1. Instructors: George Crowl
QM-10
Quartermaster
Leadership
This PowerPoint is provided for those who may not have appropriate training aids available in a ship or location. This generally follows a companion lesson plan available at I expect you to modify it to fit your situation and teaching style. I am more concerned that Scouts learn than this fit a specific style. I am, however, a fan of the Effective Teaching model. Teaching EDGE is somewhat simplistic in its approach, but that has some advantages.
Note: These lesson plans may also be used for teaching in the ship. For administrative convenience, they cover the entire specific numbered requirement (except one, where Galley is covered separately!). Individual Sea Scout Academy lessons may only cover part of the requirements. Similarly, ships may find that even just a portion of a subrequirement is all that can be done during a particular ship meeting. Adapt these lessons as needed to fit your youth and your situation. Share these plans with your youth who are teaching.
Philosophy: Sea Scout Academy’s primary purpose is to teach the material to the Sea Scout. If the Sea Scout demonstrates mastery of parts of the subject, then the instructor should annotate on the class roster what has been passed, in the instructor’s opinion. Skippers have the right to re-examine any Sea Scout in any requirement. (Knots are not a good subject to give a pass in.) SSA may schedule only portions of ORD-8.
Instructors: George Crowl

2. Course Outline
a. Teach the Ordinary and Able piloting requirements to a crew.
b. Know the methods of fixing a boat's position in limited visibility.
c. Create a route in an electronic navigation device that includes at least five waypoints. Use the electronic navigation device to navigate your route.
Requirements:
Reference: See "Piloting and Navigation" on pages
Equipment Required: Appropriate training aids, SSM illustrations.

3. QM-10a a. Teach the Ordinary and Able piloting requirements to a crew.

4. Techniques Generally, follow the order of the requirements
However, teach 24-hour time before Zulu time
Have nav kits (plotter, dividers, 0.5 mm pencil, eraser, calculator)
Plotters are preferred over parallel rules
DR calculators are OK if available, are faster
USPS Bowditch Bay charts are inexpensive
Teaching piloting is best done in a hands-on manner. Figure out what your Sea Scouts already know. Review that quickly, and then start on new material. If you have someone who knows more than the rest, have them help you. Have the materials at hand so that the students can look at the charts, handle the navigational tools, do the calculations and plot the positions. If you can, try not to work more than an hour at a time. As soon as they have mastered the fundamentals on land, get on a boat and execute a navigation mission. After each practice, evaluate with your students to see if they have learned the material. If not, note their weaknesses, and recycle in those areas. If you have a sailboat, you will probably find it advantageous to just motor during initial on-water training.
There are lesson plans for both Ordinary and Able piloting. You are not required to use them, but consult them, they should help you. Also, the Power Squadron course in Piloting, if available, will provide a strong background in piloting. It covers almost all of Ordinary and Able piloting, and the rest is relatively easily taught.
Teaching piloting is best done in a hands-on manner. Figure out what your Sea Scouts already know. Review that quickly, and then start on new material. If you have someone who knows more than the rest, have them help you. Have the materials at hand so that the students can look at the charts, handle the navigational tools, do the calculations and plot the positions. If you can, try not to work more than an hour at a time. As soon as they have mastered the fundamentals on land, get on a boat and execute a navigation mission. After each practice, evaluate with your students to see if they have learned the material. If not, note their weaknesses, and recycle in those areas. If you have a sailboat, you will probably find it advantageous to just motor during initial on-water training.
There are lesson plans for both Ordinary and Able piloting. You are not required to use them, but consult them, they should help you. Also, the Power Squadron course in Piloting, if available, will provide a strong background in piloting. It covers almost all of Ordinary and Able piloting, and the rest is relatively easily taught.

5. Techniques (2)
Additional instructors ratio 1:6 or 8 A

6. Equipment Needed
Lesson plans and/or PPTs for ORD-10, ABL-10 (as desired)
White board
Pre-planned routes with fixes for exercises
Identify the material needed for the particular lesson to be taught. The lesson plans identify it by rank, you may not need everthing for every lesson.
The lesson plans and/or PPT may prove useful.
The Sea Scout Manual has good information.
Your primary vessel or another vessel where you can go where navigation is being actively employed.
Keep an eye out for the opportunity to teach even just a portion of each requirement as the need arises. Ask to teach. Let your skipper know as you complete each portion of this requirement. Make a note in your book as you do them.

