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Using Animations and Developing Flash Resources With Project Students. Phil King. Contents. Introduction Case Study Summary Questions. The Need For Flash Animations. Chemistry a 3-D topic Structures of molecules Movement of molecules Interactions between atoms/molecules
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Using Animations and Developing Flash Resources With Project Students Phil King
Contents • Introduction • Case Study • Summary • Questions
The Need For Flash Animations • Chemistry a 3-D topic Structures of molecules Movement of molecules Interactions between atoms/molecules • Often taught using 2-D representations Difficult for the students to appreciate fully what is happening
The Need For Flash Animations • Flash offersa simple way of representing 3-D structures and molecular motion • Some people are ‘visual learners’ and respond better to visual explanations • An animation is often more memorable than lecture notes (especially if interactive)
How Much Do I Need to Know? • Not much/nothing You are the director- have a clear vision of what you want and leave the student to worry about how to do it! • Chances are the student is more computer literate than you
How Much Does It Cost? • Not much/nothing • Software About £30 with educational discount Most students have ‘their own access’ to Flash • Only need to buy software once (use allocated project money)
How Much Does It Cost? • Support/Learning Material Books- Most about £15-30 Contain step-by-step guides and tutorials Sometimes contain useful content on cd Web-based Tutorials- Free tutorials available to explain the basics Web forums- Many forums online where people share ideas, experiences and even animations
Advantages of Using Project Students? • They are cheap! • The modern student is often fairly computer literate • Have recently undertaken the lecture courses • Will know which parts of the course are difficult • Will be able to explain it in student friendly manner • Chance for students to avoid lab-based project
Disadvantages of Using Project Students? • Often seen as easy option for final year project Can attract lazy students Need to have definite plan of expected student activity Don’t allow student to ‘work at home’ for long periods Have regular feedback sessions
How Much Do They Need To Know? • Initially nothing but must be willing to learn!
Case Study12 Week Undergraduate Project • Eric Cheung- Final Year Project Student Marks consistent with 2ii degree class Disliked laboratory work Had no interest in doing chemistry-based job No previous experience of using Flash Showed a lot of enthusiasm for the project
Case Study12 Week Undergraduate Project • Weeks 1-4 • Eric worked through exercises in Flash books and web-based tutorials Learned what Flash could do (available features) Learned the terminology associated with Flash (stages, tweening, etc) • Weekly meetings to show what he had learned (explaining to me helped to reinforce lessons)
Case Study12 Week Undergraduate Project • Week 5 • Decided which animation to make Listed all animations we would like Selected one that was simple but contained elements that could be re-used to make further animations • Eric made rough animation based on what he had learned
Case Study12 Week Undergraduate Project • Week 6 and 7 • Looked at animation and made changes (corrected chemistry and added more features) • Eric looked in web forums to learn how to make animation interactive (controllable movie)
Case Study12 Week Undergraduate Project • Weeks 8-11 • Eric uses the components of the first animation to make further (more complicated) animations • Made a total of four interactive animations
Summary • Flash is easy to use and cheap • There is plenty of support material available in books and online • Process slow at first but builds momentum • Can re-use elements from each animation created to make new ones • Process will be faster next time as I will be more familiar with Flash