This activity was selected for the On the Cutting Edge Reviewed Teaching Collection
This activity has received positive reviews in a peer review process involving five review categories. The five categories included in the process are
- Scientific Accuracy
- Alignment of Learning Goals, Activities, and Assessments
- Pedagogic Effectiveness
- Robustness (usability and dependability of all components)
- Completeness of the ActivitySheet web page
For more information about the peer review process itself, please see http://serc.carleton.edu/NAGTWorkshops/review.html.
This page first made public: May 30, 2013
- Introductory-level oceanography--students graph all four locations and make simple interpretation. Generally, the students taking the course are junior/senior science education or science majors.
- General education earth science--pairs of students get one location each. Then I have groups report results that I summarize on board.
Skills and concepts that students must have mastered
How the activity is situated in the course
Content/concepts goals for this activity
Higher order thinking skills goals for this activity
- Evaluation of the global tidal forcing versus actual local conditions.
- Pattern interpretation from graphs.
Other skills goals for this activity
Description and Teaching Materials
The activity uses four files:
- Graphing Tides.docx (Microsoft Word 2007 (.docx) 14kB May30 13) -- the student worksheet
- Tides Exercise.xlsx (Excel 2007 (.xlsx) 84kB May30 13) -- tidal data, including sheets to print as data handouts for students, graphs of the data (often useful to project after students have graphed), and supporting information
- Graphing Tides solution set.docx (Microsoft Word 2007 (.docx) 15kB May30 13) -- answer key for the student worksheet
- Graphing Tides instructor notes.docx (Microsoft Word 2007 (.docx) 18kB May30 13) -- guide to use including discussion of graph paper, helpful hints, and data source.
Teaching Notes and Tips
In addition, I have a dominantly diurnal location (included in data spreadsheet), where a couple of shoulders occur on the diurnal transition to low tides. These are the semi-diurnal forcing peeking through. I use this on exams. I ask students to graph the data and identify the dominant tidal type. Then I ask if there anything different from the dominant type and what it might suggest to get them to reason what is going on.