This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.

Input: Consider Input: Likewise, group theory helps predict the changes in physical properties that occur when a material undergoes a phase transition, for example, from a cubic to a tetrahedral crystalline form. An example is ferroelectric materials, where the change from a paraelectric to a ferroelectric state occurs at the Curie temperature and is related to a change from the high-symmetry paraelectric state to the lower symmetry ferroelectic state, accompanied by a so-called soft phonon mode, a vibrational lattice mode that goes to zero frequency at the transition.

Output: What aids in predicting changes of physical traits?


Input: Consider Input: Muslims have been living in Tibet since as early as the 8th or 9th century. In Tibetan cities, there are small communities of Muslims, known as Kachee (Kache), who trace their origin to immigrants from three main regions: Kashmir (Kachee Yul in ancient Tibetan), Ladakh and the Central Asian Turkic countries. Islamic influence in Tibet also came from Persia. After 1959 a group of Tibetan Muslims made a case for Indian nationality based on their historic roots to Kashmir and the Indian government declared all Tibetan Muslims Indian citizens later on that year. Other Muslim ethnic groups who have long inhabited Tibet include Hui, Salar, Dongxiang and Bonan. There is also a well established Chinese Muslim community (gya kachee), which traces its ancestry back to the Hui ethnic group of China.

Output: What are Tibetan Muslims known as?


Input: Consider Input: Nineteenth-century fictional depictions of John were heavily influenced by Sir Walter Scott's historical romance, Ivanhoe, which presented "an almost totally unfavourable picture" of the king; the work drew on Victorian histories of the period and on Shakespeare's play. Scott's work influenced the late 19th-century children's writer Howard Pyle's book The Merry Adventures of Robin Hood, which in turn established John as the principal villain within the traditional Robin Hood narrative. During the 20th century, John was normally depicted in fictional books and films alongside Robin Hood. Sam De Grasse's role as John in the black-and-white 1922 film version shows John committing numerous atrocities and acts of torture. Claude Rains played John in the 1938 colour version alongside Errol Flynn, starting a trend for films to depict John as an "effeminate ... arrogant and cowardly stay-at-home". The character of John acts either to highlight the virtues of King Richard, or contrasts with the Sheriff of Nottingham, who is usually the "swashbuckling villain" opposing Robin. An extreme version of this trend can be seen in the Disney cartoon version, for example, which depicts John, voiced by Peter Ustinov, as a "cowardly, thumbsucking lion". Popular works that depict John beyond the Robin Hood legends, such as James Goldman's play and later film, The Lion in Winter, set in 1183, commonly present him as an "effete weakling", in this instance contrasted with the more masculine Henry II, or as a tyrant, as in A. A. Milne's poem for children, "King John's Christmas".
Output: What heavily influenced nineteenth-century fictional depictions of John?