Interactive
physiology
JAMES
videodisc calorimetry
laboratories
E. MISNER,
R. GEESEMAN,
simulations
AND M. E. MICHAEL
Department
of Kinesiology and Office of Instructional
University
of Illinois at Urbana-Champaign,
Urbana,
Misner, James E., R. Geeseman, and M. E. Michael.
Interactive videodisc calorimetry simulationsfor exercisephysiology laboratories.Am. J. Physiol. 262 (Adv. Physiol. Educ. 7):
S4-S&1992.-Six interactive videodisc lessonsfor college-level
exercisephysiology classeswere developed.The six lessonswere
written usingTenCore for the IBM M-Motion technology. The
focusof the laboratoriesis on exercisemetabolismmeasuredby
indirect calorimetry. The six lessonsare as follows. 1) Environmental measures:determineswhether conditions are favorable for exercise. Dry bulb, wet bulb, and black globe temperatures are obtained to calculate relative humidity, STPD gas
volumes, and the wet bulb-globe temperature index. 2) Basal
metabolism: emphasizesthe mechanics of calculating energy
expenditure through indirect calorimetry. Lying, sitting, and
exercisemetabolismare compared.3) Submaximal metabolism:
comparesthe energy cost of walking a mile and running a mile.
Steady-state exercise, oxygen debt, and oxygen deficit are
explored. 4) Maximal metabolism: assesses
maximal oxygen
consumption using the Bruce protocol. 5) Hormonal responses
to prolonged exercise:demonstratesthe effect of hormonal levels on %fat and %carbohydrate utilization during 1 h of
exercise.6) Metabolic responsesto supramaximal exercise:estimates anaerobicpower using the Wingate test.
computer-assistedinstruction; metabolismlaboratories; cardiovascular laboratories
CURRENT INTEREST
in health and physical fitness has
led to a proliferation
of exercise physiology courses
nationally.
Increased student numbers and the capital
outlay needed for laboratory equipment has made it difficult to offer meaningful “hands-on” laboratories. When
class size increased, laboratories
became demonstrational in nature, decreasing student involvement.
Also,
both hands-on and demonstration
laboratories
have
proven to be costly in terms of faculty time for equipment setup, data reduction, and dissemination
of test
results to the students.
In an effort to reduce costs and to make exercise physiology laboratories available to colleges and universities
that cannot support more advanced equipment, we developed interactive videodisc (IVD) versions of our exercise physiology laboratories. Our goal was to produce
laboratory simulations
that accurately portrayed “live”
laboratories. We videotaped the exercise sequences in
each of the laboratories, showing the general setup as
well as close-up shots of gas meters, blood sampling, and
electrocardiograms.
Sound was added so the student
could hear a treadmill running as well as verbal instructions from the professor. Text, metabolic data, and a
subject exercising are shown simultaneously
on the computer screen. Multiple-choice
and true-false questions
are presented periodically throughout the lessons to test
student understanding.
If a question is answered incorrectly, the student is routed back to the appropriate
section for review. A “help” section is always active, and
s4
1043-4046/92 $2.00 Copyright
for exercise
and Management
Illinois 61801
Services,
students can review over 70 terms in a glossary at any
time.
There are estimated to be -150 videodiscs and software titles related to science education (3)) but there are
no known IVD lessons in exercise physiology. Even
though the effectiveness of IVD has been shown to equal
or exceed that of traditional
laboratory lessons (2, 4, 6),
IVD is not used extensively. It has been estimated that
- 12% of nursing schools currently use IVD (1). Perhaps
an exception, ~2,000 students per semester at the University of Illinois
at Urbana-Champaign
use IVD for
chemistry laboratory instruction
(5).
Currently, we use our IVD courseware for all of our
exercise physiology laboratories. Approximately
50 students per semester are enrolled, and we can accommodate them on one workstation.
