A c t i v i t i e s
2012
Find our curriculum online at : http://www.saferoutestoschools.org/green_curriculum.html

TRANSPORTATION LOCATION
UNIT INTRODUCTION
3–6th Grades. Classroom setting.
Safe Routes to Schools is a program of the
Transportation Authority of Marin.
Part of the Marin Safe Routes to Schools
Curriculum. Engaging lessons K thru 12 that include applicable state educational standards.
This curriculum was created by James Sievert,
Shumit DasGupta and Gwen Froh and edited by Wendi Kallins and Connie Breeze.
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TRANSPORTATION LOCATION
TRANSPORTATION
LOCATION UNIT
LeSSON 1 Of 3:
3–5th Grade. 20 minutes. Classroom setting.
Using either globes or maps, students answer questions in the presentation by finding specific landforms and cities given the longitude and latitude coordinates. The presentation highlights interesting historical facts regarding bicycling.
Example:
In which city was the bicycle invented?
49 North, 20 east. (Paris, france).
OBJECTIVES
Students will be able to:
• Identify longitude and latitude lines on a globe.
• Locate a city on a globe using longitude and latitude coordinates.
• Recall a benefit and historical fact regarding bicycling.
CA 4th Grade History-Social Science Standards
4.1 Students demonstrate an understanding of the physical and human geographic features that define places and regions in California.
1. Explain and use the coordinate grid system of latitude and longitude to determine the absolute locations of places in California and on Earth.
2. Distinguish between the North and South
Poles; the equator and the prime meridian; the tropics; and the hemispheres, using coordinates to plot locations.
MATERIALS
• Computer with History of the Bicycle PowerPoint presentation ( available from SR2S website ) and projector.
• Inflatable globes or maps with latitude and longitude lines and major cities marked.
(Amazon has inflatable globes with world cities for less than $5.)
• “Active Transportation Cards”: a set of 8 large images (4 car, 4 bikes)
-images depict air pollution, exercise, traffic, and fun for both bikes and cars
VOCABULARY
Longitude: The North/South lines creating the global positioning grid.
Latitude: The West/east lines creating the global positioning grid.
North and South Poles: The Northern and Southern most points of the planet.
Equator: The center line that is directly between
North and Southern latitudes.
Prime Meridian: The center line that is directly between east and West longitudes
Tropics: The area around the equator to latitude 23 degrees North and 23 degrees South.
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TRANSPORTATION LOCATION
PROCEdURE
Prepare presentation and projector.
1. Introduce yourself as an instructor for the
Teens Go Green program.
• Briefly highlight your relevant background and experience.
• Teens Go Green is the Middle/High School program for Safe Routes to Schools (SR2S).
SR2S teaches classes in over 50 Marin schools
K thru 12.
SR2S is a program of Transportation Authority of Marin.
• Thank the class/teacher for having you as a guest.
• Briefly overview the rest of the lesson.
2. Begin “Geographic History of Bicycles” presentation.
• Using the “Active Transportation Cards,” discuss benefits of biking
• We will now explore the geographic history of the bike i. Bikes have been used around the world for
over 100 years.
ii. Before we can use the globes,
we must learn how to read them.
• Introduction to principles of longitude and latitude
• Distribute globes or maps. Partner students if supplies are limited.
• Call upon students to provide the location that answers each question.
3. Conclusion: Review key objectives.
• Longitude and latitude are lines that create a grid to locate positions on earth.
• Key lines include the Equator, Poles, Prime
Meridian, and the Tropics.
• Benefits of cycling enjoyed around the world for over 100 years.
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TRANSPORTATION LOCATION
TRANSPORTATION
LOCATION UNIT
LESSON 2 OF 3:
4–6th Grade. 30 minutes. Classroom setting.
Students answer the question “Is the
Bermuda Triangle Real?” The answer is found by locating the “Bermuda Triangle” and then plotting 200 years of notable crashes on a world map.
Each crash features additional information used to compare and contrast how transportation modes, routes, and technology has changed. The activity closes by using empirical data to “bust” this pseudo-scientific claim.
OBJECTIVES
Students will be able to:
• Gather and interpret data from a graph.
