Crocodile Clips
Simple Simulation Software
TEEM review of Crocodile Physics
Dr Jan Walker writing for Teachers Evaluating Educational Multimedia
This is a very interesting and detailed simulation program, which supports a number of topics in the Programmes of Study at Key Stage 3 Sc 4 and Key Stage 4 Sc 4 Science. Some of the material would be of interest for use as extension work for gifted and talented students, or to A level students. This evaluation concentrates on its use with Key Stage 4 students. The software provides a simulated laboratory where topics relating to electricity, electronics, forces, motion, oscillations and sound can be investigated. There are also over 100 pre-written simulations to help students and teachers get to grips with the program.
Although the program simulates a laboratory, it provides learning experiences, which could not be duplicated in the laboratory, for example the forces acting on a pendulum (its weight and tension in the string) can be shown in an animation as it swings. Interactive activities give immediate feedback and can be printed out for revision purposes.
There is no accompanying booklet containing support information, or worksheets with this program. The teacher must practice with the program and become fully conversant with its capabilities and limitations before using it in a classroom. The information inside the CD-ROM case is limited to installation information. The user is referred to the "Quickstart" guide, which can be accessed by clicking on the books button (it looks like a green book) in the tool bar, then the clicking on the Quickstart icon where it appears in the left window of the screen. More detailed information can be accessed by using the Help button on the pull down menu bar. The Quickstart guide gives a comprehensive tutorial in how to use all features of the program, accesses the pre-written interactive activities and gives guidance on how the teacher can produce his/ her own interactive activities.
The simulations could also be used as with a real time laboratory with worksheets from other sources.
The program is suitable for individual, small group use and whole class use where an interactive whiteboard is available. Its particular advantages for the teacher is that students can work individually and at their own pace. The simulations could also be used in place of laboratory time, this is useful where equipment is not sufficient for individual use, or conditions make experiments difficult; for example, when teaching optics where total blackout is unavailable. Once a teacher becomes experienced in the use of the program he/ she can produce lessons, or simulations specifically targeted for individual students, a valuable asset for differentiation within mixed ability classes.
Classroom evaluation - Teaching with this title
The Single Award students were given opportunity to browse and explore the program at their own pace. In my first double unit with this program, I gave a detailed outline setting up simulations, with particular reference to the optics toolbars; optics was the topic (as part of waves), which we were studying at the time. I was flexible in the time I allowed for the activity and for students who wanted a little more focus introduced into their lesson, I gave them worksheets asking them to simulate simple experiments. The aim of this first lesson was to help the students gain confidence setting up simulations.
I hoped by the end of the first session, all of the students would be able to set up simple simulations in optics and electricity and be able to alter some the properties of the components using the control bars. Most students were attentive and taking part throughout the lesson, they did find the program interesting and challenging. Some students did find the level of concentration required tiring and I provided alternative activities for these students towards the end of the lesson.
Parts of the program were more popular than others; the symbols toolbar for electricity simulations was virtually ignored, being perceived as too difficult. However, the students did enjoy using the picture toolbar to do electricity simulations.
I was called over by students quite frequently to assist with problems manipulating the simulations and to explain terminology. This class prefer to be shown how to perform a task, rather than read a help menu, or an instruction guide, particularly if the language is sophisticated.
There were advantages of using a simulation program in this lesson, for example each individual could perform the experiments (simulations), as we were not limited by availability of equipment and work at their own pace, repeating tasks if necessary. My school uses the Physics for You textbook for teaching at Key Stage 4. I used the simple optics experiments outlined in the textbook as a basis for the next two lessons and asked the students to reproduce them as simulations and then laboratory. I found mixing the learning styles maintained the concentration of this group for longer.
Finally, I used the program for part of a double unit, as revision for a topic test. I instructed the students how to access the examples and the interactive activities on the books menu and guided them to use specific tasks, as there is a lot of material beyond the scope of their GCSE. Activities and information about Electromagnetic waves were accessed in the Optics activities under the submenu colour. Students were encouraged to use these activities, although they had not studied the behaviour of these waves using the program, but understanding their properties was part of the syllabus.
I included a second group of students for the evaluation, as I wanted to see if the program would be perceived and used differently by students from our gifted and talented programme. The lessons were not formally structured. I gave a brief description of the navigation of the program and asked the students to browse and explore it and feedback their comments to me.
I did find that they were better able to access the language of the program, use the help menu and became quickly confident at producing simulations. I have included much of their feedback in this evaluation.
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Read the full classroom evaluation