
\section{Evaluation Aspect 1 (EA1): Reasoning and Compositionality Tasks}
\label{supp_EA1}
\subsection{Task 1: Pattern Recognition in Visual Sequences}

\textbf{Task Description}
You are presented with a sequence of images depicting a series of numbers and shapes following a specific pattern:
\begin{itemize}
    \item Image 1: A card showing the number "2" with a red triangle.
    \item Image 2: A card showing the number "4" with a blue square.
    \item Image 3: A card showing the number "6" with a green pentagon.
    \item Image 4: A card showing the number "8" with a yellow heptagon.
\end{itemize}

Question:
Based on the pattern observed in the sequence, identify the next card in the series, specifying both the number and the shape (including its color).

\textbf{Expected Output:} \\
Reasoning
\newline
Number Sequence Analysis:
\begin{itemize}
    \item The numbers increase by 2: 2, 4, 6, 8
    \item Next number: 8 $+$ 2 $=$ 10
\end{itemize}


Shape Sequence Analysis:
\begin{itemize}
    \item Number of sides: 3 (triangle), 4 (square), 5 (pentagon), 7 (heptagon)
    \item The sides increase by 1, but skip the hexagon (6 sides) and go from pentagon (5) to heptagon (7).
    \item The sequence of sides: 3, 4, 5, 7
    \item Pattern in sides: Increase by 1, but skip even numbers after 5.
\end{itemize}

Hypothesising the Next Shape:
\begin{itemize}
    \item Following the pattern, after 7 sides (heptagon), skip the next even number of sides (8 sides, octagon) and go to the next odd number of sides.
    \item Next odd number after 7 is 9.
    \item Shape with 9 sides: Nonagon
\end{itemize}
Color Sequence Analysis:
\begin{itemize}
    \item Colors: Red, Blue, Green, Yellow
    \item Possible pattern: Standard color wheel sequence or arbitrary.
    \item Assuming the sequence follows the rainbow order (Red, Orange, Yellow, Green, Blue, Indigo, Violet), but the colors do not match.
    \item Alternatively, assign the next color as Purple to introduce a new color.
\end{itemize}
Final Answer: 
The next card is a number "10" paired with a purple nonagon (9-sided polygon).


\begin{figure}[H]
    \centering
    \includegraphics[width=1.0\textwidth]{Figs_supp/EA1_T1.png}
    \caption{Input Figure for Task 1 for Evaluation Aspect 1 (Reasoning)}
    \label{fig:EA1_T1}
\end{figure}




\subsection{Task 2: Logical Deduction from Text and Simplified Diagram}
\textbf{Task Description:}
\begin{itemize}
    \item Diagram Provided: A simple diagram showing:
    \item Alice: Standing with paint stains on her clothes and a canvas nearby.
    \item Bob: Holding a football.
    \item Carol: Holding a violin case and looking at a broken window.
\end{itemize}
Additional Clues in the Diagram:
\begin{itemize}
    \item Bob’s football is on the ground next to a broken window.
    \item Alice’s hands have paint smudges.
    \item Carol seems surprised and is looking at the window.
\end{itemize}
Textual Information: 
“Alice, Bob, and Carol are siblings with different hobbies:
\begin{itemize}
    \item Alice loves painting.
    \item Bob enjoys sports.
    \item Carol is a musician who plays the violin.
\end{itemize}
Yesterday, one of them accidentally broke a window.”

Question: Based on the text and the diagram, deduce who is most likely to have broken the window and explain your reasoning.

Detailed Context and Hints:
Potential Suspects: Alice, Bob, Carol
Clues:
\begin{itemize}
    \item Bob is holding a football, with one lying near the broken window.
    \item Alice has paint stains, suggesting she was painting.
    \item Carol is looking at the window, suggesting she noticed it but didn’t cause it.
\end{itemize}

\textbf{Expected Output:} \\
Reasoning:
\begin{itemize}
    \item Alice: Painting and focused on her work, with no indication of her near the window.
    \item Bob: Football suggests he may have been playing nearby, and the window could have been accidentally broken by the ball.
    \item Carol: Gazing at the window likely means she discovered the broken window rather than caused it.
\end{itemize}
Final Answer: Bob is most likely to have broken the window while playing with the football, indicated by the ball lying near the broken window.

\begin{figure}[H]
    \centering
    \includegraphics[width=1.0\textwidth]{Figs_supp/EA1_T2.png}
    \caption{Input Figure for Task 2 for Evaluation Aspect 1 (Reasoning)}
    \label{fig:EA1_T2}
\end{figure}


\subsection{Task 3: Mathematical Puzzle with Visual Data}
\textbf{Task Description:} \\
Table Provided: A table showing the sales data of three products over four quarters.
\begin{table}[h]
    \centering
    \begin{tabular}{|c|c|c|c|}
        \hline
        \textbf{Quarter} & \textbf{Product X} & \textbf{Product Y} & \textbf{Product Z} \\
        \hline
        Q1 & \$10,000 & \$15,000 & \$20,000 \\
        Q2 & \$20,000 & \$25,000 & \$15,000 \\
        Q3 & \$30,000 & \$20,000 & \$25,000 \\
        Q4 & \$25,000 & \$30,000 & \$35,000 \\
        \hline
    \end{tabular}
    \caption{Quarterly Sales Data for Products X, Y, and Z}
    \label{tab:quarterly_sales}
\end{table}

Bar Chart Provided: A bar chart visually representing the same data.