• Locate longitude and latitude coordinates on a map.
• Critical Thinking: Apply historical data to the
Bermuda Triangle legend and evaluate its feasibility with processed data.
MATERIALS
“The Bermuda Triangle” Lab packet/data sets, including:
• Craft Disappearances and Crashes: page 8
• “Mythbusters” student Introduction page: page 10
• Maps of both hemispheres: www.eduplace.com/ss/maps/world.html
CA 4th Grade Science Standards
6a. Differentiate observation from inference
(interpretation) and know scientists’ explanations come partly from what they observe and partly from how they interpret their observations.
6f. Follow a set of written instructions for a scientific investigation.
VOCABULARY
Global Positioning System, GPS: Satellites that track electronic devices using longitude and latitude.
Longitude: The North/South lines creating the global positioning grid.
Latitude: The West/East lines creating the global positioning grid.
Bermuda Triangle: The section of Atlantic Ocean that legend claims to be prone to boat and plane crashes.
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ACTIVITY:
Northern Hemisphere
120°W
135°W
150°W
LEGEND
National boundary
165°W
15°N
30°N
180°
165°E
PACIFIC
OCEAN
45°N
60°N
105°W
NORTH
AMERICA
90°W
75°N
150°E
135°W
120°E
105°E
ASIA
90°E
75°W
SOUTH
AMERICA
60°W
45°W
ATLANTIC
OCEAN
30°W
15°W
EUROPE
0°
15°E
AFRICA
30°E
45°E
75°E
60°E
INDIAN
OCEAN
Southern Hemisphere
SOUTH
AMERICA
60°W
45°W
15°S
15°W
30°W
30°S
ATLANTIC
OCEAN 45°S
0°
60°S
75°W
75°S
90°W ANTARCTICA
15°E
AFRICA
30°E
45°E
60°E INDIAN
OCEAN
75°E
90°E
105°E
105°W
120°W
PACIFIC
OCEAN
135°W
150°W
LEGEND
National boundary
165°W 180°
165°E
135°E
150°E
AUSTRALIA
120°E
ASIA
PROCEdURE
Prepare presentation and projector.
1. Introduce yourself as an instructor for the
Teens Go Green program.
• Briefly highlight your relevant background and experience.
• Teens Go Green is the Middle/High School program for Safe Routes to Schools (SR2S).
SR2S teaches classes in over 50 Marin schools
K thru 12.
SR2S is a program of Transportation Authority of Marin.
• Thank the class/teacher for having you as a guest.
• Briefly overview the rest of the lesson.
2. Who has heard of the Bermuda Triangle?
Call upon a few students to explain.
• The triangle is a real place between 3 places
(Bermuda, Miami, Puerto Rico).
• Do you think that the fabled Bermuda Triangle causes crashes?
3. Distribute materials.
Partner if supplies are limited.
• World maps (north and south hemisphere)
• Student work-sheets
• Table of crash locations
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TRANSPORTATION LOCATION
4. Using the students’ work-sheet as a guide, have students locate and draw on the map:
The Bermuda Triangle
Locations of various crashes
• Does technology ensure safety?
(The Luddite argument.)
Note Graphing Luddite : Students may have small variations depending on what Luddite
Level they assigned each form of transportation.
The trend should be that the more complicated the technology the more potential there is for fatalities, both in absolute number and in scale.
Another point of discussion should be that this is simply a conclusion gathered from the data they have at hand. There may be other factors at play, different data set, or methods of processing the data. The conclusion may not reveal a definitive answer to the question of safety.
• Observation and inference: Can we know for certain the Triangle doesn’t exist?
5. Conclude the lesson by reviewing the key objectives.
• Using longitude and latitude we found the location of the triangle and crashes.
• Based upon these crashes, the Bermuda Triangle is “Busted.”
• Does technology always imply safety in transportation?