7. Teaching EDGE Lacks two things – objectives, motivation
You have to supply both
Objectives – simply put – the requirements
Motivation – why should a Sea Scout want to pass an advancement requirement?
YOU have to provide the motivation – how it will be used, it may be fun to do, whatever will persuade the Scout to do it
Give a pre-test? You may be able to sign them off as complete with part or all of it
Let's discuss the Teaching EDGE method. It is the official BSA method of teaching. First, there a couple things lacking that you must fill in. First, what are your teaching objectives? Well, in BSA rank advancement, the objectives are the rank requirements. So, half your problem is solved, you are teaching the rank requirements for the skill involved.
The second half the problem is how much the Scouts know, and are they willing to learn what they don't know? You may have to give them a pre-test of some kind, or observe they they don't know something they they should, to find out what they don't know. What if their pre-test shows they already know it? Stop teaching, you and they are done! Sign them off! On the other hand, if they don't know it, we now have to persuade them that they do need to know it, so they will be willing to learn it.
Now for the official Teaching EDGE method, and an example.
Explain
Demonstrate
Guide
EnableA
Let's discuss the Teaching EDGE method. It is the official BSA method of teaching. First, there a couple things lacking that you must fill in. First, what are your teaching objectives? Well, in BSA rank advancement, the objectives are the rank requirements. So, half your problem is solved, you are teaching the rank requirements for the skill involved.
The second half the problem is how much the Scouts know, and are they willing to learn what they don't know? You may have to give them a pre-test of some kind, or observe that they don't know something they should, to find out what they don't know. What if their pre-test shows they already know it? Stop teaching, you and they are done! Sign them off! On the other hand, if they don't know it, we now have to persuade them that they do need to know it, so they will be willing to learn it.

8. Teaching EDGE (2) Four main steps Explain Demonstrate Guide Enable
EDGE is a simple teaching method for relatively simple tasks. It is effective for many Scouting tasks.
Make the teaching as realistic as possible. Integrate the various sections as soon as you can. Show how telling time is part of navigation, since you don't have a fix without time. In this instructor's opinion, it makes the most sense to teach 24-hour time before explaining zone time. Many courses teach lat/long coordinates first, but it is not essential. I personally recommend the plotter over parallel rules, which tend to slip when transferring to the compass rose.
Practice makes perfect, so have the students plot a series of coordinates, both ways, and a series of cruise legs with TVMDC, measuring distances and labeling the chart.
Now for the official Teaching EDGE method, and an example.
Explain
Demonstrate
Guide
Enable

9. Explain “How do we measure a course between two points?”
Put dividers on the two points
Lay plotter snug to dividers
Slide plotter “bulls eye” to longitude line
Read angle on plotter
Select correct one of two shown
The first step is to explain what needs to be done. How do we measure a course between two points? We lay a plotter on the two points, center the bulls-eye over a longitude line, read the angle on the plotter, and pick the correct one of the two shown.
The first step is to explain what needs to be done. “How do we measure a course between two points? We lay a plotter on the two points, center the “bulls-eye” over a longitude line, read the angle on the plotter, and pick the correct one of the two shown.” l

