It is more than just the ability.
Sent 18: A rock sitting on the ground could move if someone picked it up.

Output: What are two examples of different forms of energy?


Input:
Paragraph- Sent 1: Energy is the ability to do work.
Sent 2: Another way to say this is, the ability to cause change.
Sent 3: Work is done when a force is used to move something.
Sent 4: When work is done, energy is transferred.
Sent 5: This transfer occurs between one object and another.
Sent 6: For example, a batter swings a bat and transfers energy.
Sent 7: She transfers her energy to the bat.
Sent 8: The moving bat, in turn, transfers energy to the ball.
Sent 9: Energy is measured in the Joule (J).
Sent 10: Energy exists in many forms.
Sent 11: One form of energy is called mechanical.
Sent 12: Mechanical energy is the energy of motion.
Sent 13: This type of energy can also include things that are not yet in motion.
Sent 14: In these cases, they have only a potential to be in motion.
Sent 15: In most cases, this ability comes from a position.
Sent 16: A rock sitting on top of a cliff has potential energy.
Sent 17: It is more than just the ability.
Sent 18: A rock sitting on the ground could move if someone picked it up.

Output: What are the two types of energy mentioned in the passage?


Input:
Paragraph- Sent 1: Energy is the ability to do work.
Sent 2: Another way to say this is, the ability to cause change.
Sent 3: Work is done when a force is used to move something.
Sent 4: When work is done, energy is transferred.
Sent 5: This transfer occurs between one object and another.
Sent 6: For example, a batter swings a bat and transfers energy.
Sent 7: She transfers her energy to the bat.
Sent 8: The moving bat, in turn, transfers energy to the ball.
Sent 9: Energy is measured in the Joule (J).
Sent 10: Energy exists in many forms.
Sent 11: One form of energy is called mechanical.
Sent 12: Mechanical energy is the energy of motion.
Sent 13: This type of energy can also include things that are not yet in motion.
Sent 14: In these cases, they have only a potential to be in motion.
Sent 15: In most cases, this ability comes from a position.
Sent 16: A rock sitting on top of a cliff has potential energy.
Sent 17: It is more than just the ability.
Sent 18: A rock sitting on the ground could move if someone picked it up.

Output: If energy is measure in Joules, is work also measure in joules?


Input:
Paragraph- Sent 1: Energy is the ability to do work.
Sent 2: Another way to say this is, the ability to cause change.
Sent 3: Work is done when a force is used to move something.
Sent 4: When work is done, energy is transferred.
Sent 5: This transfer occurs between one object and another.
Sent 6: For example, a batter swings a bat and transfers energy.
Sent 7: She transfers her energy to the bat.
Sent 8: The moving bat, in turn, transfers energy to the ball.
Sent 9: Energy is measured in the Joule (J).
Sent 10: Energy exists in many forms.
Sent 11: One form of energy is called mechanical.
Sent 12: Mechanical energy is the energy of motion.
Sent 13: This type of energy can also include things that are not yet in motion.
Sent 14: In these cases, they have only a potential to be in motion.
Sent 15: In most cases, this ability comes from a position.
Sent 16: A rock sitting on top of a cliff has potential energy.
Sent 17: It is more than just the ability.
Sent 18: A rock sitting on the ground could move if someone picked it up.

Output: What kind of energy is mechanical energy?


Input:
Paragraph- Sent 1: Energy is the ability to do work.
Sent 2: Another way to say this is, the ability to cause change.
Sent 3: Work is done when a force is used to move something.
Sent 4: When work is done, energy is transferred.
Sent 5: This transfer occurs between one object and another.
Sent 6: For example, a batter swings a bat and transfers energy.
Sent 7: She transfers her energy to the bat.
Sent 8: The moving bat, in turn, transfers energy to the ball.
Sent 9: Energy is measured in the Joule (J).
Sent 10: Energy exists in many forms.
Sent 11: One form of energy is called mechanical.
Sent 12: Mechanical energy is the energy of motion.
Sent 13: This type of energy can also include things that are not yet in motion.
Sent 14: In these cases, they have only a potential to be in motion.
Sent 15: In most cases, this ability comes from a position.
Sent 16: A rock sitting on top of a cliff has potential energy.
Sent 17: It is more than just the ability.
Sent 18: A rock sitting on the ground could move if someone picked it up.

Output: What are two ways to describe the definition of energy?


