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    Re: Teaching a Running Fix
    From: Tom Sult
    Date: 2009 Dec 12, 18:26 -0600

    I would love to see that.  Tsult---.com
    Thanks
    
    Thomas A. Sult, MD
    Sent from iPhone
    
    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{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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