Workbook 1 Raquel

ACTIVITIES NOTEBOOK
Exercises and theoretical

questions.
BLOCK OF CONTENTS I.
Introduction to the navigation.
WORK UNIT 1: GEODESY AND MAIN PARAMETERS OF THE SHIP´S ROUTE.

Teacher: Raquel Carrillo Ramos.
Work unit 1: GEODESY AND MAIN PARAMETERS OF THE SHIP´S ROUTE. Raquel Carrillo Ramos.
WORK UNIT 1: GEODESY AND MAIN PARAMETERS OF THE SHIP´S ROUTE.
DOCUMENT INDEX: PAGE:
1. Activities. 2 - 23
A1: Where do we are? 2
A2: Where is my fore – aft line facing? 7
A3: How does terrestrial magnetism affect ship steering? 11
A4: Discovering the fishing - vessel “Ciudad de 16

Cartagena”.
A5: Let´s Play… 19
A6: Self - assessment WU 1. 22
2. Review. 24 - 28
3. Vocabulary (padlet). 29
-1-
1. ACTIVITIES:
A 1 Where do we are?
ACTIVITY: T/L ESTRATEGY: TYPE OF ACTIVITY:

Introduction /
motivation.
P1: Previous
A1: Where do we are? GROUPING:
Knowledge.
Individual.
RELATED TO THE FOLLOWING OBJECTIVES OF THE WORK UNIT:
1. To know the parameters that define the terrestrial sphere.
2. To characterize the reference system in order to place the observer in
the terrestrial sphere.
3. Familiarize yourself with the IMO standardized vocabulary.
LEARNING OUTCOMES:
LO -1 Plans the navigation and route of the ship, interpreting the
documentationof the chart room and updating the information received
through the available means.
C1. In the planning of the roue, the conditions of the trip and the factors that
affect navigation have beeb considered.
C2. Documentation and material from the chart room have been associated
with their usefulness.
PROFESSIONAL, PERSONAL AND SOCIAL SKILLS:
i) To control the position of the vessel in order to keep the ship´s route plan.
MATERIALS:
Activity sheet, digital whiteboard, navigation chart adapted for teaching.
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ACTIVITY SHEET A1: Where do we are?
1. Locate in the image and briefly define the following elements of the
terrestrial sphere:
NUMBER: ELEMENT: DEFINITION:
Parallel
Meridian
Northern Hemisphere
Southern Hemisphere
Greenwich Meridian
North Pole
South Pole
Arctic Circle
Antartic Circle
Tropic of Cancer
Tropic of Capricorn
Equator
Latitude
Longitude
Earth´s axis
-3-
Answer the question 2 after the pooling/sharing.
2. Do you think that is important to know the main lines and reference
points to use in maritime navigation? Why?
3. Locate the same previous elements numerically in the following

Mercatorian projection of the terrestrial sphere, reading the
approximate position coordinate of the Region of Murcia.
a) Is Murcia above or below the Equator?

b) Is it to the right or left of Greenwich?
c) Where would you locate the international data line?
Región de Murcia:
Latitude:
Longitude:
-4-
4. Establishes the main advantages and disadvantages of the

representation of the terrestrial sphere on a flat projection/surface:
ADVANTAGES: DISADVANTAGES:
5. Look at the following image and relate it to the previous ones.

Do all the elements described in the previous representations
appear?
Justify your answer.
6. After sharing, what do you think will be the easiest representation of

the Earth´s surface to handle for plotting the route to be followed by
your ship?
-5-
7. Locate and read the geographical coordinates on the navigation

chart:
a. Reading of the latitude and longitude coordinates of the

following elements on the navigation chart: Isla Tarifa:
a) Punta Cires:
b) Punta Almina:
c) Punta Carnero:
b. Place the following latitude and longitude coordinates on the
navigation chart, citing the reference places in question in each
case:
d) 35-40,6 N 006-03,1 W:
e) 35-44,5 N 006-14,0 W:
f) 35-47,7 N 006-07,0 W:
g) 35-52,5 N 006-05,2 W:
-6-
A 2 Where is my fore – aft line facing?
ACTIVITY: T/L ESTRATEGY: KIND OF ACTIVITY:

