chart smart - usps

CHARTCHARTCHARTCHARTCHARTSMARTSMARTSMARTSMARTSMART®®®®®

Compass and chart fundamentals and basic piloting techniques

Instructor Manual

CHARTCHARTCHARTCHARTCHARTSMARTSMARTSMARTSMARTSMART®®®®®

Compass and chart fundamentals and basic piloting techniques

Copyright 2003, United States Power SquadronsAll rights reserved

Printed in the United States of AmericaUnited States Power Squadrons

1504 Blue Ridge RoadPO Box 30423

Raleigh, NC 27622Voice: 919-821-0281

1-888-FOR-USPS (367-8777)Fax: 919-836-0813

1-888-304-0813www.usps.org

This Learning Guide is one of a group of marine-oriented publications offered by UnitedStates Power Squadrons. Comments, suggestions, or corrections relating to this or anyof the other Learning Guides are not only welcomed but solicited.

USPS United States Power SquadronsJet Smart the Squadron with flag graphicBoat Smart Wheel-and-Flag DesignChart Smart the Officer Trident DesignThe Ensign the USPS ensign (flag design)

the USPS aqua trade dress of this publication (left side of front cover including text and graphics)

are registered trademarks of United States Power Squadrons.The Squadron Boating Course is a service mark of United States Power Squadrons.

One or more of these marks may be found in this publication.The cover design of this publication is a trademark of United States Power Squadrons.

USPS 2003 Edition Chart Smart

iii

Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

1 Introduction to Chart Smart . . . . . . . . 1

General . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Motivations for Learning . . . . . . . . . . . . . . . . . . . . . . . 1Lesson Plan Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Teaching Aids . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

2 Piloting—The Mariner’s Compass . . . . . . . . . . . . . . . 3

General . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Motivations for Learning . . . . . . . . . . . . . . . . . . . . . . . 3Teaching Aids . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Homework Comments . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Lesson Plan Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Homework Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

3 Charts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Motivations For Learning . . . . . . . . . . . . . . . . . . . . . 9General Comments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Teaching Aids . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Lesson Plan Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Homework Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

4 Aids to Navigation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Motivations For Learning . . . . . . . . . . . . . . . . . . 17General Comments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Teaching Aids . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Lesson Plan Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Homework Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

5 Piloting—Plotting a Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Motivations For Learning . . . . . . . . . . . . . . . . . . 23Teaching Aids . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23The USPS Plotter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23To Plot a Course With

the USPS Plotter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Lesson Plan Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Homework Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

6 Piloting—Distance, Speed, Time . . . . . . . . . . . . . . . . 29

Motivations for Learning . . . . . . . . . . . . . . . . . . . . 29General Comments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Teaching Aids . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Homework Comments . . . . . . . . . . . . . . . . . . . . . . . . . 29Lesson Plan Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Homework Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

7 Piloting—Determining Position . . . . . . . . . . . . . . . . . . 33

General . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Motivations for Learning . . . . . . . . . . . . . . . . . . . . 33Teaching Aids . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Lesson Plan Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35Homework Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

A Chart Smart Supplies . . . . . . . . . . . . . . . . . . . . . . 39

Instructional Materials . . . . . . . . . . . . . . . . . . . . . . . . 39Quiz Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39Supplemental Items . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

B Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

C Quiz Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45


v

Introduction

Chart Smart:· is a Learning Guide that serves as an

introduction to piloting· may be presented to the public in a

classroom setting· requires no exam; however, a quiz is

provided to help the student assesstheir understanding of the material

· results in a certificate of completion· does not satisfy membership require-

ments

Prospective students include:· Boat Smart graduates· America's Boating Course graduates· Members entering the Piloting Class

(refresher)

Since Chart Smart will typically be offeredas a supplement to Boat Smart or America'sBoating Course, the job of filling the class-room with Chart Smart students will be partof the publicity and promotion of thesecourses.

A Microsoft® PowerPoint® presentation isavailable on the USPS web site, Chart Smartdownload section, to facilitate upbeat pre-sentations:

www.usps.org/national/eddept

Click on the BPECom link, then click the“Downloadable Information” link. Theseslides are also available from your DEO ona CD-ROM. Included are numerousPowerPoint (ppt) slides within each file foreach Chart Smart section. Ideally, use anLCD projector in the presentations to stu-dents. If your squadron does not have access

to an LCD computer projector, the slidesmay be used to produce hardcopy mastersfor overhead transparency use. OHTs maythen be produced from the ppt masters on ahome printer.

In the remainder of this Instructor Manual,the PowerPoint file names are listed withtheir full names in the Teaching Aids sec-tion and then abbreviated in the SpeakingPlan descriptions. That is, CS_00_Intro.pptis the full name of the presentation file andCS-00 is the abbreviation.

Public Announcementof Chart Smart OfferingUsing the following information and lessonplan, squadron members should be able toeffectively announce the offering of a ChartSmart (CS) class.

GeneralTypically, a Boat Smart course is an idealtime and place to announce the follow-onChart Smart class. Chart Smart contentsshould be presented. It includes the pilot-ing topics of compasses, charts, positiondetermination, and dead reckoning. A sign-up sheet should be passed around. Ideally,Chart Smart class materials should be avail-able and offered for sale during the BoatSmart classes; this will cut down on ChartSmart administration and speed up the firstnight of the class.

vi Introduction

Chart Smart USPS 2003 Edition

Teaching Aids· Overhead projector or LCD computer

projector· Overhead transparencies or MS

PowerPoint slides from the fileCS_00_Intro.ppt

Class Offering Lesson Plan Outline

Topic Key Idea Slide (ppt) Emphasis/Other TAs

Presentation

Chart SmartTopics

OverallAgenda

Chart SmartContents

Plotting Tools

Presentation coverpage

What does ChartSmart offer ?

Chart Smartis short

What can thestudent do aftercompletingChart Smart?

Optional plottingtools may bepurchased

CS-00 slide 1

CS-00 slide 2

CS-00 slide 3

CS-00 slide 4

CS-00 slide 5

Introduction of material

60 x D = S x TTVMDC

Stress two classsessions

Stress hands onexamples and use ofplotting tools

Show USPS plotter anddividers


1

1

Introduction to Chart Smart

1 Using this section, the Chart Smart instruc-tor should be able to effectively launch thefirst class session of Chart Smart (CS).

General2 Typically, a Chart Smart class is an ideal

time and place to talk about USPS, its ob-jectives and the benefits available to mem-bers. But don't over do it. The Chart Smartclass is intense, covering six chapters andup to six hands-on class exercises in fourhours. CS contents should be restated. Thehands-on plotting tools should be displayed.