Input:
Paragraph- Sent 1: Energy is the ability to do work.
Sent 2: Another way to say this is, the ability to cause change.
Sent 3: Work is done when a force is used to move something.
Sent 4: When work is done, energy is transferred.
Sent 5: This transfer occurs between one object and another.
Sent 6: For example, a batter swings a bat and transfers energy.
Sent 7: She transfers her energy to the bat.
Sent 8: The moving bat, in turn, transfers energy to the ball.
Sent 9: Energy is measured in the Joule (J).
Sent 10: Energy exists in many forms.
Sent 11: One form of energy is called mechanical.
Sent 12: Mechanical energy is the energy of motion.
Sent 13: This type of energy can also include things that are not yet in motion.
Sent 14: In these cases, they have only a potential to be in motion.
Sent 15: In most cases, this ability comes from a position.
Sent 16: A rock sitting on top of a cliff has potential energy.
Sent 17: It is more than just the ability.
Sent 18: A rock sitting on the ground could move if someone picked it up.

Output: What kind of energy does a rock with the potential to move have?


Input:
Paragraph- Sent 1: Energy is the ability to do work.
Sent 2: Another way to say this is, the ability to cause change.
Sent 3: Work is done when a force is used to move something.
Sent 4: When work is done, energy is transferred.
Sent 5: This transfer occurs between one object and another.
Sent 6: For example, a batter swings a bat and transfers energy.
Sent 7: She transfers her energy to the bat.
Sent 8: The moving bat, in turn, transfers energy to the ball.
Sent 9: Energy is measured in the Joule (J).
Sent 10: Energy exists in many forms.
Sent 11: One form of energy is called mechanical.
Sent 12: Mechanical energy is the energy of motion.
Sent 13: This type of energy can also include things that are not yet in motion.
Sent 14: In these cases, they have only a potential to be in motion.
Sent 15: In most cases, this ability comes from a position.
Sent 16: A rock sitting on top of a cliff has potential energy.
Sent 17: It is more than just the ability.
Sent 18: A rock sitting on the ground could move if someone picked it up.

Output: Describe mechanical energy and what unit of measurement measures it?


Input:
Paragraph- Sent 1: Energy is the ability to do work.
Sent 2: Another way to say this is, the ability to cause change.
Sent 3: Work is done when a force is used to move something.
Sent 4: When work is done, energy is transferred.
Sent 5: This transfer occurs between one object and another.
Sent 6: For example, a batter swings a bat and transfers energy.
Sent 7: She transfers her energy to the bat.
Sent 8: The moving bat, in turn, transfers energy to the ball.
Sent 9: Energy is measured in the Joule (J).
Sent 10: Energy exists in many forms.
Sent 11: One form of energy is called mechanical.
Sent 12: Mechanical energy is the energy of motion.
Sent 13: This type of energy can also include things that are not yet in motion.
Sent 14: In these cases, they have only a potential to be in motion.
Sent 15: In most cases, this ability comes from a position.
Sent 16: A rock sitting on top of a cliff has potential energy.
Sent 17: It is more than just the ability.
Sent 18: A rock sitting on the ground could move if someone picked it up.

Output: How does energy transfer from a batter to a ball?


Input:
Paragraph- Sent 1: Energy is the ability to do work.
Sent 2: Another way to say this is, the ability to cause change.
Sent 3: Work is done when a force is used to move something.
Sent 4: When work is done, energy is transferred.
Sent 5: This transfer occurs between one object and another.
Sent 6: For example, a batter swings a bat and transfers energy.
Sent 7: She transfers her energy to the bat.
Sent 8: The moving bat, in turn, transfers energy to the ball.
Sent 9: Energy is measured in the Joule (J).
Sent 10: Energy exists in many forms.
Sent 11: One form of energy is called mechanical.
Sent 12: Mechanical energy is the energy of motion.
Sent 13: This type of energy can also include things that are not yet in motion.
Sent 14: In these cases, they have only a potential to be in motion.
Sent 15: In most cases, this ability comes from a position.
Sent 16: A rock sitting on top of a cliff has potential energy.
Sent 17: It is more than just the ability.
Sent 18: A rock sitting on the ground could move if someone picked it up.

Output: Does potential energy require movement?


