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    Teaching celestial navigation
    From: Hewitt Schlereth
    Date: 2012 Jul 12, 16:36 -0700
    What I've been doing since 2008 is starting students with the fun part - the sextant. 

    After briefly explaining how a sextant measures the eye-horizon-sun angle, I set the sextant so the sun appears about 1 diameter above the horizon.

    Then I hand the sextant to the student and see that he/she gets the sun and horizon in the scope. Next I explain that the idea is to set the sun on the horizon by turning the micrometer drum. I explain that when his/her knuckles on the fingers holding the drum go down, the sun comes down; when they go up, the sun goes up.

    I don't go into swinging the arc. I just say to say "I got it," or "mark" the moment they set the sun on the horizon. I note the time.

    Then I use my Starpilot  to get the intercept. At that point I'll usually say, "Hey, good going. First try right out of the box, you got us 14 miles from where we are. Do it again."

    After a couple of rounds of this, most people can see they're making progress. Then we go into swinging the arc, etc. From then on the learning curve is steep. It makes for happy students.

    Baby steps does it. 

    Hewitt

    Sent from my iPad

    On Jul 12, 2012, at 1:03 PM, "Frank Reed" <FrankReed@HistoricalAtlas.com> wrote:

    Alan, you wrote:
    "I'm simply taking as correct, the numbers produced by a "black box", which more often than not are correct"

    You were talking about a GPS receiver, but you have also just described a nineteenth century chronometer! Seriously, while celestial certainly has a lot of that "do-it-yourself feeling", and that's a big part of why we enjoy it, it is also in many ways a "black box" activity. A fair case could be made that the chronometer is the earliest example of a black box. It has no "user-serviceable" parts and no means of testing it (on its own) to determine whether it is behaving properly. It normally shows no visible signs of failure. Yet these "black boxes" have been essential to celestial navigation two hundred years. In the earliest period, this was seen as a near-fatal flaw in the concept of the chronometer. A chronometer was seen as worthless without lunars for testing, and some argued, with some reason, that this implied that chronometers were little more than a luxury. As the nineteenth century progressed, the simple method of polling was developed: carry several chronometers and let them vote. It's still used with mission-critical black box systems. To put it in the same terms as some recent comments on GPS, "the best backup for a chronometer is another chronometer".

    It's also worth remembering that the astronomical data published in the various nautical almanacs is simply handed down to us from the clouds. The Nautical Almanac is also a "black box". Few practicing navigators have had any means to judge whether the data on refraction and other altitude corrections, let alone the ephemeris data themselves are correct.

    Incidentally, in the last 18th century through the first half of the 19th century (with rapidly decreasing frequency), navigators could use "lunars" as a completely independent check on chronometers. Yet they found them difficult to trust. I have speculated recently that this was, in part, because lunars were not a "black box" calculation. When you as sole navigator can see all your work laid out before you, and when you know that you have made various conscious choices of clearing methods to use and details to include or exclude, there is much more room for self-doubt. On some early ships with enough competent navigators aboard, the "polling method" used later for chronometers could also be applied to lunars: have three junior officers each independently work and clear their lunars and treat each of them as "black boxes". Majority rules, simple as that.

    -FER

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