Motivations forLearning

3 Charts and compasses are important pilot-ing tools and are essential to cruising safely.

4 The objective of this first lesson is to in-volve students in the class, right from thebeginning. It is especially important thatyou be enthusiastic and positive in leadingthis first session. It will set the pace for thewhole class.

Teaching Aids• Overhead projector or LCD computer

projector• Overhead transparencies or Microsoft®

PowerPoint® slides from the fileCS_01_Lesson_Plan.ppt

• Piloting tools of plotter and dividers;tell students about the hands-onexercises

Lesson Plan Outline

Topic

Introduction

Agenda

Tools

Key Idea

Presentationcover page

Introduction ofentire material

Students willneed plottersand dividers

Slide (ppt)

CS-01 slide 1

CS-01 slide 3

Emphasis/Other TAs

Introduction ofmaterial

Introduction andtopics for eachclass session

8 × 10 inch plotter6 inch dividers


3

2

Piloting—The Mariner’s Compass

In this section, students will learn to• select the right compass for a boat• install a compass correctly• care for a compass• use a compass to steer a correct course

by adjusting true course for variation

General Carefully explain deviation to the student.

Emphasize the need to keep all magneticmaterials away from a compass, and howto minimize deviation by careful compasslocation and compensation.

This section includes four examples of the useof TVMDC. In CS_02_Compass.ppt, tosimplify the calculations in Example 1 and2, deviation is assumed to be zero (ppt CS-02 slides 20 and 21). In the optional fileCS_02D_Compass_Dev.ppt, examples 3and 4 utilize non-zero deviation (ppt CS-02D slides 4 and 5). Use care if introduc-ing interpolation (Example 4) in ChartSmart. Students who know interpolationmay use it for greater accuracy. Explain thatinterpolation is taught and used in USPSmember courses.


The compass is an important navigational toolin piloting a boat safely.


projector• Overhead transparencies or

Microsoft® PowerPoint® slides fromthe files CS_02_Compass.ppt,CS_02D_Compass_Dev.ppt, andCS_02T_Dev_Table.ppt

• A compass• A transparent compass for use on

overhead table• A steel object to demonstrate deviation• Handout describing compass installa-

tion (excerpted from Chapman)

Homework Comments A clarification for students: possibly these two

homework problems should be held until thelecture on Section 5 has been completed.

• Problem 9, page 8 of the SM—nav aidR “6” refers to R “6” Fl R 4s buoy(chart center right near the bottom ofthe compass rose); nav aid RW “OR”refers to the safe water buoy at the en-trance to Oyster River.

• Problem 10, page 8 of the SM—RW“OR” refers to the safe water buoy atthe entrance to Oyster River; R N “2”is located at entrance to Perkins Cove.

4 2 Piloting—The Mariner’s Compass


Lesson Plan OutlineTopic Key Idea Slide (ppt) Emphasis/Other TAsIntroduction

Agenda

Compass

How aCompassWorks

Earth'sMagneticField

CompassDesign

CompassConstruction

Selecting aCompass

Size

Quality

Installing aCompass

Location


Introduction ofNew Material

Define Importantpiloting tool

Define and explain

Lines of forceEffect oncompass

Compasscardmagnetsbowl and fluidLubber's line

Space available

Price not anindicator

Pivot frictionimportant

Type of fluid

Important—explainwhy Parallel tokeel Electrical/magneticinfluencePossibledistortion ofreadings bycompass bowl

CS-02 slide 1

CS-02 slide 2

CS-02 slide 3

CS-02, slides 4, 5

CS-02, slide 6

CS-02, slides 7, 8

CS-02, slide 9


Lesson Introduction

Figure 2–1

Figure 2–2

Figure 2–3

2 Piloting—The Mariner’s Compass 5


Lesson Plan Outline

Topic Key Idea Slide (ppt) Emphasis/Other TAsLocation

(continued)

Check forAccuracy

CompassCourse

Variation

Deviation

Calculating aSteeringCourse

MagneticDirection

TrueDirection

Differencebetweenintendedvs. actualcourses

Adjust ifnecessary

Define/describe:Agonic lineVaries with

positionWesterly variationEasterly variationWhere to find

variation

Define/describe:Effect of

electronics andmetallicmaterials

Deviation in CS isassumed to be 0unless otherwisestated

Language of thecompass

Language ofcharts

Cross Track Errors(XTE) (optional)

Stress proper care

Figure 2–4Explain in detail

using OHT

Demonstrate deviationon overhead withtransparent compassand metallic object;consider use ofSample Ship'sDeviation table (ppt)

Refer to practiceexercise in latersections; BowditchBay chart

Explain what mayhappen to an intendedcourse if XTE's areignored

CS-02, slide 10

CS-02,slides 11, 12, 13

CS-02, slides 14, 15

CS-02, slide 16

CS-02, slide 17(optional)



Lesson Plan Outline


Calculating aSteeringCourse(continued)

ConvertingTrue toMagneticand ViceVersa

ConvertingTrue toMagnetic toCompassand ViceVersa

TVMDC formula(AWSE): add westsubtract eastdown the formulaopposite going up

Deviation is non-zero (optional)

CS-02, slides 18,19, 20, 21Examples 1, 2(zero deviation)

CS-02D, slides 1,2, 3, 4, 5(optional)

Also, includehandouts of CS-02T portrait,slide 1

Examples 3, 4(optional, non-zero deviation)

Acceptable acronyms:• TV Makes Dull

Children• Can Dead Men Vote

Twice

Stress deviation isunique for each boat;consider use of theSample Ship'sDeviation Table (ppt)which is in a separateppt file for portraitstyle slides. Ex. #3 issimple deviation; Ex.#4 uses interpolation.Use care ifintroducinginterpolation—thosewho already know itmay use it forimproved accuracy.

2 Piloting—The Mariner’s Compass 7


Homework

1. A compass is an importantnavigational tool on board a vesselbecause it:a. is a speed-determining instrument.b. can be used to establish

position and determine thedirection a boat is heading.

c. is required by federal, state andlocal laws.

d. will show the direction of true northat a glance.

2. If a compass is properly mounted,the numbers on the compass cardwhen read at the lubber’s line willindicate the direction the boat isheading in reference to:a. magnetic north.b. the north star.c. true north.d. the boat’s centerline.

3. Size and quality are two keyfactors in choosing a compass.The size will often be limited tothe:a. shape of the compass bowl.b. space available to mount it.c. position of the lubber’s line.d. amount of pivot friction.