ACTIVITY:
RESOURCES
SS ARTIC: Steamer http://maritime-connector.com/the-mysteriousship-disappearances/
Mary Celeste: Brigantine Sailboat http://en.wikipedia.org/wiki/Mary_
Celeste#Discovery
U-701: German U-boat http://www.divehatteras.com/U-701.html
I-14: Japanese submarine/aircraft carrier http://www.physorg.com/news177340861.html
USS Thresher- Nuclear powered US Sub http://en.wikipedia.org/wiki/USS_Thresher_(SSN-
593)
Flight 19: http://en.wikipedia.org/wiki/Flight_19
Pilatre de Rozier http://en.wikipedia.org/wiki/Jean-
Fran%C3%A7ois_Pil%C3%A2tre_de_Rozier
Free Life http://en.wikipedia.org/wiki/The_Free_Life
Air France 447: http://en.wikipedia.org/wiki/Air_France_Flight_447
Amelia Earhart: http://www.ameliaearhart.com/about/bio.html
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TRANSPORTATION LOCATION

TRANSPORTATION LOCATION
Pilatre de Rozier/ Roziere balloon:
Pilatre was a French aviator, and one of the first casualties of the new hot-air balloons. His craft was actually two balloons, one filled with hot air, the other with volatile Hydrogen gas. The hydrogen balloon exploded in mid-flight, causing him to crash into the ocean.
SS Arctic, 1854
The SS Arctic sank September 27, 1854 , after colliding French steamer SS Vesta in the fog.
The captain of the Arctic thought it would be safer to leave the site and steam toward land.
The captain of the SS Vesta was upset that the
Arctic had left and not helped them. The French vessel started to sink. The passengers and crew threw everything in the boat into the water, and the French vessel started to float.
When the French vessel reached land, they learned that the Arctic did not make it back.
[Continued on next page]
Name Year of
Disappearance
Type of vessel Latitude Longitude Luddite
Level
1785 Hot-Air Balloon 50.5 N 1.7 W Pilatre de Rozier/
Roziere balloon
SS Arctic
Mary Celeste
1854
1872
Steamer
Sail ship
(brigantine)
47.8
38.5 N
50.7 W
17.3 W
Amelia Earhart/
Electra
U-701
1937
1942
Plane 6 S 176.5 E
75.4 S
Number of
Passengers
Number of fatalities
2 2
Percentage of fatalities
393
10
2
43
332
10 presumed dead, never found
2 presumed dead
36
Flight 19
I-14
USS Thresher
Free Life
Air France 447
K-141-Kursk
Winged Bicycle
Safety Bicycle
Kalindi/
Purushottam
Express
Titanic
1945
1946
1963
1970
2009
2000
1921
1892
1995
1912
German
Submarine
35.5 N
Navy Aircraft
Japanese Sub/
Aircraft Carrier
29 N
21.2 N
US Nuclear Sub 41.7 N
Hot-Air Balloon 54 N
Commercial
Airliner
3 N
Russian Nuclear
Sub
Bicycle
Bicycle
74 N
39 N
40 N
Passenger Train 27 N
Cruise Ship 42 N
79 W
158 W
61 W
56 W
30.5W
33 E
90 W
40 E
78.5
50.5 W
1
27
20
129
3
228
118
2
2200
2227
1
27
0
129
3
228
118
0
358
1522
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Mary Celeste:
The Mary Celeste was discovered on December
4, 1872, in the Atlantic Ocean. It was floating, apparently abandoned –except for one lifeboat- despite the fact that the weather was fine and the Mary Celeste was in excellent condition.
She had over six months’ worth of food and water on board, and her cargo was virtually untouched- all of the personal belongings of passengers and crew were still in place, including valuables. The crew was never seen or heard from again. Their disappearance is often cited as the greatest maritime mystery of all time.
Amelia Earhart and the Electra:
In an attempt to become the first pilot to circumnavigate the globe, Amelia Earhart and
Fred Noonan disappeared with less than 7,000 miles to go over Howland Island.
No evidence of the Electra was ever found.
U-701(German U-boat):
One of many German submarines dispatched to do battle on the East Coast of the US, this was sunk by depth charges from an American bomber. Of the 43 German sailors who escaped the craft, only 7 survived the two days in the ocean waiting for rescue.
