IE 355 Final Study Guide PDF

IE 355 Study List P. Kothari – Final Exam The following are suggested areas of concentrated study for the IE 355 final. They are not an implied contract or promise of what any particular questions will or will not be on the exam....

IE 355 Study List P. Kothari – Final Exam The following are suggested areas of concentrated study for the IE 355 final. They are not an implied contract or promise of what any particular questions will or will not be on the exam. Displays: Chapter 8 & Lecture 7-1 Know when to use an auditory versus visual display (Slide 3 or P&V table 8.1 p. 194) What is a static vs. dynamic display? What is legibility vs. readability? (lecture 7 - esp. slide 8 or P&V pp. 198-199) Generally speaking, what is better: (a) serif vs. sans-serif type? (b) proportional vs. fixed width? (c) normal text vs. all UPPER CASE text? (lecture – see slides) Know Width, Height, and Stroke Width parameter and Width:Height and Stroke Width: Height ratios and what they are used for (slides 16-19 & less so Ch. 8’s pp. 199-200) Do you increase/decrease these ratios under light / low contrast? What to do to increase visibility under low illumination? Reading close-up vs reading at distance - how does visual angle play into this? (Slide 22) Color and contrast of letters (Slide 24 & 44 & elsewhere – it’s not so much color that matters as the contrast) What is the “irradiation” effect in the improved road signs (Clearview) study (slides 28-34 and P&V page 200 next to last paragraph) Why might letters on a computer display be harder to read than paper? (e.g. Slide 38) Know that Tullis’s “grouping” principle is the same as the Gestalt grouping principles we’ve talked about several times in lecture (Tullis: book only see page 201 2nd paragraph, Gestalt – lectures before and after the midterm) Page 1 of 9  What is the “data-ink ratio” and how do you use it to make a good graph or data visualization (lecture only, see slide 53) What do we know about symbols vs text on signs from Ellis and Dewar’s reaction time study to symbolic versus text signs? (lecture – see slide 56 – or book p. 205) How do you make/choose a good symbol? (lecture slide 58, Ch. 8 p. 202) Be able to recognize Easterby’s design principles for graphics, see pp. 204-205 or lecture slide 59 ff. (there is a chart in the lecture slides, be familiar with the examples in it) Remember you can only discriminate 5-7 values on a coding dimension for a single code (lecture before midterm and this lecture, see slide 68) Multidimensional codes - how do you increase the number of states to code in your user interface (answer = you can use either redundant or orthogonal coding) What is the concept of conspicuity (in your book only, see page 197)? How does the center brake light in cars illustrate the importance of conspicuity in display design? (p. 198). Dynamic Displays: Chapter 8 & Lecture 7-2 Dynamic displays – what’s a Quantitative vs. Qualitative reading? What’s a Quantitative vs. Qualitative display, What’s a check reading? – (lecture 7-2, slides 4-5) When/why would you use quantitative display / qualitative display? Are there conditions where you’d prefer to use a qualitative display even though you could install a quantitative display? Can you relate this to Elkin’s study (was described in lecture, see slide 39) Altimeters – is circular or linear better? What is pictorial realism? (Slides 20-25) And (diff. topic same study) note that Roscoe also found that combining the 3 types of readings onto ONE display was better – how does this relate to selective attention? When are digital displays better? When are moving-scale displays better? (answer = when scale is very large – was in lecture) What are the recommended numerical progressions for scale markers? (Slide 30) Pointers - make scale markers and as close to surface as possible (Slide 34-36) Object display - what is it? (Slide 26) How does this relate to selective attention? Page 2 of 9  What is a status indicator? What type of display could you use if only check reading was to be done in a task? (Slide 48) What are the 2 general types of aircraft bank angle displays? What are the findings for aircraft bank angle displays? (Slide 55-59, Ch. 8 - 211-213) Controls & Keyboards: Chapter 15 & Lecture 8-1 What are the coding methods for controls? (Slide 11) How did Jenkins get his set of most distinctly different knob shapes? P&V 411-412 plus discussed in lecture) Examples of shape coding – Chapanis aircraft levers (e.g. Fig. 8.17) What are examples of location coding? (hint = your car floor) What is operational coding? Example? (hint = control stalks in car) Where should labels be with respect to controls? (Slide 30 & book) What coding do you NOT want to use if vision restricted? What is the control-response ratio? Sensitivity? Gain? What is the relationship between all three? (Page 404 and Lecture 8-1 Slide 32 ff.) Know definitions: Travel time vs. adjustment time in control movements. (Slide 34) Displacement and force are components of the ‘feel’ of a control. What are they? Isotonic vs. isometric vs. combination control (Slide 37 and page 399-402 in your book) What are types of resistance in controls? (pp. 400-401 in your book) What are deadspace and backlash? Are they good or bad? What are the Qwerty, Dvorak, and alphabetic layouts? What does research on human performance say about them? What is the most practical solution/ recommendation now? (according to lectures, see