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.

Time-Series Matrix (TSMx): A visualization tool for plotting multiscale temporal trends TSMx is an R script that was developed to facilitate multi-temporal-scale visualizations of time-series data. The script requires only a two-column CSV of years and values to plot the slope of the linear regression line for all possible year combinations from the supplied temporal range. The outputs include a time-series matrix showing slope direction based on the linear regression, slope values plotted with colors indicating magnitude, and results of a Mann-Kendall test. The start year is indicated on the y-axis and the end year is indicated on the x-axis. In the example below, the cell in the top-right corner is the direction of the slope for the temporal range 2001–2019. The red line corresponds with the temporal range 2010–2019 and an arrow is drawn from the cell that represents that range. One cell is highlighted with a black border to demonstrate how to read the chart—that cell represents the slope for the temporal range 2004–2014. This publication entry also includes an excel template that produces the same visualizations without a need to interact with any code, though minor modifications will need to be made to accommodate year ranges other than what is provided. TSMx for R was developed by Georgios Boumis; TSMx was originally conceptualized and created by Brad G. Peter in Microsoft Excel. Please refer to the associated publication: Peter, B.G., Messina, J.P., Breeze, V., Fung, C.Y., Kapoor, A. and Fan, P., 2024. Perspectives on modifiable spatiotemporal unit problems in remote sensing of agriculture: evaluating rice production in Vietnam and tools for analysis. Frontiers in Remote Sensing, 5, p.1042624. https://www.frontiersin.org/journals/remote-sensing/articles/10.3389/frsen.2024.1042624 TSMx sample chart from the supplied Excel template. Data represent the productivity of rice agriculture in Vietnam as measured via EVI (enhanced vegetation index) from the NASA MODIS data product (MOD13Q1.V006). TSMx R script: # import packages library(dplyr) library(readr) library(ggplot2) library(tibble) library(tidyr) library(forcats) library(Kendall) options(warn = -1) # disable warnings # read data (.csv file with "Year" and "Value" columns) data <- read_csv("EVI.csv") # prepare row/column names for output matrices years <- data %>% pull("Year") r.names <- years[-length(years)] c.names <- years[-1] years <- years[-length(years)] # initialize output matrices sign.matrix <- matrix(data = NA, nrow = length(years), ncol = length(years)) pval.matrix <- matrix(data = NA, nrow = length(years), ncol = length(years)) slope.matrix <- matrix(data = NA, nrow = length(years), ncol = length(years)) # function to return remaining years given a start year getRemain <- function(start.year) { years <- data %>% pull("Year") start.ind <- which(data[["Year"]] == start.year) + 1 remain <- years[start.ind:length(years)] return (remain) } # function to subset data for a start/end year combination splitData <- function(end.year, start.year) { keep <- which(data[['Year']] >= start.year & data[['Year']] <= end.year) batch <- data[keep,] return(batch) } # function to fit linear regression and return slope direction fitReg <- function(batch) { trend <- lm(Value ~ Year, data = batch) slope <- coefficients(trend)[[2]] return(sign(slope)) } # function to fit linear regression and return slope magnitude fitRegv2 <- function(batch) { trend <- lm(Value ~ Year, data = batch) slope <- coefficients(trend)[[2]] return(slope) } # function to implement Mann-Kendall (MK) trend test and return significance # the test is implemented only for n>=8 getMann <- function(batch) { if (nrow(batch) >= 8) { mk <- MannKendall(batch[['Value']]) pval <- mk[['sl']] } else { pval <- NA } return(pval) } # function to return slope direction for all combinations given a start year getSign <- function(start.year) { remaining <- getRemain(start.year) combs <- lapply(remaining, splitData, start.year = start.year) signs <- lapply(combs, fitReg) return(signs) } # function to return MK significance for all combinations given a start year getPval <- function(start.year) { remaining <- getRemain(start.year) combs <- lapply(remaining, splitData, start.year = start.year) pvals <- lapply(combs, getMann) return(pvals) } # function to return slope magnitude for all combinations given a start year getMagn <- function(start.year) { remaining <- getRemain(start.year) combs <- lapply(remaining, splitData, start.year = start.year) magns <- lapply(combs, fitRegv2) return(magns) } # retrieve slope direction, MK significance, and slope magnitude signs <- lapply(years, getSign) pvals <- lapply(years, getPval) magns <- lapply(years, getMagn) # fill-in output matrices dimension <- nrow(sign.matrix) for (i in 1:dimension) { sign.matrix[i, i:dimension] <- unlist(signs[i]) pval.matrix[i, i:dimension] <- unlist(pvals[i]) slope.matrix[i, i:dimension] <- unlist(magns[i]) } sign.matrix <-...

