Draft: this lesson was written with AI help and has not yet been read by a human editor.
1 What your class asks
This lesson asks you to research the historical development of a hydraulic or pneumatic system, to ask why it was developed and how it was improved, and to describe the common components of such systems and what each does. The museum offers two pumps from two medieval books, one with two pistons and one with six, both with pistons and valves; modern systems, their social effects and the full history of pumps are for your class. 1
Curriculum expectations, with their official codes
- F1.1 research the historical development of a pneumatic or hydraulic system used in a specific technology […], analyse the original design, and determine why the technology was developed and how it has been improved [IP, PR, AI, C]
- F3.3 describe common components used in hydraulic and pneumatic systems […], and explain their function
2 Before you start
A thought to carry into the lesson.
3 The lesson
What changed from one design to the next?
Compare the two pumps. List the parts they share and what each adds. What does each record say the design was meant to do?
What does a valve do?
Find where the valves sit in the pump you read about. What would happen to the water without them?
Go deeper
Look inside one cylinder of al-Jazari's double-piston pump. Each copper cylinder has two clack valves allowing upward movement only, one at its intake and another at its delivery pipe 2. An iron piston rod ends in two discs with hemp cord packed between them, sealing the fit inside the smooth cylinder 2. Both delivery pipes join one vertical riser 3. Now ask what the water would do on the downstroke if the valve at the delivery pipe were missing.
Why they did it
The records say what each design was meant to do, not why its maker took it up. For al-Jazari, TDV describes an engineer improving earlier work 4. For Taqi al-Din's pump, the record reads the intention as successive delivery rather than only one piston's pulse 5. Al-Hasan compares al-Jazari's pump and identifies earlier cam arrangements in Heron and China 6.
Often misunderstood
How do we know?
Think about it
Taqi al-Din's text allows one tube, prefers three and says two can do the job. Why might a designer prefer more tubes when fewer can work, and what would you measure to test that preference?
Into the museum
- The double-piston pump: the valves, the packing and the riser.
- The six-cylinder pump: six pistons moved by cams and returned by weights.
- Taqi al-Din ibn Maruf: the author of the book that describes it.
Try this
Read about the double-piston pump and the six-cylinder pump. Make a table with a row for each pump and columns for the source of power, the number of pistons and the way the water leaves.
4 Carry it further
Where this lesson leads in the museum.
5 Check yourself
Nothing here is marked or sent anywhere. It is for you.
In your own words: what does Al-Jazari's waterwheel-driven double-piston pump have to do with this lesson?
Compare with the card
A pump driven by a stream. The record describes a pump in al-Jazari's book that is powered by flowing water, not by a person lifting a bucket. According to the TDV encyclopedia, the drive passes from the wheel to two gears, then to the rod and the arms of the pistons, and rotation becomes back-and-forth motion in the piston rods. The record stresses that the contribution is this arrangement, not the invention of lifting water. What is the input, and what is the output?
In your own words: what does Taqi al-Din's six-cylinder pump have to do with this lesson?
Compare with the card
Six pistons, one outlet. In al-Turuq al-saniyya, as the record reads it, Taqi al-Din ibn Maruf described six tubes with pistons, weights and valves, moved by projections around a shaft and joined to a shared outlet, so that water is delivered in succession rather than in one piston's pulse. A cam raises each piston through a rocker and a weight drives it down, and the valves let water pass one way only. The record notes that no evidence of historical manufacture is known. Which part stops the water going back?
I can now
Notes
- 1. Ontario Ministry of Education, The Ontario Curriculum: Science
- 2. Al-Jazari — Donald Hill translation1974, p.187
- 3. Al-Jazari — Donald Hill translation1974, p.188
- 4. CEZERÎ, İsmâil b. Rezzâz — TDV (Sadettin Ökten), pp. 505–506
- 5. Al-Turuq al-saniyya — al-Hasan edition, pp47–50
- 6. Al-Turuq al-saniyya — al-Hasan edition, pp49–50
- 7. Al-Turuq al-saniyya — al-Hasan edition, pp48–50
- 8. Cabeza et al.: Taqi al-Din pump study, section4.1
- 9. Cabeza et al.: Taqi al-Din pump study, sections2–4
- 10. Model of Double Piston Pump by al-Jazari — Science Museum Group, catalogue