A Primer on Mind Map, Flowchart

and Excel VBA

Prepared by:
Engr. Vandear J. Go Alcantara
PetE 31FE Formation Evaluation

A Primer on Mind Map, Flowchart and Excel VBA

1. Overview

Engineering analyses usually involves data storage, organization and conversion,

calculation, iteration and representation. With large data sets, these processes can become
complicated if we perform them manually. Therefore, we build software applications to
automate and optimize these processes, but before we can even perform such tasks, we need
to understand the underlying concepts behind each of the processes.
In this course, we will develop skills that will enable us to analyze engineering
problems effectively. Mind Mapping will help us articulate the concepts, flowcharts will aid
us in performing the tasks and Excel Visual Basic for Applications (VBA) will automate and
optimize the processes.

2. Learning Outcomes

Upon successful completion of this module, you will be able to:

• Utilize mind mapping for note-taking and note-making.

• Construct flowcharts to perform tasks.
• Convert flowcharts to Excel VBA syntax.
• Automate processes using Excel VBA.

3. Task

As a formation evaluator, your task for today is to fill-out the required porosity and
permeability data for oolitic limestones from the fictional Sta. Monica Oil-Field.

3.1 Required Data

Porosity (%) Permeability (md)

9
12
50
400
17

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3.2 Outputs

To perform the given task, you need to create an Excel VBA tool that estimates the
aforementioned properties through interpolation or extrapolation from the given graph
below (Fig. 1). You also need to provide the following:

a. Mind Map about Linear Interpolation/Extrapolation.

b. Flowchart for Linear Interpolation/Extrapolation.
c. Excel VBA spreadsheet of the project.

Porosity (%)

Figure 1 Permeability vs. Porosity Plot of different sedimentary rocks (Tiab & Donaldson,
2016).

Before you can perform the task, you need to equip and train yourselves first with the
right tools and skills, respectively. You have 3 hours to finish the task. Learn at your own
pace, and have fun learning new stuffs. Let’s

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4. Skills

4.1 Mind Map

Here’s a topic about Least Common Denominator (LCD):
“The lowest common denominator or least common denominator is the lowest common
multiple of the denominators of a set of fractions. It simplifies adding, subtracting, and
comparing fractions.” (Wikipedia)

And below are examples of notes taken from the topic (Fig. 2):

a.

b.

Figure 2 Examples of Linear Note-Taking.

Now, as you look at these notes, are you thinking: “Yes! Now I understand what is LCD.
Very inspiring! This will help me in my exams.” If so, good for you, but if you find both of these
notes terrible (aside from my hand-writing), you’re not the only one. Most of us find linear
note-taking tedious and uninspiring. We just copy or write down what we see and hear, then
write it all again the night before hell week because we didn’t remember and understand what
we wrote.

Luckily, there’s a way to have fun while taking-notes. A method that increases your
retention and comprehension, helps you organize and structure concepts and develops your
thinking process. This method is called Mind Mapping.

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4.1.a What is Mind Mapping?

Mind mapping is a non-linear method of note-taking and note-making, where ideas

and concepts are structured coherently through radiant patterns (Buzan & Buzan, 1993). The
main idea or concept starts as a central image while the subtopics branch out from the central
image (Fig. 3).

Figure 3 Mind Map about Time Management (Rodrigues, 2011).

4.1.b How to Mind Map

Tools: Drawing materials or mind map applications

General Rules for Mind Mapping:

a. The main idea is always at the center.
b. Branches are always curved lines.
c. Concepts or topics are represented by keywords or statements; all CAPS.
d. Keywords overlie the lines.
e. Use shapes and diagrams.
f. Use a set of colors.

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Example Topic:
“The lowest common denominator or least common denominator is the lowest common
multiple of the denominators of a set of fractions. It simplifies adding, subtracting, and
comparing fractions.” (Wikipedia)

Step 1:

- Position the main idea or concept at the center of the paper (Fig. 4).
- Use shapes or images that will help you associate to the idea.

Figure 4 Central Image

Step 2:

- Determine the concepts that can be classified as main branches.

- Draw thicker lines for the main branches.
- Write concepts at the top of the lines.

If we use books as an analogy, then the main idea is the title of a book while the main
bracnhes are the chapters. Identifying the underlying concepts can be quite difficult especially
if you’re taking notes during live discussions. It’s not advisable to write anything anywhere.
You need to be logical in structuring the concepts. You should categorize the concepts from
broad to specific (Fig. 5).

Figure 5 Funnel analogy for categorization of concepts and topics.

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Tips:
Instead of writing the concepts as main branches, replace them with:
a. what, why, when, where, how.
b. or use definition, objective or purpose, procedure or method. (I personally use this
one.)

Therefore:

Figure 6 Main Branches

Step 3:

- Connect the subtopics.

