The various performance criteria applied in this analysis include the probability of reaching the ultimate target, the costs, elapsed times and system vulnerability resulting from any intrusion. This Excel file contains all the logical, probabilistic and statistical data entered by a user, and required for the evaluation of the criteria. It also reports the results of all the computations.

This data publication is part of the 'P³-Petrophysical Property Database' project, which was developed within the EC funded project IMAGE (Integrated Methods for Advanced Geothermal Exploration, EU grant agreement No. 608553) and consists of a scientific paper, a full report on the database, the database as excel and .csv files and additional tables for a hierarchical classification of the petrography and stratigraphy of the investigated rock samples (see related references). This publication here provides a hierarchical interlinked stratigraphic classification according to the chronostratigraphical units of the international chronostratigraphic chart of the IUGS v2016/04 (Cohen et al. 2013, updated) according to international standardisation. As addition to this IUGS chart, which is also documented in GeoSciML, stratigraphic IDs and parent IDs were included to define the direct relationships between the stratigraphic terms. The P³ database aims at providing easily accessible, peer-reviewed information on physical rock properties relevant for geothermal exploration and reservoir characterization in one single compilation. Collected data include hydraulic, thermophysical and mechanical properties and, in addition, electrical resistivity and magnetic susceptibility. Each measured value is complemented by relevant meta-information such as the corresponding sample location, petrographic description, chronostratigraphic age and, most important, original citation. The original stratigraphic and petrographic descriptions are transferred to standardized catalogues following a hierarchical structure ensuring intercomparability for statistical analysis, of which the stratigraphic catalogue is presented here. These chronostratigraphic units are compiled to ensure that formations of a certain age are connected to the corresponding stratigraphic epoch, period or erathem. Thus, the chronostratigraphic units are directly correlated to each other by their stratigraphic ID and stratigraphic parent ID and can thus be used for interlinked data assessment of the petrophysical properties of samples of an according stratigraphic unit.

Sheet 1 (Raw-Data): The raw data of the study is provided, presenting the tagging results for the used measures described in the paper. For each subject, it includes multiple columns: A. a sequential student ID B an ID that defines a random group label and the notation C. the used notation: user Story or use Cases D. the case they were assigned to: IFA, Sim, or Hos E. the subject's exam grade (total points out of 100). Empty cells mean that the subject did not take the first exam F. a categorical representation of the grade L/M/H, where H is greater or equal to 80, M is between 65 included and 80 excluded, L otherwise G. the total number of classes in the student's conceptual model H. the total number of relationships in the student's conceptual model I. the total number of classes in the expert's conceptual model J. the total number of relationships in the expert's conceptual model K-O. the total number of encountered situations of alignment, wrong representation, system-oriented, omitted, missing (see tagging scheme below) P. the researchers' judgement on how well the derivation process explanation was explained by the student: well explained (a systematic mapping that can be easily reproduced), partially explained (vague indication of the mapping ), or not present.

Tagging scheme:
Aligned (AL) - A concept is represented as a class in both models, either

with the same name or using synonyms or clearly linkable names; Wrongly represented (WR) - A class in the domain expert model is incorrectly represented in the student model, either (i) via an attribute, method, or relationship rather than class, or (ii) using a generic term (e.g., user'' instead ofurban planner''); System-oriented (SO) - A class in CM-Stud that denotes a technical implementation aspect, e.g., access control. Classes that represent legacy system or the system under design (portal, simulator) are legitimate; Omitted (OM) - A class in CM-Expert that does not appear in any way in CM-Stud; Missing (MI) - A class in CM-Stud that does not appear in any way in CM-Expert.

All the calculations and information provided in the following sheets

originate from that raw data.

Sheet 2 (Descriptive-Stats): Shows a summary of statistics from the data collection,

including the number of subjects per case, per notation, per process derivation rigor category, and per exam grade category.

Sheet 3 (Size-Ratio):

The number of classes within the student model divided by the number of classes within the expert model is calculated (describing the size ratio). We provide box plots to allow a visual comparison of the shape of the distribution, its central value, and its variability for each group (by case, notation, process, and exam grade) . The primary focus in this study is on the number of classes. However, we also provided the size ratio for the number of relationships between student and expert model.

Sheet 4 (Overall):

Provides an overview of all subjects regarding the encountered situations, completeness, and correctness, respectively. Correctness is defined as the ratio of classes in a student model that is fully aligned with the classes in the corresponding expert model. It is calculated by dividing the number of aligned concepts (AL) by the sum of the number of aligned concepts (AL), omitted concepts (OM), system-oriented concepts (SO), and wrong representations (WR). Completeness on the other hand, is defined as the ratio of classes in a student model that are correctly or incorrectly represented over the number of classes in the expert model. Completeness is calculated by dividing the sum of aligned concepts (AL) and wrong representations (WR) by the sum of the number of aligned concepts (AL), wrong representations (WR) and omitted concepts (OM). The overview is complemented with general diverging stacked bar charts that illustrate correctness and completeness.

For sheet 4 as well as for the following four sheets, diverging stacked bar

charts are provided to visualize the effect of each of the independent and mediated variables. The charts are based on the relative numbers of encountered situations for each student. In addition, a "Buffer" is calculated witch solely serves the purpose of constructing the diverging stacked bar charts in Excel. Finally, at the bottom of each sheet, the significance (T-test) and effect size (Hedges' g) for both completeness and correctness are provided. Hedges' g was calculated with an online tool: https://www.psychometrica.de/effect_size.html. The independent and moderating variables can be found as follows:

Sheet 5 (By-Notation):

Model correctness and model completeness is compared by notation - UC, US.

Sheet 6 (By-Case):

Model correctness and model completeness is compared by case - SIM, HOS, IFA.