The students sign into
our departmental
computer laboratory at a predetermined time, and they have access to the computer a
minimum
of 1 h/wk. When the student has completed
a laboratory, the data from the laboratory are printed
out, and the students use these data to answer assigned
questions. Weekly group discussion sessions are held to
review the data and to review the students’ responses
to the assigned questions. We believe that the depth and
quality of these discussions have been greatly enhanced
by focusing the laboratory on data analysis rather than
data collection.
EDUCATIONAL
GOALS
The lessons are designed to teach exercise metabolism
as measured by indirect calorimetry in an enjoyable, nonthreatening, self-paced environment
that allows unlimited review of scientific concepts. This project has the
advantage of utilizing observation of an exercising human
body as a context for reviewing mathematics,
biology,
physics, physiology, and chemistry concepts. As the student learns about him or herself, the student applies scientific principles to solve problems (Table 1).
In addition to learning these concepts, students analyze
metabolic data, including plotting, interpreting, and comparing relationships between variables.
INTERACTIVE
FEATURES
From the outset, there was an attempt made to intellectually involve the students in the lessons. Specific activities were built into the lessons (Table 2) that force the
students to make choices and enter responses. However,
the more advanced data analysis is done for the students
by the computer. Students are stepped through the more
complex analyses (Haldane equations, carbon dioxide rebreathing plots, oxygen debt calculations, etc.), with emphasis placed on exposure to concepts rather than on
0 1992 the American
Physiological
Society
IVD
CALORIMETRY
SIMULATIONS
s5
Table 5. Metabolic data for the l-mile run
Table 1. Selected list of measurements
and calculations in the courseware
Parameter
Measurement
of environmental
globe temperature
index)
Measurement
of air volumes
conditions
for exercise
and conversion
to ATPS,
(wet
Rest data
and
BTPS,
Time, min
Total VO,, liters
Average VO,, l/min
STPD
Calculation
calorimetry
Calculation
Measurement
Measurement
Measurement
of energy
expenditure
through
indirect,
open-circuit
Adjustment
of mercury
levels and reading a Vernier
scale to
determine
barometric
pressure
Reading
and entry of data from thermometers
Reading
and entry of data from relative
humidity,
respiratory
quotient,
and other tables
Reading
and entry of blood pressure values from a moving
column
of mercury
and pulse sounds
Reading
and entry of pulse rates from a moving electrocardiogram
strip and heart sounds
Reading
and entry of air volumes
from a Tissot tank ruler
Reading
and entry of breathing
rate from movements
of a Tissot
tank ruler
Responding
to over 50 multiple-choice,
true-false,
and
identification-of-term
questions
interspersed
throughout
the
lessons
mastery. However, because IVD allows for unlimited
review of concepts, students can master complex analyses if
they wish. The six lessons are described below.
LABORATORIES
Laboratory 1: Environmental
Measures
Environmental
conditions are important factors in human performance whether on the playing field or in the
laboratory. In this laboratory the techniques employed to
Table 3. Wet bulb-globe temperature index calculations
WB-GT
index = 0.7 x --.-J
“C wet bulb) + 0.2 X~
(“C black globe) + 0.1 x -.-.-.J”C
dry bulb) =-.-where
wet bulb = 18.0°C
dry bulb = 22.5”C
black globe = 22.O”C
Range
Below 27.8”C
Conditions
favorable
for all-out activity
Alert for possible increase in index
27%29.4”C
Activity
reduced in unacclimatized
29.4-31.1”C
people
31.1-32.2”C
Activity
stopped for unacclimatized
people and considerably
reduced
for acclimatized
people
32.2”C and above
All activity
stopped
wet bulb-globe
2
0.870
0.435
Exercise
of work, power, and efficiency
of oxygen debt and oxygen deficit
of maximal
oxygen consumption
of fuel shifts during prolonged
exercise
temperature.
data
Exercise time, min
Steady-state
time, min
Steady-state
VO,, l/min
Steady-state
RQ
VO, requirement,
liters
VO, uptake,
liters
VO, deficit, liters
Table 2. Selected interactive aspects of the courseware
WB-GT,
Value
bulb-
8
7
3.926
0.844
31.408
31.224
0.184
Recovery
data
Recovery
time, min
VO,, liters
Resting VO,, liters
VO, debt, liters
VO,,
10
6.424
4.350
2.074
0, consumption;
RQ, respiratory
quotient.
measure and evaluate environmental
conditions
are
experienced. For example, students view a moving Vernier scale on a barometer and stop it when it is aligned
with a mercury column. At the end of the laboratory the
data are printed out, and the student calculates the wet
bulb-globe temperature index (Table 3).