10. Demonstrate Instructor shows how Pick two points 4-6” apart
Put dividers on points
Lay plotter next to points
Slide along until bulls eye lines up on longitude (vertical) line
Look at angle circle, note direction numbers are increasing
Select lower 10°
The second step is to demonstrate how to do it. First, pick the two points, separated by about 4-6” on the chart. Put your divider points on the two points. This provides a solid, unmoving base for your plotter. Lay your plotter up against the divider points, and move the bulls-eye over a longitude (vertical) line. Look at the plotter's angle circle, note the direction the numbers are increasing. Select the lower 10° number. Interpret which line is closest to the longitude line, that is the final digit of your 3-digit course. Lay down your dividers, draw the line between the two points, and write the true course on your log and chart. Make sure if you are going east, the number is °!
The second step is to demonstrate how to do it. First, pick the two points, separated by about 4-6” on the chart. Put your divider points on the two points. This provides a solid, unmoving base for your plotter. Lay your plotter up against the divider points, and move the “bulls-eye” over a longitude (vertical) line. Look at the plotter's angle circle, note the direction the numbers are increasing. Select the lower 10° number. Interpret which line is closest to the longitude line, that is the final digit of your 3-digit course. Lay down your dividers, draw the line between the two points, and write the true course on your log and chart. Make sure if you are going east, the number is °!

11. Demonstrate (2) Interpret the single digit between 10° lines
Lay down your dividers, gently
Draw the line between the two points along the plotter edge
Write the true course on your log and chart
Insure that if you are going east, the number is between 0° and 180° l
The second step is to demonstrate how to do it. First, pick the two points, separated by about 4-6” on the chart. Put your divider points on the two points. This provides a solid, unmoving base for your plotter. Lay your plotter up against the divider points, and move the “bulls-eye” over a longitude (vertical) line. Look at the plotter's angle circle, note the direction the numbers are increasing. Select the lower 10° number. Interpret which line is closest to the longitude line, that is the final digit of your 3-digit course. Lay down your dividers, draw the line between the two points, and write the true course on your log and chart. Make sure if you are going east, the number is °!

12. Guide Have Scouts practice manipulating dividers
One hand to hold dividers, one to move plotter
Guide plotter bulls-eye over longitude line
Interpret to 1°
Select correct hemisphere for value
Learn how to use latitude lines for north-south courses
The third step is to guide the students doing it themselves. They have to have the right tools. They will need a lot of personal coaching, this is new to them. Just manipulating the dividers may take a while to get used to. Moving the plotter along the dividers takes one hand holding the dividers firmly on the chart, while the other moves the plotter gently until the bulls-eye is over the longitude line. Then they must interpret between the numbered angle lines, down to 1°, and in the right direction.
The third step is to guide the students doing it themselves. They have to have the right tools. They will need a lot of personal coaching, this is new to them. Just manipulating the dividers may take a while to get used to. Moving the plotter along the dividers takes one hand holding the dividers firmly on the chart, while the other moves the plotter gently until the “bulls-eye” is over the longitude line. Then they must interpret between the numbered angle lines, down to 1°, and in the right direction.

13. Enable
Do a “ground mission” using charts and giving them all the inputs to put on the chart and log
Do an actual sail on a larger (26'+) boat with GPS and hand bearing compass
Take fixes, alter heading into turning points and destination
Fourth, you enable your students to actually execute the task when needed. You may need to do it as a ground mission as the US Power Squadron does in their training courses. However, it is better if you can get on a 30' boat with a navigation table, a helmsman, and a navigator who must keep track of time, take a fix, and alter heading to destination. If they know the skill to meet the needs of the requirement, you may pass them on it.
EDGE is a simple teaching method for relatively simple tasks. The principles above apply to all the tasks of this requirement and other Sea Scout requirements. It is effective for many Scouting tasks.
Fourth, you enable your students to actually execute the task when needed. You may need to do it as a “ground mission” as the US Power Squadron does in their training courses. However, it is better if you can get on a 30' boat with a navigation table, a helmsman, and a navigator who must keep track of time, take a fix, and alter heading to destination. If they know the skill to meet the needs of the requirement, you may pass them on it.
EDGE is a simple teaching method for relatively simple tasks. The principles above apply to all the tasks of this requirement and other Sea Scout requirements. It is effective for many Scouting tasks.

