MTs, WM2D, and WM Basic Language Script Code

[Wubbly]

Thanks Fletcher. I'll keep that in mind. Never tried in process editing yet probably because the default is set to off and it always makes me reset after I stop the sim.

Georg, something like your "moveable borders" were already planned for a future version down the road, partially because I haven't had luck with marrying Rod "Active When" and Mod math in all quadrants especially when I want the action to cross the 360 mark. But I have to get a stable sim first before I add on too many enhancements. At this point MT141 Model B is looking more promising than Model A. Hopefully it will be done soon.

I always remind myself it's still a closed loop path in a conservative field, so don't hold your breath or get your hopes up too high.

It's just a hobby. Probably not going to change the world.

[Wubbly]

MT-141 Model B - V1

Finished MT-141 Model B - Version 1. The geometry is slightly different than Model A. Model B uses 5 rectangles instead of 4, and they are pinned to the background wheel differently, but the result should be similar.

WM2D didn't like the geometry of Model A and I kept getting constraint errors. Had to replace the rigid joints with pin joints at the stop masses for it to work without errors, but Model B uses rigid joints for the stop masses and WM2D doesn't have any problems. Go figure.

If something doesn't work, try something else.

The design is similar to parts of VisitorV's design on his youtube channel, MT138 Part 24.
https://www.youtube.com/watch?v=PCnJ8U_ ... L&index=28

I entered the same inputs into Model A and Model B and looked at the angular velocity graph of the background wheel after the motor was shut off, and they look very similar. Mass zero is a hardwired different value in both sims, so if you try it, you might get different results. (0.01 kg vs 0.1 kg)

The motor velocity is controlled by an input slider in Model B. This allows you to easily change the velocity while the sim is running, but a textbox input gives you more control of the exact value you want. At this point I'm still looking at general overall affects.

The fact that the angular velocity graph of the wheel is trending downward says that the wheel is slowing down. It would be nice to see that trending up, but only Bessler demonstrated a wheel with those characteristics (and possibly Asa Jackson and possibly the Buzzsaw wheel), but no one else can demonstrate a working wheel at this point, so all the resident experts are still guessing, or maybe I should say still searching.

Above a certain angular velocity of the wheel, centrifugal force pins the masses to the extended position. Below that angular velocity the masses perform an extend/retract action of their own choosing.

If the masses were forced to extend/contract along paths not of their choosing, would the result be different? It's still a closed loop path in a conservative field. We only have so much Potential Energy to play with. What falls must rise. Still searching, or should I say playing.

[Wubbly]

The next several pictures show a grouping of the MTs. They are grouped based on similar features. The grouping is subjective. Someone else might have grouped them differently but that's OK. Many of the MTs were ignored. Some were too blurry to bother with. The ones with fluid were ignored. Some were simply not grouped for no apparent reason (e.g. the toy's page MT).

MT-001 Class.
This group contain balls or spheres rolling in ramps. The ramps can be straight or curved. There can be one or two levels of ramps. I lumped MT026 and MT027 into this class because they are variations of MT001 except they have a chord D attached to limit movement.
It's hard to connect something to a rolling sphere, so MT026 introduces rolling weight wheels.

[Wubbly]

MT-006 Class
In this group of MTs you have balls hopping out of the wheel, then hopping back in at some later point in time.

[Wubbly]

MT-009 Class
Bessler then introduces weights connected to the end of rods. In this group, the weights are are pointing outward. The weights are closer to the rim of the wheel, and the pivot point of the rod is closer to the axel of the wheel.

[Wubbly]

MT-014 Class
In this group the weighted rods are still pointing outward, but they are attached to additional weights somewhere else on the wheel. The movement of the weighted rod affects the movement of the secondary weight.

[Wubbly]

MT-019 Class
In this group the weighted rods are pointing inward. The pivot point of the rod is closer to the rim of the wheel, and the weight is closer to the axle of the wheel. MT034 is unique in that the weighted rod is parallel with the axle instead of perpendicular to it. MT019 is the simple basic demonstration, the others seem to have attachments to other parts of the wheel. Some connect to another weight. Some connect to a bellows.

[Wubbly]

MT-060 Class
This class uses bellows. Bessler was an organ maker at one point in his life, so he might have used bellows in his design. Various other drawings have hints of bellows in them, so this is a truncated list. I don't know how to simulate bellows, so I get very little out of these designs other than to say they take energy from one part of the wheel and shuttle it off to another using air. Nothing you couldn't do with a pulley, rope, or some other mechanical arrangement.

[Wubbly]

MT-063 Class
To me, these show very little. I see rectangles or squares sliding back and forth. MT63 looks like something is moving to an outer radius, and back to an inner radius. MT64 shows nothing (that I can see). MT65 is a combination of 63 and 64. The rest look like rectangles moving back and forth, some have a bellows attachment at one end, some don't.

[Wubbly]

MT-130.
I call these the "show nothing" drawings. They literally show nothing. MT137 is one of my favorites simply because of it's geometric shape. If you knew what additional structures to add onto it, it might talk to you, but all it's saying to me is "hello", and then it is whispering in the back of it's head "I know a secret and I won't tell".


So what have we learned. Bessler starts out simple - balls rolling around of their own accord. Then he adds weights on the end of levers. He then connects weights on one part of the wheel to weights on another part of the wheel through some sort of connection (ropes, chains, pulleys, levers, bellows (air), or possibly fluid). None of the MTs work by themselves, but by combining them with a discerning mind would one find a solution, or do the woodcuts he hid or destroyed hold the missing link to his secret? No one knows.

[Senax]

MT 60 looks very much like the Italian mooie even down to using pneumatics
to transfer energy. Difference is that MT 60 has 12 weights whereas mooie
only has 3.

