The roles and history of timepieces

Such convenient timepieces were not things that existed in the world to begin with. What kind of searching did humankind have to do to know the time? The students learn about the history of the evolution of ancient methods of measuring time using the forces of nature, beginning with humankind’s invention of the first sundial some 7000 years ago.

Try to build a mechanism to measure 10 seconds, using things around you.

If the clocks and watches we now take for granted were to suddenly disappear, how could we measure time or know what time it is? The students conduct an experiment using things around them, such as a scrubbing brush, sand, water, string, a tape measure, a fidget spinner, or bath salts, to build a mechanism that can accurately measure 10 seconds.

The students try a variety of methods. Some pour sand or water into a plastic container, adjusting the amount to measure 10 seconds, while others suspend a scrubbing brush from a string and let it swing back and forth. Based on the results of this experiment, the students learn the principle of correct time-keeping, i.e., multiplying intervals by the number of repetitions.

Mechanisms and evolution of timepieces

Humankind continued to search for ways to create more accurate clocks. In this lesson, students learn about the history of evolution of timepieces: how the pendulum principle studied in Grade 5 led to the development of accurate clocks, the emergence of portable timepieces, and the development of even more accurate timepieces.

The pendulum principle

Pendulum clocks

Portable wristwatches

Even more accurate timepieces

Making an original clock

While considering the question first asked—“what times do you look at a clock or watch?”—the students come up with ideas for their own original clocks, based on the question “what kind of clock would you like to have?”
For the mechanism of their original clock, the students choose from one of four types, with revolution times of 5, 10, 15, and 30 minutes. They then complete the design of the clock face to match the movement of the clock hand.
Numerous fun ideas are thrown about, such as “a clock that measures the time of a soccer match,” “a 30-minute clock to measure lunchtime,” “a clock that shows how much time is left on a test,” “a clock that measures your night routine,” and “TV time.”
Each team produces an original clock, as the team members carry out the 3 roles of appearance design, advertising, and technical design and assembly.

Presentation

Each group gives a presentation of their completed clock.

The advertising slogan for the “school lunch employee clock” the students have made in this workshop is “school lunch championship: if you eat fast enough, could you too become president!?,” which draws laughter from everyone. Other examples are the “time-killing clock,” the “hurry! morning preparation clock,” the “30-minute morning clock,” and the “curry clock.” Each idea is full of humor.

Watchmaker workshop

The final task is to take on the challenge of a watchmaker’s work. “Pick up the tiny screws that are actually used in watches and try to insert them in the holes. See how many screws you can put in by yourself in 30 seconds.”

The components actually used in watches include parts thinner than a hair.
The students focus on the work with serious expressions.
As mishaps occur, such as screws popping out of their grip, they learn that it does not always go as they hope. With the best result of 6 screws in place, and the average of just 3, the students’ expressions show respect for the technical abilities of watchmakers in assembling such small parts.
The students learn while experiencing how, along with the development of modern technology, the renowned craftsmanship of Japanese watchmakers is also something important that is being kept alive.