- Use thinner lines.

Figure 7 Subtopics

This concludes our note-taking but not our mind mapping. It may not seem obvious,
but learning from note-taking is limited by the one who provided the information. The
information can lack details, accuracy or logical structure, or the presentation is not suitable
to our own way of learning. This is where mind mapping can be helpful. It can further our
learning by converting the taken notes as our own. This is the part where we are making our
own notes through research, validation and elaboration. We can start by asking questions
like what, why and how, and answer these questions through researching, shifting our
perspectives and making analogies.

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Step 4:

- Ask questions and add these as branches.

- Elaborate details, specially procedures.
- Add images for analogies or keywords for a different perspective.

Figure 8 Final Mind Map about Least Common Denominator

My mind map may not be creative enough for your taste, but it is enough for me to
understand and present the concept of least common denominator (LCD). The questions are
represented by red fonts and lines (Fig. 8), and a connection between two branches is
represented by a symbol ( ), which is specific to relationship.

And here’s my thought process:

- I was curious if there are rules or criteria that are necessary before performing the
calculation, so I started from the definition and purpose and reviewed the concept of
multiples and fraction operations, which became the basis for the rules. I also added
detailed illustration (the purple font at the top left).

- Reviewing the fraction operations made me realize that I was only thinking about
operations between two fractions. It did not occur to me that the set of fractions can
be two or more. This also shows that sometimes you can miss the simplest of things.

- I researched about the fastest way to find the least common denominator (LCD), and
it turns out there is a corresponding method for a set of two fractions and another for
a set of three or more.

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- I also constructed a more brute method of finding the LCD. This is based on the basic
way of finding the LCD. It is also applicable to a set of two or more fractions.

This concludes the mind mapping. Of course, I can still add more details by making
analogies or by asking who developed the methods, what is the rationale for each of the
methods, are the methods restrictive to their criteria or are there more methods available that
I did not know. As long as you are curious, you can expand your notes and your learning.

4.1.c Effects of Mind Mapping

Mind mapping can improve retention, critical thinking, organization and presentation
(e.g., Buran & Filyukov, 2015; Farrand et al., 2002; Kernan et al., 2017).

4.1.d Mind Mapping Task

It’s your turn to create your own mind maps. I believe that you can organize your
thoughts in creative ways and improve your learning. You can choose your own set of colors
and create rules on its application. You can also use lines or symbols to show relationships
and add images, links, videos or documents if you’re using an application. Always describe
the procedure in detail and use examples or analogies. Just remember, you need to be curious.

You can draw or use a software for your mind map about interpolation/ extrapolation.
You also need to include your thought process just like the example above.

4.2 Flowchart

The next crucial part is developing an algorithm. An algorithm is a procedure that

aids the user and computers on what to do for each of the steps. It describes how processes
must flow from the input data to the output data. You might wonder about the difference
between an algorithm and a normal procedure like the one from the mind map in Fig. 8. If
you look back at the definition of an algorithm, it tells you what to do. The keyword is DO.
There are no steps in algorithms that you need to think, and everything is exact. Of course,
there are exceptions (e.g., randomization), but for most processes, the input is the only step
that requires user intervention.

Now, if you look at the procedure of finding the least common denominator for a set
of two fractions, we see that it starts with finding the greatest common factor (GCF). To us,
this is automatic. We don’t need to think hard about it, but for a computer, it needs a

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systematic approach on how to do this. Computers don’t know what to think. We need to tell
them what to do. Therefore, we need to create a procedure, where the only necessary user
intervention is the input, and this can be done using programming concepts (e.g., loops).

Another necessary attribute of an algorithm is its readability and usability.

Algorithms must be logical and concise. Everything must be taken into account, and
therefore, it is necessary to understand the underlying concepts behind the processes. We
need to know the assumptions, criteria, the methods and the required data because these are
the necessary ingredients to construct the flow of processes, which are best visualized using
flowcharts.

4.2.a What is a Flowchart?

A flowchart is a graphic representation of an algorithm. It illustrates the sequence of

processes through shapes and arrows, which represent the steps and flow, respectively (Fig.
9).

Start

“Hello World”

End

Figure 9 Example of a Flowchart

Here are the common shapes and their corresponding functions:

Start/ End

Input/ Output

Process (e.g., calculations, sorting)

Conditional Statements

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4.2.b How to Create a Flowchart

Tools: Drawing Materials or MS applications

Example:
The brute method for determining the least common denominator (LCD) in Fig. 8.
(This method is easier to convert into an algorithm.)

Step 1: Create an outline.

- You can use a top-down or bottom-up approach. (Personally, I use the bottom-up.)
- Bottom-up is basically output to input. Start from the output data, which in this case
the LCD, and then determine the necessary processes and input data. (Top-down is
the reverse of bottom-up.)

