r ranson wrote:The next step is to find out if it is possible to buy new watch guts (for less than a new fob watch).
I've been looking at new fob watches but they all have the 12 at the "top" or near the (set the time and wind it up knob). But when I take my watch out of my pocket and open it, I hold it so that the 9-o'clock is at the top. If you look at antique fob watches, about half of them are that way up.
I also haven't found a case that I like as much as this one yet.
So what's the word I can whisper to google to find "manual, I wind every day, no batteries, watch guts that work"?
r ranson wrote:The finger on the escape wheel and the pallet fork on that side don't seem to be on the same... plane? plain? lined up correctly, so it jams on the back of the red thing.
r ranson wrote:Here comes the problem - vocabulary. I don't have it.
r ranson wrote:There is a round thing that goes back and forth acting like a pendulum. It has an independent spring to make it go back and forth more.
r ranson wrote:Connected to that is what I'm calling a governor. This is a thing with two arms that pivots at a point. That wheel that is connected to the mainspring has lots of fingers and the place where the governor touches those fingers has some sort of resin on it.
r ranson wrote:When it stops, one of the arms (the one I can't get to easily) isn't touching the fingers where it should. It's always the same arm of the governor. But it's not always the same finger of the wheel.
Alan Booker wrote:Hey Britton,
As the course instructor, maybe I am the best person to try to address your question.
One of the PDC's I taught a few years ago had two PhD's, six engineers, ...and a student just out of high school. One of the PhD's (in physics) at the end of the course said he was "stunned by the depth and scope of the information" in the course. The other PhD (biology) came back to take it again the next year because he wanted to hear it all again a second time.
But even though there was plenty in the class to challenge and engage the PhD's and engineers, the high school graduate also completed the course, gave an excellent design presentation, and got certified.
The reason this can work is because I approach the PDC from the standpoint of understanding and designing complex systems, teaching this in a way that builds directly on top of what you would normally cover in high school physics, chemistry, and biology. So somebody who is comfortable with these topics at the level they should be to graduate high school should be able to follow the course with a little work. I think it comes down to being engaged and curious, willing to do some research to fill in any areas you haven't quite mastered yet.
Folks who come to the class with a lot of domain-specific knowledge often were taught it in a siloed fashion, so there is a lot of new and rich information for them to explore when we jump into whole-systems thinking. They can bring all of their domain-specific experience with them, fitting it into a larger and more holistic context. I have had engineers and architects tell me that the PDC has helped them understand how their specific expertise fits into a much larger picture. They are probably the ones who get the most from the class, because I tried to design it to compliment and extend what they have already been taught in college. But even someone just out of high school who is engaged and works hard will be able to keep up and learn a tremendous amount (while maybe not being able to mine quite so much out of it as the engineers, scientists, architects, etc.).
So even though the curriculum is designed for people with a technical background, I think the basic prerequisites for the course are whether a person (1) has a good grounding in the basic sciences, (2) is willing to work hard and stretch themselves, and (3) is curious and has a passion to learn.