4. Mount a compass so that:a. the compass card can be seen from

anywhere in the boat.b. it is as close to your VHF radio as

possible.c. it will not be in the way anywhere

you can find a place.d. a line through the lubber’s line

and the center of the compassis parallel to the keel.

5. Keep your compass in topcondition by keeping it out ofdirect sunlight and by:a. storing it on its side to remove

pressure on the pivot.b. not using it in stormy weather.c. not adding too much oil to the

compass bowl.d. avoiding exposing it to moisture.

6. The angular difference betweenthe true geographic pole and themagnetic north pole is called:a. variation.b. magnetization.c. deviationd. a line of force.

7. Variation:a. is established by the Coast Guard.b. can usually be ignored.c. changes with geographic

position.d. does not show on a chart.

8. To convert true course to magneticcourse:a. add easterly variation.b. subtract westerly variation.c. add westerly variation.d. consult Local Notices to Mariners.

9. Referring to the course you plottedon the practice chart from R “6” toRW “OR”, what would be yourcompass course? (Variation is 15°West, Deviation is 0°).a. 087b. 193c. 268d. 323



10. What would be the magneticcourse from RW “OR” to R N “2” ifthe variation was 5° East?(Deviation is 0°)a. 060b. 091c. 180d. 271


9

3

Charts

In this section students will learn to:• Use the many helpful features of a nau-

tical chart.• Select the best types of charts to meet

his needs.• Determine latitude and longitude.• Find information necessary to keep the

charts up-to-date.

Motivations ForLearningCharts are vital to safe boating. A boatermust always know where he is and the bestway to get to his destination safely.

General CommentsProvide table samples of various types ofcharts for demonstration purposes. Coastand small-craft nautical training charts areavailable from NOS. Point out their differ-ences. If your students boat on rivers orlakes, include a local chart of those waters.Most coast training charts (such as the1210Tr), include a reproduction of ChartNo. 1, Nautical Chart on the reverse side.

Statistics tell us that 71% of our studentseither do not own a boat, or operate a boatunder 25 feet in length. Small-craft charts

are designed for small boats that do not havechart tables for 36 × 54 coast charts. Youmay find small-craft charts available foryour area.

For piloting practice, make primary use ofFigure 6, Typical Chart, and the BowditchBay practice chart in the back of the stu-dent manual. The text and homework ques-tions refer to those charts.

Start the session by asking students to callout various features they see on one of thecharts you have provided. List these fea-tures on the chalkboard to demonstrate thelarge amount of information available on anautical chart.

Charts tell a boater where he cannot go.Point out obstructions to safe navigationthat a skipper would not be aware of with-out a chart.

Outline parallels of latitude and meridiansof longitude with tape or magic marker onan inexpensive globe, to more clearly illus-trate these concepts. Establish the latitudeand longitude of your classroom locationin advance, so that when you teach the useof geographic coordinates you can give aclear example of how each point on earthhas an “address.”

10 3 Charts



projector• Overhead transparencies or MS

PowerPoint slides from the fileCS_03_Charts.ppt

• Dividers• Small globe to demonstrate Latitude/

Longitude• Samples of:

√ coast and small-craft trainingcharts

√ local charts√ NOS Chart Catalog for local area√ NOS Dates of Latest Editions√ Local Notice to Mariners for lo-

cal area√ NOS Coast Pilot for local area

3 Charts 11


Lesson Plan Outline


Introduction

Agenda

Charts vs.Road Maps

What ChartsShow

StudentParticipation

ChartSymbols

Chart Colors

Direction

Depths

DepthContours

Heights ofObjects

Nature of theBottom

ProminentLandmarks

DredgedChannels


Introduction of NewMaterial

Show where youcan't go; vital tosafe boating.

Contents of charts

Abbreviations

Four colors—describe

000 degrees to360 degrees

Feet, meters,fathoms; MLW orMLLW Depths areaverages!

Describe/Explain

Above mean highwater

Explain importance

Exactly locatedlandmark

Circle aroundposition dot

Dashed black lines

CS-03 slide 1

CS-03 slide 2

CS-03 slide 3

CS-03 slides 4, 5

CS-03 slide 6

CS-03 slide 7, 8


Lesson Introduction

See General Comments

Figure 6Nautical Chart No. 1

Nautical Chart No. 1

Refer Bowditch Baypractice chartcompass rose

Figure 6Chart title block







12 3 Charts


Lesson Plan Outline


MarineHazards

DistanceScales

VerticalClearances

The Latitude-LongitudeSystem

L and LoScales

DeterminingL & Lo

Chart Scales

Chart Types

Point out samples

Nautical/Statutemiles

At mean high water,Heights areaverages!

Two sets ofimaginary lines

Parallels of LatitudeDescribe,demonstrate

Meridians ofLongitudeDescribe,demonstrate

Where found:conventionalcharts small-craftcharts

Units ofmeasurement:Conventional:minutes/10ths ofminute

Small craft:minutes/seconds

Demonstrate

Define scale/explain

Different scales:Sailing, General,Coast,Lake, Harbor,Small MarineFacility

Wrecks, rocks

Figure 6 Refer BowditchBay practice chart

Refer to TR chartfor examples

Figure 7, Figure 8Demonstrate with aglobe; tape or drawlines on a globe;Bowditch Bay chart

Figure 9Refer to L and Lo scales

on Bowditch Baypractice chart

Figure 9Lay dividers on

overhead table todemonstrate

Figure 10

Show charts of localarea; showcommercial chart kit

CS-03 slides 9, 10

CS-03 slide 11note—slide 11and Figure 9 aredifferentexamples

CS-03 slides 12,13, 14

3 Charts 13


Lesson Plan Outline


Many changesoccur

Keep Charts Up-to-date

Listen to CH 09,CH 16 for USCGLocal GuardNotices toMariners

Also on Internet

Protect charts withplastic covers

Demonstrate(optional)

Use Up-to-date Charts

Do Not UseOld Charts

AdditionalExamples

CS-03 slides 15,16, 17 (optional)

Figure 11, Figure 12

Show Dates Latest Ed;show Local Notices

Class Exercise #1—timepermitting

3 Charts 15


Homework

1. Blue areas on a chart indicate:a. deep, safe water.b. tidal areas.c. shallow water.d. dry land.

2. Depths on a chart may be in feet,meters, or fathoms. You can tellthe measurement used from the:a. chart compass rose.b. chart title block.c. special instruction sheet that

accompanies the chart.d. purplish-red explanatory notes in

the center of the chart.

3. Charts of tidal water areas alwaysshow vertical clearances ofoverhead objects at:a. mid-tide.b. low water.c. a reference plane decided by town

authorities.d. mean high water.

