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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?"

Lu

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
> people.
>
> Rob
>
> teaching the running fix for the power and sail squadrons in Canada
> for the last 20 years.
>
>

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