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LU what a good job on the PP running fix. You hit all the points
perfect. I almost would take back what I wrote, You demostrated
everything.

On Dec 12, 4:03�pm, Lu Abel  wrote:
> 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...@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- Hide quoted text -
>
> - Show quoted text -

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