Questions:
Based on the data provided:
\begin{enumerate}
    \item Which product had the highest total sales over the year?
    \item Identify any trends or patterns in sales for each product.
    \item Predict which product is likely to perform best in Q1 of the next year, and explain your reasoning.
\end{enumerate}

\textbf{Expected Output: } \\
Calculate Total Sales:
Product X:
\begin{itemize}
    \item Q1: \$10,000
    \item Q2: \$20,000
    \item Q3: \$30,000
    \item Q4: \$25,000
\end{itemize}
Total: \$85,000 \\
Product Y:
\begin{itemize}
    \item Q1: \$15,000
    \item Q2: \$25,000
    \item Q3: \$20,000
    \item Q4: \$30,000
\end{itemize}
Total: \$90,000 \\
Product Z:
\begin{itemize}
    \item Q1: \$20,000
    \item Q2: \$15,000
    \item Q3: \$25,000
    \item Q4: \$35,000
\end{itemize}
Total: \$95,000

Highest Total Sales: Product Z with \$95,000. \\
Identify Trends: \\
Product X:
\begin{itemize}
    \item Steady increase from Q1 to Q3.
    \item Slight decrease in Q4.
\end{itemize}
Product Y:
\begin{itemize}
    \item Increase from Q1 to Q2.
    \item Decrease in Q3.
    \item Increase again in Q4.
\end{itemize}
Product Z:
\begin{itemize}
    \item Decrease from Q1 to Q2.
    \item Increase in Q3 and significant increase in Q4.
\end{itemize}

Predicting Q1 Next Year Performance:
\begin{itemize}
    \item Product X: Had a slight decrease in Q4 after consistent growth; may stabilize or decrease.
    \item Product Y: Shows volatility but ended with a high in Q4; potential for good performance.
    \item Product Z: Significant growth in Q4; momentum likely to carry into Q1 next year.
\end{itemize}
Final Prediction:
Product Z is likely to perform best in Q1 of the next year due to its upward sales momentum in Q3 and Q4.


\begin{figure}[H]
    \centering
    \includegraphics[width=1.0\textwidth]{Figs_supp/EA1_T3.png}
    \caption{Input Figure for Task 3 for Evaluation Aspect 1 (Reasoning)}
    \label{fig:EA1_T3}
\end{figure}



\subsection{Task 4: Story Synthesis from Text and Image}
\textbf{Task Description:} \\
Text Fragment:
\textit{"During the annual science fair, students from various schools presented their innovative projects. Among them, a young boy named Liam stood nervously beside his exhibit."} \\
Image Provided:
A photo showing a boy next to a display titled "Renewable Energy Solutions," featuring a small wind turbine model and solar panels. Judges are seen approaching with clipboards.

\begin{figure}[H]
    \centering
    \includegraphics[width=0.4\textwidth]{Figs_supp/EA1_T4.png}
    \caption{Input Figure for Task 4 for Evaluation Aspect 1 (Reasoning)}
    \label{fig:EA1_T4}
\end{figure}

Detailed Context:
Characters: Liam, judges, other students. \\
Elements to Include: 
\begin{itemize}
    \item Liam's project on renewable energy.
    \item Interaction with judges.
    \item The outcome of the science fair.
\end{itemize}

Question:
Compose a narrative that continues the story, incorporating elements from the image, and conclude with the outcome of Liam's participation in the science fair.

\textbf{Expected Output:} \\
Narrative Continuation:
As the judges approached, Liam took a deep breath, recalling all the hours he spent perfecting his renewable energy project. His exhibit showcased a hybrid model combining wind and solar energy to power small communities. The judges listened attentively as he explained how his model could provide sustainable energy solutions in remote areas.
Impressed by his depth of knowledge and passion, they asked insightful questions, which Liam answered confidently. Throughout the day, many visitors stopped by, intrigued by his innovative approach.
At the award ceremony, anticipation filled the auditorium. When the announcer declared, "The first prize goes to Liam for his outstanding project on Renewable Energy Solutions," cheers erupted. Overwhelmed with joy, Liam stepped onto the stage to accept his trophy, knowing that his hard work had paid off and eager to continue his journey in sustainable technology.


\section{Evaluation Aspect 2 (EA2): Multimodal Understanding and Alignment Tasks}
\label{supp_EA2}
\subsection{Task 1: Image-Text Matching and Explanation}
\textbf{Task Description:} \\
You are provided with three images and three text descriptions. The goal is to match each image with the correct text description and explain the reasoning behind each match. \\
Images Provided:
\begin{itemize}
    \item Image A: A photograph of a person kayaking down a rapid river surrounded by forested mountains.
    \item Image B: An illustration of a robotic arm assembling a car in a factory setting.
    \item Image C: A picture of a chef tossing vegetables in a flaming pan in a professional kitchen.
\end{itemize}

Text Descriptions:
\begin{itemize}
    \item \textit{Description 1: "An industrial setting where automation plays a key role in manufacturing vehicles."}
    \item \textit{Description 2: "An adventurous individual navigating through natural landscapes, showcasing extreme sports."}
    \item \textit{Description 3: "Culinary arts in action, capturing the dynamic environment of a busy restaurant."}
\end{itemize}

Question:
Match each image with its corresponding text description and provide a detailed explanation for each pairing.

