Activity 6: Traditional Land Navigation

Introduction
This activity involved learning the methods of traditional land navigation (using only a topographic map and a navigation compass). It is essential to have these skills when working in the field, as we may not always have access to GPS units. We then tested our navigation skills by trekking throughout a 112 acre plot, trying to locate five previously placed flags in a certain order.

Methods
The class all met at UW-Eau Claire's Priory for this activity. With about 112 acres of forested land, it was a perfect location to do some basic land navigation. Once everyone arrived, we were given the coordinates of the different flags that we were to find (Figure 1). The coordinates of the flags were given in UTM meter units, so that we could plot them on our topographic maps from the previous activity.

Figure 1: Coordinates of the different checkpoints.

There were three different courses, each with five checkpoints that needed to be located. Because there were six different groups, two groups shared one course (however one of these teams had to do the course backwards). Each of the checkpoints had a paper punch so that we had proof of arriving at the destination. Zach, Laurel, and I were selected to do course number two backwards. With these coordinates, we then began to plot the points on our previously made topographic maps (Figures 2 and 3). To do this, we simply located the checkpoint on the map by plotting the data in the UTM_Y and UTM_X columns for our five points. Because some of these points were quite a distance from each other, we traced a line from point to point so that we could measure the proper bearing angle with more accuracy. Figure 4 displays a completed map with plotted points and bearing lines.

Figure 2: Both topographic maps (one with fine contour
lines, the other with an aerial background).

Figure 3: Zach plots the checkpoints on his topographic
map.

Figure 4: Navigation map, completed with checkpoints and bearing lines.
Our course started at the point to the bottom left, travelling counter clockwise.

Once we each completed our navigation maps, we used navigation compasses to measure for the bearing angle from each point to the next. With the bearing lines traced onto the map, this was a simple procedure. To find the bearing angle, we just lined up the compass with the bearing line (making sure the heading arrow was pointing the right way), and then adjusted the bezel of the compass so that the arrow within its casing was pointing to the map's true north. The bearing angle would then be the value that is indicated by the heading arrow on the base of the compass. We measured the bearing for each angle and recorded the values on the map so that we could use them quickly in the field. Lastly, we measured the distances between the points on the course, using the map's scale bar and the ruler on the side of the compass. The distances were recorded so that we could pace while we navigate and have a basic idea of how much further we had to go. 

After we completed the plotting of our maps, we began to navigate the course. Because we were to do the course backwards, we started at point 1 and navigated to point 6, then point 5 and so on. We navigated from one point to the next by adjusting the bezel of the compass to the corresponding bearing angle, and turning our whole body to align the arrow with the case and the north-indicating needle ("putting red in the shed" as our instructor explained to us). With those two feature's aligned, the heading arrow was pointing in the correct direction. Because it wouldn't be very accurate or efficient to walk while reading a bearing (you could easily wander off course), our team worked out a great system for navigation. One person stayed put to measure the bearing, while another ran ahead. The person with the bearing would then instruct the other member on where to go to line up with the heading arrow. After everything was lined up, the team would advance to this new point. We took turns with each duty so that we all received equal experience. At first, one member of the team would measure paces so that we could calculate the distance that we've traveled, but in time we decided that it was quicker and easier to just use our navigation map as a reference. Using these methods we successfully navigated to each checkpoint with surprising accuracy.

Discussion

Our team ran into very little setbacks, and I thought that it was a quite enjoyable and beneficial experience. I've never navigated with only a compass and map, so I thought it was very interesting to finally accomplish. I'm glad that we did this activity during the winter because it would have been much more difficult to traverse the terrain with full brush. All that we had to worry about during this activity was a fresh snowfall and an advancing snowstorm.