Summary of Respiratory Volumes Demo – Version 8, April 18, 2005

Summary of Respiratory Volumes Demo – Version 8

April 18, 2005

Comments by Yuri (04/1905) – in green

VH in red

YI04/20 means comments by Yuri done on 04/20/05

General

Overall, everyone is in agreement that the demo looks very good. Saving Data Pop up box: Change wording to “You will lose your data. Do you wish to exit?” YI - Ok The 3 point entry/exit screen: This screen does not offer any information to a new user, and we think that it is best for the user to go directly to the Objectives and Review section of each activity first. Please remove this page and provide a short sentence of instruction at the end of each appropriate section. See below. YI - Ok

Home Page

·  Remove the Home Page button at bottom. Not necessary. YI - Ok

·  The words “Click on any title to begin a laboratory” at the top right of the screen are too dark and unreadable. Please change text color to a brighter color. YI – Ok (but would not the word “laboratory” be changed for consistency to “activity”, since in the end of Data Analysis where it is said the activity is over you ask to change “laboratory” to “activity”)

VH – Yes, activity would be more consistent.

·  For the demo Home page only, please highlight Activity 8 by either making the text for this activity a brighter color, or by putting the word “demo” next to it. YI - Ok

·  I believe we talked about including a guided tour button to the home page, as we did for Interactions. I think it would be helpful, especially for the demo, and would give users more detailed instructions on what each section (tab) means, how to use the product, and explain the different entry and exit points. (Mary) YI – Judging from Interactions experience development of the guided tour will take about 2 weeks of work. It would be ineffective and expensive to develop guided tour until completion of entire project. In this case it is very probable the tour should be then redevelop completely in the future. If, nevertheless, the guided tour must be included already in Demo, we need detailed storyboard for the tour animation. Saying the truth, I do not understand necessity of the guided tour in the Demo since the Demo itself is a sort of introductory material.

Objectives & Review

The Objectives and Review tab should be active and available to users regardless of where they are in the program. YI - Ok Number the 3 spirometer images, so that the student will realize that they should use the next button and click through – 1 of 3; 2 of 3; 3 of 3. These numbers could be placed in in parens right after the title on each image – they can be small in size. This would be helpful. YI - Ok Review page – The definition of IRV has “3100” on one line and “mL” on the next line. Please move “mL” so that it appears next to “3100” YI - Ok Inspiratory Capacity = TV + IRV (about 3600 or 3.6 L) I would prefer this to be changed to: Inspiratory Capacity = TV + IRV = about 3600 mls or 3.6 L Please do the same for all other volumes and capacities in this section. In this case the volume in parentheses looks like it belongs to IRV not IC YI - Ok The font for the Instructions in italics in Review and in all sections should be bolder. YI – Ok

Pre-Lab Quiz

Question 3 (YI – Note for developers: the question are randomized, it correspond to question 7 in the storyboard) that reads: “Lung volumes are measured for” needs to be modified because the “for” doesn’t match up with all of the choices. The question and choices should be written as:

Lung volumes are measured:

a.  to examine if pulmonary functions are improving.

b.  to observe if pulmonary functions are deteriorating.

c.  for all of the reasons mentioned here.

d.  for diagnosis of respiratory disease. YI - Ok

·  The directions say that if they are having trouble, to go back and do the Review again, but the user can’t get back by clicking on the Objectives and Review Tab. That tab should be “live” at all points. The home button at the bottom should bring the user to the home page only at all points. YI - Ok

Pre-Lab Reporting

·  On the Variables page – remove the word “the” before Data Collection in both the italic directions above the questions and in the orange directions that come on with the “Congratulations” message. YI - Ok

Synopsis of Experiment. Include the following text changes:

Change number 1 to the following: YI - Ok

A spirometer will be used to measure respiratory volumes and breathing rate in female Caucasian subjects that are 25 years of age and 65 inches tall).

Change number 2 to the following YI - Ok

Breathing rate and the following volumes, ………..

Change number 4 to the following YI - Ok

Resting and exercising VC, IC, FRC, TLC, and minute ventilation will be calculated from the measured breathing rate, TV, IRV, and ERV and the calculated RV.

