Thus Flash software is most suitable for simulation of dynamical equations. Also, starting from ActionScript 3.0, compiler is available for free.įlash software is distinct from others in that the basic building block is a frame, which represents visual graphic at each instant of time, separated by fixed time interval which is typically 1/12 seconds. Also, since the authoring environment was initially developed for non-programmers, it is easy to learn Flash even for those having no previous knowledge in programming language. The most attractive feature of Flash is its strong graphic capability not available in other standard programming languages. The end product of Flash can be published though web and thus can be run on any platform. Starting from Flash MX (version 6), Macromedia introduced an extensive set of ActionScript, an object-oriented programming language which provides the developer with a fine control over the behavior of the software.
Flash was originally developed by Macromedia as a simple animation tool for the designers of web pages. In this work, we discuss various aspects of developing interactive physics education software using Adobe Flash. Many papers have made the point that the introduction of computers into physics teaching changes not only how the subject is taught, but also what is taught. The interactive education through computer simulation also makes it possible to teach material to students which used to be considered far beyond their grasp, since there is no demand for elaborate mathematics, in contrast to the approach based on analytical solution of physics equations. In fact, the advent of computer not only revolutionized the physics research by creating a new discipline of computational physics, it also enabled effective implementation of interactive education through development of various simulation softwares.
The interactive physics education can be most effectively implemented by web-based computer simulations. Also, recent researches indicate that the use of interactive engagement strategies can increase the effectiveness of conceptually difficult courses well beyond that obtained with traditional methods, ,, ,,. For many years, physics-education researchers repeatedly showed that traditional introductory physics courses with passive-student lectures are of limited value in enhancing conceptual understanding of the subject.