Laboratory 2: Basal Metabolism
In this laboratory, human energy exchange is compared
during lying, sitting, and cycling. The students measure
blood pressure by stopping the fall of a mercury column
when the first pulse sound is heard. Energy cost is measured through indirect calorimetry using a Tissot tank.
Students read and enter data from the Tissot. Air volumes are converted to STPD, gas laws are reviewed, and
they are stepped through the equations for calculation of
oxygen consumption and carbon dioxide production. Net
oxygen cost for sitting and cycling are calculated, and the
mechanical efficiency of cycling is estimated (Table 4).
Laboratory 3: Submaximal Metabolism
In this laboratory experience, the student participates
in comparing the energy cost of two steady-state activities, walking a mile and running a mile (Table 5; Fig. 1).
Because there was in-depth exposure to the principles of
indirect calorimetry presented in laboratory 2, automated
metabolic analysis equipment is used in this laboratory.
Oxygen debt and oxygen deficit are calculated from the
metabolic data provided to the student, as well as the net
oxygen cost of each of the activities. Percent fat and
carbohydrate utilization
are compared for the two activities as well as the caloric cost.
Table 4. Comparison of resting, sitting, and cycling metabolism
Test
TYPe
Lying
Sitting
Cycling
VE, expiratory
VE,
ATPS
7.35
11.92
10.36
volume;
l/min
vo,
STPD
l/min
6.60
0.288
10.65
0.334
9.36
0.501
VO,, O2 consumption;
VCO~, CO2
ml/k
3.84
4.45
6.68
production;
vco,,
l/min
0.24
0.31
0.37
R, respiratory
kcal
R
0.83
0.94
0.74
exchange
/lo,
/min
/h
124 h
4.84
4.97
4.72
ratio.
1.392
1.660
2.366
83.54
99.58
141.95
2,005
2,390
3,407
S6
IVD
CALORIMETRY
SIMULATIONS
Fig. 1. A: measurement of oxygen consu mption
(VO,)
during an 8-min-mile run. B: m easurement of oxygen consumption during a lo-min
recovery period after mile run.
Laboratory 4: Maximal Metabolism
This laboratory demonstrates
the measurement
of
maximal oxygen consumption using the Bruce protocol.
The student observes the relationship
between exercise
intensity and oxygen consumption,
pulmonary ventilation, blood lactate, and other variables. Factors that affect maximal metabolism are discussed, such as physical
conditioning
level, sex, age, body composition, and mode
of exercise. The anaerobic threshold concept is introduced through analysis of lactic acid levels and other
indicators (Table 6).
Laboratory 5: Metabolic and Hormonal Responses to
Prolonged Exercise
Although steady-state exercise was observed in laboratory 3, this laboratory extends steady-state exercise for a
prolonged period of time (60 min). In this laboratory we
look at cardiovascular drift (a progressive decrease in
stroke volume of the heart) as exercise progresses. Stroke
volume is measured through the carbon dioxide rebreathing procedure. Students step through measurements of
venous and arterial carbon dioxide levels and enter the
values into the Fick equation. Hormonal levels are obtained through an indwelling catheter, and the values are
used to evaluate their effect on fuel utilization
(Tables 7
and 8).
Laboratory 6: Metabolic Responses to Supramaximal
Exercise
This laboratory demonstrates the nature of anaerobic
activities.
