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To prevent repetition, many of my suggestions will include references to errors, and materials to increase the accuracy and effectiveness of the modules.

Module 1 Intro Visual effect: Good Accuracy: Good Effectiveness: Good; but it seems a bit slow at first. However, this is good for someone unfamiliar with the material. Suggestions: Allow sound to play automatically as view changes. Nervous system rapid (but short time); Endocrine slower (but longer lasting effects). Interactivity: Interaction of reading material, voice, and visuals good. Glossary, Help Buttons, etc. very helpful. Lab simulation: PhysSkill Builder:Shouldn’t "The study of Body Function" be labeled Integumentary System? Scramble the list of structures in the diagrams; they are presently in the same order as the numbers. Flashcards - Error: a chondroblast is a cartilage producing cell, whereas a chondrocyte is a mature cartilage cell.

Module 2 Body Fluids Visual effect: good Accuracy: Add Mg++. Effectiveness: It is not clear what the green, blue, red, and white areas signify. Suggestions: Briefly give definitions (functions) of albumins, globulins, fibrinogen. Add hormones and enzymes to list in plasma. Checkpoint on intracellular vs. extracellular ions: Write "Click on and move the ions to their correct locations. Interactivity: Lab simulation: PhysSkill Builder:

Module 3 Cell Visual effect: I did not get a picture of 3.8, 3.11, 3.12, 3.14, 3.16, 3.20, & 3.32. Accuracy: Good Effectiveness: Very effective for what I saw. Overall, an excellent discussion of the functions of the cell membrane and movement of particles. Suggestions: A Mole needs to be defined. Interactivity: You need to make a way to return to the lesson after moving to an underlined site; i.e., make a hyperlink back to original lesson or drawing. Lab simulation: PhysSkill Buider:

Module 4 Nerves Visual effect: Excellent; I could not see 4.26. Accuracy: Good. Effectiveness: Excellent illustrations of action potential. Suggestions: Voice does not work automatically on animations. Neuromuscular junction: mention T-tubules in muscle cell. Interactivity: Lab simulation: PhysSkill Builder:

Module 5 Muscles Visual effect: Good. Accuracy: The checkpoint on 5.13 should state, "mark one or more answers." These exercises (5.15-5.19) do not distinguish between spatial summation and temporal summation. Effectiveness: Suggestions: On 5.7, mention A and I bands. Interactivity: Lab simulation: Fair; it should show progressively greater degree of contraction at 10/sec and 5 volts. PhysSkill Builder:

Module 6 Nvs Sys Visual effect: Accuracy: Some authors include diencephalon in brainstem. Fig 6.6 contains a lateral view at top (not Sagittal); 2^nd view usually listed as midsagittal, rather than medial. Include tectum on red colored portion of Midbrain; also include top portion of Pons in red. Checkpoint on 6.13 nees Scroll Bar to allow movement beyond first 10 spaces and completion of process. Checkpoint on 6.25 incorrect. 6.36 should be first, 2^nd and 3^rd order neurons (not nerves). (See additional comments under Suggestions) Effectiveness: Overall effectiveness excellent. 6.11 does not show up. Suggestions: 6.2 - Add somatosensory portion to PNS. A midsagittal section would show the brainstem better. 6.8 - Mention that unipolar and bipolar cells are sensory, while multipolar cells are either motor neurons or interneurons. If more than one answer correct on Checkpoint, state that ALL correct answers must be checked before the 'correct' answer shows. Illustrate optic nerve more to side, and show fovea opposite of lens. 6.63 - Begin audio portion sooner, or tell student to wait to hear audio portion (for utricle and saccule). 6.72 - It would help to have visual portion of animation match auditory and written information. 6.77 - Basal ganglia are (not is)… also receive (not receives). 6.85 - I would include Thoracolumbar for SNS and Craniosacral for PNS. Also, preganglionic neurons synapse within walls of organs, rather than near. What about sweat glands? - no PNS innervation. Innervation of sexual function - both involved; drawings could show difference in pupil size, etc. to indicate variations in effects. PNS -label and/or name nerves III, VII, IX, & X. 6.86 - cholinergic vs. adrenergic. 6.87 & checkpoint - Delete effect on blood vessels; SNS may constrict those in skin and intestines, while dilating those in skeletal muscles and lungs. Too complex to generalize. Include Reproductive organs. Interactivity: Lab simulation: PhysSkill Builder:

Module 7 Cardiovasc Visual effect: Excellent Accuracy: Effectiveness: 7.14 - excellent lab simulation. This unit should make understanding of a very complicated subject easier to grasp. Suggestions: 7.21 - Add link on skeletal muscle page to return to heart. 7.32 - Distinguish between dark lines (0.2 sec) and light lines (0.05 sec) on ECG 'paper.' Also, include time on these areas. 7.58 Add backlinks to referred diagrams. Interactivity: Lab simulation: PhysSkill Builder:

Module 8 Resp Visual effect: Fig 8.3 needs labels stating that each further view can be enlarged, and that it has more details and audio portions. Students may miss this detail. View of alveolar space not clear: redraw with more details and add more labels. Fig 8.5 is better. Accuracy: Primary bronchus to each lung , not each lobe (which is a secondary bronchus). Audio on 8.20 says, "phospholipids, called the cell membrane." Audio on 8.25 pronounces "minute volume" incorrectly as in "small" (mi-nute). Fig 8.30 shows 0.3% CO2, which should be 0.04%. Fig 8.40 - First line: "… that that …." Fig 8.52 Oxygen approx. 21%, not 23%, of atmosphere. Fig 8.56 more appropriate to call it Control of Resp., rather than Origin of Reap. Effectiveness: Fig 8.42: show O2 molecule leaving capillary and entering tissue. Suggestions: Fig. 8.6 - label parietal and visceral pleura. 8.24 - voice very weak on lung volumes drawing. Interactivity: Lab simulation: PhysSkill Builder:

Module 9 Renal Visual effect: Accuracy: Effectiveness: Suggestions: Why not call it Urinary System? Fig 9.4 animation: Make renal pelvis area smaller (to distinguish it from ureter). 9.6 - Separate efferent arteriole from peritubular capillaries, and add loop of Henle. 9.8 - Describe difference in diameter of afferent and efferent arterioles here. 9.10 - Show animation sooner, so that student will not go to next diagram. Include different diameters on aff. & eff. Arterioles, and explain pressure difference. 9.18 Match animation to audio. 9.22 Animation not working correctly; 9.28 The ascending limb cotransports Cl-, Na+, and K+. 9.38 Add large blue arrow within collecting duct to simulate more H2O lost as urine. The countercurrent exchange mechanism is not mentioned, and should be discussed. 9.41 Add more audio to match diagram. 9.44 Juxtaglomerular mispronounced (as 'juxtaglomular'). If my memory is correct, I do not believe that the juxtaglomerular apparatus was introduced in the discussion of the nephron or renal circulation. One cortical nephron needs to be shown, as well as one juxtamedullary nephron, and the jg apparatus needs to be thoroughly explained (including macula densa cells and juxtaglomerular cells, and their functions. 9.51 To state that ":only" sodium is reabsorbed is incorrect. State that sodium (or sodium and chloride ions), rather than water is reabsorbed. Interactivity: Lab simulation: PhysSkill Builder:

Module 10 Endocrine Visual effect: Excellent animations. Accuracy: Effectiveness: Suggestions: 10.17 It appears that all hypothalamic nuclei are shown emptying into the posterior pituitary, rather than the hypophyseal portal system. 10.19 OT also involved in uterine contractions. 10.20 State that these first illustrations will be general, and specific functions will be added later (This also applies to other units). TSH: what about T4? GH: Too general: State effects on amino acid absorption and protein synthesis, metabolism of lipids, and diabetogenic effrect. FSH: Also stimulates steps leading to ovulation and spermatogenesis. 10.25: redraw to show correct path for each. 10.36 Calcitonin omitted. Include roll of parafollicular cells, as well as follicular cells. Why not put Parathyroid Glands here? 10.44 Mention that increased levels of cortisol also can lead to higher risk of cancer (stress/disease connection, also mind/body connection, since stress is often psychological). 10.47 Checkpoint Cortisol does not increase glycogen synthesis (A). Role of stress and additional hormones: GH. How about something on the General Adaptation Syndrome? Adult onset diabetes needs to be mentioned, as well as numerous other disorders. Addition of hyposecretion and hypersecretion of all hormones would be helpful. Interactivity: Lab simulation: PhysSkill Builder:

Module 11 Repro Visual effect: Accuracy: Effectiveness: Suggestions: 11.5 Add seminal vesicles. Animation & zoom: Ductus epididymis; Interstitial cells (of Leydig) 11.7 Seminal vesicles not labeled. 11.8 Each spermatogonium divides to produce another spermatogonium and a primary spermatocyte, which divides by meiosis into two secondary spermatocytes, each of which divide into two spermatids. They don't develop, they divide (up to this point). 11.13 Checkpoint needs to be enlarged! 11.23 Enlarge diagram. 11.24 Coordinate audio portions. Interactivity: PhysSkill Builder:

