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    Re: Teaching a Running Fix
    From: Byron Franklin
    Date: 2009 Dec 12, 15:40 -0800

    I would like to see the pp also. Another simple way to look at the
    running fix. Put the line of position (LOP)on board and drop it off at
    the next LOP.
    
    On Dec 12, 4:49�pm, "glap...---.net"  wrote:
    > Me too.
    >
    > gl
    >
    > On Dec 12, 1:20�pm, "Guy Schwartz"  wrote:
    >
    >
    >
    > > I liked to see the presentation.
    > > Thanks
    > > Guy
    >
    > > -----Original Message-----
    > > From: navlist@fer3.com [mailto:navlist@fer3.com] On Behalf
    >
    > > Of Lu Abel
    > > Sent: Saturday, December 12, 2009 1:03 PM
    > > To: navlist@fer3.com
    > > Subject: Re: [NavList 11103] Teaching a Running Fix
    >
    > > Joe:
    >
    > > I've taught this many times. � The way I explain it to my students is to
    > > tell them to imagine that at the time of the first bearing the sighted
    > > object suddenly clones. � One of the clones stays in the original
    > > position. � The other clone moves on exactly the same course and at
    > > exactly the same speed as the vessel. �I demonstrate to them that the
    > > bearing to the moving clone stays the same as the vessel advances, but
    > > the position of the bearing line moves along with the vessel. � You then
    > > take a second bearing back to the original object and cross the two.
    > > Most of them say the image of the clone of the lighthouse moving along
    > > with the vessel helps them understand the (not naturally intuitive)
    > > concept of advancing a line of position.
    >
    > > In fact, I put this into a set of PowerPoints that won a national award
    > > from the US Power Squadrons. �I can send you a copy off-line if you
    > > desire (or, if there is demand, I can post it in the archives)\
    >
    > > I work in high-tech and have lived in high-tech areas (first Boston and
    > > now Silicon Valley) and my classes have always been a challenging
    > > combination of engineers and other way less mathematically proficient
    > > people. � Teach currents? � The engineers say "easy, it's vector math,
    > > let's go on to the next topic" while the others' eyes glaze over.... �
    > > So I've always found a challenge in explaining concepts (like running
    > > fixes) in ways that won't bore the engineers while helping get the
    > > non-engineers on board.
    >
    > > Lu Abel
    >
    > > joseph_schu...{at}rrv.net wrote:
    > > > A challenge, in the spirit of the intention of this list, which is the
    > > promotion of the use of traditional navigation techniques.
    >
    > > > You're tutoring a small group of new navigators. �Normal people, ranging
    > > in age from 12 to "retired."
    >
    > > > Here's what they can do on a paper chart/map:
    > > > 1. Plot a track.
    > > > 2. Plot and label DR positions, using
    >
    > > > � � �distance = speed x time
    >
    > > > 3. Plot and label a line-of-position to a visual object, understanding
    > > that it take two or more simultaneous LOPs to constitute a fix.
    >
    > > > Your mission, if you choose to accept: close the schoolbook. �Explain, in
    > > words your students can understand, the concept of a running fix.
    >
    > > > No grades, no judgement. �I'm interested in learning how you'd teach it.
    >
    > > > Joe
    >
    > > --
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    > > 07:38:00- Hide quoted text -
    >
    > - Show quoted text -
    
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