P1 Previous knowledge.
Introduction/motivation.
A 2: Where is my
fore – aft line GROUPING:
facing?
Individual.
1. Identificar las líneas de fuerza que genera el magnetismo de La Tierra.
2. Reconocer los principales aparatos para la medición del rumbo del buque.
3. Interpretar los diferentes parámetros en sistema cuadrantal, circular y por cuartas.
CONTENIDOS
RELATED TO THE FOLLOWING CONTENTS OF THE WORK UNIT:
1. Navigation planning:
- Main parameters of the ship´s route.
2. Use of route control techniques in navigations within sight of the coast.
- Deviations board.
LEARNING OUTCOMES:
LO - 1 Plans the navigation and route of the ship, interpreting the
C1. In the planning of the route, the conditions of the trip and the factors that
affect navigation have been considered.
C2. Documentation and material from the chart room have been associated
with their usefulness.
PROFESIONAL, PERSONAL AND SOCIAL SKILLS:
i) To control the position of the vessel in order to keep the sailing plan.
MATERIALS:
Activity sheet. Digital whiteboard. Laptop/computer. Internet. Scientific
calculator.
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ACTIVITY SHEET A 2: Where is my fore – aft line facing?
1. Classification of the different headings obtained on board based on the

reference used for their measurement.
What is the relationship between them?
“Heading/course” definition:
Kind of courses: Formula: Practical application:

Magnetic course:
Compass course:
True course:
2. Systems used to read the headings on board (Wind/Compass Rose):
-8-
a. Convert the following quadrantal courses to circular courses:
N65E S23E S37W N19W

N79E S49E S81W N55W
b. Turn the following directions of the Compass Rose into circular

courses:
NE 1/4 N E q SE SE q S SW
ENE SSE SW q S NW q W
c. Convert the following circular courses to quadrantal:

000° 180° 360° 165°
090° 270° 220° 355°
3. What “navigation aids” will I find on board to know where I am going?

a. Magnetic compass:
i. Description of the main elements that make up the
magnetic compass:
ii. What is its operation based on?

iii. How is the deflection of the needle due to magnetic fields
compensated?
iv. What about the residual deviation?
v. What kind of bearing/heading is obtained by Reading i ton
the magnetic compass?
b. Gyrocompass:
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i.Description of its main elements.

ii.What is its operation based on?
iii.What is the “gyro error”?
iv. What kind of heading is obtained by reading i ton the
gyrocompass?
c. Satellite compass:
i. What is its operation based on?
ii. What other applications does that have?
iii. What kind of heading do you get by reading on it?
d. Loran – C:
i. What is its operation based on?
ii. What information does it provide?
e. Establish a comparison of the main advantages and
disadvantages of each of them.
NAVIGATION AID: ADVANTAGE: DISADVANTAGE:
Magnetic compass
Gyrocompass
Satellite compass
Loran C
4. After the sharing/pooling, what do you think will be the course to which
the helmsman steers and which of them will be draw on the navigation
chart?
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A 3 How does terrestrial magnetism affect ship

steering?

P5 Motivating content – Enlargement /
functional learning. extension.
A 3: How does
P6 Protagonist of their own
terrestrial magnetism
learning. GROUPING:
affect ship steering?
Individual.
OBJECTIVES:
RELATED TO THE FOLLOWING OBJECTIVES OF THE WORK UNIT: :
1. To identify the lines of force generated by the Earth´s magnetism.
2. To work out the total correction to apply to the heading to which the
helmsman steers.
3. To interpret the different parameters in a quadrantal, circular and quarters
system.
CONTENTS:
1. Navigation planning:
Main parameters of the sailing plan.
 Course classes and conversión.
2. Use of sailing plan control techniques:
- Terrestrial magnetism.
- Magnetic compass: principles, kinds, courses, elements, preliminary
compensation, deviation board.
LEARNING OUTCOMES:
AC 1 In the planning of the route, the conditions of the trip and the factors that affect
navigation have been considered.
AC 2 Documentation and material from the chart room have been associated with
their usefulness.
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AC 4 The new compass course has been calculated to enter the intended track.
h. To keep a safe track, in accordance with international rules and regulations.

