This task is about creating an unanswerable question based on a given passage. Construct a question that looks relevant to the given context but is unanswerable. Following are a few suggestions about how to create unanswerable questions:
(i) create questions which require satisfying a constraint that is not mentioned in the passage
(ii) create questions which require information beyond what is provided in the passage in order to answer
(iii) replace an existing entity, number, date mentioned in the passage with other entity, number, date and use it in the question
(iv) create a question which is answerable from the passage and then replace one or two words by their antonyms or insert/remove negation words to make it unanswerable.

Example Input: Passage: Different religious traditions assign differing (though often similar) attributes and characteristics to God, including expansive powers and abilities, psychological characteristics, gender characteristics, and preferred nomenclature. The assignment of these attributes often differs according to the conceptions of God in the culture from which they arise. For example, attributes of God in Christianity, attributes of God in Islam, and the Thirteen Attributes of Mercy in Judaism share certain similarities arising from their common roots.
Example Output: What beliefs have similar psychological characteristics?

Example Input: Passage: Numerous plays are put on every year at Eton College; there is one main theatre, called the Farrer (seating 400) and 2 Studio theatres, called the Caccia Studio and Empty Space (seating 90 and 80 respectively). There are about 8 or 9 house productions each year, around 3 or 4 "independent" plays (not confined solely to one house, produced, directed and funded by Etonians) and three school plays, one specifically for boys in the first two years, and two open to all years. The School Plays have such good reputations that they are normally fully booked every night. Productions also take place in varying locations around the School, varying from the sports fields to more historic buildings such as Upper School and College Chapel.
Example Output: How many people can sit in College Chapel?

Example Input: Passage: The constraints of constructing a flight deck affect the role of a given carrier strongly, as they influence the weight, type, and configuration of the aircraft that may be launched. For example, assisted launch mechanisms are used primarily for heavy aircraft, especially those loaded with air-to-ground weapons. CATOBAR is most commonly used on USN supercarriers as it allows the deployment of heavy jets with full loadouts, especially on ground-attack missions. STOVL is used by other navies because it is cheaper to operate and still provides good deployment capability for fighter aircraft.
Example Output:
Why do the constraints of deconstructing a flight deck affect the role of a carrier?