\textbf{Expected Output:}
Matching:
\begin{itemize}
    \item Image A matches with Description 2.
    \item Image B matches with Description 1.
    \item Image C matches with Description 3.
\end{itemize}
Explanation:
\begin{itemize}
    \item Image A and Description 2: Image A shows a person kayaking, which is an extreme sport involving navigating through rapids. Description 2 mentions "an adventurous individual navigating through natural landscapes, showcasing extreme sports," which aligns with the image content.
    \item Image B and Description 1: Image B depicts a robotic arm assembling a car, indicating automation in manufacturing. Description 1 refers to "an industrial setting where automation plays a key role in manufacturing vehicles," directly matching the image.
    \item Image C and Description 3: Image C shows a chef cooking in a professional kitchen with flames, highlighting the dynamic nature of culinary arts. Description 3 mentions "culinary arts in action, capturing the dynamic environment of a busy restaurant," which corresponds with the image.
\end{itemize}

\vspace{-5mm}

\begin{figure}[H]
    \centering
    \includegraphics[width=0.5\textwidth]{Figs_supp/EA2_T1.png}
    \caption{Input Figure for Task 1 for Evaluation Aspect 2 (Multimodal Understanding)}
    \label{fig:EA2_T1}
\end{figure}



\vspace{-2mm}
\subsection{Task 2: Inferring Context from Combined Modalities}
\textbf{Task Description:}\\
You are presented with a short paragraph and an accompanying image. The task is to infer additional context about the situation by integrating information from both modalities. 

Text Provided:
\textit{"Maria checked her watch as she hurried down the quiet street. Most vendors had already closed their stalls, and the streetlights cast a soft glow on the empty cobblestones. She clutched a wrapped package tightly under her arm."} \\

Image Provided:
An image showing a street scene at dusk with shops closing, streetlights illuminating the area, and a clock tower showing the time as 7:30 PM.

Question:
Based on the text and the image, answer the following questions:
\begin{enumerate}
    \item What time of day is it, and how do you know?
    \item Why might Maria be in a hurry?
    \item What is the likely setting (e.g., city, town, village)?
\end{enumerate}


\begin{figure}[htbp]
    \centering
    \includegraphics[width=0.7\textwidth]{Figs_supp/EA2_T2.png}
    \caption{Input Figure for Task 2 for Evaluation Aspect 2 (Multimodal Understanding)}
    \label{fig:EA2_T2}
\end{figure}




\textbf{Expected Output:}\\
\begin{enumerate}
    \item Time of Day: Answer: It is evening, around 7:30 PM. \textit{Explanation:} The text mentions "streetlights began to flicker on" and vendors closing stalls, suggesting it's getting dark. The clock in the image shows 7:30 PM, confirming the time. The empty streets indicate it’s late enough for most people to have already left the area.
    \item Why Maria Might Be in a Hurry: Answer: Maria might be trying to reach a destination before it closes or deliver the package by a certain time. \textit{Explanation:} She is checking her watch and hurrying, which implies urgency. The wrapped package suggests she’s carrying something important that she needs to deliver promptly, possibly before businesses fully close.
    \item Likely Setting: Answer: A quieter part of a city or town in the evening. \textit{Explanation:} Although the text describes a bustling scene, the empty streets in the image suggest a quieter time, likely after peak hours. The setting could be a commercial area winding down for the night, with shops and streetlights adding to the urban feel.
\end{enumerate}

\subsection{Task 3: Cross-Modal Translation}
\textbf{Task Description:}
You are provided with an abstract painting and a poem. The task is to determine if the poem could be a literary interpretation of the painting and explain the reasoning.

Image Provided:
An abstract painting featuring swirling colors of blue and green with splashes of bright yellow and subtle hints of white. The overall impression is of a turbulent sea under a sunny sky.

Poem Provided:
\textit{"Whirls of azure embrace the golden gleam, Waves dance beneath the sun's radiant beam. Whispers of foam kiss the horizon's line, A symphony of hues in chaotic design."}

Question:
Assess whether the poem aligns with the painting's visual elements and themes. Provide a detailed explanation supporting your assessment.

\begin{figure}[H]
    \centering
    \includegraphics[width=0.5\textwidth]{Figs_supp/EA2_T4.png}
    \caption{Input Figure for Task 4 for Evaluation Aspect 2 (Multimodal Understanding)}
    \label{fig:EA2_T4}
\end{figure}



\textbf{Expected Output:}\\
\textbf{Assessment: }Yes, the poem aligns with the painting's visual elements and themes.

Explanation:
\\
\textit{Colors and Imagery:}
The painting features blues and greens ("Whirls of azure"), representing the sea.
Bright yellow splashes correspond to the "golden gleam" and "sun's radiant beam" in the poem.
Hints of white could represent "whispers of foam." 
\\
\textit{Themes:}
Both the painting and the poem convey a sense of movement and turbulence ("swirling colors," "waves dance," "chaotic design").
The poem's reference to a "symphony of hues" reflects the painting's rich color palette.
\\
\textit{Overall Impression:}
The painting gives an impression of a turbulent sea under sunlight, which aligns with the poem's depiction of waves and interaction with the sun.
\\
Final Answer:
The poem is a literary interpretation of the painting, capturing its visual elements and themes through descriptive language.




