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I would love to see that.  Tsult@mac.com
Thanks

Thomas A. Sult, MD
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On Dec 12, 2009, at 15:03, 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_schultz@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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