4. In the grid system that makes itpossible to identify any point onthe earth’s surface, imaginarylatitude lines or parallels oflatitude:a. run east and west.b. run north south.c. are numbered from 0° to 180°.d. run through the geographic poles.

5. On your practice chart in theappendix, what is the latitude andlongitude of the beacon onChannel Island in the center of thechart?a. L 41° 41.1´ N, Lo 71° 20.9´ Wb. L 41° 41.7´ N, Lo 71° 24.8´ Wc. L 41° 43.9´ N, Lo 71° 24.1´ Wd. L 41° 41.1´ W, Lo 71° 20.9´ N


17

4

Aids to Navigation

1 In this section, students will learn to:• recognize and understand the purpose

of the various kinds of navigationalaids

• use these aids intelligently in the safeoperation of a boat

Motivations ForLearning

2 Aids to navigation are nautical “street andcaution” signs that a boater must understandto move a boat safely.

General Comments3 Color slides depicting the various types of

navigational aids found in local waters areexcellent teaching aids. Develop these slidesas a squadron project.

4 Using an overhead transparency, chalk-board, or flip chart, sketch the shapes ofvarious types of navigational aids (nuns,cans, day marks, isolated danger buoys,etc.) and ask the students to identify them.

5 Create a hypothetical or real chart channelarea on the chalkboard, or on prepared pho-tocopied handouts, and ask the students totrace the route of a boat through a channel.

6 Construct mockup models of the varioustypes of navigational aids for demonstra-tion purposes.

Teaching AidsOverhead projector or LCD computer pro-

jectorOverhead transparencies or MS

PowerPoint slides from the fileCS_04_Aids_to_Nav.ppt

Color tables on pages 21-22 of the stu-dent manual should be highlighted

CG Color Plates 1-4 on the back pages ofthe student manual should be high-lighted

Color slides of local navigational aids(slide projector needed)

Chalkboard or flip chart

18 4 Aids to Navigation


Lesson Plan Outline


Introduction

Agenda

Aids toNavigation

U.S. Aids toNavigation

Red-Right-Returning

USWMSSystem

Marks

TwoCategories

Identification

Two Typesof Marks

ChartSymbols

Shapes andColors ofMarks

Stbd. Side ofChannel

Port Side ofChannel



What Nav Aids tellmariners

LateralSystem clockwisearound coast

Define/describeDefine Returning3R Rule on GreatLakes

Define LateralDefine Non-lateral

Daylight/At nightNever tie to a mark

BuoysDescribe features

BeaconsDescribe features

Daybeacons/daymarks

Buoy symbolsBeacon symbols

Describe

Describe

CS-04 slide 1

CS-04 slide 2

CS-04 slide 3

CS-04 slide 4

CS-04 slide 5

CS-04 slide 6

CS-04 slide 7

CS-04slides 8, 9, 10, 11


Lesson Introduction

Emphasize safety

CG Color Plates 1–3;Tables on

SM pages 21–22

Tie red and greenballoons to table orinstructor’s wrists toillustrate starboardand port marks

CG Color Plate 4

Tables onSM pages 21–22

Color slides oflocal marks

Point out buoys andbeacons on BowditchBay practice chart

Refer toBowditch Bay chart

CG Color Plate 1SM page 21Local marks color slides

CG Color Plate 1SM page 21Local marks color slides

4 Aids to Navigation 19


Lesson Plan Outline


Numbers andLetters

Stbd. Side ofChannelwhen“Returning”

Port Side ofChannelwhen“Returning”

Other MarksWithLettering

LightedMarks

LightedBuoys &Beacons

The LateralSystem

LateralSystem

Side-of-ChannelMarks

PreferredChannelMarks

Describe—green cans, odd,increasing

Describe—red nuns, even,increasing

Describe lettering

Structures• Light color—

starboard side• Light color—

port side• Color of other

buoys• When lighted• Distance

visibile• Light patterns• Fixed—describe• Rhythmic—

describe

Define/describe

DefinePort side marksStarboard side

marks

DefinePort Preferred

ChannelStarboard

PreferredChannel

CG Color Plate 1 Colorslides of local marks



CG Color Plate 1

CG Color Plate 1

Color slides of localmarks


Color slides of localmarks


CS-04 slides 12, 13

CS-04 slide 14



Lesson Plan Outline


Non-LateralSystem

IsolatedDangerMarks

Safe WaterMarks

SpecialMarks

Ranges

SoundSignals

The USWMSSystem

LateralSystem

CardinalSystem

InformationandRegulatoryMarks

MooringBuoys

OtherSystems

Intra CoastalWaterway

WesternRivers

AdditionalExamples

AdditionalExamples

Define/describe

Define/describe

Define/describe

Define/describe

Bells, gongs,whistles

Define differences

Define/describe

Define/describe

Define/describe

Define/describe

Define/describe

Lateral Systemday vs. night;describe lightpatterns


CS-04 slide 14

CS-03 slide 13

CS-04 slide 14

CS-04 slide 11

CS-04 slide 15

CS-04 slides 15, 16

CS-04 slides 17,18(optional)

CS-04 slides 19,20, 21(optional)

CG Color Plate 1

CG Color Plate 1

CG Color Plate 1

Figure 14

Figure 15

CG Color Plate 4

CG Color Plate 4

CG Color Plate 4

CG Color Plate 4

SM page 24

CG Color Plate 4

CG Color Plates 2 and3—time permitting

Class Exercise #2—timepermitting

4 Aids to Navigation 21


Homework

1. An accurate way to find out whereyou are on the water is to:a. look at your compass.b. find your location in the Local

Notice to Mariners for the area.c. locate your position relative to

a particular aid to navigationon a chart.

d. ask a passing boater.

2. Daymarks are used to identify:a. precise locations of buoys.b. approximate positions of floating

aids.c. isolated danger buoys.d. daybeacons in daytime.

3. A can buoy will be _______ inshape and shown on a chart as asmall circle and a _______.a. spherical; squareb. round; trianglec. conical; diamondd. cylindrical; diamond

4. When returning from sea using theU.S. Aids to Navigation System,you always keep:a. green side-of-channel marks to

starboard.b. yellow marks to port.c. red side-of-channel marks to

starboard.d. lighthouses and other beacons

towards shore.

5. In U.S. waters, solid red starboardside-of-channel marks will have:a. no numbers or letters.b. odd numbers.c. letters only.d. even numbers.

6. As you return from sea, identifyingnumbers on navigation marks will:a. increase in value.b. be the same on both sides of the

channel.c. be in 4-inch block letters.d. decrease in value.