·  Add following instruction line to top of page: “Remember, you may continue to Pre-Lab Reporting or exit and re-enter at Pre-Lab Reporting at another time.” YI – we will put this sentence just under the Synopsis list and italicize the sentence – is my understanding correct

VH – Okay or would it be better to place this at end of Pre-Lab Quiz??? YI04/20 – the bottom is reserved for message appearing as all questions passed.

Data Collection

The naked female bodies still need to be clothed. YI - They are not naked now! They dress sport wear as one may see at large magnification

The screen changes from the directions for clicking on BR or TV, etc. too quickly. There is not enough time to read, and perhaps re-read the directions. Need to add an additional few seconds here, YI – Ok (Note for developer – 3 additional seconds) When data is entered into the table, there should be an audio sound – the “correct sound – ding” that we use elsewhere like in the analysis section. This will help students realize that information is being entered into the table. So when BR is clicked, then the data is entered and we here the “ding”. YI – Ok Include the “ding” when the data for Subject 2 and Subject 3 are entered. YI – Ok Last direction screen:
Second sentence change “is” to “has been” so it reads, “Your information has been submitted…” YI – Ok Third sentence: add “your” before “mouse” and “the” before “graphic to read, “Move your mouse over each recording value in the table to see the graphic trace of the corresponding respiratory volume changes.” YI – Ok

Data Analysis

The first cell highlighted for change is the RV[L] cell, but the list asks students to average breathing rate, then lung volumes and then RV. Please change this so that it is the BR average first. YI – Ok The calculator does not work that well. If you hit a wrong button you have to start over. For example I hit the divide symbol when I meant to hit subtract. I didn’t hit the equal button so nothing should have happened but I got different numbers coming up. Also when I use the plus button instead of the equal button to add and then go directly to the divide button it doesn’t calculate correctly. This calculator forces you to only work with two values at a time always using the equal button to get an answer, and then moving to the next thing you want to do – add, divide or subtract. Most calculators don’t require this. Also, there is no back button so that if you enter an incorrect number you can step back without having to start all over. Finally, the value returns to.0 on the calculator when you go to type into the table cell often. It should remain until you clear it. (Bonnie) YI – we will provide required functionality. I wonder however, if the calculator is so necessary since any system we support has its own system calculator. I would omit it at all. When you average the BR then the Lung Volume averages also get filled in automatically. I think that this should not happen – I think that we say they must average the lung volumes, so then they should physically have to do this. So the cells should highlight in this order: Breathing Rate average; then each lung volume average; then RV. Since RV is the same for all subjects, the average is the same as well so that can fill automatically as it now does. This order should be reflected in Table 2 too. YI - this sequence contradict the changes provided below in the direction for table completing. Also it was Val’s request to provide just this order. Please confirm these change and bring them to correspondence with the table directions.

VH – I was trying to streamline calculations. Doing all the averages and capacities was tedious. However, having students look at the data is valuable. I had asked Yuri how students could tell if there is an increase in a volume or capacity value without doing statistical tests. Yuri, correct me if I have paraphrased this incorrectly. He suggested that students compare the individual resting and exercising values, and based on the range of exercising and resting values have students determine if the resting and exercising averages are really different. Should we include a statement in the results section on how to determine if there is a difference between exercising and resting values by looking at the range of values. This would require students to look at individual and average values without having to do all those calculations.

YI04/20 – yes, I suggested that student may make qualitative decision on whether exercising and resting values really differ by comparison of the variable range and their. Certainly, in this case it would make sense to ask student to calculate all volumes averages. I just want these changes in data input sequence would be confirmed and brought to consistence with changes the directions, please see my own suggestion for directions below.

The “Edit” button isn’t necessary here, since the user is not allowed to add anything. Please remove this button. YI – it is necessary however for returning to tables from graph subsection. Directions under tables should read as follows: YI – these changes contradict the sequence suggested above, need to be consistent. Also, mentioning that some values are put automatically is redundant. In other activities there will be more sophisticated tables and explaining what data are put automatically will eat a good deal of screen space that are very limited. Since automatic input is common for all activities it would be better to explained it in the Help.

VH okay

Complete Table 2 – Calculate the following values and type in your data in the highlighted cell of the table. Press Enter key to input.

Residual volume for subject 1. Values for subjects 2 and 3 will added automatically. Average resting breathing rate. All other averages will be added automatically.

Complete Table 3 – Calculate the following values and type in your data in the highlighted cell of the table. Press Enter key to input.