Bottom-up:

a. Determine the process that will generate the output data and the criteria to
perform the process.

From the procedure:

𝐿𝐶𝐷 = 𝑥𝑖.
Therefore:
Process: Calculation of an equation.
𝑥𝑖 𝑥𝑖 𝑥𝑖
Criteria: 𝐷 & 𝐷 &. . & 𝐷 must be an integer ≥ 1
1 2 𝑛

b. Determine the variables that will start the process.

Variables: 𝑥 and 𝑖

c. Determine the process that will generate the values of 𝑥 and 𝑖 and the criteria
for each variable.

For 𝒙:
Process: Find Largest Denominator among the given denominators
𝐷1 , 𝐷2 , 𝐷3 , … , 𝐷𝑛 .
Criterion: Largest Denominator

For 𝒊:
Process: Loop
Criteria:
- Increment: +1
- Value starts from 1.

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d. Repeat step B. If the remaining processes are all user inputs, constants and/or
loop counters (e.g., 𝑖), you are finished.

For 𝑫𝟏 , 𝑫𝟐 , 𝑫𝟑 , … , 𝑫𝒏 :
Process: Input
Criterion: Input the number of denominators.

For 𝒏:
Process: Input
Criterion: 𝑛 > 1

Step 2: Create Flowchart

- Follow the algorithm from Step 1 using also the bottom-up approach.

From the algorithm:

a. Start!

Start

b. Input 𝑛.
Start

c. Check criterion of 𝑛. If it doesn’t pass the criterion, return to input or stop program.

Start

𝑛≥1 No

Yes

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d. Input denominators. From the criterion, 𝑛 must be given before the input
denominators. That is the reason why 𝑛 is the first in the flowchart.

Start

𝑛≥1 No

Yes

𝐷1 , 𝐷2 , 𝐷3 , … , 𝐷𝑛

e. Next is the values for 𝑥 and 𝑖. The variable 𝑖 starts from 1 while 𝑥 is determined
from the denominators. Most programs have sorting functions, which makes it
easier to extract the largest or the smallest value from a data set, and therefore, we
don’t need to sort it manually. Also, the value of 𝑥 is not from the user input but
from a sorting process. This is also the same with 𝑖. Its value is defined by the
programmer but not inputted by user.
Start

𝑛≥1 No

Yes

𝐷1 , 𝐷2 , 𝐷3 , … , 𝐷𝑛

𝑖=1
Sort Denominators
𝑥 = 𝑙𝑎𝑟𝑔𝑒𝑠𝑡 𝑑𝑒𝑛𝑜𝑚𝑖𝑛𝑎𝑡𝑜𝑟

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f. Calculating the LCD. The criteria must be met first before proceeding to the LCD.
If one of the denominators did not pass, the process loops and repeats with a new
value of 𝑖. Don’t forget to terminate (i.e., End) the flowchart.

Start

𝑛≥1 No

Yes

𝐷1 , 𝐷2 , 𝐷3 , … , 𝐷𝑛

𝑖=1
Sort Denominators
𝑥 = 𝑙𝑎𝑟𝑔𝑒𝑠𝑡 𝑑𝑒𝑛𝑜𝑚𝑖𝑛𝑎𝑡𝑜𝑟

𝑥𝑖 Yes 𝑥𝑖 Yes 𝑥𝑖
= 𝑖𝑛𝑡 ≥ 1 = 𝑖𝑛𝑡 ≥ 1 = 𝑖𝑛𝑡 ≥ 1
𝐷1 𝐷2 𝐷𝑛

No No No Yes

𝑖 =𝑖+1

𝐿𝐶𝐷 = 𝑥𝑖

𝐿𝐶𝐷

End

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You can also use the top-down approach like how recipes and procedures are created,
but you must be well-versed about the processes. The bottom-up approach will help you
effectively analyze the methods during the process of creating the algorithm, so even if you’re
still unfamiliar with some steps, using the bottom-up approach will improve your
understanding.

If you carefully observe the example, there are recurring patterns, specially between
the steps and some important programming concepts such as conditional statements and
loops. The criteria serve as the condition for conditional statements while repeating steps or
iterations are converted to loops.

4.2.c How to Check the Flowchart

It is important to test the flowchart to see if it works. The best way to do this is to
use it manually to solve a problem. Try to follow it or map your process and check if it can
generate the correct results given an input data.

Example:
1 1
Find the LCD between 2 and 3.

There are two

denominators. Start
Therefore, input
𝑛 = 2.
𝑛=2

Check 𝑛. Is 2 ≥ 1? Start
If yes, proceed; No,
go back and input
new 𝑛. 2

2≥1 No

Yes

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Input
Denominators. Start

2≥1 No

Yes
𝐷1 = 2

𝐷2 = 3

Initiate 𝑖. Find the

largest denominator
Start
and assign it to 𝑥.

2≥1 No

Yes

𝐷1 = 2
𝐷2 = 3

𝑖=1
Sort Denominators (3,2)
𝑥=3

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Check criterion for

𝑥𝑖 Start
LCD. If 𝐷 and
1
𝑥𝑖
are integers ≥ 1,
𝐷2
then proceed; else, 2

loop (𝑖 = 𝑖 + 1).

Starting with the 2 No

first denominator, ≥1
𝐷1 : 1.5 is greater
than 1 but not an Yes
integer.
𝐷1 = 2
Therefore: No 𝐷2 = 3

𝑖=1
Sort Denominators (3,2)
𝑥=3

3(1) Yes 𝑥𝑖 Yes 𝑥𝑖

= 𝑖𝑛𝑡 = 𝑖𝑛𝑡
2 𝐷2 𝐷𝑛
= 1.5 ≥ 1 ≥1 ≥1

No No No

𝑖 =𝑖+1

Yes
𝐿𝐶𝐷 = 𝑥𝑖

𝐿𝐶𝐷

End

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Loops with a new 𝑖.

𝑖 is now equal to 2.

3(1) Yes 𝑥𝑖 Yes 𝑥𝑖

= 𝑖𝑛𝑡 = 𝑖𝑛𝑡
2 𝐷2 𝐷𝑛
= 1.5 ≥ 1 ≥1 ≥1

No No No

𝑖 =1+1

Yes
𝐿𝐶𝐷 = 𝑥𝑖

𝐿𝐶𝐷

End

Check the criteria

again: 3(2) Yes 𝑥𝑖 Yes 𝑥𝑖
=3 = 𝑖𝑛𝑡 = 𝑖𝑛𝑡
2 𝐷2 𝐷𝑛
3 is an integer and is ≥1 ≥1 ≥1
greater than 1.
Therefore, proceed. No No
No

𝑖 =1+1

Yes
𝐿𝐶𝐷 = 𝑥𝑖

𝐿𝐶𝐷

End

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Check the next

denominator:

2 is an integer and Yes 3(2) Yes 𝑥𝑖

3(2)
greater than 1. 2
=3
3
=2
𝐷𝑛
= 𝑖𝑛𝑡
≥1 ≥1 ≥1
Therefore: Proceed
No No No

𝑖 =1+1

Yes
𝐿𝐶𝐷 = 𝑥𝑖

𝐿𝐶𝐷

End

3 is the last
denominator. 3(2) Yes 3(2) Yes 𝑥𝑖
=2 = 𝑖𝑛𝑡
Therefore, we can 2
=3
3 𝐷𝑛
proceed to ≥1 ≥1 ≥1
calculate LCD.
No No No

𝑖 =1+1

Yes
𝐿𝐶𝐷 = (3)(2)

𝐿𝐶𝐷 = 6

End

𝐿𝐶𝐷 = 6; End 𝐿𝐶𝐷 = (3)(2)

Program.

𝐿𝐶𝐷 = 6

End

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4.2.d Effects of Creating Flowcharts

Algorithms and flowcharts are not only for computer programs. These are also
beneficial to us as engineers. The least common denominator may be elementary, but as we
peel the underlying concepts, we discovered subtle details that we don’t fully comprehend
before. It can improve the rigorousness of our methods and expose the limits and complexities
of processes. In problem-solving scenarios, it can help us solve things systematically without
thinking too much and can prevent or aid us during mind blanks.

4.2.e Flowchart Task

Your interpolation/extrapolation flowchart must include your outline and the

checking or mapping just like the example above. For checking, select one input from the task
data.

4.3 Excel Visual Basic for Applications (VBA)

- To be continued…

5. References

Buran, A., & Filyukov, A. (2015). Mind Mapping Technique in Language Learning. Procedia
- Social and Behavioral Sciences(206), 215-218.
Buzan, T. (1988). Super-Creativity: An Interactive Guidebook.
Buzan, T., & Buzan , B. (1993). The Mind Map Book: How to Use Radiant Thinking to
Maximize your Brain's Untapped Potential.
Farrand, P., Hussain, F., & Hennessy, E. (2002). The Efficacy Of The ‘Mind Map’ Study
Technique. Medical Education(36), 426-431.
Kernan, W., Basch, C., & Cadorett, V. (2017). Using Mind Mapping to Identify Research
Topics: A Lesson for Teaching Research Methods. Society for Public.
Rodrigues, J. (2011, August 31). Everything You Need To Know About Mind Mapping.
Retrieved from Iris: Speed Reading Classes, Memory & Productivity Courses:
https://irisreading.com/mindmap/
Tiab, D., & Donaldson, E. C. (2016). Petrophysics: Theory and Practice of Measuring Reservoir
Rock and Fluid Transport Properties (4th ed.).

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