\subsection{Task 4: Aligning Data from Charts and Text}
\textbf{Task Description:}\\
You are provided with a line chart and a paragraph describing economic trends. The task is to identify inconsistencies between the chart and the text.

Line Chart Provided:
A graph displaying the unemployment rate over five years (2016-2020):
\begin{itemize}
    \item 2016: 6\%
    \item 2017: 5\%
    \item 2018: 4\%
    \item 2019: 3\%
    \item 2020: 7\%
\end{itemize}

Text Provided:
\textit{"Over the past five years, the country has seen a consistent decline in unemployment rates, reaching an all-time low of 2\% in 2020. This steady improvement reflects the robust economic policies implemented since 2016."}

Question:
Identify and explain any inconsistencies between the information presented in the chart and the text.

\textbf{Expected Output:}\\
Inconsistency Identified:
\begin{itemize}
    \item The text states that unemployment rates have consistently declined over the past five years, reaching an all-time low of 2\% in 2020.
    \item The chart shows that in 2020, the unemployment rate actually increased to 7\%, not decreased to 2\%.
\end{itemize}
Explanation:
According to the chart:
\begin{itemize}
    \item Unemployment rates decreased from 6\% in 2016 to 3\% in 2019.
    \item In 2020, there was a significant increase to 7\%, possibly due to unforeseen circumstances (e.g., economic downturn, global events).
    \item The text contradicts the chart by claiming a decrease to 2\% in 2020, indicating either outdated information or an error in reporting.
\end{itemize}
Conclusion:
There is a clear discrepancy between the chart and the text regarding the unemployment rate in 2020. The chart shows an increase to 7\%, while the text incorrectly states a decrease to 2\%.

%%%%%%%%%%%%%% END OF EA2 %%%%%%%%%%%%%%%



\section{Evaluation Aspect 3 (EA3): Complex Code Generation and Execution Tasks}
\label{supp_EA3}


\subsection{Task 1: Data Visualization from an Image of a Table}
\textbf{Task Description:}
You are provided with an image of a simple table containing the names of students and their corresponding test scores.
Image Provided:
An image displaying the following table:
\begin{table}[h]
    \centering
    \begin{tabular}{|c|c|}
        \hline
        \textbf{Name} & \textbf{Score} \\
        \hline
        Alice  & 85  \\
        Bob    & 90  \\
        Carol  & 78  \\
        David  & 92  \\
        Eve    & 88  \\
        \hline
    \end{tabular}
    \caption{Scores of Different Individuals}
    \label{tab:scores}
\end{table}

Question:
Write a Python script that:
\begin{enumerate}
    \item Stores the data from the table into appropriate data structures.
    \item Plots a bar chart showing each student's name and their corresponding score.
\end{enumerate}

\begin{figure}[H]
    \centering
    \includegraphics[width=0.4\textwidth]{Figs_supp/EA3_T1.png}
    \caption{Input Figure for Task 1 for Evaluation Aspect 3 (Complex Code Generation)}
    \label{fig:EA3_T1}
\end{figure}



\textbf{Expected Output:}

\begin{lstlisting}[language=Python]
# Import necessary libraries
import matplotlib.pyplot as plt

# Store the data from the table
names = ['Alice', 'Bob', 'Carol', 'David', 'Eve']
scores = [85, 90, 78, 92, 88]

# Plot the bar chart
plt.bar(names, scores, color='skyblue')
plt.xlabel('Students')
plt.ylabel('Scores')
plt.title('Test Scores of Students')
plt.show()
\end{lstlisting}



\subsection{Task 2: Drawing a Shape Based on an Image}
\textbf{Task Description:}
Image Provided: An image depicting a simple house shape composed of a square (representing the house) and a triangle on top (representing the roof). 



Question:
Write a Python script using the turtle module that draws the house as shown in the image.

\textbf{Expected Output:}
\begin{lstlisting}[language=Python]
import turtle

t = turtle.Turtle()

# Draw the square (house base)
for _ in range(4):
    t.forward(100)
    t.left(90)

# Position for the roof
t.left(90)
t.forward(100)
t.right(90)

# Draw the triangle (roof)
t.left(45)
t.forward(70)
t.right(90)
t.forward(70)
t.right(135)
t.forward(100)

turtle.done()
\end{lstlisting}

\begin{figure}[H]
    \centering
    \includegraphics[width=0.6\textwidth]{Figs_supp/EA3_T2.png}
    \caption{Input Figure for Task 2 for Evaluation Aspect 3 (Complex Code Generation)}
    \label{fig:EA3_T2}
\end{figure}

\subsection{Task 3: Calculating a Sum from Text in an Image }
\textbf{Task Description:}
Image Provided: You are given an image containing the following mathematical instruction:
\textit{"Calculate the sum of all even numbers from 1 to 10."}


\begin{figure}[H]
    \centering
    \includegraphics[width=0.7\textwidth]{Figs_supp/EA3_T3.png}
    \caption{Input Figure for Task 3 for Evaluation Aspect 3 (Complex Code Generation)}
    \label{fig:EA3_T3}
\end{figure}


Question:
Write a Python script that calculates and prints the sum as instructed in the image.