Resting and exercising lung capacities for subject 1. Values for subjects 2 and 3 will be added automatically. Average resting IC. All other averages will be added automatically.

YI04/20 - Providing sequence suggested above and all discussions on it and directions I would suggest following version

For table 2:

Complete Table 2 – Calculate the following resting and exercising values and type in your data in the highlighted cell of the table. Press Enter key to input.

1. Average breathing rate

2. Averages tidal, expiratory reserved and inspiratory reserved lung volumes (TV, ERV, IRV)

3. Residual lung volumes (RV) and RV averages

For table 3:

Complete Table 3 – Calculate the following resting and exercising values and type in your data in the highlighted cell of the table. Press Enter key to input.

1. Resting and exercising lung capacities (IC, FRC, VC, TLC)

2. Minute ventilation

3. Averages of lung capacities and minute ventilation.

Clicking on the Equations (fx) button will give you all the formulas you need to make your calculations. YI – Ok

To see your calculations reflected in a graph, click on the graph button provided.

·  Graphs: The two purple colors on the bars are too similar. The colors that were in the first graph (with diagonal lines) were much clearer on color differentiation on all 4 colors. YI – Ok The top graph has two ERVs and no IRVs. YI – Ok (Note for developers, IRV the second label must be to right) Change the small colored squares to words to describe the darker and lighter bars. YI – Ok The squares are too confusing. At the bottom of the page please add a period after the last sentence. YI – Ok Also change the last word of the 2nd sentence from ‘laboratory’ to “activity.” YI – Ok

Lab Report

Please change the heading “Methods” to “Materials and Methods” YI – Ok When typing into the answer boxes, the words “Type here….” Should automatically disappear. YI – I would prefer static instruction for where to type above every text field. It is simpler for development and more friendly for users When I typed in an answer that was longer than the length of the answer box shown and printed out the report, only part of my answer printed. We need to adjust the answer box length, so that all the answer, no matter how long, will appear in the printed report. (Mary) YI – such adjustment means additional programming to acquaint for not only particular text field length, but also subsequent change in the screen layout. I think this feature would be unreasonable since instead we may use scrolling as suggested in the next paragraph All answer boxes should have scroll bars. YI – A) since the entering variable names will take three lines as the greatest, I would leave the text fields for them without scrolling but with the fixed width of three lines. B) Also, Flash-environment has serious restrictions on the printing so that special efforts (either manual or specially programmed) are necessary to brake page for printing. If we allow users to input text of any size in any text field, we need additional and rather sophisticated programming that will brake the report into separate pages and distribute data over the pages more or less equally. To avoid extra cost I would suggest to restrict text field size by 512 characters (this is not for the variables text where three lines per field are quite enough). 512-characters limitation is a standard accepted in many programs (like ICQ, for example) where problem of the text size is the urgent issue. In this case we may establish printing template that allows only two text fields per page. To me it seems reasonable. What do you think?

VH – We will have to reword the questions for the demo so they will have shorter answers. According to my computer, 512 characters would be 6-7 lines of text depending on whether spaces count as characters. Yuri what we will have to do is have several questions under each heading, like there is for Materials and Methods. I hope this is not a problem.

YI04/20 – It seems I explained the issue not clear enough. Actually there is no problem to implement scrolling to any text field in Laboratory Report within Flash itself. The problem rises when we try to send to the print from within the Flash the text of unpredictable size. In this case we need development of special Flash tool that will force the page breakage before print. This tool must estimate how the text size affects the report layout below. It is because I suggest to limit the text field. The limitation (512 characters per text box) makes printing management from within Flash easier.

Printed Report: My report printed nicely onto 3 pages (Mary), while Connie’s was shifted to the left. The Tables on page 2 are legible, though a little close together. This is probably to keep them on one page and to leave room for the Answer box below, right Yuri? YI - Ok Discussion. Change question to read: “Discuss how lung volumes and minute ventilation change with physical exercise and discuss the importance of these changes.” YI - Ok Conclusion. Change question to read: “In one or two sentences, state how exercise changes minute ventilation, lung volumes, and lung capacities.” YI - Ok Add following instruction line to top of page: “Remember, you may continue to the Laboratory Report or exit and re-enter at Laboratory Report at another time.” YI – we will add this sentence just above the first italicized instructions at the very top of the Laboratory Report screen – is it correct?

VH - Yes