7. In the U.S. system, lightednavigation marks that show theport side of a channel whenreturning from sea have:a. green lights.b. yellow lights.c. red lights.d. white lights.

8. Red and green horizontally-bandedmarks identify:a. fish traps and weirs during seasonal

fish runs.b. temporary aids in navigable

channels during the holiday season.c. safe water in navigable channels

and offshore approaches.d. preferred channels in

locations of channel junctionsor obstructions.

9. In the U.S. system, red and whitevertically-striped marks identify:a. controlled areas of slow speed, no

wake, etc.b. dumping ground locations in open

water.c. safe water on both sides and

the center of navigablechannels and offshoreapproaches.

d. preferred channels where there arechannel junctions or obstructions.



10. Two beacons placed a suitabledistance apart to show thecenterline of a channel are called:a. a fairlead.b. a range.c. a header.d. articulated beacons.

11. Aids to navigation are equippedwith sound signals to:a. discourage sea birds from building

nests.b. to help boaters find marks in

restricted visibility.c. provide a pleasant nautical

background atmosphere.d. assist boaters in identifying aids in

clear visibility.


23

5

Piloting—Plotting a Course

1 In this section, will learn to:• draw a course line• determine its direction• label it for direction

Motivations ForLearning

2 To operate a boat safety in unfamiliar, rock-strewn, shallow waters requires constant at-tention to a boat's position and course. Aknowledge of piloting is critical to the safeoperation of a vessel.

3 Basic piloting skills are necessary for theoperators of boats of all sizes; power andsail. A skipper becomes aware of the needfor these skills the first time he/she encoun-ters unfamiliar waters, darkness, or re-stricted visibility.



PowerPoint slides from the fileCS_05_Piloting.ppt

• Transparency non-permanent markingpens

• USPS Plotter• Dividers• Bowditch Bay practice chart in the

back of the student manual

The USPS Plotter4 The 8 × 10 inch USPS plotter is the official

plotter for Chart Smart. It's advantage issimplicity. The degree scale runs from 0ºthrough 359º, instead of the 180º segmentprovided on other plotters. It is thereforeunnecessary to rotate the plotter. The 0º and180º indicators are always positioned northand south, respectively. Note that coursesand bearings can be read from either of thetwo 360º protractor scales, or from the outeredge of the plotter.

To Plot a CourseWith The USPS Plotter

1. Using one of the edges of the plotter,draw the course line on the chart.

2. Place the center target or "bulls-eye"on the course line at any point.

3. Keeping the center on the course line,align any vertical or horizontal line onthe plotter with any meridian of longi-tude or parallel of latitude on the chart.

4. Read the true course from any one ofthree locations on the plotter (eitherprotractor or the edge of the plotter).It can be read in either of two direc-tions. Note that the larger protractorhas two scales; the inner scale beingthe true course; the outer scale the re-ciprocal course.

24 5 Piloting—Plotting a Course


Lesson Plan Outline


Introduction

Agenda

Navigation

Piloting

PilotingInstruction

Plotting aCourse

Plotting

PlottingTools

Rules andStandards

TrueDirection

TrueDirection

ChartCompassRose

Latitude andLongitude

Presentationcover page

Introduction of NewMateria

Define/describe

Define/describe

Describe foursections

Define

Define/describeUSPS Course

Plotter

Explain why

Define/describe

Review

Review

CS-05 slide 1

CS-05 slide 2

CS-05 slide 3

CS-05 slide 3

CS-05 slide 4

CS-05 slides 5, 6

CS-05 slide 7


Lesson Introduction

Figure 16 Place plotteron overhead table todescribe

5 Piloting—Plotting a Course 25


Lesson Plan Outline


Determininga Course

Labeling aCourse forDirection

Practice—ClassExercise

AdditionalExamples

Describe

Explain - helpstudents usingthe plotter

Reading truecourse;

Course directionto nearest wholedegree

ReciprocalCourses Define

CS-05 slide 8, 9

CS-05 slides 8, 9,10, 11, 12, 13,14, and 15

CS-05 slides 16,17, 18,19 (optional)

Figure 17

Class Exercise #3 UseBowditch Bay chartAlways refer tocompass rose fordirection

Class Exercise #4—time permitting

5 Piloting—Plotting a Course 27


Homework

1. A knowledge of piloting willprovide you with two valuablesafety skills: 1) the ability to selectthe safest and most efficient routefrom one place to another, and 2)the ability to:a. forecast the weather.b. place the target of your plotter on a

course line.c. steer your boat in a straight line.d. determine your position at any

time.

2. Direction on a chart is measuredfrom 000° to 360° in a clockwisedirection from:a. your compass heading.b. true geographic north.c. true geographic south.d. the lubber’s line.

3. The compass rose and_______________ will indicate truenorth and provide north-southdirection on charts.a. meridians of longitudeb. chart title blockc. parallels of latituded. nautical mileage scale

4. Always label courses drawn oncharts as _______ courses.a. compassb. reciprocalc. trued. estimated

5. When drawing a course line to orfrom a navigational aid, alwaysdraw the line:a. in permanent ink so that it will not

smudge.b. parallel to the longitudinal

meridians.c. to or through the circles or

dots at the bottom of thesymbols.

d at right angles to the parallels oflatitude.

6. Label a course line for direction_______________ and as near aspracticable to the start of thecourse.a. in the marginb. on and below the linec. under the nearest latitude lined. on and above the line

7. When labeling a course line fordirection, always use three digitsto the nearest:a. whole minute.b. tenth of a minute.c. whole degree.d. whole second.

8. On the practice chart, plot acourse from R “6” Fl R 4s buoy(chart center right) to RW “OR”safe water buoy at the entrance toOyster River. The true course is_______. Label your course line.a. 073°b. 118°c. 253°d. 328°

28 5 Piloting—Plotting a Course


9. On the practice chart, plot acourse from RW “OR” to RN “2” atthe entrance to Perkins Cove. Thetrue course is _______. Label yourcourse line.a. 025°b. 096°c. 276°d. 305°


29

6

Piloting—Distance, Speed, Time

1 In this section, students will learn to calcu-late distance, speed, and time.


2 Knowing how to compute distance, speed,and time allows a student to calculate esti-mated positions at a specific time, and de-termine how long it will take to reach adestination.

General Comments3 Repetitive practice is one of the best ways

to learn the 60 D = ST formula. Use thepractice exercises illustrated in the OHTsto familiarize students with using the for-mula. An alternative method of teaching theuse of the formula is included at the end ofthe section.

