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    Re: Teaching a Running Fix
    From: Tim McAnulty
    Date: 2009 Dec 14, 14:26 -0800
    I would also enjoy seeing your presentation.

    Tim McAnulty

    On Sun, Dec 13, 2009 at 9:06 PM, Lu Abel <lunav{at}abelhome.net> wrote:
    You're absolutely right.   When I teach plotting and labeling rules, I make it clear that the whole goal is that there be a uniform notation for conveying navigational information on a plot, so that any other navigator (whether it be just the navigator on the off-watch or for whatever reason a third party) be able to read and understand what has happened -- just like we have uniformity of notation in a lot of other areas of life (eg, traffic signs).  I do occasionally have a student grumble and grouse as he struggles to understand, but eventually the vast majority understand the value of the rules.  And I've certainly had the pleasure myself, whether reading an article on Ocean Navigator or looking at some old charts in a museum, to look at a plot and say "hey, I know what was going on!"

    QMCM wrote:
    I think this was a good list point, because it bring up the importance
    of the lable on the chart. If the set and drift is factor in for the
    estimated course and speed made good, the symbol would be that of the
    EP as correctly shown. The next watch will understand how the EP or
    fix was determined.
    On Dec 13, 12:18 pm, Lu Abel <lu...{at}abelhome.net> wrote:
    Points well taken, Rob.   In 40 years of teaching everything from
    college courses to basic boating safety to junior high school students
    (and perhaps reflecting my own learning style), I find that people can
    be taught to regurgitate "learning" without ever understanding the
    concept.  The challenge I enjoy is trying to find ways to take a concept
    and make it understandable on a gut, intuitive level.
    While there are several ways to demonstrate advancing a LOP (for
    example, MCQM's example of assuming the LOP is "nailed" to the vessel,
    which is certainly a good one), my experience has shown that the idea of
    a "clone" of the sighted object suddenly moving on a course parallel to
    the vessel works best.   The student intuitively understands that if
    he/she takes bearings on the clone, the value doesn't change, only the
    time.  Then it's real easy to say "okay, suppose 20 minutes after your
    first bearing you take another bearing back to the original object and
    simultaneously you take a bearing on the clone, what do you get?"
    rob wrote:
    I share your challenge teaching a varied audience.
    I teach advancing a fix to a dr first (most 'get' this immediately
    from prior work), then advancing the lop components of the fix to the
    dr (wow -- its the same!) then show how one can advance a single lop
    to cross a newer one for an rfix. seems to work for most people. doing
    the actual plotting by hand in the class seems to make the penny drop,
    doing and showing are too different for just showing to work for most
    teaching the running fix for the power and sail squadrons in Canada
    for the last 20 years.- Hide quoted text -
    - Show quoted text -

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