Mathematics at work: water tunnels and ceilings

Occupations and school subjects that work together on real problems: levelling a water tunnel and measuring a ceiling (A3.1, A3.2).

Lesson 1 of 2 1 of 8 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 ideas from science and technology are used in occupations, including skilled trades, to address real-world problems, and to investigate how science and technology can work with other school subjects. The museum offers three records from the Islamic world, the trade of the architect, a manual for surveying a water tunnel and a method for measuring a muqarnas ceiling; your class must bring occupations and subject combinations from its own surroundings. 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
  • A3.2 investigate how science and technology can be used with other subject areas to address real-world problems

Before you start

A thought to carry into the lesson.

The lesson

Which subjects meet in the job?

These records pair mathematics and building knowledge with a job on a building or on water. As you read, list the school subjects involved and the person who would use them.

Go deeper

The TDV encyclopaedia, in the record on the architect, reports an order from Sinan's time that no one should build without the chief architect's knowledge. It followed buildings that fell or burned after being put up by men from Rumeli and elsewhere, who worked "with a yard-stick in hand" without knowing carpentry or masonry 2. From the sixteenth century, an architect, a journeyman or a master working outside the office needed a licence from the chief architect attesting his competence 2. The architect was expected to know geometry, building technique and the measurement of land 2.

Why they did it

The museum's records preserve no sentence in which al-Karaji or al-Kashi says why he took up his work. They show the problem each work answers. Al-Karaji's manual follows water from exploration to maintenance and handover 3, and a later manuscript introduces levels the author says he devised 4. For al-Kashi, MacTutor describes the book's intended mathematics for astronomy, surveying, architecture, accounting and commerce 5, and Dold-Samplonius connects area with possible estimates of the paint or gilding a building needs 6.

Often misunderstood

These two records are easy to read as inventions of the thing itself. The records say otherwise. The 2020 study places qanats in traditions far older than al-Karaji, and it does not credit him with creating the system 7. Al-Kashi's method is a calculation method within an older architectural practice, not an attribution of muqarnas itself to one inventor 8.

Think about it

The record on al-Karaji says a straight tunnel can climb, while one with the intended fall can deviate sideways 9. If a crew could measure only one of the two, height or direction, which would you choose, and what would still go wrong without the other?

Into the museum

Try this

Read about the architect, al-Karaji's levelling and tunnel-alignment methods and al-Kashi's modular muqarnas mensuration. For each, write the problem, the subjects used and one trade that would carry out the work.

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?

Yes. That is the one from this lesson.

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

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

In your own words: what does Architect (mi'mar) have to do with this lesson?

Compare with the card

The architect. The architect (mi'mar) designs a building and oversees its construction. The Turkish encyclopaedia TDV, in its entry on the architect, writes that he was expected to know geometry, building technique and the measurement of land. Which school subjects would such a person need?

In your own words: what does Al-Karaji's levelling and tunnel-alignment methods have to do with this lesson?

Compare with the card

Levelling a tunnel for water. Before water reaches a field, workers need a route that neither rises against its flow nor loses its direction underground. In The Extraction of Hidden Waters, Abu Bakr al-Karaji describes levels and surveying procedures within a manual that follows water from exploration to maintenance and handover. This is a particular contribution to an older tradition, not the invention of groundwater or qanats themselves. Whose skills does such a job need?

I can now

Notes

  1. 1. Ontario Ministry of Education, The Ontario Curriculum: Science and Technology, Grades 1–8 (2022)
  2. 2. MİMARİ (architecture) — TDV İslâm Ansiklopedisi (Selçuk Mülâyim), p.91-95
  3. 3. Karaji and The Extraction of Hidden Waters — Ataie-Ashtiani and Simmons, pp.763–768
  4. 4. Extraction of Hidden Waters — Penn LJS399, f.26r
  5. 5. Al-Kashi — MacTutor, Key
  6. 6. Dold-Samplonius: measuring muqarnas by al-Kashi, pp193-194
  7. 7. Karaji and The Extraction of Hidden Waters — Ataie-Ashtiani and Simmons, pp.762–763
  8. 8. Dold-Samplonius: measuring muqarnas by al-Kashi, pp193-194-and202-205
  9. 9. Karaji and The Extraction of Hidden Waters — Ataie-Ashtiani and Simmons, pp.766–768
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