Input:
Paragraph- Sent 1: Energy is the ability to do work.
Sent 2: Another way to say this is, the ability to cause change.
Sent 3: Work is done when a force is used to move something.
Sent 4: When work is done, energy is transferred.
Sent 5: This transfer occurs between one object and another.
Sent 6: For example, a batter swings a bat and transfers energy.
Sent 7: She transfers her energy to the bat.
Sent 8: The moving bat, in turn, transfers energy to the ball.
Sent 9: Energy is measured in the Joule (J).
Sent 10: Energy exists in many forms.
Sent 11: One form of energy is called mechanical.
Sent 12: Mechanical energy is the energy of motion.
Sent 13: This type of energy can also include things that are not yet in motion.
Sent 14: In these cases, they have only a potential to be in motion.
Sent 15: In most cases, this ability comes from a position.
Sent 16: A rock sitting on top of a cliff has potential energy.
Sent 17: It is more than just the ability.
Sent 18: A rock sitting on the ground could move if someone picked it up.

Output: How is work done and what is transferred when work is done?


Input:
Paragraph- Sent 1: Energy is the ability to do work.
Sent 2: Another way to say this is, the ability to cause change.
Sent 3: Work is done when a force is used to move something.
Sent 4: When work is done, energy is transferred.
Sent 5: This transfer occurs between one object and another.
Sent 6: For example, a batter swings a bat and transfers energy.
Sent 7: She transfers her energy to the bat.
Sent 8: The moving bat, in turn, transfers energy to the ball.
Sent 9: Energy is measured in the Joule (J).
Sent 10: Energy exists in many forms.
Sent 11: One form of energy is called mechanical.
Sent 12: Mechanical energy is the energy of motion.
Sent 13: This type of energy can also include things that are not yet in motion.
Sent 14: In these cases, they have only a potential to be in motion.
Sent 15: In most cases, this ability comes from a position.
Sent 16: A rock sitting on top of a cliff has potential energy.
Sent 17: It is more than just the ability.
Sent 18: A rock sitting on the ground could move if someone picked it up.

Output: What is mechanical energy?


Input:
Paragraph- Sent 1: Energy is the ability to do work.
Sent 2: Another way to say this is, the ability to cause change.
Sent 3: Work is done when a force is used to move something.
Sent 4: When work is done, energy is transferred.
Sent 5: This transfer occurs between one object and another.
Sent 6: For example, a batter swings a bat and transfers energy.
Sent 7: She transfers her energy to the bat.
Sent 8: The moving bat, in turn, transfers energy to the ball.
Sent 9: Energy is measured in the Joule (J).
Sent 10: Energy exists in many forms.
Sent 11: One form of energy is called mechanical.
Sent 12: Mechanical energy is the energy of motion.
Sent 13: This type of energy can also include things that are not yet in motion.
Sent 14: In these cases, they have only a potential to be in motion.
Sent 15: In most cases, this ability comes from a position.
Sent 16: A rock sitting on top of a cliff has potential energy.
Sent 17: It is more than just the ability.
Sent 18: A rock sitting on the ground could move if someone picked it up.

Output: What is the ability to cause change?


Input:
Paragraph- Sent 1: Energy is the ability to do work.
Sent 2: Another way to say this is, the ability to cause change.
Sent 3: Work is done when a force is used to move something.
Sent 4: When work is done, energy is transferred.
Sent 5: This transfer occurs between one object and another.
Sent 6: For example, a batter swings a bat and transfers energy.
Sent 7: She transfers her energy to the bat.
Sent 8: The moving bat, in turn, transfers energy to the ball.
Sent 9: Energy is measured in the Joule (J).
Sent 10: Energy exists in many forms.
Sent 11: One form of energy is called mechanical.
Sent 12: Mechanical energy is the energy of motion.
Sent 13: This type of energy can also include things that are not yet in motion.
Sent 14: In these cases, they have only a potential to be in motion.
Sent 15: In most cases, this ability comes from a position.
Sent 16: A rock sitting on top of a cliff has potential energy.
Sent 17: It is more than just the ability.
Sent 18: A rock sitting on the ground could move if someone picked it up.

Output: Describe the path energy takes when a better swings a bat.?


Input:
Paragraph- Sent 1: Energy is the ability to do work.
Sent 2: Another way to say this is, the ability to cause change.
Sent 3: Work is done when a force is used to move something.
Sent 4: When work is done, energy is transferred.
Sent 5: This transfer occurs between one object and another.
Sent 6: For example, a batter swings a bat and transfers energy.
Sent 7: She transfers her energy to the bat.
Sent 8: The moving bat, in turn, transfers energy to the ball.
Sent 9: Energy is measured in the Joule (J).
Sent 10: Energy exists in many forms.
Sent 11: One form of energy is called mechanical.
Sent 12: Mechanical energy is the energy of motion.
Sent 13: This type of energy can also include things that are not yet in motion.
Sent 14: In these cases, they have only a potential to be in motion.
Sent 15: In most cases, this ability comes from a position.
Sent 16: A rock sitting on top of a cliff has potential energy.
Sent 17: It is more than just the ability.
Sent 18: A rock sitting on the ground could move if someone picked it up.