4 Use the operation of an automobile as ananalogy. For instance, when teaching com-putation of distance, ask the class the fol-lowing questions in sequence:

1. If you were going 60 mph in a car, howfar would you go in one hour?

2. If you were going 60 mph in a car, howfar would you go in one-half hour?

3. If you were going 57 mph in a car, howfar would you go in 17 minutes?

Teaching Aids• Overhead Projector or LCD computer


PowerPoint slides from the fileCS_06_DST.ppt

• Bowditch Bay practice chart in theback of the student manual

• Dividers• Small hand calculator (optional)

Homework Comments5 Clarifications for students:

1. Problem 5, page 37 of the SM—navaid R “6” refers to R “6” Fl R 4s buoy(chart center right near the bottom ofthe compass rose); nav aid RW “OR”refers to the safe water buoy at theentrance to Oyster River

2. Problem 6, page 37 of the SM—RW“OR” same as in #5; R N “2” is lo-cated at entrance to Perkins Cove

30 6 Piloting—Distance, Speed, Time


Lesson Plan Outline


Introduction

Agenda

The DSTFormula

60 x D =S x T

DST CircleDiagram

Distance

Speed

Time



Explain the formulaelements(60D StreeT)

Explain thisalternativemethod

How to computeHow to measureNautical mile scale

One minute oflatitude

Walking thedividers

Practice exerciseHow to label

course line fordistance

How to computePractice exerciseLabeling a course

lineDetermining boat

speed

How to computeTwenty-four hourclock

Practice exercise

CS-06 slide 1

CS-06 slide 2

CS-06 slides 3, 4

CS-06 slide 5

CS-06 slides6, 7, 8, 9

CS-06 slides10, 11, 12

CS-06 slides 13,14, 15, 16, 17


Lesson Introduction

Use automobileanalogy—see above

Figure 22

Figure 18 OHTworksheet. Show useof dividers to measureD.Figure 19 Showlabeling on OHTworksheet

Figure 20

Figure 21

6 Piloting—Distance, Speed, Time 31


Homework

1. The 60 D = STreet formula is amethod of:a. estimating the draft of a boat when

you know its length.b. computing distance, speed, or

time, when any two of thevalues are known.

c. establishing nautical time of day indaylight savings time.

d. computing the difference betweenstatute and nautical miles.

2. Distance in piloting is alwaysexpressed in:a. nautical or statute miles.b. knots.c. scope.d. boat lengths.

3. A nautical mile is:a. shorter than a statute mile.b. equal to one minute of longitude.c. equal to one minute of

latitude.d. used along coastal highways.

4. The distance of a course line isalways labeled:a. under and near the middle of

the course line.b. on top and near the middle of the

course line.c. on top of the course line near its

origin.d. under the course line and below the

course label.

Questions 5 and 6 refer to the courselines you drew on the “Bowditch Bay”practice chart.

5. The distance in nautical miles fromR “6” to RW “OR” is:a. 1.8 nm.b. 5.6 nm.c. 9.3 nm.d. 11.1 nm.

6. The distance in nautical miles fromRW “OR” to R N “2” is:a. 2.3 nm.b. 8.1 nm.c. 12.9 nm.d. 14.4 nm.

7. If you run your boat 46 minutes ata speed of 6.0 knots, how far willyou go?a. 6.0 nm.b. 4.6 nmc. 7.8 nm.d. 46.0 nm.

8. If you run your boat 1 hour and 24minutes at 11.4 knots, how far willyou go?a. 8.1 nm.b. 12.3 nm.c. 16.0 nm.d. 24.4 nm.

9. A knot is defined as:a. something you should not do.b. one nautical mile per hour.c. speed of a boat when not affected

by current.d. one statute mile per hour.

32 6 Piloting—Distance, Speed, Time


10. What is the speed of your boat ifyou travel 8.0 nautical miles in 48minutes?a. 4.8 kn.b. 6.1 kn.c. 10.0 kn.d. 11.4 kn.

11. You left your marina at 1000. At1130 you determine that you havetraveled 12.5 nautical miles. Whathas been your speed?a. 8.3 kn.b. 9.2 kn.c. 12.5 kn.d. 15.0 kn.

12. When computing time innavigation, it is always expressedin:a. seconds to the nearest whole

second.b. hours and tenths of hours.c. daylight saving time.d. minutes to the nearest whole

minute.

13. What is the elapsed time if youdepart at 1327 and arrive at yourdestination at 1601?a. 0h 34 m.b. 1h 34 m.c. 2h 34 m.d. 3h 78 m.

14. You plan a cruise of 21.0 nauticalmiles. If you leave port at 0830 andcruise at a speed of 12 knots, atwhat time will you arrive at yourdestination?a. 0930b. 1015c. 1030d. 1110

15. Nautical time is always expressedin ____ digits.a. threeb. fourc. sixd. nine

16. In nautical time, 11:51 A.M. is:a. 1151 hours.b. 1151c. 2351d. 2351 hours.

17. In nautical time, 11:51 P.M. isdescribed as:a. one thousand one hundred fifty-one.b. twenty-three fifty-one hours.c. eleven fifty-one.d. twenty-three fifty-one.

18. 2221 nautical time is the same as________ conventional time.a. 2.22 P.M.b. 10:21 P.M.c. 11.21 P.M.d. 12.21 P.M.

19. Nautical time 47 minutes later than11:51 a.m. would be:a. 1104b. 1198c. 1228d. 1238

20. Nautical time 47 minutes later than0044 would be:a. 0091b. 0131c. 1331d. 2357


33

7

Piloting—Determining Position

1 In this section students will learn to esti-mate the boat position at any time, usingelementary methods of dead reckoning toplot simple bearings for establishing a fix.

General2 Point out to the student that all navigation

involves two principles:

1. Determining the position of a boat2. Directing a boat safely from one place

to another

3 Keep the instruction as basic as possible.

4 Have patience in teaching this section. Makesure the students are with you on each stepas you go through the plotting exercise.Table instructors should encourage studentswho pick the subject up quickly to helpthose who are having trouble. The plottingexercise (pages 44–45) should be completedas a class exercise, step by step. Emphasizeplotting standards and the need to label po-sitions, courses and lines of position accord-ing to USPS plotting standards.


5 Skipper should be aware of the approximatechart positions of their boats at all times.This information is essential to the safetyof a vessel and its crew. Basic to suchknowledge is a technique of navigationknown as dead reckoning.