TRANSPORTATION LOCATION
Flight 19:
Five Navy Avenger aircraft were on a routine training mission above the Atlantic when radio communications stopped- they were never heard from again. A rescue airplane dispatched to find them also never came back. These disappearances fueled the Bermuda Triangle legend much more than any other.
I-14 (Japanese Submarine):
This high-tech Japanese Submarine could carry two aircraft when submerged. It is widely believed the US intentionally sunk these in order to prevent the technology from getting in the hands of the
Germans.
USS Thresher:
One of the first Nuclear powered submarines, this ship imploded about a half-mile under the sea, and is the reason that many more safety measures were implemented by the US Navy afterward.
Free Life:
Attempting to cross the Atlantic Ocean, this balloon hit a storm on day 2. The radioed that they were ditching the craft and requested a searchand-rescue team, but they were never found.
Air France 447:
This commercial airliner disappearance- called the worst in French Aviation history- is significant because of the shroud of mystery surrounding it.
Having happened so recently, is was astounding that the plane vanished with absolutely no warning- no distress call, indication of trouble- nothing.
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Winged Bicycle
This stock footage is isn’t sourced- it simply shows one of the early failures of attempted heavier than air flight. The pilot- who ends up on fire near the end- was a rather remarkable choice, as he seems a bit heavier than most. The video is believed to be from the early 1921.
Safety Bicycle:
In 1894, Frank Lenz was completing the first
‘around the world’ tour on the first ‘safety’ bicycle- a bicycle with pneumatic tires. He was a correspondent for “Outing” magazine. He disappeared and was never heard from again.
Shortly after, Outing magazine sent William
Sachtleben- another giant of the cycling sport- to go find out what happened.
Kalindi/Purushottam Express:
The accident happened in the Indian state of
Uttar Pradesh; both trains were bound for the
Indian capital, Delhi. The first train, the “Kalindi
Express” from Kanpur struck a cow but was unable to proceed as its brakes were damaged. It was then struck from behind at a speed of 70 mph by the Purushottam Express. Three carriages of the
Kanpur express were destroyed; the engine and front two carriages of the Puri train were derailed.
Most of the 2200 passengers aboard the two trains were asleep at the time of the accident.

TRANSPORTATION LOCATION
MYTH #1: The Bermuda Triangle-
Fact or Fiction?
MYTH #2: High-tech/more machinery
= less dangerous
Land of the Lost. The Devil’s Triangle.
The Twillight Zone. The Port of Missing Ships.
The Hoodoo Sea.
All kinds of paranormal activities have been reported to take place in this triangular slice of the Atlantic Ocean. Planes are said to loose power and become uncontrollable, compasses spin wildly, The sky has been reported to glow white and thick- Christopher Columbus even wrote about the strange phenomena he witness from on board the deck of the Santa Maria.
Still, the stuff of legend often turns out to be just that- legend. Half-truths dressed up in fantastic narrative. The questions we want to pose are these:
1. Is the Bermuda Triangle real? If it is, what might be the causes of wrecks, and would they affect all types of transportation equally?
2. Does the type of transportation matter? If something is more high-tech (and usually less “green”) does that mean that it is safer?
3. How can we represent data that might help us learn something?
Question 1: IS THE TRIANGLE REAL?
We do know of many Historical disappearances. We can chart them out and see how close they come into the proximity of the Triangle, and with what sort of frequency. First, we need to know where the triangle is.
The three points of the Triangle are at these coordinates:
1) 25.5 N, 80 W
2) 32 N, 65 W
3) 18N, 65 W
Using this information, draw the Bermuda Triangle on your map of the Northern hemisphere.
From here, we have a list of ship/plane/balloon wreck from the last few centuries. Plot and label them on both maps, and answer the following question:
Based upon the data you have plotted, would you say the Bermuda Triangle is real?
Why or Why not? Explain:
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TRANSPORTATION LOCATION
Questions 2 and 3: THE LUDDITE LEvEL
We want to know if the type of transportation matters, both in terms of it’s Carbon footprint and of it’s design complexity. Fortunately, the two tend to be interlinked. To understand this, we need to know what a Luddite is, and take a look at some modern-day Luddites, like the
Amish and the Mennonites.