High-intensity
activities,
such as vertical
jumping, running up stairs (Margaria-Kalamen
Power
test), and high-resistance cycling (Wingate test), are performed, and the power involved in doing these activities
is estimated. Causes of fatigue are explored, and the three
tests are compared (Table 9).
IVD
Table 6. Metabolic
Sample
Time,
min
data for the maximal
w?
VE,
STPD
1
2
3
4
5
6
7
8
9
10
11
12
l/min
CALORIMETRY
oxygen consumption
ml/k
0.416
4.9
0.81
0.454
5.4
0.82
1.256
14.2
0.84
1.699
19.2
0.79
1.970
22.3
0.83
2.539
28.7
0.87
3.575
40.4
0.86
3.702
41.8
0.88
4.086
46.2
0.90
4.3 19
48.8
0.94
1.01
5.180
58.5
1.18
4.900
55.4
HR, heart rate, See Table 4 for other definitions.
21.78
21.85
19.12
16.46
17.59
19.04
18.27
18.27
18.38
19.85
21.16
24.07
9.1
9.9
24.0
28.0
34.7
48.3
65.3
67.7
75.1
85.7
109.6
117.9
test
kcal,
/min
vE/vO,,
l/min
R
s7
SIMULATIONS
Stroke
Volume,
ml/beat
HR
beats/min
2.00
2.20
6.10
8.10
9.50
12.40
17.40
18.20
20.10
21.50
26.10
24.70
66
69
100
105
122
120
145
150
175
173
186
187
Blood
Lactate,
mM
Exercise
Stage
1.7
1.8
3.7
4.1
4.7
5.2
6.7
6.9
7.0
6.8
8.0
8.7
90.0
91.2
130.0
135.0
137.0
138.0
146.0
147.0
147.0
148.0
148.0
146.0
0
0
1
1
2
2
3
3
4
4
5
5
Table 7. Metabolic data for calculation of stroke volume and cardiac output
Time,
min
VT,
liters
vo,,
l/min
vco,,
l/min
0.65
2.75
2.87
2.91
2.98
3.05
2.88
0.35
1.40
1.37
1.45
1.46
1.50
1.45
0.28
1.12
1.07
1.13
1.08
1.12
1.10
0
10
20
30
40
50
60
VT, tidal
output;
SBP
HR
beats/
min
R
0.80
0.80
0.78
0.78
0.74
0.75
0.76
75
121
124
125
126
126
127
0.0406
0.0403
0.0408
0.0398
0.0412
0.0415
0.0404
volume; HR, heart rate; Facoz and Fvco2, fractional
and DBP, systolic
and diastolic
blood pressure,
concentrations
respectively;
Epinephrine,
nmol/l
0
10
20
30
40
50
60
1.0
1.2
1.6
2.0
2.4
2.5
2.8
Insulin,
mu/ml
18
15
13
12
10
8
7
Glucose,
mM
4.0
4.0
4.5
4.0
3.5
4.0
4.5
Blood
Lactate
mM
,
Growth
Hormone
mu/ml
1.0
2.0
3.0
4.0
3.5
3.0
2.5
’
l/min
0.0690
0.0893
0.0950
0.0930
0.0910
0.0940
0.0910
SBP,
mmHg
DBP,
mmHg
MAP,
mmHg
120
122
123
121
127
127
125
80
78
70
70
70
72
73
93
93
87
88
89
90
89
of arterial and venous CO,, respectively;
MAP, mean arterial
pressure.
See Table
SV, stroke
4 for other
volume; Q, cardiac
definitions.
EVALUATIONS
The exercise physiology courseware has been evaluated
by the first group of students to use it in conjunction with
course lectures. Their evaluations (Table 10) have been
favorable. They liked very much the individualized
nature of the courseware. They commented that being able
to schedule laboratory participation
at their own convenience saved them time. With respect to efficiency, they
felt that there was little “down time” compared with live
laboratories. The self-paced aspect of the programs was
appreciated by the students as well as the laboratory
Glucagon,
Pbl
7.0
15.0
15.0
20.0
15.0
15.0
15.0
Q,
ml/beat
STUDENT
Table 8. Hormonal response to prolonged exercise
Sample
Time,
min
sv,
w%,
100
140
150
160
190
200
200
Table 9. Results of the anaerobic power tests
Vertical
Subject
No.