Teaching Aids• Overhead Projector or LCD computer


PowerPoint slides from the fileCS_07_Determining_Position.ppt

• Sample Plotting Sheet, Figure 23 onpage 42 of the student manual

34 7 Piloting—Determining Position


Lesson Plan Outline


Introduction

Agenda

DeadReckoning

DeadReckoningTrack

DR Position

Labeling aDR Track

Labeling aDR position

Lines ofPosition

Bearings

Labeling aBearing


Introduction ofNew Material

DefineThreefactors

DefinePurposeWhy importantRules for

Define/describeWhen calculated/

plottedValue

Describe

Describe

Define/describePurpose/Why

importantValue

DefineMagnetic bearingsBow-on bearingsTrue bearing

Why neededHow determinedHow plotted

Describe

CS-07 slide 1

CS-07 slide 2

CS-07 slides 3, 4

CS-07 slide 5

CS-07 slide 5

CS-07 slide 6

CS-07 slide 6

CS-07 slide 6

CS-07 slides 7, 8, 9

CS-07 slide 10


Lesson Introduction



Figure 23

Figure 23


7 Piloting—Determining Position 35


Lesson Plan Outline


Fixes

Labelinga Fix

PlottingExercises

AdditionalExamples

Define/describeHow established

Alongsideknown objectIntersect twoLOPs

Describe

Follow SamplePlotting Sheet


CS-07slides 10, 11, 12

CS-07slides 10, 11, 12

CS-07slides 13, 14

CS-07 slides 15,16, 17, 18, 19, 20(optional)


Figure 23Class Exercise #5

Class Exercise #6—time permitting

7 Piloting—Determining Position 37


1. Dead reckoning is the estimatingof a boat’s position by applyingcourse and distance traveled from:a. any location on a DR track.b. a previously determined

position.c. any point on a depth curve.d. any estimated position.

2. A dead reckoning track is:a. a course line that is absolutely

correct in its accuracy.b. the actual course of a vessel plotted

over the bottom.c. a measured course used to practice

navigational exercises.d. the intended course line of a

vessel as plotted on a chart.

3. The value of plotting a DR track isthat it will:a. keep a skipper informed of the

approximate position of avessel.

b. provide instant information ofmarine facilities whenever needed.

c. give an exact position of a vessel atany given time.

d. always tell a skipper where toexpect heavy seas.

4. Always label a DR position on achart with:a. a small half-circle placed on

top of a course line around adot of position.

b. the letters “DR” in italic capitalletters alongside a dot of position.

c. a magenta circle around a dot ofposition.

d. a full circle around a dot of positionon the course line.

Homework

5. A bow-on bearing is one taken:a. by setting the compass on the boat’s

bow.b. on the bow of another boat.c. directly ahead of the vessel.d. while a boat is right alongside a

buoy.

6. To plot a compass bearing on achart it must be:a. converted by using the 60 D Street

formula.b. taken as the direction of the vessel

from an object.c. converted to a true bearing.d. aken over the stern of the boat.

7. Label a bearing on a chart byshowing the plotted time in fourdigits above the line anda. the direction in three digits

alongside the time.b. no other labeling is necessary.c. the direction in three digits

below the line.d. magnetic course on top of the line.

8. A relatively accurate position of avessel at a given time that isdetermined without reference to aformer position is called a:a. plot.b. bearing.c. DR position.d. fix.

38 7 Piloting—Determining Position


9. A fix is frequently establishedwhen alongside known chartedobjects and:a. when two DR positions are plotted

at the exact same time.b. at the intersection of two

plotted lines of position whichwere taken at approximatelythe same time.

c. when taking a single bow-onbearing.

d. whenever estimating your position.

10. A fix is labeled on a chart with asmall circle around a dot ofposition or:a. around the intersect point of

two lines of position.b. around a triangle marking two lines

of position.c. by writing the word FIX in capital

letters next to a dot of position.d. the intersect point of two DR

positions.


39

A

Chart Smart Supplies

1 There are a number of items that will benecesssary or helpful to the instructor of thiscourse, some of which are listed here.

Instructional Materials1. Chart Smart Student Manual (item 01-

73-105)2. Additional Student Practice Chart—

Bowditch Bay (item 02-73-119)3. USPS 8 x l0 Plotter (item 11-73-111)4. USPS Dividers—6 Inch (item 11-73-

115)5. Chart Smart OHT's. Microsoft Power-

Point slides are available either (a) asdownloadable files from the USPSMembers Page > Educational Depart-ment > Basic Public Education Com-mittee home page > Downloadable In-formation > BPECom:http://www.usps.org/national/eddeptor (b) from your DEO on a CD.

2 Note: check the on-line USPS EducationalDepartment Catalog for current prices andrevised item numbers.

Quiz Materials3 There is no exam per se; an optional quiz is

available—see the above USPS web site,Chart Smart download site, for an optionalquiz in Microsoft Word (doc) format. Thequiz and answer key is also available inAppendix B and C, respectively of this In-structor Manual.

Supplemental Items• Chart Smart Instructor Set (Includes

Instructor and Student Manuals)• Boating Instructor's Set (optional—in-

cludes The Squadron Boating CourseInstructor and Student Manuals)

• USPS Mini-Quik Course 5 × 6 Plotter( For use on overhead projector)

• This is USPS Brochure(item 08-30-106)


41

B

Quiz

Name: Date: Group:


2. Charts of tidal water areas always showvertical clearances of overhead objectsat:a. mid-tide.b. low water.c. a reference plane decided by town


3. In the grid system that makes it possibleto identify any point on the earth’ssurface, imaginary latitude lines orparallels of latitude:a. run east and west.b. run north and south.c. are numbered from 0° to 180°.d. run through the geographic poles.

4. An accurate way to find out where youare on the water is to:a. look at your compass.b. find your location in the Local

Notice to Mariners for the area.c. locate your position relative to a

particular aid to navigation on achart.


5. Direction on a chart is measured from000° to 360° in a clockwise directionfrom:a. your compass heading.b. true geographic north.c. true geographic south.d. the lubber’s line.

6. When labeling a course line fordirection, always use three digits to thenearest:a. whole minute.b. tenth of a minute.c. whole degree.d. whole second.

7. If a compass is properly mounted, thenumbers on the compass card when readat the lubber’s line will indicate thedirection the boat is heading in referenceto:a. magnetic north.b. the north star.c. true north.d. the boat’s centerline.



possible.c. it will not be in the way—anywhere

you can find a place.d. a line through the lubber’s line and

the center of the compass is parallelto the keel.

9. Variation:a. is established by the Coast Guard.b. can usually be ignored.c. changes with geographic position.d. does not show on a chart.

10. A nautical mile is:a. shorter than a statute mile.b. equal to one minute of longitude.c. equal to one minute of latitude. d. used along coastal highways

42 B Quiz


11. A plotted course line is labeled asfollows:a. course above the line, distance and

speed below the line.b. a course line is never labeled.c. course and distance above the line.d. distance above the line, course

below the line.