The Luddites were members of a movement in early 19 th century England that opposed the use of unskilled labor in factories, particularly with
Loom machines. Today, a ‘Luddite’ is someone who opposes the use of what they consider
‘unnecessary technology.’ In the past, it had a twinge of negative connotation to it, but lately it has gained popularity as local/simple/ ecological ways of living are being embraced.
We are going to assign a “Luddite Level” (1-5) to each of the various forms of transportation in our lab. We will then calculate how dangerous each transportation method is by both total fatalities and percentage of fatalities in all the wrecks.
Luddite Level:
1. No or very low Carbon Footprint, simple machine design (no or very little CO
2
Example: Sailing ship
produced).
2. Simple design, perhaps one motor used.
Example: Steamboat
3. More complex design, more than one physical factor to overcome.
Example: Motorized planes
4. Increasingly complex design, much higher Carbon footprint.
Example: Submarines
5. Very complex design, very high Carbon footprint or potential for disastrous environmental impact.
Example: Nuclear submarines, commercial airliners, jet planes, cruise ships.
Assign each one of the wrecks a ‘Luddite Level.”
As well, using the total # of passengers and the # of fatalities, calculate a “% of fatalities” figure for each wreck, using the following equation:
Number of fatalities: Total passengers x 100 = % fatalities
Do this for each wreck.
Graphing:
Put together two graphs. Both graphs will have the Luddite Levels across the X axis (1-5).
Graph one should be simply the total # of fatalities in each category.
Graph two should be the AVERAGE of all the “% fatalities” in each category.
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TRANSPORTATION LOCATION
TRANSPORTATION
LOCATION UNIT
LESSON 3 OF 3:
5–12th Grade. 30-60 minutes. Outdoor setting.
Utilizing the easy access to GPS (found on every smart-phone) we use the geosynchronous orbiting satellites to participate in a global treasure hunt. Bike or walk to specific local longitude and latitude points to find GeoCache treasures!
OBJECTIVES
Students will be able to:
• Use coordinates in conjunction with GPS to find Geo-Caches.
• Work with classmates in cooperative problem solving.
• Participate in physical activity, active transportation!
MATERIALS
• Smart phone(s) with Geocaching “App.”
• Signed permission/waivers for off-campus field trip.
Biking Trip:
• Extra bikes and helmets for a dozen students.
• Bike tools (patches, pump, metric hex & adjustable wrenches, band-aids)
Optional
• Computers with internet access
• Additional hand-held GPS devices:
Garmins, Ipads, others
PROCEdURE
Global Positioning System or “GPS” is standard on smart-phones and many other devices.
Maintained by the US Government, GPS uses satellites in orbit to locate your latitude and longitude anywhere on the planet where your signal is unobstructed.
In Geo-Caching registered users around the world leave small hidden treasure boxes in public places.
Using GPS coordinates, smart phones locate the object on a map. Once at the location a hint helps you find the object (GPS is only precise to a few feet). Often the treasure is cleverly disguised or hidden, such as a fake rock beside the trail or a magnet under a metal bench. Inside the box is a scroll to sign and often a trinket or token to exchange.
A simple GeoCache primer can be watched here: http://youtu.be/-4VFeYZTTYs , or see “Organizing a GeoCache” on page 11.
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ACTIVITY:
TRANSPORTATION LOCATION
PROCEdURE CONT.
Requirements to be completed prior to the field trip:
• Completed one of the previous Transportation
Location Activities
• Off-campus permission and/or waivers
• Geo-Cache Application for smart phone
(multiple versions available)
• Nearby Geo-Caches to find (you can make your own if none are available)
• Map out a suitable route, noting caches and space to gather.
• Test run the “App” and find the caches to ensure they exist.
For biking:
• Students bring bikes and helmets.
(We can supply a dozen extras.)
• Bike tools: pump, patches, spare tube, hex keys
(allen wrenches), band-aids, and adjustable crescent wrench
1. Introduce yourself as an instructor for the
Teens Go Green program.
• Briefly highlight your relevant background and experience.
• Teens Go Green is the Middle/High School program for Safe Routes to Schools (SR2S).
SR2S teaches classes in over 50 Marin schools
K thru 12.