Module 12 Digestive Visual effect: Accuracy: Most texts state that the small intestine is about 20 feet in length, not 30 feet. Effectiveness: Suggestions: 12.15 animation: Label lacteal. 12.19 Pancreas releases amylase and bicarbonate ions, which increases pH. 12.21 Point out that many people lose lactase as they mature. On diagram, add that lactose cannot be digested or absorbed if lactase is not produced. 12.22 Key the animation to the audio portion. 12.24-12.25 How about mentioning carboxypeptidases and aminopeptidases? Also, mention how trypsin & chymotripsin are activated. I cannot view 12.30. 12.35 Checkpoint: there are two amylases; make one salivary amylase. 12.49 Checkpoint: Secretin does not connect easily. 12.53 Show vagus nerve in drawing. Interactivity:

PhysSkill Builder:

Module 13 Metab Visual effect: Accuracy: Effectiveness: Suggestions: I would like to see detail of the ETS including details of mitochondrial structure and function. Interactivity:

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PhysSkill Builder: 1. Flashcards: add a back button. Scramble all choices on drawings; they currently are in order. Delete None of the Above from all drawings, since it is never used.

2. True/False Quizzes: When incorrect, an explanation of why it is incorrect should be given. Interpretations can make T/F very tricky, and a key word should be included to explain why something is incorrect.

3. It would be very helpful if the PhysSkill Builder could be set up so that faculty could use the drawings and other portions for quizzing purposes, and that the results of student activity could be sent to faculty as a means of checking progress and understanding of materials.

Enhancements: Is there a way to make MC and T/F quizzes available on WebCT, so that they can be selected and used for online quizzing?

It would be beneficial to have the titles and numbering systems of the modules of MediaPhys and PhysSkill Builder to be the same. Another better alternative would be to combine PhysSkill into the units, so that students would have all of the materials on a single topic available at the same location.

One additional modification for all software and textbook concerns involves the use of colors in illustrations. Some of the drawings used in Saladin and Hole's A&P, especially in nerve physiology use green and red, which will be undistinguishable to those with red/green color blindness. Also, some illustrations used pastels, which to those with total color blindness (approx. nine families in the US) appear to be the same shade of gray. Look at all illustrations in black/white photos to be certain that each color can be distinguished as a different shade of gray.

Below are comments on specific units:

#2 Chemical Comp. - Flashcards: Chemical element would be better than element chemical.

#4 Most of the flashcards belong in #3. T/F Quiz - #1 Most enzymes do work outside the cells that synthesize them; for instance, most digestive enzymes are secreted into an organ cavity where they function. Some work outside the body; for example starfish and spider digestive enzymes, Snake poison, etc.

#6 (Interactions between cells and environment) Multiple Choice Exam #16: Avogadro's number (1023) should read 10 to the 23^rd power.

#7 (Neurons & Synapses) Labeling Exercise 1: The part labeled axon is actually the axon hillock. Labeling Exercise 2: Delete! This information cannot be determined from this drawing.

#8 (CNS) Mid-sagittal and ventral views of the brain and a x.s. view of the spinal cord (with meninges) would be helpful.

#9 (ANS) A complete view showing the SNS and PNS would be helpful.

#10 Labeling Exercise 2 - Picture, numbers and labels do not match.

#12 Label 2 - I cannot distinguish between #3 & #4. Drawing 3 - mitochondria cannot be seen well.

#13 Include (somewhere) good drawings and photos of all types of blood cells, blood counts, functions, etc.

#14 Revise both drawings; they are too diagrammatic to make sense to most students.

#15 Drawing a little too diagrammatic.

#16 Drawing 1 has no number 7 for matching.

#17 Drawing 2 - Draw a line from #4 and label it afferent arteriole.

#18 T/F quiz (#11) Peptic ulcers may be exacerbated by excessive HCl, but H. pylorae has been shown to be the causative agent.

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Summary: Rename as 'An Introduction to Human Anatomy & Physiology.' This CD includes them both.

Overall: Excellent; anyone who uses this product regularly should learn enough to make good grades in A&P. It is a wonderful supplement and complements any A&P text. I will definitely use it for my classes.

3 Best Points: 1)Animations. However, these need to state when they have audio, so students will not hear two audio messages at same time. 2) Detail or thoroughness of most topics. 3. For the most part, both Accuracy and Effectiveness are very good, but they can be improved.

3 Main Weaknesses: Occasional voice echo or slight skipping. If animations are clicked after audio begins, it turns audio off; if animations clicked before audio, they often move to different location on page, and when I attempt to drag them down, they are reduced to a bar on the bottom of the window, which has to be clicked to enlarge them and make them active. All of these need to be coordinated with the audio, so they show at the same time (or at the appropriate time for those which also contain audio portions).

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