slides 64-68 and surrounding slides to those) What is a chorded keyboard? Of what use are they, any? How did Sidorsky and Gopher enhance the learnability of chorded keyboard arrangements? (lecture only see slides 75-78) What is the problem with calculator versus telephone keypad layouts? Which is better in human performance as determined by research (e.g. by telephone companies) cited in the lectures? (lecture only) What are the components of keyboard ‘feel’? (Listed on slide 85 only) What is hysteresis (vs. what is bounce)? Page 3 of 9  What are membrane keypads? When would it be a good choice to use a membrane keypad? Examples? (answer = microwave, McDonald’s, etc.) What is RSI (repetitive strain disorders) and what does it have to do with keyboards? What’s the problem with wrists and standard straight keyboards? What is the reason for the advantage of the split keyboard? Tracking: Lecture 8-2 and Chapter 15, pp. 402-409 What is tracking? (pp. 402 ff. or lecture slide 3) In tracking, what are input, output, and error? (lecture) What is pursuit tracking? Compensatory tracking? Which has better performance? (P&V p. 403 or discussed in lecture a lot: slides 7-10) What is zero, first, second, and third order control? What is performance like in each? (also emphasized in lecture, e.g. Slide 11 ff.) Time lags and tracking performance What is a predictor display? (Slide 18 & P&V page 407) What are the effects of time lags and previews on tracking? What is closed loop instability? (lecture many places, Slide 13 is just one – it’s when you do over-corrections repeatedly, lecture example = driving boat, time lag) What is the effect of preview on tracking performance (Slide 21, Hint = fog) If the error feedback is more specific, tracking performance improves, Hunt study shown in Slides 25 and 26. Know the concept of supervisory control (lecture only e.g. Slide 28) Know what a MABA-MABA list is, very generally (lecture only e.g. Slide 31 … do not memorize the list on Slide 32 it’s just an illustration so you understand) Compatibility: P&V Chapter 13 and Lecture 9 Know the four types of compatibility (lecture mainly, slide 5 and most of lecture) What is ‘compatibility’? (one answer = degree of consistency to human expectations) Why design with compatibility in mind? That is -- What are the performance advantages of getting compatibility correct? (lecture, slide 6) Page 4 of 9  What is spatial compatibility? What are some findings? Know lessons from stove top studies (lecture mainly but also in book on pages 347-351) What is a ‘natural mapping’? (lecture only, e.g. slide 25 and further examples) What is movement compatibility? What is a movement stereotype or population stereotype? (e.g. volume control, see lecture, slide 31 ff. also book pp. 360-364) Do stereotypes vary in strength? By social group? What does that mean for determining or using stereotypes in designing a control? (discussed much in lecture) Rotary controls in same plane – direct drive, left to right, and clockwise principles – and you can’t satisfy them all? Results of Bradley study (mostly in lecture – remember the combination lock? See slide 34-38 also somewhat in text on page 360-364) Know results for rotary controls with linear displays – Warrick principle, Scale Side principle, Clockwise for Increase principle, (Slides 40-47, see mostly the results summary on slide 46) Switch placement up/right/away – know results (Slides 59-60, Lewis study, lecture) Stereotypes are not universal (lecture, several times I mentioned this …) S-C-R Compatibility – what is it? (see your book on p. 354 and Lecture 9, final 3 slides) Cognitive and Motor Skills Chapter 14, 12, and Lecture 10 What is the Power Law of Practice recognize the basic equations but mostly know what it means in terms of description (it’s all on Lecture 10’s slide 4, but it’s well discussed in your book on page 316-318) What is Transfer of Training? (In your book page 322-324 & in the lecture) What is Thorndike’s Identical Elements Theory? (p. 323 & lecture, see Slide 7 etc.) Definition of skill (Chapter 14 and Lecture slide 8) Role of feedback in motor skill. (all throughout ch. 14 and the lecture) What is kinesthesis? (see lecture) Know about Closed vs. Open loop motor skills (discussed in ch. 14 of the book, and discussed as opposing theories in the lecture) Page 5 of 9  What is a generalized motor program? How does the writing with different body parts, discussed in the lecture, support the idea of a generalized motor program? (17-18) What is a motor schema? (See around slide 19 in lecture, less so in book, p. 376 & pp. 385-386) Components of response time: reaction time and movement time (know difference – it’s in the lecture) What is the Hick-Hyman Law (Lecture 10, and also back in lecture before the midterm) How does S-R compatibility influence choice reaction time (Lecture 10, slide 29 or Lecture 9, slide 13) Know what Fitts’ Law expresses (at a conceptual level of understanding) – See the book on page 377-379 and in lecture, see slides 32 through 38 - Know an example (such as making icons smaller on your screen slows performance) Be able to recognize the Fitts’ Law Index of Difficulty (pg. 377 equation in middle of page) Schmidt’s Law (lecture mainly, slide 39, but the book brief mentions it on p. 379) Hand Tools and RSI: Chapter 16 and Lecture 11-1 What is a cumulative trauma disorder or RSI? (lecture, see slides in first half of slide deck, also find in your book on pp. 