\textbf{Expected Output:}
\begin{lstlisting}[language=Python]
# Calculate the sum of all even numbers from 1 to 10
total = sum(num for num in range(1, 11) if num % 2 == 0)
print("The sum of all even numbers from 1 to 10 is:", total)
\end{lstlisting}


\subsection{Task 4: Creating a Dictionary from an Image of a Chart}
\textbf{Task Description:}
You are provided with an image of a simple bar chart showing the number of units sold for three products: Product A, Product B, and Product C.
A bar chart illustrating:
\begin{itemize}
    \item Product A: 50 units sold
    \item Product B: 70 units sold
    \item Product C: 40 units sold
\end{itemize}


\begin{figure}[H]
    \centering
    \includegraphics[width=0.6\textwidth]{Figs_supp/EA3_T4.png}
    \caption{Input Figure for Task 4 for Evaluation Aspect (Complex Code Generation) }
    \label{fig:EA3_T4}
\end{figure}


Question:
Write a Python script that:
\begin{enumerate}
    \item Creates a dictionary with product names as keys and units sold as values.
    \item Prints the dictionary.
\end{enumerate}

\textbf{Expected Output:}
\begin{lstlisting} [language=Python]
    # Create the dictionary with sales data
sales = {
    'Product A': 50,
    'Product B': 70,
    'Product C': 40
}

# Print the dictionary
print("Sales Data:", sales)
\end{lstlisting}



\subsection{Task 5: Summing Prices from a Shopping List Image }
\textbf{Task Description:}
You are given an image containing a shopping list with items and their prices.

Image Provided: An image displaying the following list:
\begin{itemize}
    \item Apples: \$2
    \item Bananas: \$1
    \item Oranges: \$3
    \item Grapes: \$4
\end{itemize}


\begin{figure}[H]
    \centering
    \includegraphics[width=0.6\textwidth]{Figs_supp/EA3_T5.png}
    \caption{Input Figure for Task 5 for Evaluation Aspect 3 (Complex Code Generation)}
    \label{fig:EA3_T5}
\end{figure}


Question:
Write a Python script that:
\begin{itemize}
    \item Stores the items and their prices in a dictionary.
    \item Calculates and prints the total cost of all items.
\end{itemize}

\textbf{Expected Output:}
\begin{lstlisting} [language=Python]
# Store items and their prices in a dictionary
shopping_list = {
    'Apples': 2,
    'Bananas': 1,
    'Oranges': 3,
    'Grapes': 4
}

# Calculate the total cost
total_cost = sum(shopping_list.values())

# Print the total cost
print("Total cost of all items is: $", total_cost)
\end{lstlisting}




\subsection{Task 6: Parsing a Simple CSV Structure from an Image }
\textbf{Task Description:}
You are provided with an image showing a CSV-like structure listing employees and their departments.

Image Provided: An image displaying the following data:
\begin{lstlisting}
Name, Department
John Doe, Sales
Jane Smith, Marketing
Alice Johnson, Development
Bob Brown, HR
\end{lstlisting}

\begin{figure}[H]
    \centering
    \includegraphics[width=0.6\textwidth]{Figs_supp/EA3_T6.png}
    \caption{Input Figure for Task 6 for Evaluation Aspect 3 (Complex Code Generation)}
    \label{fig:EA3_T6}
\end{figure}

Question:
Write a Python script that:
\begin{enumerate}
    \item Parses the data and stores it in a list of dictionaries.
    \item Prints the list.
\end{enumerate}

\textbf{Expected Output:}
\begin{lstlisting}[language=Python]
    # Parse the data
data = [
    {'Name': 'John Doe', 'Department': 'Sales'},
    {'Name': 'Jane Smith', 'Department': 'Marketing'},
    {'Name': 'Alice Johnson', 'Department': 'Development'},
    {'Name': 'Bob Brown', 'Department': 'HR'}
]

# Print the list of dictionaries
print("Employee Data:")
for entry in data:
    print(entry)
\end{lstlisting}

\subsection{Task 7: Generating Fibonacci Sequence Based on Image Instruction}
\textbf{Task Description:}
Provided Image: An image contains the following instruction:
\textit{"Write a program to generate the first 10 numbers of the Fibonacci sequence."}

\begin{figure}[H]
    \centering
    \includegraphics[width=0.6\textwidth]{Figs_supp/EA3_T7.png}
    \caption{Input Figure for Task 7 for Evaluation Aspect 3 (Complex Code Generation)}
    \label{fig:EA3_T7}
\end{figure}

Question:
Write a Python script that fulfills the instruction provided in the image.

\textbf{Expected Output:}
\begin{lstlisting}[language=Python]
# Initialize the first two numbers of the Fibonacci sequence
fib_sequence = [0, 1]

# Generate the next 8 numbers
for i in range(2, 10):
    next_number = fib_sequence[i-1] + fib_sequence[i-2]
    fib_sequence.append(next_number)

# Print the first 10 numbers of the Fibonacci sequence
print("First 10 numbers of the Fibonacci sequence:")
print(fib_sequence)   
\end{lstlisting}

\subsection{Task 8: Responding to a Flowchart Image }
\textbf{Task Description:}
You are given an image of a simple flowchart that outlines the steps of a decision-making process for checking if a number is prime.

Image Provided:
A flowchart with the following steps:
\begin{lstlisting}
Start
Input a number n
If n <= 1, print "Not prime" and end
For i from 2 to n - 1:
If n mod i == 0, print "Not prime" and end
Print "Prime"
End  
\end{lstlisting}

\begin{figure}[H]
    \centering
    \includegraphics[width=0.6\textwidth]{Figs_supp/EA3_T8.png}
    \caption{Input Figure for Task 8 for Evaluation Aspect 3 (Complex Code Generation)}
    \label{fig:EA3_T8}
\end{figure}


Question:
Write a Python function $is$\textunderscore$prime(n)$ that implements the logic from the flowchart and returns $True$ if $n$ is a prime number $n$ and $False$ otherwise.

\textbf{Expected Output:}
\begin{lstlisting}[language=Python]
def is_prime(n):
    if n <= 1:
        return False
    for i in range(2, n):
        if n % i == 0:
            return False
    return True

# Example usage
number = int(input("Enter a number: "))
if is_prime(number):
    print(number, "is a prime number.")
else:
    print(number, "is not a prime number.")    
\end{lstlisting}

%%%%%%%%%% END OF EA3 %%%%%%%




\section{Evaluation Aspect 4 (EA4): Knowledge Retrieval and Integration Tasks}
\label{supp_EA4}

\subsection{Task 1: Historical Monument Identification and Explanation}
\textbf{Task Description:}
You are provided with an image of a historical monument and asked to answer questions that require integrating visual information with external knowledge.

Image Provided: An image of the Eiffel Tower in Paris, France.
\begin{figure}[H]
    \centering
    \includegraphics[width=0.6\textwidth]{Figs_supp/EA4_T1.png}
    \caption{Input Figure for Task 1 for Evaluation Aspect 4 (Knowledge Retrieval and Integration)}
    \label{fig:EA4_T1}
\end{figure}


Question:
\begin{enumerate}
    \item Identify the monument shown in the image.
    \item Provide a brief history of this monument, including the year it was completed and its original purpose.
    \item Explain why it has become a significant cultural symbol.
\end{enumerate}

\textbf{Expected Output:}
Identification: The monument is the Eiffel Tower.
Brief History: Year Completed: 1889.
Original Purpose: Built as the entrance arch for the 1889 Exposition Universelle (World's Fair) to celebrate the 100th anniversary of the French Revolution.
Designer: Gustave Eiffel and his engineering company.
Cultural Significance:
Initially met with criticism from some artists and intellectuals.
Over time, it became a global icon of France and an enduring symbol of Paris.
Represents architectural innovation and industrial advancement.
Attracts millions of visitors annually, contributing to tourism and cultural heritage.

\subsection{Task 2: Scientific Data Interpretation from Graph and Text}
\textbf{Task Description:}
You are provided with a line graph showing global average temperatures over the past century and a short paragraph discussing climate change.
\\
Graph Provided:
A line graph displaying global average temperatures from 1900 to 2000.
The graph shows a gradual increase in temperature, with a more pronounced rise in the latter half of the century.
\begin{figure}[H]
    \centering
    \includegraphics[width=0.6\textwidth]{Figs_supp/EA4_T2.png}
    \caption{Input Figure for Task 2 for Evaluation Aspect 4 (Knowledge Retrieval and Integration)}
    \label{fig:EA4_T2}
\end{figure}

Text Provided:
\textit{"Recent studies indicate a significant trend in global warming, particularly in the last 50 years. Scientists attribute this rise to increased greenhouse gas emissions from human activities like burning fossil fuels and deforestation."}

Question:
\begin{enumerate}
    \item Based on the graph, calculate the approximate increase in global average temperature from 1900 to 2000.
    \item Summarize how the data in the graph supports the information provided in the text.
    \item Discuss potential implications of this trend on global ecosystems.
\end{enumerate}

\textbf{Expected Output:}
Approximate Temperature Increase:
\begin{itemize}
    \item 1900 Temperature: Approximately 13.7°C.
    \item 2000 Temperature: Approximately 14.4°C.
    \item Increase: 14.4°C - 13.7°C = 0.7°C.
\end{itemize}
Data Supporting the Text:
The graph shows a steady rise in global temperatures, aligning with the text's mention of global warming.
The sharper increase in the last 50 years corresponds with industrialization and higher greenhouse gas emissions.
Visual evidence from the graph reinforces the scientific studies referenced in the text.
\\
Potential Implications:
\begin{itemize}
    \item Rising Sea Levels: Melting polar ice caps leading to coastal flooding.
    \item Extreme Weather Events: Increased frequency of hurricanes, droughts, and heatwaves.
    \item Ecosystem Disruption: Loss of biodiversity as species struggle to adapt.
    \item Agricultural Impact: Changes in crop viability due to shifting climate zones.
\end{itemize}



\subsection{Task 3: Medical Image Analysis with Knowledge Integration}
\textbf{Task Description:}
You are provided with a chest X-ray image and asked to diagnose a potential medical condition for a lung, integrating visual analysis with medical knowledge.

Image Provided: An X-ray showing a noticeable opacity in the upper lobe of the right lung.
\begin{figure}[H]
    \centering
    \includegraphics[width=0.6\textwidth]{Figs_supp/EA4_T3.png}
    \caption{Input Figure for Task 3 for Evaluation Aspect 4 (Knowledge Retrieval and Integration)}
    \label{fig:EA4_T3}
\end{figure}

Question:
\begin{enumerate}
    \item Identify any abnormalities present in the X-ray.
    \item Suggest possible medical conditions associated with the observed abnormality.
    \item Recommend further tests or procedures to confirm the diagnosis.
\end{enumerate}

\textbf{Expected Output:}
Identified Abnormality:
Presence of an opacity (shadow) in the upper lobe of the right lung.
\\
Possible Medical Conditions:
\begin{enumerate}
    \item Pulmonary Tuberculosis (TB): Commonly affects upper lobes.
    \item Lung Cancer: A mass or nodule could indicate a tumor.
    \item Pneumonia: Infection causing localized consolidation.
    \item Pulmonary Fibrosis: Scarring leading to opacity.
\end{enumerate}
Recommended Further Tests:
\begin{enumerate}
    \item CT Scan of the Chest: Provides detailed imaging to assess the lesion.
    \item Sputum Analysis: Checks for infectious agents like TB bacteria.
    \item Biopsy: Obtaining tissue samples for histopathological examination.
    \item Blood Tests: Inflammatory markers, tumor markers, complete blood count.
\end{enumerate}


\subsection{Task 4: Cultural Artifact Interpretation}
\textbf{Task Description:}
You are given an image of an ancient artifact along with some background information.
\\
Image Provided:
A photograph of the Rosetta Stone, a slab inscribed with text in three scripts.
\begin{figure}[H]
    \centering
    \includegraphics[width=0.6\textwidth]{Figs_supp/EA4_T4.png}
    \caption{Input Figure for Task 4 for Evaluation Aspect 4 (Knowledge Retrieval and Integration)}
    \label{fig:EA4_T4}
\end{figure}

Background Information:
The artifact was discovered in 1799 and has been crucial in understanding ancient languages.
\\
Questions:
\begin{enumerate}
    \item Describe the significance of the artifact shown in the image.
    \item Explain how it contributed to the field of linguistics and the study of ancient civilizations.
    \item Identify the languages or scripts present on the artifact.
\end{enumerate}

\textbf{Expected Output:}
Significance of the Artifact:
The Rosetta Stone is significant because it was key to deciphering Egyptian hieroglyphs.\\
Contribution to Linguistics and Ancient Studies:
\begin{itemize}
    \item Provided a bilingual (actually trilingual) inscription that enabled scholars to compare hieroglyphs with known languages.
    \item Allowed Jean-François Champollion to decode hieroglyphs in 1822.
    \item Opened up vast knowledge about ancient Egyptian history, culture, and language.
\end{itemize}
Languages or Scripts Present:
\begin{itemize}
    \item Hieroglyphic Script: Used for important or religious documents.
    \item Demotic Script: Common script for daily purposes in ancient Egypt.
    \item Ancient Greek: The administrative language at the time; Greek was well-understood by scholars.
\end{itemize}

\subsection{Task 5: Integrating Knowledge from a Map and Text Description}
\textbf{Task Description:}
You are provided with a map highlighting key locations during World War II and a text describing a historical event.

Map Provided:
A map of Europe showing locations such as Normandy, Berlin, and Moscow.
\begin{figure}[H]
    \centering
    \includegraphics[width=0.6\textwidth]{Figs_supp/EA4_T5.png}
    \caption{Input Figure for Task 5 for Evaluation Aspect 4 (Knowledge Retrieval and Integration)}
    \label{fig:EA4_T5}
\end{figure}


Text Provided:
\textit{"Operation Overlord was a pivotal event during World War II, marking the start of the Allied invasion of German-occupied Western Europe. The operation commenced on June 6, 1944, with landings on the Normandy beaches."}

Questions:
\begin{enumerate}
    \item Locate the area where Operation Overlord took place using the map.
    \item Explain the strategic importance of this operation in the context of World War II.
    \item Discuss the outcome and its impact on the war's progression.
\end{enumerate}

\textbf{Expected Output:}
Location:
Operation Overlord took place in Normandy, on the northern coast of France.

Strategic Importance:
\begin{itemize}
    \item Opened a Western Front against Nazi Germany.
    \item Forced Germany to divert resources from the Eastern Front against the Soviet Union.
    \item Enabled the liberation of Western European countries from Nazi control.
\end{itemize}
Outcome and Impact:
\begin{itemize}
    \item Successful establishment of a beachhead by Allied forces.
    \item Led to the liberation of Paris and eventual defeat of Nazi Germany.
    \item Accelerated the end of the war in Europe, culminating in Germany's surrender in May 1945.
\end{itemize}

\subsection{Task 6: Integrating Information from a Chart and Article }
\textbf{Task Description:}
You are given a pie chart showing global energy consumption by source and an article discussing renewable energy trends. \\

Pie Chart Provided:
Distribution of global energy consumption:
\begin{itemize}
    \item Oil: 33\%
    \item Coal: 27\%
    \item Natural Gas: 24\%
    \item Renewables: 10\%
    \item Nuclear: 6\%
\end{itemize}

\begin{figure}[H]
    \centering
    \includegraphics[width=0.6\textwidth]{Figs_supp/EA4_T6.png}
    \caption{Input Figure for Task 6 for Evaluation Aspect 4 (Knowledge Retrieval and Integration)}
    \label{fig:EA4_T6}
\end{figure}


Article Excerpt:
\textit{"Despite significant investments, renewable energy sources account for a small portion of global energy consumption. However, the shift towards renewables is accelerating due to environmental concerns and technological advancements."}

Question:
\begin{enumerate}
    \item Calculate the total percentage of energy consumption from non-renewable sources based on the chart.
    \item Summarize the main points of the article regarding renewable energy trends.
    \item Discuss challenges and benefits associated with increasing renewable energy usage.
\end{enumerate}

\textbf{Expected Output:}
Percentage from Non-Renewable Sources:
Non-renewable sources: Oil (33\%) + Coal (27\%) + Natural Gas (24\%) + Nuclear (6\%) = 90\%.

Article Summary:
Renewables currently make up a small share (10\%) of energy consumption.
Investments in renewables are growing.
Environmental concerns and technology are driving a shift towards renewable energy.
Challenges and Benefits: \\

Challenges:
\begin{itemize}
    \item High initial costs for infrastructure.
    \item Intermittency issues (e.g., solar and wind depend on weather conditions).
    \item Need for improved energy storage solutions.
    \item Transitioning from established fossil fuel industries.
\end{itemize}

Benefits:
\begin{itemize}
    \item Reduces greenhouse gas emissions and combats climate change.
    \item Provides sustainable, inexhaustible energy sources.
    \item Enhances energy security by diversifying supply.
    \item Stimulates economic growth through new industries and job creation.
\end{itemize}


\subsection{Task 7: Multimodal Fact Checking}
\textbf{Task Description:}
You are provided with an image of a newspaper headline and an excerpt from a reputable online encyclopedia.

Image Provided:
A photograph of a newspaper with the headline:
\textit{"Discovery of a New Planet: Astronomers Find Planet X Beyond Pluto!"}

Encyclopedia Excerpt:
\textit{"As of now, there are eight recognized planets in the Solar System. Pluto was reclassified as a dwarf planet in 2006. While there have been hypotheses about a 'Planet Nine' or 'Planet X', no such planet has been confirmed."}
\\
Question:
\begin{enumerate}
    \item Assess the accuracy of the newspaper headline based on the encyclopedia excerpt.
    \item Explain any discrepancies between the two sources.
    \item Provide a reasoned conclusion about the existence of "Planet X."
\end{enumerate}

\begin{figure}[H]
    \centering
    \includegraphics[width=0.6\textwidth]{Figs_supp/EA4_T7.png}
    \caption{Input Figure for Task 7 for Evaluation Aspect 4 (Knowledge Retrieval and Integration)}
    \label{fig:EA4_T7}
\end{figure}




\textbf{Expected Output:}
Assessment of Accuracy:
The newspaper headline claims the discovery of a new planet, "Planet X," beyond Pluto.
According to the encyclopedia, no such planet has been confirmed. \\

Discrepancies:
\begin{itemize}
    \item The newspaper reports a confirmed discovery, whereas the encyclopedia mentions only hypotheses without confirmation.
    \item Possible that the newspaper is reporting speculative or unverified information.
\end{itemize}

Reasoned Conclusion:
\begin{itemize}
    \item Based on current reputable sources, "Planet X" has not been officially discovered.
    \item The headline may be sensationalized or based on preliminary findings not yet validated by the scientific community.
    \item Until confirmed by multiple observations and peer-reviewed studies, the existence of "Planet X" remains unproven.
\end{itemize}



\subsection{Task 8: Integrating Visual Art and Historical Context}
\textbf{Task Description:}
You are given an image of a famous painting and asked to analyze it in the context of its historical background.
\\
Image Provided: A picture of Vincent van Gogh's "Starry Night."

\begin{figure}[H]
    \centering
    \includegraphics[width=0.6\textwidth]{Figs_supp/EA4_T8.png}
    \caption{Input Figure for Task 8 for Evaluation Aspect 4 (Knowledge Retrieval and Integration)}
    \label{fig:EA4_T8}
\end{figure}

Question:
\begin{enumerate}
    \item Identify the painting and its artist.
    \item Discuss the historical and personal context in which it was created.
    \item Explain how the painting reflects the characteristics of the art movement it is associated with.
\end{enumerate}

\textbf{Expected Output:}
Identification:
The painting is "Starry Night" by Vincent van Gogh.\\

Historical and Personal Context:
\begin{itemize}
    \item Created in 1889 while van Gogh was in the Saint-Paul-de-Mausole asylum in Saint-Rémy-de-Provence, France.
    \item Reflects his emotional turmoil and struggles with mental health.
    \item Painted from memory during the day, depicting the view from his asylum room at night.
\end{itemize}
Art Movement Characteristics: 
Associated with Post-Impressionism. \\

Characteristics Reflected:
\begin{itemize}
    \item Use of bold colors and expressive, swirling brushstrokes.
    \item Emphasis on emotional and psychological content over realistic representation.
    \item Depicts the artist's inner feelings and subjective experience of the world.
\end{itemize}