12. The value of plotting a DR track is that itwill:a. keep a skipper informed of the

approximate position of a vessel.b. provide instant information of

marine facilities whenever needed.c. give an exact position of a vessel at

any given time.d. always tell a skipper where to

expect heavy seas.



buoy.

14. To plot a compass bearing on a chart itmust be:a. converted by using the 60 D Street


from an object.c. converted to a true bearing.d. taken over the stern of the boat.

15. A fix is frequently established whenalongside known charted objects and:a. when two DR positions are plotted

at the exact same time.b. at the intersection of two plotted

lines of position which were takenat approximately the same time.



Bowditch Bay Day CruiseThe following questions refer to afictional day’s cruise on BowditchBay. You will need the BowditchBay practice chart from the back ofyour student manual, your plotter,and your dividers. You may use acalculator if you wish.You are anchored alongside G “9”which is located approximately 3.5nm north of the entrance to BlackFish Creek. You decide to make arun to R “4” BELL which is locatedat L 41o 42.3’ N, Lo 71o 13.5’ W, todo some fishing.

16. The true course from G “9” to R “4” is:a. 019b. 067c. 089d. 247

17. Assuming a deviation of 0o, you willsteer your boat on compass course of:a. 052b. 082c. 232d. 262

18. What is the distance from G “9” to R“4”?a. 12.1 nmb. 14.8 nmc. 15.7 nmd. 16.5 nm

19. While fishing at R “4”, you note darkclouds developing in the western sky,and decide to head home to Black FishCreek via safe water buoy RW “BC”. Ifyou leave R “4” at 1245 and travel at 8knots, at what time should you arrive atRW “BC”?a. 1329b. 1337c. 1417d. 1455

B Quiz 43


20. If you arrive at RW “BC” at 1405, whatwas your actual boat speed?a. 4.6 Knb. 9.2 Knc. 9.8 Knd. 10.2 Kn

Name: Date: Group:

21. What is the latitude and longitude of thelighthouse on Channel Island?a. L 40o 38.5” N, Lo 71o 04.8” Wb. L 41o 41.7” N, Lo 71o 24.8” Wc. L 41o 44.6” N, Lo 71o 34.8” Wd. L 41o 45.2” N, Lo 72o 35.1” W

C Quiz Answers 45


C

Quiz Answers


Reference: page 9, column 1

2. Charts of tidal water areas alwaysshow vertical clearances ofoverhead objects at:a. mid-tide.b. low water.c. a reference plane decided by town


Reference: page 11, columns 1 and 2

3. In the grid system that makes itpossible to identify any point onthe earth’s surface, imaginarylatitude lines or parallels oflatitude:a. run east and west.b. run north and south.c. are numbered from 0° to 180°.d. run through the geographic poles.


4. An accurate way to find out whereyou are on the water is to:a. look at your compass.b. find your location in the Local

Notice to Mariners for the area.c. locate your position relative to

a particular aid to navigationon a chart.



5. Direction on a chart is measuredfrom 000° to 360° in a clockwisedirection from:a. your compass heading.b. true geographic north.c. true geographic south.d. the lubber’s line.


6. When labeling a course line fordirection, always use three digitsto the nearest:a. whole minute.b. tenth of a minute.c. whole degree.d. whole second.


46 C Quiz Answers


7. If a compass is properly mounted,the numbers on the compass cardwhen read at the lubber’s line willindicate the direction the boat isheading in reference to:a. magnetic north.b. the north star.c. true north.d. the boat’s centerline.




possible.c. it will not be in the way—anywhere

you can find a place.d. a line through the lubber’s line

and the center of the compassis parallel to the keel.


9. Variation:a. is established by the Coast Guard.b. can usually be ignored.c. changes with geographic

position.d. does not show on a chart.


10. A nautical mile is:a. shorter than a statute mile.b. equal to one minute of longitude.c. equal to one minute of

latitude.d. used along coastal highways.


11. A plotted course line is labeled asfollows:a. course above the line,

distance and speed below theline.

b. a course line is never labeled.c. course and distance above the line.d. distance above the line, course

below the line.

Reference: page 29, column 2; page 34,column 2; page 35, column 1

12. The value of plotting a DR track isthat it will:a. keep a skipper informed of the

approximate position of avessel.

b. provide instant information ofmarine facilities whenever needed.

c. give an exact position of a vessel atany given time.

d. always tell a skipper where toexpect heavy seas.

Reference: page 41, columns 1 and 2



buoy.


14. To plot a compass bearing on achart it must be:a. converted by using the 60 D Street


from an object.c. converted to a true bearing.d. taken over the stern of the boat.


C Quiz Answers 47


15. A fix is frequently establishedwhen alongside known chartedobjects and:a. when two DR positions are plotted

at the exact same time.b. at the intersection of two

plotted lines of position whichwere taken at approximatelythe same time.




Bowditch Bay Day CruiseThe following questions refer to a fictionalday’s cruise on Bowditch Bay. You will needthe Bowditch Bay practice chart from the backof your student manual, your plotter, and yourdividers. You may use a calculator if you wish.

You are anchored alongside G “9” which islocated approximately 3.5 nm north of the en-trance to Black Fish Creek. You decide to makea run to R “4” BELL which is located at L 41o42.3’ N, Lo 71o 13.5’ W, to do some fishing.

16. The true course from G “9” to R“4” is:a. 019b. 067c. 089d. 247

17. Assuming a deviation of 0°, youwill steer your boat on compasscourse of:a. 052b. 082c. 232d. 262

18. What is the distance from G “9” toR “4”?a. 12.1 nmb. 14.8 nmc. 15.7 nmd. 16.5 nm

19. While fishing at R “4”, you notedark clouds developing in thewestern sky, and decide to headhome to Black Fish Creek via safewater buoy RW “BC”. If you leaveR “4” at 1245 and travel at 8 knots,at what time should you arrive atRW “BC”?a. 1329b. 1337c. 1417d. 1455

20. If you arrive at RW “BC” at 1405,what was your actual boat speed?a. 4.6 Knb. 9.2 Knc. 9.8 Knd. 10.2 Kn

21. What is the latitude and longitudeof the lighthouse on ChannelIsland?a. L 40o 38.5” N, Lo 71o 04.8” Wb. L 41o 41.7” N, Lo 71o 24.8” Wc. L 41o 44.6” N, Lo 71o 34.8” Wd. L 41o 45.2” N, Lo 72o 35.1” W

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