Height,
cm
Weight,
Jump,
m
5
4
1
6
7
2
3
168.2
166.2
187.5
196.2
176.2
177.2
176.2
55.0
64.0
75.0
78.0
85.0
92.0
95.0
Margaria
Kalaman
Test
Jump
Test
0.259
0.339
0.559
0.539
0.589
0.559
0.589
Power,
kg.m-l.s-1
65.1
100.1
128.1
134.1
148.1
166.1
174.1
Time,
S
0.738
0.628
0.528
0.608
0.548
0.428
0.508
Wingate
Test
Power,
kg.m-l.s-1
72.2
100.2
149.1
155.1
159.1
231.1
192.1
Power,
kg.m-l.s-1
70.0
80.0
102.0
92.0
112.0
100.0
114.0
%
Fatigue
57.9
61.9
31.9
56.9
41.9
47.9
49.9
S8
IVD
Table 10. Student
evaluations
CALORIMETRY
of the exercise physiology
courseware
How
would
you evaluate
the overall
quality
courseware?
Exceptionally
high
5
No. of
students
7
4
19
of the exercise
physiology
3
Exceptionally
low
2
1
5
0
0
SIMULATIONS
DRAWBACKS
The primary concern expressed by the students has
been that they have not been able to see the laboratory
where the actual metabolic testing is done. To deal with
this concern, we take the students to the laboratory and
discuss with them what they will be seeing when they do
the computer laboratories. This approach gives context to
what will occur in the computer labs throughout
the
semester.
COURSEWARE
instructors. Students with lower entrance competencies
were able to spend time as needed on the laboratories.
Several students even found the courseware to be
entertaining.
Because one of our goals was to motivate
student learning, we were pleased that students did not
appear to be bored by the courseware.
DEVELOPERS’
EVALUATION
Although considerable time was put into courseware
development, the developers have been pleased with the
outcome. The courseware has high usage from the exercise physiology students as well as other students and
faculty who want to review a specific topic within the
courseware. We hold discussion sessions after the students complete each laboratory and have found that the
quality and depth of the discussions have been enhanced
by use of the courseware. The focus of laboratory time has
shifted from data collection and data reduction to conceptual issues.
For
ability
Falcon
phone,
Received
AVAILABILITY
further information
about the courseware availand software and hardware requirements, contact
Software, PO Box ZOO, Wentworth, NH 03282;
603-764-5788; FAX, 603-764-9051.
16 September
1991; accepted
in final
form
29 January
1992.
REFERENCES
1. Bolwell,
C. Nursing
educators
adopt IVD. Instr. Deliu. Sys. Sept/
Ott: 16-19, 1990.
2. Fawver,
A. L., C. E. Branch,
L. Trentham,
B. T. Robertson, and S. D. Beckett.
A comparison
of interactive
videodisc
instruction
with live animal
laboratories.
Am. J. Physiol.
259
(Ah.
Physiol.
E&K. 4): Sll-S14,
1990.
3. Pollak,
R. A. The state of videodiscs
in education
and training.
Instr. Deliu. Sys. Jan/Feb:
12-14, 1990.
4. Smith,
S. G., and L. L. Jones.
Images, imagination,
and chemical reality.
J. Chem. Educ. 66: 8-l 1, 1989.
5. Smith,
S. G., and L. L. Jones.
The acid test: five years of
multimedia
chemistry.
Tech. Horiz.
Educ. Suppl.
Sept: 21-23,
1991.
S. G., L. L. Jones,
and M. L. Waugh.
Production
and
6. Smith,
evaluation
of interactive
videodisc
lessons
in
laboratory
instruction.
J. Camp. Bas. Instr.
13: 117-121,
1986.