Using the User Manual as a guide and the Excel Graph Input Data Example file as a reference, the user enters the semantics of the graph model in this file.

Excel spreadsheets by species (4 letter code is abbreviation for genus and species used in study, year 2010 or 2011 is year data collected, SH indicates data for Science Hub, date is date of file preparation). The data in a file are described in a read me file which is the first worksheet in each file. Each row in a species spreadsheet is for one plot (plant). The data themselves are in the data worksheet. One file includes a read me description of the column in the date set for chemical analysis. In this file one row is an herbicide treatment and sample for chemical analysis (if taken). This dataset is associated with the following publication: Olszyk , D., T. Pfleeger, T. Shiroyama, M. Blakely-Smith, E. Lee , and M. Plocher. Plant reproduction is altered by simulated herbicide drift toconstructed plant communities. ENVIRONMENTAL TOXICOLOGY AND CHEMISTRY. Society of Environmental Toxicology and Chemistry, Pensacola, FL, USA, 36(10): 2799-2813, (2017).

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.

Figure 12, Figure 13, and Figure 14 show selected imaginary and real part capacitance spectra (graphs a and b, respectively) recorded over the freezing period for the TVIS vial containing 5% sucrose , 5% sucrose and 0.26% NaCl, and 5% sucrose and 0.55% NaCl. The right side shows the derived parameters of the log of the peak frequency (graph c) and the peak amplitude (graph d) for the principle relaxation peak observed in the imaginary capacitance spectra, i.e.,Maxwell-Wagner process (MW) for the 5% sucrose solution (low conductivity).Interfacial capacitance (IC) for the 5% sucrose solutions with 0.26% and 0.55% solutions (high conductivity).Dielectric relaxation of ice for the frozen state of all three solutions.The right side of Figure 12, Figure 13, and Figure 14 also show the derived parameters of the real capacitance at low and high frequency, given the symbols(10 Hz) and(0.2 MHz), respectively (graphs e and f, respectively). Overlayed on these profiles are the arrows pointing from left to right which have been drawn to indicate/highlight the differences in the temperature dependencies of the real part capacitance in the limits of low and high frequency.The period marked TP is the transition period in which either of the two conditions apply: (i) the peaks of any of the processes are no longer visible within the experimental frequency region of the TVIS instrument, or (ii) the peak observed is a hybrid of multiple processes, for example a peak that comprises contributions from the MW relaxation and from the dielectric relaxation of ice.The other Excel files give a comprehensive set of data, for all three samples, 5% w/v sucrose (with 0% w/vNaCl), 5% w/v sucrose (with 0.26% w/v NaCl), and 5% w/v sucrose (with 0.55% w/v NaCl), to support figures 12, 13, and 14

This article describes a free, open-source collection of templates for the popular Excel (2013, and later versions) spreadsheet program. These templates are spreadsheet files that allow easy and intuitive learning and the implementation of practical examples concerning descriptive statistics, random variables, confidence intervals, and hypothesis testing. Although they are designed to be used with Excel, they can also be employed with other free spreadsheet programs (changing some particular formulas). Moreover, we exploit some possibilities of the ActiveX controls of the Excel Developer Menu to perform interactive Gaussian density charts. Finally, it is important to note that they can be often embedded in a web page, so it is not necessary to employ Excel software for their use. These templates have been designed as a useful tool to teach basic statistics and to carry out data analysis even when the students are not familiar with Excel. Additionally, they can be used as a complement to other analytical software packages. They aim to assist students in learning statistics, within an intuitive working environment. Supplementary materials with the Excel templates are available online.

The Excel file contains multiple tabs, with each tab containing the data for a single figure. (XLSX)