Output: Describe potential energy and give an example.?


Input:
Paragraph- Sent 1: Women and minorities appear to be benefiting from greater employment opportunities in the United States, but discrimination remains a significant problem, according to a study to be released today by two professors at the Rutgers School of Law in Newark.
Sent 2: The study, which extrapolated from federal data on about 200,000 large and midsize employers, concludes that about two million workers were affected by intentional discrimination in 1999.
Sent 3: Roughly a third of the employers studied appeared to have discriminated against women or minorities in at least one job category, the authors said The study was based on information collected from employers by the Equal Employment Opportunity Commission from 1990 through 1999 on so-called EEO-1 forms.
Sent 4: The husband-and-wife team of Alfred W. and Ruth G. Blumrosen then looked at how many women or minority workers a company employed in different job categories compared with how many were employed at other companies in the same industry in the same geographic area.
Sent 5: They described a company as an intentional discriminator if its employment of women or minorities was at least two standard deviations from the average.
Sent 6: Legally, companies are presumed to discriminate if their employment numbers are far below the norm.
Sent 7: About 22,000 employers were identified as "hard core" discriminators.
Sent 8: These companies employed below-average numbers of women and minorities for 10 years and their hiring of women or minorities was so far below the averages that there was only one chance in a hundred that the discrimination occurred randomly.
Sent 9: The study also found rising employment for women and minorities, suggesting significant progress in the workplace.
Sent 10: The names of the companies are confidential and were not known to the researchers.
Sent 11: The professors expect to make their study available through a Web site, www.eeo1.com.
Sent 12: The Blumrosens, who were instrumental in setting up the E.E.O.C. in 1965, also say the government should make more active use of their data.
Sent 13: The commission said it did not comment on draft reports.

Output: How many companies were found to be discriminatory and for what reason(s)?


Input:
Paragraph- Sent 1: Women and minorities appear to be benefiting from greater employment opportunities in the United States, but discrimination remains a significant problem, according to a study to be released today by two professors at the Rutgers School of Law in Newark.
Sent 2: The study, which extrapolated from federal data on about 200,000 large and midsize employers, concludes that about two million workers were affected by intentional discrimination in 1999.
Sent 3: Roughly a third of the employers studied appeared to have discriminated against women or minorities in at least one job category, the authors said The study was based on information collected from employers by the Equal Employment Opportunity Commission from 1990 through 1999 on so-called EEO-1 forms.
Sent 4: The husband-and-wife team of Alfred W. and Ruth G. Blumrosen then looked at how many women or minority workers a company employed in different job categories compared with how many were employed at other companies in the same industry in the same geographic area.
Sent 5: They described a company as an intentional discriminator if its employment of women or minorities was at least two standard deviations from the average.
Sent 6: Legally, companies are presumed to discriminate if their employment numbers are far below the norm.
Sent 7: About 22,000 employers were identified as "hard core" discriminators.
Sent 8: These companies employed below-average numbers of women and minorities for 10 years and their hiring of women or minorities was so far below the averages that there was only one chance in a hundred that the discrimination occurred randomly.
Sent 9: The study also found rising employment for women and minorities, suggesting significant progress in the workplace.
Sent 10: The names of the companies are confidential and were not known to the researchers.
Sent 11: The professors expect to make their study available through a Web site, www.eeo1.com.
Sent 12: The Blumrosens, who were instrumental in setting up the E.E.O.C. in 1965, also say the government should make more active use of their data.
Sent 13: The commission said it did not comment on draft reports.

Output: Discrimination in the work place has become more and more evident. Which parties were mostly affected between 1965-1999?