SR2S is a program of Transportation Authority of Marin.
• Thank the class/teacher for having you as a guest.
• Briefly overview the field trip.
2. If biking, every student must pass the Bike and
Helmet Check before riding.
• Helmets must be properly adjusted.
Chin strap snug
Level on head
Shake test (should not fall off when head shakes)
• Bikes must pass the ABC check. Students raise hands if needing assistance.
“A” is for “air”. Squeeze tires, they should not be
“squishy”.
“B” is for “brakes”. Squeeze the brakes, they should stop the wheel.
“C” is for “check”. Make a final decision, does the bike work?
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ACTIVITY:
PROCEdURE CONT.
3. Setting Expectations. Despite being offcampus, school rules still apply.
• Rules for Bike Field-Trip. You Must :
Obey traffic laws (stop signs, right side of road).
Ride exactly where the lead instructor rides.
Pay attention, watch out for others, “heads-up.”
Leave a “bubble” of space between bikes, do not ride close to anything.
Stay with your group, notify an instructor if you need assistance.
• Rules for Walking Field-Trip. You Must :
Stay on the sidewalk until directed otherwise.
Watch out for cars or other pedestrians, “heads-up.”
Stay with your group, notify an instructor if you need assistance.
4. Organize the hunt. Small groups work best to find a single Cache.
• Break into small groups (12 or less).
Each group needs at least one instructor to lead with the GeoCache App.
Separate and stage the groups in an open area.
• Stagger the groups 8 minutes apart to avoid conflicting hunts.
Groups should always remain distinct, never gathering together.
The previous group must replace the Cache before the next group arrives.
14
TRANSPORTATION LOCATION
5. Find the GeoCache Treasures. Walk bikes while leaving or entering the school campus.
• Arriving at the destination, find a suitable place to gather.
• Set the boundaries of where students are allowed to look.
• Using the App, read the name, size, and location/hint regarding the Cache.
Try to show a few students the map view.
• If needed, after a few minutes start to give hints such as “hot or cold.”
• Upon finding the Cache, gather the students to open the “treasure box” and sign.
• Quickly replace the Cache (keep a look-out for the next arriving group).
6. Conclusion: When returning to school have the students gather one more time.
• Walk bikes on campus. Return borrowed helmets and bikes.
• Either debrief each group individually or wait for whole group.
• GeoCaching uses GPS satelites to find exact latitude and longitude.
• Maps are increasingly being used on electronic
GPS devices.

ACTIVITY:
TRANSPORTATION LOCATION
PROCEdURE CONT.
• Food for thought:
How did people use maps before GPS?
Besides treasure hunting, how else can we use GPS?
Should people still learn how to read a paper map, or just GPS?
ORGAnizinG A GEOCACHE
Most likely you have a GeoCache nearby your school. This section will explain how to locate a
Cache and create your own Cache.
The app will guide you through the first few steps.
The home screen should have an option to “Find
Nearby Geo-Caches.” Based upon your location, a number of Caches should appear. Relocate the map to your desired location and search to “Find
Caches Here”. If no Caches appear try zooming out.
If no suitable GeoCache is found you can create a Cache yourself. This requires registering.
Instructions for creating a Cache can be found at: www.geocaching.com/about/hiding.aspx
AdvAnCEd COnCEPTS OF GEOCACHinG-GPS
1. Geosynchronous Orbit of satellites
2. Using Google Earth and Google Map applications to create maps
3. Finer latitude/longitude distinctions
(minutes, seconds, etc.)
4. Cardinal directions and conversion from
English units to Metric units
5. Triangulation
EnGliSH lAnGuAGE lEARnERS
Adapt this lesson for English learners by previewing the key vocabulary prior to the lesson with picture cards.
RESOURCES
You can see an example of a Google/Geo-cache map we created for a Safe Routes to School Field trip here.
More on geocaching/main site: http://www.geocaching.com/
Geosynchronous orbit: http://www.centennialofflight.gov/essay/
Dictionary/GEO_ORBIT/DI146.htm
Triangulation: http://www.qrg.northwestern.edu/projects/vss/ docs/navigation/1-what-is-triangulation.html
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