i. To control the ship´s position to maintain the set track.
t. To adapt to the new work situations, keeping scientific, technical and technological
knowledge related to their professional environment up to date, managing their
training and existing resources in lifelong learning and using information and
communication technologies.
MATERIALES
Activity sheet. Digital whiteboard. Computer/laptop. Internet. Scientific calculator.
ACTIVITY SHEET A 3: How does terrestrial magnetism affect ship

steering?
Development of the activity:
1. What is the approximate value of the force exerted by the Earth´s

magnetic field in my navigation area?
1.1 What is magnetic deviation/declination?

1.2 Is it a constant value?
1.3 Where can you find that information for the current year?
1.4 How can we update its value?
1.5 How does it affect to the helmsman heading/course?
2. Exercises about the updating of the magnetic deviation/declination:
2.1 In the navigation chart to be used, we can see a graduated

circumference with the following information: 4-25 W 1994 (8´E).
- 12 -
a) What will be its value for the current year?

b) Within how long could it have practically zero value in the
corresponding geographical area?
3. Exercise about how to interprete the information provided in the deviation

board made by the nautical compass compensator man?
3.1 Numerical preparation of the last deviations board (graphical):

Reading the deviation of the needle corresponding to each direction
(every 15 degrees difference with the previous needle course),
completing the value of the direction of the needle in quadrantal or
circular, as appropriate in each case.
Ra DEVIATION Ra DEVIATION
QUADRANTALS: CIRCULARS: Δ QUADRANTALS CIRCULARS Δ
N S
N15E S15W
N30E S30W
NE SW
N60E S60W
- 13 -
N75E S75W
E W
105° 285
120° 300
135° 315
150° 330
165° 345
180° 360
a) At what maximum values of the direction of the compass will the

effect of the ship´s own magnetism be felt more on its reading?
b) At what headings from the helmsman will the magnetism on board
on the magnetic needle be practically negligible?
4. Exercises about the calculation of the total correction to be applied to the

needle heading to obtain the true heading:
4.1 Calculate the total variation/correction, known the compass deviation
(Δ) and the magnetic deviation (dm).
Compass Magnetic Total

deviation: deviation/declitation variation/correction:
1°- 3°+
8°- 2,5° NE
4° NW 6°+
7°- 2°-
4°- 13°-
8°+ 10°NW
3° NE 5° NE
1,5° - 4,5° +
5° NW 9° -
4.2 Calculate the compass deviation, known the total correction and the
magnetic deviation in the area:
Total correction: Magnetic deviation: Compass deviation:
8°- 7°+
17°- 19° -
11° + 12° NW
7°- 6,5°-
2°+ 10°-
18°+ 13°NE
7° + 13°NW
19 - 12,5° +
8° NW 7,5° +
4.3 Calculate the magnetic deviation, known the total correction and the
compass deviation.
- 14 -
Total correction: Compass deviation: Magnetic deviation:
8°- 7°+
17°- 19° -
11° + 12° NW
7°- 6,5°-
2°+ 10°-
18°+ 13°NE
7° + 13°NW
19 - 12,5° +
8° NW 7,5° +
5. Exercises to convert compass course in true course/heading and back,

by applying the total correction.
5.1 Calculate the true course, known the compass course and the total
deviation.
Compass course: Total deviation: True course:

006° 7°-
115° 19° -
187° 12° NW
193° 6,5°-
211° 10°-
244° 13°NE
292° 13°NW
345° 6,5° -
357° 13°NE
5.2 Calculate the compass course, known the course drawn in the
navigation chart and the total deviation to apply to compass course:
True course: Total deviation: Compass course:

008° 7°-
058° 19° -
091° 12° NW
163° 6,5°-
N 10°-
W 13°NE
SE 13°NW
SW 6,5° -
357° 13°NE
- 15 -
A 4 Discovering the fishing - vessel “Ciudad de Cartagena”.