14. When do You Pass the Scout?
Policies vary between ships
Author's opinion: if the Scout can repeat the correct solutions to the problems posed, and reacts correctly on the water, s/he has met the requirements for piloting. If it is not used, it will be forgotten. If you have no large boats, you may need to use ground missions.
Other skills, perhaps knot tying, should be demonstrated several times by the Scout before passing. A

15. QM-10b
b. Know the methods of fixing a boat's position in limited visibility. T

16. GPS First choice Not normally affected by visibility
Gives very precise position (less than 10 meters)
“Highway” function will keep you on desired course
Will calculate reasonable ETAs
Fixing in limited visibility is best done by electronic means. The GPS is not normally affected by visibility. It will give you a position usually accurate to less than 10 meters, the length of your boat. Use the automated functions of your GPS, particularly the “highway” function, to keep yourself on your desired course.
Fixing in limited visibility is best done by electronic means. The GPS is not normally affected by visibility. It will give you a position usually accurate to less than 10 meters, the length of your boat. Use the automated functions of your GPS, particularly the “highway” function, to keep yourself on your desired course.

17. Radar Radar's primary use in limited visibility is collision avoidance
Radar can also be used for fixing
Range & bearing from known point
3-bearing fix
3-range fix
Radar reflectors
Radar sets will see other ship traffic and thunderstorms, but should also be able to see the normal radar returns. You should be able to identify shorelines fairly easily. Most federal navigational markers now have radar reflectors installed, making them much more easy to identify. Set your radar range down to a very low value and your gain high and follow your channel carefully.
Radar sets will see other ship traffic and thunderstorms, but should also be able to see the normal radar returns. You should be able to identify shorelines fairly easily. Most federal navigational markers now have radar reflectors installed, making them much more easy to identify. Set your radar range down to a very low value and your gain high and follow your channel carefully.

18. Radio Direction Finder
Device gives bearing of radio station
Can use commercial radio stations
Charts identify radio towers of some stations
Plot bearing(s)
Mostly used at sea
A radio direction finder is also useful. Charts often have strong radio stations plotted, and a radio bearing can be added to your other LOPs. This is something you should practice before you need it.
A radio direction finder is also useful. Charts often have strong radio stations plotted, and a radio bearing can be added to your other LOPs. This is something you should practice before you need it.

19. Sound Close to shore, with high hills, sound will echo
Sound travels a mile in five seconds (1125 ft/sec on a standard day)
Time the return sound, divide seconds by 2, is distance to reflecting surface (which may be behind the shore)
If you are on a coast with high hills, you can sound your horn, and the echo will come back. Since sound travels about a mile in five seconds, you can time from the start of the horn to the return of the horn, and get a rough idea of the distance to the hills.
If you are on a coast with high hills, you can sound your horn, and the echo will come back. Since sound travels about a mile in five seconds, you can time from the start of the horn to the return of the horn, and get a rough idea of the distance to the hills.

20. Depth Meters Depth finders / fish finders will show bottom depth
Charts will show water depth (MLLW)
In many places a depth contour is like an LOP
Depth meters can often give you an idea of your location. Watch your depth meter or take soundings, which can provide a line of position as well as prevent grounding.
Depth meters can often give you an idea of your location. Watch your depth meter or take soundings, which can provide a line of position as well as prevent grounding.

21. Actions to Take in Fog, etc.
SLOW DOWN
Keep good DR positions
Monitor GPS, radar, etc., constantly
Increase watch, ahead and astern
Listen for other traffic, horns, sea noise, etc.
Take all available fixes
Maintain planned course A
In fog or cloud, you must slow down, keep a good DR position, increase your watch, and listen carefully for other vessels, sea noises, and horn echoes. Take fixes at every opportunity, and keep on course. Use as many aids to navigating as you can.

22. QM-10c
c. Create a route in an electronic navigation device that includes at least five waypoints. Use the electronic navigation device to navigate your route. R

23. Using Waypoints
Draw your paper chart with qualified courses, distances, and ETEs
Put in your five waypoints
Navigate the entire set of courses
Consider using the highway screens
Cross-check your system against your paper chart
Keep the helm and the OOD appraised of your location and progress R
This is similar to ABL-10e. Follow the same procedures.
Draw your paper chart with qualified courses, distances, and ETEs
Put in your five waypoints
Navigate the entire set of courses
Consider using the highway screens
Cross-check your system against your paper chart
Keep the helm and the OOD appraised of your location and progress

24. Questions? R