[Fletcher]

So what have we learned.

Bessler starts out simple - balls rolling around of their own accord. Then he adds weights on the end of levers. He then connects weights on one part of the wheel to weights on another part of the wheel through some sort of connection (ropes, chains, pulleys, levers, bellows (air), or possibly fluid).

None of the MTs work by themselves, but by combining them with a discerning mind would one find a solution, or do the woodcuts he hid or destroyed hold the missing link to his secret? No one knows.

Let's not forget the Toy's Page near the end of MT.

Find the movement and you find the motion of the Perpetual kind, imo.

... However, I have left all demonstrations and experiments, since it would be difficult for anybody to see or learn anything about a perpetual motion from them or to decide whether there was any truth in them because no illustration by itself contains a description of the motion (mine: the Perpetual Motion mentioned in the same sentence); however, taking various illustrations together and combining them with a discerning mind, it will indeed be possible to look for a movement and, finally to find one in them.

[Fletcher]

Wubbly .. I think your groupings are quite logical. They seem to show some sort of progression of B's. design thoughts. Perhaps loosely from simple to more complex, as you might expect from an instructional text point of view. B. must have had some lesson plan in mind for the layout I would think. (You could probably select one example from each group as representative of that particular approach. IOW's cull the list even further if you felt so inclined.) Clearly there are 'misplaced' woodcuts that appear out of sequence and disturb the flow and sensibilities so that it is not an entirely coherent and logical document from a readers perspective. Once again there must be a good reason for that oversight. I suggest that it is to do with an embedded coding system within the MT document itself. This has been discussed elsewhere.

Ultimately the movement and motion we seek must relate to a selection of his drawings (even if in vague terms) and be reflected perhaps loosely in the Toy's Page for confirmation, and visa versa. At least that also seems a logical deduction to make.

Personally I did a similar exercise with the groupings and progression with particular note to those MT's that got a more positive mention of some aspect or other in the accompanying notes than the run-of-the-mill accompaniments. Looking for a trend within a trend so to speak. And then possibly a cross-check/redundancy to the Toy's Page etc.

FWIW.

[Fletcher]

As an example of my MT 'drawing of mention' to Toy's Page cross-referencing and embedded code thoughts here are sum examples that you might like to reflect on.

Re Toy's Page Digit Sums Approach to MT internal Code :

Item A :

Has 15 vertical elements (also Roman numerals for 1 & 2) => MT15 mentions a lack of a Prime Mover to be seen or deduced. It also has 10 (presumably) pivot points, or nodes => MT10 mentions a correct handle and construction. 10 + A => 10 + 1 = 11 => MT11 (the doubled system) mentions that there is more to it than meets the eye.

Item B :

Has 10 pivot points, and what looks like levers or lever weights at the top. 10 + B = 10 + 2 = 12 => MT12 mentions a great shaking from a ramp lifting attempt which seems unnecessary to comment on, imo.

Item C :

C & C => 3 + 3 or 3 x 3 (3^2) = 6 or 9 => MT9 mentions little accomplished without the Principle of Connectedness (Zusammen Gehangten) Principle.

Item D :

D & D => 4 + 4 or 4 x 4 (4^2) = 8 or 16. Grouped with similar Item C therefore 16 + 9 = 25 => MT25 mentions more to it than one supposes.

Item E :

16 + 8 pivot points = 24 => MT24 mentions ought not to be scorned. Something must be learned.

Item 5 :

This is clearly deliberately mislabeled imo. It should be Item F - but it is called '5'. There must be a reason for this omission or inclusion depending on how you look at it !?

Let's run some Digit Sums on the Toy's Page Items etc.

A + B (+ E) => 1 + 2 = 3, (+ 5) = 8 => 3-4-5 Euclid Triangle and the basis of Preponderance Theory (3, 5, 8). A special type of Albrecht Durer Transformation, imo !

As already mentioned C^2 + D^2 = 25 .. and 8 + 25 = 33 => 33 + '5' = 38 => MT38 mentions that the correct application of the Stork's Bills is required.

A + B + E + 5 = 8 + 5 = 13 => MT13 first of the CCW concepts, next being MT15 (mentioned above) and MT113 (13 + 100 builds) reinforcement.

ETA : nearly forgot to mention - Toy's Page 138 to 141 (4 numbers) => 138 - 100 builds = 38.


Many might consider my 'associations' as forced projections, frivolous connections and mere coincidence, and dismiss them. Some might not and ponder further !


For example - does that go someway towards a rational or plausible explanation for the MT woodcut misplacements, and seeming redundancy and 'padding' within the MT woodcut sequencing ? It's perhaps a start to zeroing in and deducing a movement to be found amongst the drawings !

[Wubbly]

Thanks for your thoughts and insights Fletcher. I tried reading through your post several times ... and each time I get very little out of it. I guess my mind doesn't work along those lines. When I try reading the "preponderance" thread my eyes glaze over and I say "not my thing". And people draw pentagrams where there are none and I just scratch my head and say to myself, "there's no pentagram there". We all look at the MTs and see something slightly different, and sometimes something very different, but that's a good thing because looking at the problem from different angles increases the probability of success (if success is indeed one of the possible outcomes).

Today we have electronic files that can modified at will, ... but 300 years ago once you made a woodcut, it was carved in stone, (OK wood), and if you wanted to make a change you had to get out the hammer and chisel and go at it. 300 years ago you didn't have your handy dremel 4000 rotary tool and there were no local Home Depot stores to get wood filler or gorilla glue to fix mistakes.

No. 37 This invention belongs among Nos. 14,15 and 16. It is inserted here only because it slipped past the beginning.

People are human and make mistakes. When I look at the MTs I don't see all these complex codes, but to each their own.