INTRODUCTION

Multimedia refers to content that uses a combination of different content forms. This contrasts with media that use only rudimentary computer displays such as text-only or traditional forms of printed or hand-produced material. Multimedia includes a combination of text, audio, still images, animation, video, or interactive content forms.

Multimedia can be recorded and played, displayed, dynamic, interacted with or accessed by information content processing devices, such as computerized and electronic devices, but can also be part of a live performance. Multimedia devices are electronic media devices used to store and experience multimedia content. Multimedia is distinguished from mixed media in fine art; by including audio, for example, it has a broader scope. The term "rich media" is synonymous for interactive multimedia. Hypermedia scales up the amount of media content in multimedia application.

In Education, multimedia is used to produce computer-based training courses (popularly called CBTs) and reference books like encyclopedia and almanacs. A CBT lets the user go through a series of presentations, text about a particular topic, and associated illustrations in various information formats. Edutainment is the combination of education with entertainment, especially multimedia entertainment.

Learning theory in the past decade has expanded dramatically because of the introduction of multimedia. Several lines of research have evolved (e.g. Cognitive load, Multimedia learning, and the list goes on). The possibilities for learning and instruction are nearly endless.

The idea of media convergence is also becoming a major factor in education, particularly higher education. Defined as separate technologies such as voice (and telephony features), data (and productivity applications) and video that now share resources and interact with each other, synergistically creating new efficiencies, media convergence is rapidly changing the curriculum in universities all over the world. Likewise, it is changing the availability, or lack thereof, of jobs requiring this savvy technological skill.

The English education in middle school in China is well invested and assisted with various equipment. In contrast, the original objective has not been achieved at the desired effect. The government, schools, families, and students spend a lot of time working on improving scores, but hardly gain practical skills. English education today has gone into the vicious circle. Educators need to consider how to perfect the education system to improve students’ practical ability of English. Therefore, an efficient way should be used to make the class vivid. Multimedia teaching will bring students into a class where they can interact with the teacher and the subject. Multimedia teaching is more intuitive than old ways; teachers can simulate situations in real life. In many circumstances teachers do not have to be there, students will learn by themselves in the class. More importantly, teachers will have more approaches to stimulating students’ passion of learning.

STATEMENT OF THE STUDY

Separation technics is one of the importance practical concept in chemistry at o’ level, where as in school this concept is been treatment as an abstract concepts due to the lack of proper understanding of the concept and inadequate lab equipment. This results in student not seeing the practical aspect of the content rather than to understand it.

AIMS AND OBJECTIVES OF THE STUDY

The aim of this proposed is to design a multimedia application that will show and simply separating solute from solvent using evaporation method. Objectives as follow:

•         To analyze the Existing manual system.

•         To enable easy understanding of separating technics using evaporation method.

•         To encourage the use of computer in all aspect of education.

•         To enable the public access to live view of abstract concepts.