Input:
Paragraph- Sent 1: Women and minorities appear to be benefiting from greater employment opportunities in the United States, but discrimination remains a significant problem, according to a study to be released today by two professors at the Rutgers School of Law in Newark.
Sent 2: The study, which extrapolated from federal data on about 200,000 large and midsize employers, concludes that about two million workers were affected by intentional discrimination in 1999.
Sent 3: Roughly a third of the employers studied appeared to have discriminated against women or minorities in at least one job category, the authors said The study was based on information collected from employers by the Equal Employment Opportunity Commission from 1990 through 1999 on so-called EEO-1 forms.
Sent 4: The husband-and-wife team of Alfred W. and Ruth G. Blumrosen then looked at how many women or minority workers a company employed in different job categories compared with how many were employed at other companies in the same industry in the same geographic area.
Sent 5: They described a company as an intentional discriminator if its employment of women or minorities was at least two standard deviations from the average.
Sent 6: Legally, companies are presumed to discriminate if their employment numbers are far below the norm.
Sent 7: About 22,000 employers were identified as "hard core" discriminators.
Sent 8: These companies employed below-average numbers of women and minorities for 10 years and their hiring of women or minorities was so far below the averages that there was only one chance in a hundred that the discrimination occurred randomly.
Sent 9: The study also found rising employment for women and minorities, suggesting significant progress in the workplace.
Sent 10: The names of the companies are confidential and were not known to the researchers.
Sent 11: The professors expect to make their study available through a Web site, www.eeo1.com.
Sent 12: The Blumrosens, who were instrumental in setting up the E.E.O.C. in 1965, also say the government should make more active use of their data.
Sent 13: The commission said it did not comment on draft reports.

Output: If a third of the employees were projected to be discriminatory, how many were not discriminatory?


Input:
Paragraph- Sent 1: Women and minorities appear to be benefiting from greater employment opportunities in the United States, but discrimination remains a significant problem, according to a study to be released today by two professors at the Rutgers School of Law in Newark.
Sent 2: The study, which extrapolated from federal data on about 200,000 large and midsize employers, concludes that about two million workers were affected by intentional discrimination in 1999.
Sent 3: Roughly a third of the employers studied appeared to have discriminated against women or minorities in at least one job category, the authors said The study was based on information collected from employers by the Equal Employment Opportunity Commission from 1990 through 1999 on so-called EEO-1 forms.
Sent 4: The husband-and-wife team of Alfred W. and Ruth G. Blumrosen then looked at how many women or minority workers a company employed in different job categories compared with how many were employed at other companies in the same industry in the same geographic area.
Sent 5: They described a company as an intentional discriminator if its employment of women or minorities was at least two standard deviations from the average.
Sent 6: Legally, companies are presumed to discriminate if their employment numbers are far below the norm.
Sent 7: About 22,000 employers were identified as "hard core" discriminators.
Sent 8: These companies employed below-average numbers of women and minorities for 10 years and their hiring of women or minorities was so far below the averages that there was only one chance in a hundred that the discrimination occurred randomly.
Sent 9: The study also found rising employment for women and minorities, suggesting significant progress in the workplace.
Sent 10: The names of the companies are confidential and were not known to the researchers.
Sent 11: The professors expect to make their study available through a Web site, www.eeo1.com.
Sent 12: The Blumrosens, who were instrumental in setting up the E.E.O.C. in 1965, also say the government should make more active use of their data.
Sent 13: The commission said it did not comment on draft reports.

Output: The study was mostly based on information collected from whom and how?


Input:
Paragraph- Sent 1: Women and minorities appear to be benefiting from greater employment opportunities in the United States, but discrimination remains a significant problem, according to a study to be released today by two professors at the Rutgers School of Law in Newark.
Sent 2: The study, which extrapolated from federal data on about 200,000 large and midsize employers, concludes that about two million workers were affected by intentional discrimination in 1999.
Sent 3: Roughly a third of the employers studied appeared to have discriminated against women or minorities in at least one job category, the authors said The study was based on information collected from employers by the Equal Employment Opportunity Commission from 1990 through 1999 on so-called EEO-1 forms.
Sent 4: The husband-and-wife team of Alfred W. and Ruth G. Blumrosen then looked at how many women or minority workers a company employed in different job categories compared with how many were employed at other companies in the same industry in the same geographic area.
Sent 5: They described a company as an intentional discriminator if its employment of women or minorities was at least two standard deviations from the average.
Sent 6: Legally, companies are presumed to discriminate if their employment numbers are far below the norm.
Sent 7: About 22,000 employers were identified as "hard core" discriminators.
Sent 8: These companies employed below-average numbers of women and minorities for 10 years and their hiring of women or minorities was so far below the averages that there was only one chance in a hundred that the discrimination occurred randomly.
Sent 9: The study also found rising employment for women and minorities, suggesting significant progress in the workplace.
Sent 10: The names of the companies are confidential and were not known to the researchers.
Sent 11: The professors expect to make their study available through a Web site, www.eeo1.com.
Sent 12: The Blumrosens, who were instrumental in setting up the E.E.O.C. in 1965, also say the government should make more active use of their data.
Sent 13: The commission said it did not comment on draft reports.

Output: What kind of discrimination was found and was suggestion was made to the government?