People who use science in their work

How science and technology are used in occupations such as the astronomer, the engineer and the timekeeper, and what various communities have contributed to science and technology (A3.1, A3.3).

Lesson 1 of 1 1 of 17 in the course

Course map

Draft: this lesson was written with AI help and has not yet been read by a human editor.

What your class asks

This lesson asks you to describe how science and technology concepts are used in various occupations and how those uses address real problems, and to analyse what various communities have contributed to science and technology. The museum offers the work of an astronomer, an engineer and a timekeeper in medieval Muslim societies; the class brings the occupations of today, including the skilled trades, and the contributions of other communities, which the museum does not hold. 1

Curriculum expectations, with their official codes

  • A3.1 describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems
  • A3.3 analyse contributions to science and technology from various communities

Before you start

A thought to carry into the lesson.

The lesson

Which problem did the work answer?

The expectations link a skill to a problem and a contribution to a community. For each person you read about, note who needed the work, what problem it answered and what the record says of how it was done.

Go deeper

The TDV entry on the astronomer's science holds that astronomy in its proper sense began in Islam with translation 2. Under the caliph al-Mansur an Indian Sanskrit work by Brahmagupta, written around 770 CE, was translated under the title al-Sindhind, and from Indian writings Muslims learned the first concepts of trigonometry 2. Ptolemy's Almagest was translated into Arabic toward the end of the eighth century, and many scholars studied it, wrote commentaries and summaries 2. This is the record on the astronomer.

Why they did it

The sources used for this lesson contain no sentence in which al-Jazari or Ibn al-Shatir says why he chose his work. For al-Jazari TDV shows a patron: a book commissioned by Nasir al-Din Mahmud 3. For Ibn al-Shatir, Haji Khalifa says he studied the astronomical instruments closely and found that they did not serve every task at every latitude 4. These are reports by named writers about the work, not statements by the men themselves.

Often misunderstood

A marble dial on a minaret can sound like the start of timekeeping. The record on Ibn al-Shatir's sundial says this is not invention of shadows or the world's first clock, but a specific refinement within a long history of astronomical measurement and timekeeping manufacture 5 6.

Think about it

The astronomer's tables, the engineer's pump and the timekeeper's dial each answered a need. For which of the three do the records show most clearly who needed the work and what problem it answered, and what is missing for the others?

Into the museum

Try this

Draw a table with one row each for the astronomer, the engineer and the timekeeper: the occupation, the problem it answered and the people who needed it. Then add a row for an occupation in your own community, including a skilled trade.

Carry it further

Where this lesson leads in the museum.

Check yourself

Nothing here is marked or sent anywhere. It is for you.

Which of these did you meet in this lesson?

Not in this lesson. Look again at the cards above.

Not in this lesson. Look again at the cards above.

Yes. That is the one from this lesson.

In your own words: what does Astronomer have to do with this lesson?

Compare with the card

The astronomer's tables. The astronomer watches the movements of the heavenly bodies, calculates them, and sets the results in tables called zijes. Ibrahim ibn Habib al-Fazari wrote a zij on the Arab reckoning, giving the basic tables for computing Islamic dates by the lunar calendar. Observatories were built at Maragha, Samarkand and Istanbul, and rulers sometimes paid for them. What everyday problem do tables like these solve for a community?

In your own words: what does Al-Jazari, Ismail ibn al-Razzaz have to do with this lesson?

Compare with the card

An engineer who improved earlier work. TDV places al-Jazari in a tradition extending from Hellenistic engineering to the Banu Musa, and describes an engineer improving earlier work, not the inventor of every underlying principle in his book. In his double-piston pump, flowing water drives a wheel and gears, with a pin and slotted rod converting rotation into reciprocating piston-rod motion. Whose earlier work might an engineer today build on?

I can now

Notes

  1. 1. Ontario Ministry of Education, The Ontario Curriculum: Science and Technology, Grades 1–8 (2022)
  2. 2. İLM-i FELEK — TDV İslâm Ansiklopedisi (Tevfik Fehd), p.126-129
  3. 3. CEZERÎ, İsmâil b. Rezzâz — TDV (Sadettin Ökten), pp. 505–506
  4. 4. Kashf al-Zunun an Asami al-Kutub wa'l-Funun — Hajji Khalifa (Furqan ed.), p. 570-571
  5. 5. David A. King: Ibn al-Shatir, sundial
  6. 6. Nusret Cam: Sundial, historical-survey
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