P2 Adaptability and teamwork.
P5 Motivating contents – Consolidation.
A 4: Discovering the
fishing – vessel “Ciudad functional learning.
P6 Protagonist of their own GROUPING:
de Cartagena”. learning.
Work in pairs.
OBJECTIVES:
1. To identify the main navigational aids for measuring/reading the heading of our
vessel.
2. To know about the magnetic fields in our area and in our vessel.
CONTENTS:
Use of track control techniques:
- Magnetic compass: principles, types, courses, parts and elements,
preliminary compensation, deviation board.
- Handling of the echosounder.
LEARNING OUTCOMES:
their usefulness.
PROFESSIONAL, PERSONAL AND SOCIAL SKILLS COMPETENCIAS:
- 16 -
x. To generate safe environments in the development of your work and teamwork,
supervising and applying the procedures for the prevention of occupational and
environmental risks, in accordance with the provisions of the regulations and the
objectives of the company.
MATERIALS:
Activity sheet, generic arrangement plan, fishing – vessel “Ciudad de Cartagena”
and “her” navigational aids.
ACTIVITY SHEET A 4: Discovering the fishing – vessel “Ciudad de Cartagena”
Activity development:
1. Safety briefing. IPE’s. Behaviour standards.

2. General information about the vessel.
3. Beginning of the activity according to the established grouping.
Work in pairs and find the answers:
1.- In which navigation aid could we obtain the compass course and where is
located on board? Why there and not in one of the sides? Justify the answer.
2.- In what other navigation aid will we read the course of our vessel over the
ground/bottom? What other kind of information will provide apart from COG?
Where are located its elements on board? How does it work?
- 17 -
3.- Where is the echosounder located and with which other navigation aids is
connected? How does it work and what/which are the measure units for working
out the reading of WUK (water under keel)?
4. Prepare a check list about the navigational aids that you found out on
board, attaching a map of their location and a verification reporto n their
current status (cables, connections, antennas, etc.).
MODEL OF CHECK LIST ISM NAVIGATION AIDS REPORT:
Question: Ok. Moderate. Deficient.
- 18 -
Observations:
A 5 Let´s Play…

P1 Previous knowledge. Consolidation
P5 Contenidos motivadores - (gamification).
aprendizajes funcionales. GROUPING:
A1: Let´s Play… P6 Protagonista de su propio
aprendizaje.
P10 Feed-back del proceso Individual.
educativo
1. To identify the lines of force generated by the Earth´s magnetism.
2. To work out the total correction to apply to the heading to which the
helmsman steers.
3. To interpret the different parameters in a quadrantal, circular and quarters
system.
4. IMO vocabulary.
LEARNING OUTCOMES:
their usefulness.

- 19 -
MATERIALS:
Activity sheet. Digital whiteboard. Computer/laptop. Internet. Scientific calculator.
ACTIVITY SHEET A 5: Let´s Play…
Indications/instructions:
Use the free website/plattform “KAHOOT” (https://kahoot.it), to carry out a
questionnaire of 34 questions, where the number of correct answers of each
student and the speed will be measured (only simple top five results).
1. Insert PIN game.
2. Insert LOGIN (student name).
3. Let´s play...
- 20 -
- 21 -
Web link to full game:

https://play.kahoot.it/v2/gameblock?quizId=1635e1c1-618d-4603-99e5-
41f4d4aee730
A 6 Self – assessment WU 1.

P4 Culture of effort. Check.
P6 Protagonist of their own
A 6: Self – evaluation
learning. GROUPING:
WU 1.
P10 Feed-back of the
educational process. Individual.
OBJECTIVES:
1. To know the parameters that define the terrestrial sphere.