441-445) Contrast single incident vs. cumulative trauma. How does cumulative trauma happen? What is the carpal tunnel? Know how the ligaments, tendons, nerves and the wrist is involved in this (lecture) What is carpal tunnel syndrome? (lecture and book) What is tenosynovitis? (lecture, also p. 446) Why bent handle tools? (answer = maintain a straight wrist, lecture) Know that there are other factors in addition to keeping a straight wrist: reduce compression stress, hyper-extended thumb (lecture) Principle: design trade-offs – optimize for one task for which tool is used - vs. - know how tool is used and misused (answers: good and bad bent handles in Slide 34 & the Western Electric pliers – no bent wrist in task they’re intended for, but does bend the wrist in some general uses – this is exclusively in the lecture) Page 6 of 9 Anthropometry - Chapter 16 and Moodle Lesson (Also you may study slides entitled "Lecture 11-2") What is anthropometry? What are the methods of getting data, how is the data used by engineers? (find answers in lesson, slides 4-17, and the book) What about anthropometry and different populations? (lesson & Slides 24-33) What about anthropometry and different professions? (lesson & Slides 31-32) What is the problem when you design for average individual of a population? (Moodle Lesson, Slide 40, and in the TEDx video) What is wrong with the concept of an average person? (lecture/lesson & TEDx video) Are there people who are average on every dimension? (lecture/lesson & TEDx video) Is there an average person? In all body dimensions? What is the Fallacy of the Average Person as set out in the Moodle Lesson? (Hint = there are 2 aspects: (1) you exclude most of the population who isn’t close to average and (2) there is no average person, body dimensions are not correlated, there’s no-one who is average on every dimension) What is the problem with designing for a larger and larger percentage of the population? Know what happens to variability as you add more people from the “tails” of the population distribution. (Hint: it’s a trade-off decision) (lesson, plus Lecture 11-2 Slide 41, 42) What is range of movement? Know the uses of anthropometric data and when these strategies are used: Design for extremes, design for range, design for average individual (Moodle Lesson and Slide 43) When is it necessary or “ok” to design for the “average” person? (Moodle Lesson, but also note that it’s often not ok or good, re: the Lesson and pp. 434-435 in your book With airplane seating, why is hip breath of 95th percentile females not sufficient for design? What are the two breath measurements that were important? (from the TEDx Prof. Robinette lecture available on Moodle) Page 7 of 9 Errors, Accidents, and Warnings: Lecture 12 & P&V Chapter 3 (pp. 58-65 only) Know the difference between errors of omission and errors of commission (book only – answer is clearly on page 60, well, the answer is omission = fail to perform an action e.g. drop out an action in a sequence of actions, while commission = an inappropriate action is performed) Rasmussen: skill-based, rule-based, and knowledge-based behavior (lecture, 9) What is execution versus evaluation in Norman’s Theory of Goal Directed Action? (answer = evaluation is planning and executing form intention and plan and execution actions, what we do, whereas evaluation is compare what happened to the desired goal) e.g. slide 13 What are slips vs. mistakes in Norman’s theory? (lecture – see slide 11) How did I map the Rasmussen and Norman categories to each other (in lecture, see slides) What are the various types of slips in Norman’s classification? Know the definitions of each type well enough such that if I give you an example of a slip, you can tell which type it is (assume it will be a clear and easy example, not a borderline one) (lecture only) What are the theories of accidents: accident-proneness, individual characteristic, accident-liability, job –demand, adjustment-to-stress, arousal-alertness, goals- freedom-alertness? (slides 50-52) What is CFAC? (lecture only 54-55) What does the Swiss Cheese Model say about what causes accidents? What does the “slices or layers of cheese” represent and what does the “holes in the cheese” represent? (lecture) In what way is a warning the last resort? After what? (Warnings are lecture-only) What are the purposes of warnings? (Answer on Lecture 12-2 Slide 6) What are factors influencing the likelihood of a user noticing and heeding a warning? Elements of warning: signal word, hazard, consequences, instructions What are the 3 required components of an ‘adequate’ warning by legal (not human factors) criterion? (answer on Slide 11) Know the rules to promote understanding of warnings: use terms users understand, no double negatives or long complex language, use primary language, use good symbols (lecture) Page 8 of 9  What’s wrong with “Ensure adequate ventilation”? What is warning overload? Why do we see warning overload on products? (lecture only, see slide 28, warning overload is seen as cheap protection by lawyers and business people, but it overlooks human reaction to over-use of warnings) What’s the take-away from the study discussed in the lecture about placement of a warning in the instructions for a high school chemistry experiment? (answer - place warning where they are most likely to be seen in normal work, also: user testing is more informative than 'just what you think people will do') Page 9 of 9