Sheet 7 (By-Process):

Model correctness and model completeness is compared by how well the derivation process is explained - well explained, partially explained, not present.

Sheet 8 (By-Grade):

Model correctness and model completeness is compared by the exam grades, converted to categorical values High, Low , and Medium.

In "Sample Student Data", there are 6 sheets. There are three sheets with sample datasets, one for each of the three different exercise protocols described (CrP Sample Dataset, Glycolytic Dataset, Oxidative Dataset). Additionally, there are three sheets with sample graphs created using one of the three datasets (CrP Sample Graph, Glycolytic Graph, Oxidative Graph). Each dataset and graph pairs are from different subjects. · CrP Sample Dataset and CrP Sample Graph: This is an example of a dataset and graph created from an exercise protocol designed to stress the creatine phosphate system. Here, the subject was a track and field athlete who threw the shot put for the DeSales University track team. The NIRS monitor was placed on the right triceps muscle, and the student threw the shot put six times with a minute rest in between throws. Data was collected telemetrically by the NIRS device and then downloaded after the student had completed the protocol. · Glycolytic Dataset and Glycolytic Graph: This is an example of a dataset and graph created from an exercise protocol designed to stress the glycolytic energy system. In this example, the subject performed continuous squat jumps for 30 seconds, followed by a 90 second rest period, for a total of three exercise bouts. The NIRS monitor was place on the left gastrocnemius muscle. Here again, data was collected telemetrically by the NIRS device and then downloaded after he had completed the protocol. · Oxidative Dataset and Oxidative Graph: In this example, the dataset and graph are from an exercise protocol designed to stress the oxidative system. Here, the student held a sustained, light-intensity, isometric biceps contraction (pushing against a table). The NIRS monitor was attached to the left biceps muscle belly. Here, data was collected by a student observing the SmO2 values displayed on a secondary device; specifically, a smartphone with the IPSensorMan APP displaying data. The recorder student observed and recorded the data on an Excel Spreadsheet, and marked the times that exercise began and ended on the Spreadsheet.

The Ontario government, generates and maintains thousands of datasets. Since 2012, we have shared data with Ontarians via a data catalogue. Open data is data that is shared with the public. Click here to learn more about open data and why Ontario releases it. Ontario’s Open Data Directive states that all data must be open, unless there is good reason for it to remain confidential. Ontario’s Chief Digital and Data Officer also has the authority to make certain datasets available publicly. Datasets listed in the catalogue that are not open will have one of the following labels: If you want to use data you find in the catalogue, that data must have a licence – a set of rules that describes how you can use it. A licence: Most of the data available in the catalogue is released under Ontario’s Open Government Licence. However, each dataset may be shared with the public under other kinds of licences or no licence at all. If a dataset doesn’t have a licence, you don’t have the right to use the data. If you have questions about how you can use a specific dataset, please contact us. The Ontario Data Catalogue endeavors to publish open data in a machine readable format. For machine readable datasets, you can simply retrieve the file you need using the file URL. The Ontario Data Catalogue is built on CKAN, which means the catalogue has the following features you can use when building applications. APIs (Application programming interfaces) let software applications communicate directly with each other. If you are using the catalogue in a software application, you might want to extract data from the catalogue through the catalogue API. Note: All Datastore API requests to the Ontario Data Catalogue must be made server-side. The catalogue's collection of dataset metadata (and dataset files) is searchable through the CKAN API. The Ontario Data Catalogue has more than just CKAN's documented search fields. 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In the attached Excel file, "Example Student Data", there are 6 sheets. There are three sheets with sample datasets, one for each of the three different exercise protocols described. Additionally, there are three sheets with sample graphs created using one of the three datasets. · Sheets 1 and 2: This is an example of a dataset and graph created from an exercise protocol designed to stress the creatine phosphate system. Here, the subject was a track and field athlete who threw the shot put for the DeSales University track team. The NIRS monitor was placed on the right triceps muscle, and the student threw the shot put six times with a minute rest in between throws. Data was collected telemetrically by the NIRS device and then downloaded after the student had completed the protocol. · Sheets 3 and 4: This is an example of a dataset and graph created from an exercise protocol designed to stress the glycolytic energy system. In this example, the subject performed continuous squat jumps for 30 seconds, followed by a 90 second rest period, for a total of three exercise bouts. The NIRS monitor was place on the left gastrocnemius muscle. Here again, data was collected telemetrically by the NIRS device and then downloaded after he had completed the protocol. · Sheets 5 and 6: In this example, the dataset and graph are from an exercise protocol designed to stress the oxidative system. Here, the student held a light-intensity, isometric biceps contraction (pushing against a table). The NIRS monitor was attached to the left biceps muscle belly. Here, data was collected by a student observing the SmO2 values displayed on a secondary device; specifically, a smartphone with the IPSensorMan APP displaying data. The recorder student observed and recorded the data on an Excel Spreadsheet, and marked the times that exercise began and ended on the Spreadsheet.

This online appendix provides the materials of an experiment regarding the performance of individual subjects (24 students) in the extraction of conceptual models from a specification expressed:

[IV1] as user stories or use cases

[IV2] for one of three types of fictitious systems: hospital management system, urban traffic simulator, and international football association portal

We measure the performance in terms of validity (DV1) and completeness (DV2) against models that were created by domain experts (the three authors of the paper and of this online appendix) from each of the specifications.

The materials include

The description of the three systems (folder System Descriptions)

An Excel spreadsheet that includes raw data, charts, and statistical results

The guidelines that the authors used in assessing the quality of the subjects' models against the expert models

For each student who participated in the experiment and gave consent,

The specification, either via user stories or use cases, created by the student

The student model created by the student

The expert model created by one of the paper authors Note that these files are highlighted to denote how we applied the tagging guidelines

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