2. To charecterize the reference system to place the observer on the Earth´s
sphere.
3. To identify the lines of force generated by the magnetism of the Earth.
4. To recognize the main devices and apparatus for measuring the ship´s course.
5. To calculate the total correction to be applied to the course at which the
helmsman is steering.
6. To interpret the different parameters in quadrantal, circular and quarter system.
7. Familiarization with IMO standarized vocabulary.
- 22 -
LEARNING OUTCOMES:
their usefulness.

d. To plan the ship´s route, considering meteorological and oceanographic
conditions, the existence of hazards and operational criteria.
h. To keep a safe track, in accordance with international rules.
i) To keep the position of the vessel in order to follow the sailing plan.
MATERIALS:
Exam sheet, scientific calculator.
Example of simple questions in a self – assessment:
- 23 -
REVIEW (similar exercises in Spanish language).
- 24 -
- 25 -
- 26 -
- 27 -
- 28 -
- 29 -
VOCABULARY:
Draw up a list of specific vocabulary that you have identified in this work unit,
and then share it with your classmates through the use of Padlet.
Web link: https://padlet.com/raquelcarrillo1/n9rpqr6qctxvv35p
- 30 -

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ACTIVITIES NOTEBOOK

Exercises and theoretical

WORK UNIT 1: GEODESY AND MAIN PARAMETERS OF THE SHIP´S ROUTE.

WORK UNIT 1: GEODESY AND MAIN PARAMETERS OF THE SHIP´S ROUTE.

DOCUMENT INDEX: PAGE:

A1: Where do we are? 2

A2: Where is my fore – aft line facing? 7

A3: How does terrestrial magnetism affect ship steering? 11

A4: Discovering the fishing - vessel “Ciudad de 16

A5: Let´s Play… 19

A6: Self - assessment WU 1. 22

ACTIVITY: T/L ESTRATEGY: TYPE OF ACTIVITY:

ACTIVITY SHEET A1: Where do we are?

NUMBER: ELEMENT: DEFINITION:

Answer the question 2 after the pooling/sharing.

3. Locate the same previous elements numerically in the following

a) Is Murcia above or below the Equator?

4. Establishes the main advantages and disadvantages of the

5. Look at the following image and relate it to the previous ones.

6. After sharing, what do you think will be the easiest representation of

7. Locate and read the geographical coordinates on the navigation

a. Reading of the latitude and longitude coordinates of the

A 2 Where is my fore – aft line facing?

ACTIVITY: T/L ESTRATEGY: KIND OF ACTIVITY:

ACTIVITY SHEET A 2: Where is my fore – aft line facing?

1. Classification of the different headings obtained on board based on the

Kind of courses: Formula: Practical application:

2. Systems used to read the headings on board (Wind/Compass Rose):

a. Convert the following quadrantal courses to circular courses:

N65E S23E S37W N19W

b. Turn the following directions of the Compass Rose into circular

c. Convert the following circular courses to quadrantal:

3. What “navigation aids” will I find on board to know where I am going?

ii. What is its operation based on?

i.Description of its main elements.

A 3 How does terrestrial magnetism affect ship

ACTIVITY: T/L ESTRATEGY: KIND OF ACTIVITY:

h. To keep a safe track, in accordance with international rules and regulations.

ACTIVITY SHEET A 3: How does terrestrial magnetism affect ship

Development of the activity:

1. What is the approximate value of the force exerted by the Earth´s

1.1 What is magnetic deviation/declination?

2. Exercises about the updating of the magnetic deviation/declination:

2.1 In the navigation chart to be used, we can see a graduated

a) What will be its value for the current year?

3. Exercise about how to interprete the information provided in the deviation

3.1 Numerical preparation of the last deviations board (graphical):

a) At what maximum values of the direction of the compass will the

4. Exercises about the calculation of the total correction to be applied to the

Compass Magnetic Total

Total correction: Magnetic deviation: Compass deviation:

Total correction: Compass deviation: Magnetic deviation:

5. Exercises to convert compass course in true course/heading and back,

Compass course: Total deviation: True course:

True course: Total deviation: Compass course:

A 4 Discovering the fishing - vessel “Ciudad de Cartagena”.

ACTIVITY: T/L ESTRATEGY: KIND OF ACTIVITY:

ACTIVITY SHEET A 4: Discovering the fishing – vessel “Ciudad de Cartagena”

1. Safety briefing. IPE’s. Behaviour standards.

Work in pairs and find the answers:

MODEL OF CHECK LIST ISM NAVIGATION AIDS REPORT:

Question: Ok. Moderate. Deficient.

ACTIVITY: T/L ESTRATEGY: TYPE OF ACTIVITY: