Discover the Muslim Heritage in our World...

Science Activities for 11-16 year oldsFor the Science National Curriculum

1001 Inventions Teachers’ Pack

AssociateSupportersProduction

9 full colour activities

Teachers’ notes for each activity

This pack contains:

El-Rahma Trust

Acknowledgements

Special thanks are due to Marianne Cutler, the Director of Curriculum Development for the Association of Science Education for her work on the complementary set of posters, Cameron Buxton on the poster design, Yasmin Khan for her kind assistance in the development of the pack, Elizabeth Woodcock and Dr Rabah Saoud for reviewing the text.

Special thanks and gratitude to Yaqub Yousuf, CEO International Holdings Group (UAE), for championing the development of this teachers’ pack and supporting the teams that worked to publish it.

Special thanks for financial support to International Holdings Group (UAE), The Home Office: Cohesion & Faiths Unit (UK), The Office of Science and Technology DTI (UK), the Foreign and Commonwealth Office (UK), El-Rahma Trust (UK) and the Bin Hamoodah Group (UAE). Thanks are also due to the British Association for the Advancement of Science (UK) for their continued encouragement and endorsement of the project.

Produced by Muslim Heritage Consulting (MHC) for the Foundation for Science Technology and Civilisation (FSTC), UK.

Published by the Foundation for Science Technology and Civilisation (FSTC), UK. 27 Turner Street Manchester, M4 1DY Great Britain

Copyright © 2006 by the Foundation for Science Technology and Civilisation (FSTC), UK

All rights reserved. No part of this publication may be reproduced, transmitted, transcribed stored in a retrieval system in any form or by any means except for downloading and printing for personal or classroom use only.

isbn-13: 978-0-9552426-1-8 isbn-10: 0-9552426-1-4

teacher writers Nigel Heslop Anne Cassell Christopher Clark Jane Vellacott Julie Smith

teachers and trial schools Bilkish Mohamed of Al-Hijrah School, Birmingham Shukla Kulkarni of Moseley School, Birmingham Lavkesh Lal of Moseley School, Birmingham Deane Narayn-Lee of The Grange School, Bradford Mark Simpkins of Levenshulme High School for Girls, Manchester Dennis Ashpole of Burnage Media Arts College, Manchester Caroline Wright of South Chadderton School, Oldham Bilgis Hassan of Manchester Islamic High School for Girls, Manchester Monwara Begum of Grange School, Oldham Jenny Gow of Burnage Media Arts College, Manchester Shilpa Karavadra of Saltley School, Birmingham Tahira Shabbir of Small Heath School, Birmingham

chief editor Professor Salim T S Al-Hassani, University of Manchester, Chairman of Foundation for Science, Technology and Civilisation (FSTC)

editors Tony Sherborne, Centre for Science Education, Sheffield Hallam University Philippa Hulme, Educational Consultant

production manager Samia Khan, Muslim Heritage Consulting

communications co-ordinator Yasmin Khan, Foundation for Science, Technology and Civilisation

design and layout Linda Knight (Activities) Mukhtar Sanders, Inspiral Design (Pack Layout and Design)

consultants Dr Anne-Maria Brennan, London South Bank University Professor Mohammad El-Gomati, University of York Martin Bazley, ICT4learning Tony Sherborne, Centre for Science Education, Sheffield Hallam University

2

ContentsTitle Curriculum Area PageIntroduction • 5Activity 1

Seeing in the Dark

Ages 11-14Energy•

Ages 14-16How science works•

6

Activity 2

Coffee

Ages 11-14Behaviour, health and drugs•

14

Activity 3

Perfume

Ages 11-14Particles•

20

Activity 4

Raising Water

Ages 11-14Forces•

28

Activity 5

Puzzling Plants

Ages 11-14Classification•

34

Activity 6

Pharmacy

Ages 11-14Chemical patterns•

44

Activity 7

Build it Strong

Ages 11-14 Design and TechnologyKnowledge and understanding of •structures

56

Activity 8

Figuring out Phenomena

Ages 11-14Earth, Space and beyond •

Ages 14-16How science works•

62

Activity 9

Bird Man

Ages 11-14Forces•

72

Teachers’ Guide to the 1001 Book

• 78

teacher writers Nigel Heslop Anne Cassell Christopher Clark Jane Vellacott Julie Smith

teachers and trial schools Bilkish Mohamed of Al-Hijrah School, Birmingham Shukla Kulkarni of Moseley School, Birmingham Lavkesh Lal of Moseley School, Birmingham Deane Narayn-Lee of The Grange School, Bradford Mark Simpkins of Levenshulme High School for Girls, Manchester Dennis Ashpole of Burnage Media Arts College, Manchester Caroline Wright of South Chadderton School, Oldham Bilgis Hassan of Manchester Islamic High School for Girls, Manchester Monwara Begum of Grange School, Oldham Jenny Gow of Burnage Media Arts College, Manchester Shilpa Karavadra of Saltley School, Birmingham Tahira Shabbir of Small Heath School, Birmingham

Notes:

1. All activities address the Key Stage 3 Programme of Study statement 1.3a:

Recognising that modern science has its roots in many different societies and cultures, and draws on a variety of valid approaches to scientific practice.

2. Detailed curriculum links are given in the teachers’ guide for each activity.

3

© University Library, Istanbul; Muslim Heritage Consulting, Dubai.

Introduction

T he main aim of this pack is to help science teachers teach the science content of the National Curriculum in a fun and engaging manner while

highlighting contributions by Muslim scientific scholars. By offering easily digestible historical facts and simple experiments to demonstrate key scientific and technological principles this resource offers an exciting opportunity to promote understanding and contributions of the Muslim civilisation in a hands-on and minds-on fashion that is accessible to younger audiences between the ages of 11 and 16.

How to use this PackThe activities are a result of collaboration between Foundation of Science, Technology and Civilisation, science teachers and consultants. It is structured around the Science National Curriculum requirements at Key Stages 3 and 4 and contains one activity for the Design and Technology curriculum. Each activity is ready to photocopy and is accompanied by teacher notes including the areas of the curriculum which are covered, instructions on how to run the activity and relevant background material.

The 1001 Inventions ProjectThe 1001 Inventions Teachers’ Pack is part of unique UK based project which aims to convey 1,000 years of Muslim contributions to science, technology and modern civilisation. 1001 Inventions is a non-religious and non-political project and encompasses a highly interactive mobile exhibition, a richly illustrated overview book, a website and several poster sets, all dedicated towards promoting Muslim heritage.

The posters have been designed intertwining science concepts with the relevant Muslim contributions and are available separately for use in classrooms. Also, for teachers who are interested in further reading, the 1001 Inventions Book provides the facts in a wider context and to facilitate the use of the book to teachers, a teachers’ guide to the articles in the book has been produced with links to the science content of the National Curriculum and some links to the Design and Technology curriculum.

5

Seeing in The Dark

T he camera is not a modern invention! It was invented around a thousand years ago by Muslim scientist Abu Ali al-Hasan Ibn al-Haitham. Ibn al-

Haitham did a great deal of revolutionary and influential work on optics through meticulous experimentation and evidence collection, creative explaining and thorough recording. He was almost certainly the first to prove that light travels in straight lines, and that we see things when light reflects off an object and enters the eye. Ibn al-Haitham’s ‘Book of Optics’ had a profound impact on the work of Bacon (13th century) and da Vinci (15th century).In this activity, students re-create some of Ibn al-Haitham’s experiences through constructing pinhole cameras. They reinforce their knowledge of light by examining some of Ibn al-Haitham’s work and comparing digital to pinhole cameras.

Curriculum link11-14 Programme of study

1.3a Recognising that modern science has its roots in many different societies and cultures, and draws on a variety of valid approaches to scientific practice.3.1a Energy can be transferred usefully, stored or dissipated, but cannot be created or destroyed.

Framework for progression in science1.1b Applications, implications and cultural understanding (years 8 and 9)4.1 Energy transfer and electricity (year 9)

14-16 How Science WorksInterpreting data, using creative thought, to provide •evidence for testing ideas and developing theoriesMany phenomena can be explained by developing and •using scientific theories, models and ideasHow scientific ideas change over time•

Learning objectivesStudents will learn:

How Ibn al-Haitham changed ideas about important optical phenomena•How to construct and use a pinhole camera •About the similarities and differences of pinhole and digital cameras•

Book Reference: Vision and Cameras, page 26.

6

Activity 1

Running the activity

7

Activity 1

Starting the activity A really exciting way to start this lesson would be to set the whole teaching room up as a camera obscura (instructions on how to do this later). Then set the scene by displaying Activity 1a (either projected or as an OHT) and getting groups of students to do the two short tasks on this page.

Running the main part of the activity Display Activity 1b, and take students through the work and findings of Ibn al-Haitham. Stress the way he worked – very like modern scientists – through making observations, collecting evidence and creating explanations. Emphasise box 4 – Ibn al-Haitham’s room, with its hole in the window shutter – it was his camera obscura.

Then ask students to follow the instructions in Activity 1c to construct pinhole cameras.

Each group needs:An A4 sheet of black card•A piece of black card about 12 cm × 12 cm•A piece of tracing paper about 12 cm × 12 cm•Scissors•Sellotape•A drawing pin•Access to a lighted candle•

The cameras work best in a dark room, looking towards a candle. Warn students not to look directly at the Sun.

Running the plenaryGive each group a copy of Activity 1d. Ask them to compare their pinhole camera to the mobile phone one on the sheet by completing the table. Finally, display Activity 1a again to remind students just how long cameras have been around, and to emphasise the contributions of the work of Ibn al-Haitham to our knowledge and understanding of optics.

How to make your classroom into a camera obscuraThis will work best if:

Your classroom has an interesting view – particularly if there is •something moving outsideThe Sun shines on a window•The students can become part of the picture by standing in the view •outside

If you can meet all of these prerequisites then go ahead by:Make the room completely blacked out. 1. Cover all of the windows with something opaque like thick cardboard 2. boxes or aluminium foil. Tape together small sections to make it more manageable using something like masking or parcel tape. Use black electricians’ tape to plug any holes.Make an opening in the centre of a window covering in which to trial 3. different apertures. This needs to be a square of about 5 cm across. If you wish, make more than one pilot hole, so that several groups of students can work at the same time.Make apertures out of black paper, or thick aluminium foil. The shapes 4. and sizes of the apertures can vary, but a small, round hole will give the sharpest image. Any jagged edges produced when making the aperture need to be sanded off for safety and to prevent a blurred image. The apertures can be stuck across the hole made in the window blackout. Light must only come through the aperture, so it needs to be sealed carefully when placing it across the hole. It is better to mount the aperture onto some thick card with a hole cut in the centre for placing and fixing across the pilot hole.Images can be projected onto opposite walls, or onto viewing screens. If 5. the screen is made out of translucent material, then the images produced can be seen from both sides.

Web linkshttp://www.paintcancamera.com/pages/616184/ A very detailed website on how to construct a camera obscura and further pinhole camera designs from empty film containers (only for more deft students)! There is a good downloadable PDF file on this, and video clips of how to construct both items. The video of the camera obscura demonstrates many different effects and how they are caused.

http://www.exploratorium.edu/science explorer/pringles pinhole.html A good Pringles pinhole camera site with explanations of how the images are formed.

http://www.charlesdisonfund.org/Experiments/HTMLexperiments/Chapter5/5-Expt6/p1.html Really nice, simple pinhole camera instructions.

http://www.kodak.com/global/en/consumer/education/lessonPlans/pinholeCamera/pinholeCanBox.shtml A more sophisticated pinhole camera from Kodak that uses real film!

http://www.bbc.co.uk/history/historic figures/alhazen.shtml Nice, concise pieces about the life of Ibn al-Haitham.

8

Activity 1

9

Activity 1

See

ing

in

th

e d

ark

Wha

t a

shot

!C

amer

as m

ust

be

one

of t

he

grea

test

mod

ern

in

ven

tion

s.

Not

tha

t m

oder

n

for

year

s!

� H

ow m

any

year

s ag

o do

you

thin

k th

e fi

rst p

inho

le c

amer

a w

as in

vent

ed?

a

100

b 15

0

c

500

d 10

00

� C

an y

ou s

how

how

this

firs

t pin

hole

ca

mer

a –

the

cam

era

obsc

ura

– m

ade

an im

age

of a

tree

? (d

raw

2 li

nes)

ww

w.10

01i

nven

tion

s.co

m

10

Activity 1a

Th

e re

flec

ted

ray

s tr

avel

in

stra

igh

t lin

es a

nd

go

thro

ugh

th

e sm

all h

ole.

33

Ibn

al-H

aith

am in

vent

ed t

he p

inho

le c

amer

a in

Egy

pt, 1

00

0 y

ears

ago

.

Th

ere'

s a

tiny

im

age

of a

tre

e on

m

y w

all.

1

4

On

e da

y, a

s th

e su

nlig

ht

stre

amed

th

rou

gh a

sm

all

hol

e in

th

e sh

utt

er

of h

is r

oom

.

Th

e tr

ee r

efle

cts

the

ligh

t ray

s

22

Wh

en th

ey h

it th

e w

all t

hey

mak

e an

im

age

of a

tree

.

8 Fo

un

dati

on fo

r Sc

ien

ce, T

ech

nol

ogy

and

Civ

ilisa

tion

Her

e's

how

…

Th

ey h

it th

e tr

ee

Ligh

t ray

s fr

om th

e Su

n

trav

el in

str

aigh

t lin

esI

thin

k

I ca

n e

xpla

in m

y ob

serv

atio

ns

like

this

ww

w.10

01i

nven

tion

s.co

m

Thi

s ro

om is

m

y ca

mer

a!

Th

is e

xpla

ins

how

ou

r

eyes

wor

k to

o! L

igh

t is

ref

lect

ed

from

obj

ects

. It

tra

vels

into

ou

r ey

es.

11

Activity 1b

Ma

ke y

our

own

pin

ho

le c

amer

a

© 2

008

Fou

nda

tion

for

Scie

nce

, Tec

hn

olog

y an

d C

ivili

sati

on

Mak

ing

your

cam

era

...U

sing

you

r cam

era

...1

Look

dow

n th

e tu

be

tow

ard

s th

e tr

acin

g p

aper

. T

his

is th

e sc

reen

.

2 P

oin

t th

e p

inh

ole

at a

b

righ

tly

lit o

bje

ct –

p

erh

aps

a ca

nd

le fl

ame.

� W

hat

do

you

not

ice

ab

out t

he

imag

e?

�

Wh

at h

app

ens

if y

ou m

ake

the

hol

e b

igge

r, o

r a

dif

fere

nt s

hap

e, o

r if

you

m

ake

seve

ral h

oles

?

�

How

cou

ld y

ou im

pro

ve

you

r ca

mer

a?

ww

w.10

01i

nven

tion

s.co

m

3

Cu

t ou

t th

e bi

gger

cir

cle.

Cu

t ta

bs in

th

e bi

gger

cir

cle.

Pla

ce t

his

cir

cle

on to

p of

th

e en

d of

th

e tu

be t

hat

you

dr

ew r

oun

d. S

tick

it o

n fi

rmly

wit

h S

ello

tape

.

Lo

ok d

own

insi

de t

he

tube

to s

ee if

any

ligh

t is

le

akin

g in

aro

un

d th

e jo

in.

If it

is, u

se S

ello

tape

or b

lack

car

d to

cov

er t

he

hol

e.

Mak

e a

pin

hol

e in

th

e m

idd

le o

f th

is c

ircl

e.

3

2St

and

the

tube

on

a s

mal

l pie

ce o

f bl

ack

card

.

Gen

tly

draw

rou

nd

the

end

of t

he

tube

.

Dra

w a

cir

cle

abou

t 1

cm b

igge

r al

l rou

nd

you

r fi

rst

circ

le.

1R

oll y

our

blac

k ca

rd in

to a

tu

be.

Stic

k Se

llota

pe r

oun

d ea

ch e

nd.

Secu

re t

he

stra

igh

t ed

ge w

ith

a lo

ng

piec

e of

Sel

lota

pe.

sello

tape

blac

ktu

be

4C

ut

a ci

rcle

from

tra

cin

g pa

per

th

at is

2 c

m

bigg

er a

ll ro

un

d th

an t

he

oth

er e

nd

of t

he

tube

.

Hol

d th

e tr

acin

g pa

per

tigh

tly

over

th

e em

pty

end

of t

he

tube

an

d st

ick

it d

own

wit

h S

ello

tape

.black card

black tube

blac

k tu

be

trac

ing

pape

r

blac

k ca

rd

blac

ktu

be

12

Activity 1c

Pin

ho

le c

amer

a ...

© 2

008

Fou

nda

tion

for

Scie

nce

, Tec

hn

olog

y an

d C

ivili

sati

on

Scre

en

Imag

e on

scr

een

Pin

ho

le v

s d

igit

al

– co

mp

arin

g c

amer

as

Mob

ile p

hone

ca

mer

a ...

� Li

ght

sen

siti

ve r

ecep

tors

cap

ture

th

e im

age

� A

rem

ovab

le s

tora

ge d

evic

e st

ores

th

e im

age

Imag

e on

scr

een

lens

es

ww

w.10

01i

nven

tion

s.co

m

Ans

wer

s fo

r pi

nhol

e ca

mer

aA

nsw

ers

for

mob

ile p

hone

cam

era

� L

igh

t en

ters

th

e ca

mer

a th

rou

gh…

� T

he

imag

e is

form

ed o

n t

he…

� A

re li

ght

rays

from

th

e Su

n r

efle

cted

off

th

e tr

ee a

nd

into

th

e ca

mer

a?�

Are

ligh

t ra

ys r

efra

cted

by

len

ses

to

shar

pen

th

e im

age?

� H

ow is

th

e im

age

stor

ed: d

igit

ally

(e

lect

ron

ic 1

s an

d 0s

) or

in a

nal

ogu

e fo

rm (

diff

eren

t sh

ades

of

ligh

t)?

� H

ow s

mal

l cou

ld t

his

typ

e of

cam

era

be?

13

Activity 1d

Coffee

W hen was the world’s favourite drink first discovered? About a thousand-years-ago by an observant Ethiopian goat-herd, who wondered

why his goats became livelier after eating berries from a certain plant. In this activity, students learn about coffee’s discovery before devising and doing an investigation to test the hypothesis “does caffeine increase alertness, and if so, by how much?”

Curriculum link11-14 Programme of study

1.3a Recognising that modern science has its roots in many different societies and cultures, and draws on a variety of valid approaches to scientific practice.2.1b Assess risk and work safely in the laboratory.2.1c Plan and carry out investigative activities.2.2a Obtain, record and analyse data and use their findings to provide evidence for scientific explanations.2.2b Evaluate scientific evidence and working methods.3.3c Behaviour and health can be affected by drugs.

Framework for progression in science1.1b Applications, implications and cultural understanding (years 8 and 9)1.2a Using investigative approaches: planning an approach (year 7).1.2b Using investigative approaches: selecting and managing variables (year 7).1.2c Using investigative approaches: assessing risk and working safely (years 7, 8 and 9).1.2d Using investigative approaches: obtaining and presenting primary evidence (years 7 and 8).2.1 Life processes (year 9).

Learning objectivesStudents will learn:

How an Ethiopian Arab – Khalid – discovered coffee more than 1000 •years agoTo devise and do an investigation to test the hypothesis that caffeine •increases alertness

Book Reference: Coffee, page 12.

14

Activity 2

Running the activity

Starting the activity Display Activity 2a (either projected or as an OHT). Ask small groups of students to discuss these questions: How do you like your coffee? How do caffeine drinks make you feel? Then get students to guess when and where coffee was first discovered.

Running the main part of the activity Display Activity 2b, and take students through the story of how Khalid discovered the stimulant properties of coffee. Emphasise the scientific skills he used: careful observation; wondering why; devising an investigation to find out more.

Then give each group copies of Activity 2c and 2d, which set the main investigation task and give an outline to guide students through the process. A failsafe alertness test is to get one student to drop a metre ruler and another to catch it. Use the data in the table on the right to calculate reaction times.

You may need to demonstrate the alertness test:

Student A holds the top of a vertical ruler, with the 100 cm mark at the •top.Student B places their finger and thumb over (but not touching) the zero •at the bottom of the ruler. Student B lets go of the ruler.•Student A catches the ruler between their finger and thumb. The •reading under their finger and thumb is the distance the ruler has fallen.

Some groups may well need help with considering how to make their investigation fair and reliable, and with working out what data to collect for strong evidence. Some groups will need help in designing a suitable results table, too.

Once students have completed their plans, ask them to carry out their investigation. Each group will need:

A metre ruler•Caffeine drinks (cola is a good alternative to coffee, as it can be served •cold!)Clean cups•Clean measuring jugs/cylinders – perhaps borrowed from food •technology

Running the plenaryDiscuss students’ investigation results and evaluations, and come to a class conclusion about whether caffeine increases alertness.

Web linkshttp://www.ase.org.uk/htm/teacher_zone/upd8/upd8_26/upd8_wired.php This Red Hot Science activity on the ASE website gives further details about ways of investigating other effects of caffeine, such as concentration, mood, memory and coordination.

http://muslimheritage.com/topics/default.cfm?ArticleID=378 More information on the history of coffee.

15

Activity 2

Distance the ruler falls be-fore it is caught/cm

Reaction time/millisec-onds

5

6

7

8

9

10

11

12

13

14

15

16

17

18

107

108

114

121

128

135

142

149

156

163

170

177

184

191

Current research suggests that caffeine definitely helps to keep you awake and that it also may increase your reaction time. However, it probably hinders performance on complex analytical tasks. Caffeine also speeds up the heart and raises blood pressure, so interfering with sleeping. It can also be addictive.

© 2

008

Fou

nda

tion

for

Scie

nce

, Tec

hn

olog

y an

d C

ivili

sati

on

� H

ow d

o yo

u lik

e yo

ur

coff

ee?

� H

ow d

o ca

ffei

ne d

rink

s (c

offe

e, c

ola,

tea,

ch

ocol

ate)

mak

e yo

u fe

el?

Sh

ould

you

lim

it y

our

inta

ke o

f caf

fein

e?*

Ca

fé C

os

tab

uc

ks W

hat

can

I

get

you

?

Iced

latt

e

Fair

tr

adeCap

pucc

ino

Frap

pucc

ino,

pl

ease

!

Dou

ble

ex

pres

so –

I n

eed

to b

e al

ert

for

my

driv

ing

test

!St

ron

g –

I've

got

an

exa

m la

ter!

Who

di

scov

ered

th

e w

orld

's

favo

urit

e dr

ink?

Whe

n?

ww

w.10

01i

nven

tion

s.co

m

* W

AR

NIN

G: C

affe

ine

spee

ds u

p th

e he

art a

nd ra

ises

blo

od

pres

sure

, int

erfe

ring

wit

h sl

eepi

ng. I

t can

als

o be

add

icti

ve.

16

Activity 2a

© 2

008

Fou

nda

tion

for

Scie

nce

, Tec

hn

olog

y an

d C

ivili

sati

on

Cof

fee

was

in

vent

ed m

ore

than

10

00

yea

rs

ago,

by

an

Ethi

opia

n

goat

-her

der

and

his

goat

s.

Wha

t the

y do

n't t

ell y

ou in

Ca

fé C

os

tab

uc

ks

Shou

ld I

gi

ve u

p m

y da

y

job

to g

row

an

d

sell

coff

ee b

ean

s?

How

can

I b

e

sure

that

cof

fee

mak

es h

um

an

s

mor

e al

ert?

I n

eed

som

e

scie

nti

fic

ev

iden

ce!

Kha

lid n

otic

ed h

is

anim

als

beco

min

g m

ore

livel

y af

ter

eati

ng b

erri

es

from

a c

erta

in p

lant

. H

e w

ante

d to

kno

w if

the

berr

ies

had

the

sam

e ef

fect

on

hum

ans.

So

he

boile

d so

me

up w

ith

suga

r an

d w

ater

to

crea

te th

e w

orld

's fi

rst

cup

of c

offe

e.

17

Activity 2b

© 2

008

Fou

nda

tion

for

Scie

nce

, Tec

hn

olog

y an

d C

ivili

sati

on

Plan

a

scie

ntifi

c in

vest

igat

ion

to fi

nd o

ut.

To s

tart

wit

h,

mak

e up

an

aler

tnes

s te

st.

Doe

s c

aff

ein

e in

crea

se a

lert

ness

? If

so,

by

how

muc

h?

Our

ale

rtne

ss te

st:

We

will

col

lect

this

dat

a so

that

our

evi

denc

e is

str

ong

and

relia

ble:

To m

ake

our

test

fair

we

will

:

ww

w.10

01i

nven

tion

s.co

m

18

Activity 2c

© 2

008

Fou

nda

tion

for

Scie

nce

, Tec

hn

olog

y an

d C

ivili

sati

on

Res

ults

:

Eval

uati

on�

D

id o

ur te

sts

mea

sure

wha

t the

y w

ere

supp

osed

to?

�

How

cou

ld w

e m

ake

our

resu

lts

mor

e re

liabl

e?

Con

clus

ion:

mes

sage

to K

halid

ww

w.10

01i

nven

tion

s.co

m

Doe

s c

aff

ein

e in

crea

se a

lert

ness

? If

so,

by

how

muc

h?

19

Activity 2d

Book References: Cleanliness, page 20; Chemistry, page 72; Commercial Chemistry, page 130.

Perfume

P eople have enjoyed perfume for centuries. More than a thousand years ago, Muslims chose from a wide range of scents, thanks to the hard work of two talented

chemists: al-Kindi (born 801, Iraq) and Jabir ibn Hayyan (born 722, Iraq). Al-Kindi created a vast number of ‘recipes’ for a wide range of perfumes, cosmetics and pharmaceuticals. Jabir ibn Hayyan – often known as the ‘father of chemistry’ – devised many techniques, including sublimation, crystallization, distillation, oxidation, evaporation and filtration, some of which were used to prepare the perfumes.This activity introduces students to the Muslim world’s perfume expertise before getting them to plan – and (optionally) produce – their own perfume from orange peel, using steam distillation. Also included are suggestions for testing their finished products.

Curriculum link11-14 Programme of study

1.2a Exploring how the creative application of scientific ideas can bring about technological developments and consequent changes in the way people think and behave.1.3a Recognising that modern science has its roots in many different societies and cultures, and draws on a variety of valid approaches to scientific practice.2.1c Plan and carry out investigative activities.3.2a The particle model provides explanations for the different physical properties and behaviour of matter.

Framework for progression in science1.1b Applications, implications and cultural understanding (years 8 and 9)3.1 Particle model – separating techniques (years 8 and 9)

Learning objectivesStudents will learn:

How Muslim scientists developed the techniques to make – and the •recipes for – a wide range of perfumesTo devise a method to extract perfumed oil from orange peel•

20

Activity 3

Running the activity

Starting the activity Display Activity 3a (either projected or as an OHT). Ask small groups of students to discuss these questions: What’s you favourite perfume? How does it make you feel? Why do people wear perfume? Then get students to speculate how long perfume-making has been around.

Running the main part of the activity Display Activity 3b, and take students through the story of how al-Kindi and Jabir ibn Hayyan developed recipes for – and techniques to make – a wide range of different perfumes more than a thousand years ago.

Display Activity 3c, which sets the task – ‘Can you work out how to make a perfume using only the materials shown on the page?’ Tell small groups to use the chart on Activity 3d to help them plan their method (each group will need a copy of this page). Many students will need guidance with this task – you might like to set up and show students the steam distillation set-up below, and ask students to imagine replacing each part of the apparatus with one piece of the equipment shown.

If you wish, ask students to make perfume from orange or lemon peel. The set-up for steam distillation shown below works well – it is obviously not safe to use the equipment pictured on Activity 3c! Make sure the room is well-ventilated, as the perfume has a strong smell. Warn students to be very careful not to spill any of their perfume, as it is very slippery and difficult to clean up.

Activity 3e describes optional tests to help students evaluate their perfumes, and includes space to record judgements and – if you wish – particle explanations for some of their findings.

Suggested answers to Activity 3d:Column 1:

Use the string and straight sticks to make a tripod-like contraption.•Rest one of the cups on the tripod and half fill it with water.•Place the candles under the tripod.•Rub some sticks together to make a flame.•Use the flame to light the candles.•

Research: Try making a fragrance yourself. You need to extract the oil with the smell, from itsraw material. We've found two di�erent methods see below.

It makes scents – research

d a e r h t

gauze bucketcontainingthe orangepeel

r e t a w

e c i

e b u t t s e t

21

Activity 3

Running the activity continued...

Column 2:Make a hole through the centre of the cork. The bent end of the wooden •tube should fit snugly in the top of the hole. Wrap some orange peel in part of the fabric.•Use string to attach the fabric-wrapped orange peel to the cork.•Push the cork into the top of the cup, so the fabric-wrapped orange peel •hangs above the surface of the water.

Column 3:Insert the bent end of the wooden tube into the hole in the cork, so the •tube slopes down to the side.Surround the tube with ice – hold it there by tying cloth round the ice •and tube.

Column 4:Collect the liquid in a cup placed under the lower end of the wooden •tube.The oil will float on the water. Collect the scented oil by skimming it off •the surface using the small flat piece of wood.

Running the plenaryDiscuss students’ plans, products and tests. Emphasise that – in the Muslim world – chemists working twelve centuries ago had sophisticated techniques for making a wide range of perfumes and pharmaceuticals.

Web linkshttp://www.healthy.net/scr/article.asp?id=1712 More information on the history of perfume and al-Kindi

www.parfumsraffy.com/faqs.html Commonly asked questions about perfumes.

www.guerlain.com Discover your ideal fragrance.

22

Activity 3a

© 2

008

Fou

nda

tion

for

Scie

nce

, Tec

hn

olog

y an

d C

ivili

sati

on

� W

hat'

s yo

ur fa

vour

ite

perf

ume?

� H

ow d

oes

it m

ake

you

feel

?

� W

hy d

o pe

ople

wea

r pe

rfum

e?

ww

w.10

01i

nven

tion

s.co

m

Mak

ing

perf

ume

is b

ig b

usin

ess.

But

is it

a n

ew o

r anc

ient

sci

ence

?

Gre

at s

cen

t!

Mm

mm

– g

orge

ous

...

wh

at's

th

at p

erfu

me?

23

Activity 3b

Jabi

r ib

n H

ayya

n

(722

– 8

15, I

ran

).

Als

o ca

lled

Geb

er –

th

e 'fo

un

der

of m

oder

n

chem

istr

y'.

© 2

008

Fou

nda

tion

for

Scie

nce

, Tec

hn

olog

y an

d C

ivili

sati

on

� P

eopl

e ha

ve e

njoy

ed p

erfu

me

fo

r ce

ntur

ies.

� M

ore

than

a th

ousa

nd y

ears

ago

, Is

lam

ic w

omen

cho

se fr

om a

n en

orm

ous

rang

e of

sce

nts,

than

ks

mai

nly

to tw

o ta

lent

ed

chem

ists

.M

y bo

ok h

as 1

07 r

ecip

es

for

mak

ing

perf

um

e. I

've

incl

ude

d in

stru

ctio

ns

for

mak

ing

med

icin

es

and

frag

ran

t oi

ls, t

oo.

al-K

indi

(8

01 –

873

, Ira

q).

Ch

emis

t, ph

iloso

pher

, ph

arm

acis

t, ph

ysic

ist,

mat

hem

atic

ian

, ge

ogra

pher

an

d as

tron

omer

.

ww

w.10

01i

nven

tion

s.co

m

Bu

t h

e co

uld

n't

hav

e

mad

e th

em w

ith

out

the

puri

fica

tion

an

d di

still

atio

n

tech

niq

ues

th

at I

de

vise

d!

24

Activity 3c

© 2

008

Fou

nda

tion

for

Scie

nce

, Tec

hn

olog

y an

d C

ivili

sati

on

It's

the

year

850

in

the

Isla

mic

wor

ld.

The

re's

mon

ey to

be

mad

e in

per

fum

e.

Use

the

char

t to

plan

ho

w to

cre

ate

a se

nsat

iona

l sce

nt.

Imag

ine

that

yo

u ha

ve o

nly

thes

e m

ater

ials

:�

an

or

ange

� a

flas

k

� s

mal

l fla

t pi

ece

of w

ood �

wat

er

� ic

e

� a

cor

k

� 2

cu

ps

� 2

can

dles

� th

read

or

stri

ng

� s

mal

l pi

eces

of

fabr

ic

� p

iece

s of

sti

ck

� a

ben

t w

oode

n

tube

ww

w.10

01i

nven

tion

s.co

m

25

Activity 3d

1

© 2

008

Fou

nda

tion

for

Scie

nce

, Tec

hn

olog

y an

d C

ivili

sati

on

Sen

sati

onal

sce

nt:

cre

ati

on

We

nee

d

to h

eat

wat

er to

m

ake

stea

m.

23

4Le

t's d

raw

h

ow to

use

th

e eq

uip

men

t to

do

th

at.

Nex

t w

e

nee

d to

sep

arat

e th

e sc

ente

d oi

l fro

m t

he

oran

ge p

eel.

Let's

su

rrou

nd

the

oran

ge

peel

wit

h

stea

m. T

hat

sh

ould

mak

e th

e oi

l ev

apor

ate.

How

can

w

e st

op t

he

peel

fa

llin

g in

to t

he

wat

er?

OK

.

So w

e'll

get

a m

ixtu

re o

f st

eam

an

d or

ange

oil

vapo

ur.

We

nee

d to

co

ol it

dow

n

so it

co

nde

nse

s in

to

a liq

uid

m

ixtu

re.

We'

ve g

ot to

co

llect

th

e liq

uid

so

meh

ow.

Rig

ht.

An

d w

e n

eed

to s

epar

ate

the

liqu

id o

il fr

om

the

wat

er.

ww

w.10

01i

nven

tion

s.co

m

26

Activity 3e

© 2

008

Fou

nda

tion

for

Scie

nce

, Tec

hn

olog

y an

d C

ivili

sati

on

Sen

sati

onal

sce

nt:

te

sti

ng

Hav

e yo

u pr

oduc

ed a

pop

ular

per

fum

e? W

ill it

sel

l? P

lace

a fe

w d

rops

on

filte

r pap

er o

r a ti

ssue

and

try

thes

e te

sts.

Na

me

of

pe

rfu

me

: N

am

e o

f p

erf

um

e:

Is t

he

scen

t:

Stre

ngth

– h

ow fa

r aw

ay c

an

som

eon

e el

se d

etec

t th

e sc

ent?

Vol

atili

ty –

how

qu

ickl

y

does

on

e dr

op e

vapo

rate

?

Th

e qu

icke

r it

eva

pora

tes,

th

e m

ore

vola

tile

it is

.

Why

do

part

icle

s fr

om s

ome

perf

um

es t

rave

l fu

rth

er t

han

oth

ers?

Why

do

part

icle

s of

som

e pe

rfu

mes

eva

pora

te q

uic

ker

than

oth

ers?

Cla

ss

ific

ati

on

Ju

dg

em

en

tP

art

icle

ex

pla

na

tio

n

ww

w.10

01i

nven

tion

s.co

m

� F

lora

l –�

Cit

rus

–�

Her

by –

� F

ruit

y?�

Woo

dy?

� A

nim

al ?lik

e fl

ower

s? li

ke o

ran

ges/

lem

ons?

like

leav

es?

27

28

Raising Water

N ext time you’re sucking up your milkshake in the local takeaway, spare a thought for al-Jazari. Over 800 years ago, in South East Turkey, he invented a

double-acting reciprocating suction pump with a clever sliding crank to convert circular motion of a water wheel into a linear motion to drive the piston. Pulling up water using a plunger in a tube was probably a Roman invention. In this activity, students will figure out how this early pump worked, in order to learn about hydraulics and simple machines.

Curriculum links11-14 Programme of study

1.3a Recognising that modern science has its roots in many different societies and cultures, and draws on a variety of valid approaches to scientific practice.3.1b Forces are interactions between objects and can affect their shape and motion.3.2a The particle model provides explanations for the different physical properties and behaviour of matter.

Framework for progression in science1.1a1 Scientific thinking: developing explanations using ideas and models (years 8 and 9)1.1b Applications, implications and cultural understanding (years 8 and 9)3.1 Particle models (year 9)4.2 Forces (years 8 and 9)

Learning ObjectivesStudents will:

Explain how difference in air pressure can move liquids•Apply this idea to construct an argument for how a water pump works •

Running the activityStarting the activityDisplay Activity 4a (either projected or as an OHT). The context for the activity is related to a simple form of al-Jazari’s invention 800 years ago for drawing water from rivers to irrigate the fields above, using a suction pump. Get students to brainstorm ways they can think of moving liquids. Lead them to the idea of using the force of air pressure to move a liquid.

You can demonstrate this using a manometer.

Set up a manometer (U-tube) filled with liquid and made visible with •ink. Attach a piece of flexible clear plastic tubing to it, to allow water to be sucked up (Get the technician to soak the end in sterilising solution)

Book Reference: Raising water, page 114.

Activity 4

With the help of the students, show how • gentle sucking on one side of a manometer changes the levels. On the sucked side the level goes up, while it goes down on the other side that is exposed to atmospheric pressure. Take care to make sure water is not sucked all the way up or blown out!Ask pupils to see if they can find similarities between the U-tube being •sucked on one side and sucking up liquid out of a glass. You can get pupils to demonstrate the latter in two ways: one, sucking water out of a glass with a straw and two, by using a syringe to suck water up a piece of clear tubing.

Give pupils a few moments to discuss in pairs their explanations of why the levels change. Direct the discussion towards the idea that ‘sucking’ is actually atmospheric pressure that is pushing the water up. Discussion can bring in the particle model and/or the weight of air to explain where atmospheric pressure comes from.

Running the main part of the activityDisplay Activity 4b, which shows a simpler form of al-Jazari’s water pump invention. Instead of his double-acting reciprocating pump, this activity relates to a single piston pump. Set them the task of constructing an argument of how it works, using air pressure. Students can work in groups and are supported by the statement cards on Activity 4c. They can cut these out, select the most relevant ones, and re-order them to build their explanation. Less able students will need help with this activity. You might like to ask more able students to work out and explain how the pump works without giving them the statement cards.

One possible correct answer is:

Cards G, F, I, E, A, B, C, H, J, D

Animals or people pull up the handle.1. The plunger moves up the copper cylinder.2. Air pressure drops inside the tube, making the flap of the inlet valve 3. open.Water starts to rise from the river, and into the cylinder.4. The cylinder becomes full of water. 5. Animals or people push down the handle.6. Water begins to flow out of the cylinder.7. The flap of the outlet flap is pushed open. The flap of the inlet valve falls 8. closed.Water goes through the pipe and watering heads, over the fields.9. The cylinder empties and the flap of the outlet valve falls closed.10.

29

Running the activity continued...

Activity 4

Web Linkshttp://www.muslimheritage.com/day_life/default.cfm?ArticleID=188&Oldpage=1 More information about al-Jazari’s inventions, including an animation of ‘al-Jazari’s water pump’ which you can download

http://www.gabarin.com/ayh/Notes/Notes%202.htm Details of the invention of the suction pump

100

1 in

ve

nti

on

sLe

t's

trav

el b

ack

in ti

me

800

yea

rs

© 2

008

Fou

nda

tion

for

Scie

nce

, Tec

hn

olog

y an

d C

ivili

sati

on

You

are

a fa

mou

s en

gine

er c

alle

d A

l-Ja

zari

, liv

ing

in T

urke

y.T

he k

ing

has

set y

ou a

dif

ficu

lt ta

sk.

� C

an y

ou in

vent

a d

evic

e th

at w

ill ir

riga

te th

e fi

elds

aut

omat

ical

ly?

He

nee

ds m

ore

wat

er o

n h

is fi

elds

so

th

ey c

an p

rodu

ce

mor

e fo

od.

Bu

t th

e fa

rmer

s ar

e br

eaki

ng

thei

r ba

cks

by c

arry

ing

it fr

om

the

rive

r be

low

.

ww

w.10

01i

nven

tion

s.co

m

30

Activity 4a

© 2

008

Fou

nda

tion

for

Scie

nce

, Tec

hn

olog

y an

d C

ivili

sati

on

On

e-w

ayin

let v

alve

On

e-w

ayin

let v

alve

On

e-w

ayou

tlet

val

veO

ne-

way

outl

et v

alve

Th

inh

inge

Th

inh

inge

Suck

ed o

pen

Suck

ed o

pen

Squ

ash

ed c

lose

dSq

uas

hed

clo

sed

Th

ick

le

ath

er

stra

p

Th

ick

le

ath

er

stra

p

Cop

per

pis

ton

Cop

per

pis

ton

Wat

erin

g h

ead

sW

ater

ing

hea

ds

Fiel

ds

Fiel

ds

Plu

nge

rP

lun

ger

Han

dle

Han

dle

Pip

e to

take

wat

er to

fiel

ds

Pip

e to

take

wat

er to

fiel

ds

Riv

erR

iver

You

have

com

e up

wit

h a

desi

gn

for

the

wor

ld's

mos

t eff

icie

nt

wat

er p

ump

yet.

ww

w.10

01i

nven

tion

s.co

m

� C

an y

ou

pers

uad

e th

e ca

liph

it w

ill

wor

k?

� C

onst

ruct

a

scie

nti

fic

argu

men

t u

sin

g th

e st

atem

ent

card

s.

31

Activity 4b

Ra

isin

g w

ate

r

© 2

008

Fou

nda

tion

for

Scie

nce

, Tec

hn

olog

y an

d C

ivili

sati

on

� T

he

cylin

der

beco

mes

full

of

wat

er.

� A

nim

als

or

peop

le p

ush

do

wn

th

e

han

dle.

� W

ater

beg

ins

to

flow

ou

t of

th

e cy

linde

r.

� T

he

plu

nge

r m

oves

up

the

copp

er

cylin

der.

� T

he

cylin

der

empt

ies

and

the

flap

of

the

outl

et

valv

e fa

lls c

lose

d.

� W

ater

sta

rts

to

rise

from

th

e ri

ver,

and

into

th

e cy

linde

r.

� A

nim

als

or

peop

le p

ull

up

the

han

dle.

� W

ater

goe

s th

rou

gh t

he

pipe

an

d w

ater

ing

hea

ds, o

ver

the

fiel

ds.

� T

he

flap

of

the

outl

et fl

ap is

pu

shed

op

en.

Th

e fl

ap o

f th

e in

let

valv

e fa

lls c

lose

d.

� A

ir p

ress

ure

dr

ops

insi

de t

he

tube

, mak

ing

the

flap

of

the

inle

t va

lve

open

.

ww

w.10

01i

nven

tion

s.co

m

AB

C

HI

J

D

EF

G

32

Activity 4c

33

34

Puzzling Plants

M any hundreds of years before Linnaeus developed our current system of classification (back in 1753), Muslim scientists were collecting

vast numbers of plant species and sorting them according to their uses. Their knowledge of herbal medicines was extensive and impressive, and coupled with access to information on earlier attempts to classify plants, they developed sophisticated methods of classifying the living world. One Muslim scientist – Ibn al-Baytar of Malaga, Muslim Spain – studied 3000 plant species and their medical properties, and recorded his findings in a vast encyclopedia. The scientific skill of ‘try it and write what it does’ goes back a long way! In this activity, students classify useful plants before exploring the pros and cons of herbal medicine in today’s world.

Curriculum links11-14 Programme of study

1.2a Exploring how the creative application of scientific ideas can bring about technological developments and consequent changes in the way people think and behave.1.3a Recognising that modern science has its roots in many different societies and cultures, and draws on a variety of valid approaches to scientific practice.2.2b Evaluate scientific evidence and working methods.3.3d All living things…can be classified.Framework for progression in science1.1b Applications, implications and cultural understanding (years 8 and 9)2.2 Variation and interdependence (year 7)

Learning objectivesStudents will:

Learn about the pioneering work of Muslim scientists on plant •classificationExplore the pros and cons of herbal medicine in today’s world•

Book Reference: Herbal Medicine, page 180.

Activity 5

Starting the activity Display Activity 5a (either projected or as an OHT). Point out the differences in plant knowledge between pre-Enlightenment Europeans and scientists from the Muslim world.

Ask students, in small groups, to

discuss the three questions at the bottom of the page•classify the plants on cards made from • Activity 5b into sensible groups. Ideally, make the cards before the lesson.

Encourage students to draw out these points in their discussions: plants were used as remedies, for food, clothing and building; Muslim scientists were particularly interested in recording the medicinal properties of plants; they used the skills of collecting, observing, recording data and classifying. Ideally, make the cards before the lesson.

Encourage students to try different methods of classifying the plants on the cards; part way through this activity, reveal that Muslim scientists were particularly interested in classifying plants according to remedy, and get students to try doing this themselves.

Running the main part of the activity Ask students – either individually or in small groups – to read the information ‘from the packets’ of herbal and conventional remedies (Activity 5c, 5d, 5e), decide which ones they would choose if required, and justify their choices. Their answers can be used to discuss issues such as:

How do we know the remedies are effective (what evidence is there)?1. Perceptions about herbal remedies being more natural or ‘better’ than 2. artificial ones, especially with the sleeping pills example where the active chemicals in both the herbal and the conventional medicine are essentially the same (alkaloids)Should we always use drugs (natural or artificial) anyway?3. Whether there is enough information on the sheets to make informed 4. decisions.

Ask students to prepare for the debate, as described on Activity 5f. Make sure you have some students planning to speak for each ‘side’! Then run one large debate or get students debating in small groups.

Running the plenaryLead a discussion to bring out the following points:

Much of what scientists do today involves trial and error •Hundreds of years ago Muslim medics and plant scientists gathered •vast amounts of knowledge about plants. Many of their findings are still useful in today’s world

35

Activity 5Running the activity

36

Activity 5Running the activity continued...

Possible extensionAsk students to carry out research to investigate how people of different cultures use plants in their everyday lives. You could ask student to focus on just one plant, and to produce some or all of the following:

A fact file about the plant, including a description of its properties and •uses.A map showing where the plant grows and how different cultures use it.•A timeline showing how the uses of the plant have changed.•An modern advertisement for a remedy containing extracts from the •plant.A giant model of the plant for display, incorporating information about •how and why the plant is used today.

Web linkshttp://observer.guardian.co.uk/magazine/story/0,11913,1157031,00.html This is an article discussing the new EU regulations (from a particular viewpoint!)

http://www.muslimheritage.com/topics/default.cfm?articleID=525 More details about the work of the Muslim scientists in this activity

http://muslimheritage.com/topics/default.cfm?ArticleID=515 An article about agricultural developments in the Muslim world

37

Pu

zz

lin

g p

lan

ts

�

Wh

at d

o y

ou

th

ink

peo

ple

in

th

e M

usl

im w

orl

d u

sed

pla

nts

fo

r?�

W

hat

do

yo

u t

hin

k sc

ien

tist

s w

rote

do

wn

ab

ou

t p

lan

ts?

�

Wh

at s

cien

tifi

c sk

ills

wer

e th

ese

earl

y sc

ien

tist

s u

sin

g?

Clas

sify

the

12

use

ful p

lan

ts o

n

page

2 in

to

sen

sibl

e gr

oups

.

Dis

cuss

13th

Cen

tury

, Isl

amic

Wor

ld50

0 –

150

0,

Euro

peW

e kn

ow lo

ads

abou

t pl

ants

. Th

ey'r

e am

azin

g!W

e're

on

ly in

tere

sted

in

pla

nts

we

can

eat

. Th

ere

aren

't m

any

of t

hem

.

I've

obs

erve

d

and

clas

sifi

ed t

hou

san

ds

of p

lan

t sp

ecie

s. I

t's t

aken

yea

rs!

Look

– h

ere'

s th

e pl

ant

ency

clop

aedi

a I

wro

te –

it

's m

assi

ve!

© 2

008

Fou

nda

tion

for

Scie

nce

, Tec

hn

olog

y an

d C

ivili

sati

on

Why

did

Mus

lim

scie

ntis

ts c

olle

ct

so m

uch

plan

t kn

owle

dge?

ww

w.10

01i

nven

tion

s.co

m

38

Activity 5a

Part

use

d: s

eed

sU

ses:

�

lu

bri

can

t�

flo

or p

olis

h�

cos

met

ics

� t

o tr

eat s

kin

p

rob

lem

s li

ke

bu

rns,

sor

es a

nd

ac

ne

� p

ossi

ble

futu

re fu

el

Part

use

d: b

ulb

Use

s:

� p

rote

cts

agai

nst

h

eart

dis

ease

� k

ills

fun

gi a

nd

ba

cter

ia�

cle

ars

ches

t in

fect

ion

s�

fla

vou

rin

g

Gar

licG

arlic

Co

tto

nC

ott

on

Alli

um

sati

vum

Alli

um

sati

vum

Lad

y's

Man

tle

Lad

y's

Man

tle

Alc

hem

illa

vu

lgar

isA

lche

mill

a

vulg

aris

Alo

e V

era

Alo

e V

era

Alo

bar

bade

nsis

Alo

bar

bade

nsis

Em

pre

ss

Can

dle

stic

kE

mp

ress

C

and

lest

ick

Senn

a al

ata

Senn

a al

ata

Gos

sypi

um s

p.G

ossy

pium

sp.

Jojo

ba

Jojo

ba

Sim

mon

dsia

ch

inen

sis

Sim

mon

dsia

ch

inen

sis

Ban

ana

Ban

ana

Mus

a sp

.M

usa

sp.

Gin

ger

Gin

ger

Zin

gibe

r

offin

cina

leZ

ingi

ber

of

finci

nale

Ag

rim

on

yA

gri

mo

ny

Agr

imon

ia

eupa

tori

aA

grim

onia

eu

pato

ria

Pep

per

min

tP

epp

erm

int

Men

tha

pipe

rita

Men

tha

pipe

rita

Myr

rhM

yrrh

Com

mip

hora

m

olm

olC

omm

ipho

ra

mol

mol

Co

con

ut

Pal

mC

oco

nu

t P

alm

Part

use

d: w

hol

e p

lan

t – m

ostl

y n

ut

and

leav

esU

ses:

�

bio

fuel

� f

ood

� t

hat

chin

g

Part

use

d: w

hol

e p

lan

tU

ses:

�

hel

ps

dig

esti

on�

red

uce

s n

ause

a�

dec

onge

stan

t�

fla

vou

rin

g

Part

use

d: f

ruit

an

d

leav

esU

ses:

�

foo

d�

coo

kin

g�

roo

fin

g m

ater

ial

� w

eavi

ng

bas

kets

Part

use

d: w

hol

e p

lan

tU

ses:

�

hea

ls w

oun

ds

and

br

uis

es�

hea

ls d

iges

tion

� i

mp

rove

s bl

add

er

con

trol

Part

use

d: l

eave

sU

ses:

�

tre

ats

fun

gal

dis

ease

s�

tre

ats

stom

ach

p

robl

ems

� m

akin

g so

ap

Part

use

d: w

hol

e p

lan

tU

ses:

�

con

trol

s b

leed

ing

�co

ntr

ols

dia

rrh

oea

Part

use

d: g

um

res

in

from

ste

mU

ses:

�

fig

hts

gu

m

infe

ctio

ns

� c

lean

s w

oun

ds

� r

edu

ces

bru

isin

g

Part

use

d: s

ap fr

om

leav

esU

ses:

�

sp

eed

s w

oun

d

hea

lin

g�

lax

ativ

e�

tre

ats

skin

p

rob

lem

s li

ke

sun

burn

Part

use

d: r

hiz

ome

Use

s:

� h

elp

s d

iges

tion

� r

edu

ces

nau

sea

� r

edu

ces

cold

an

d

flu

sym

pto

ms

� f

lavo

uri

ng

Part

use

d: s

eed

hea

dU

ses:

�

mak

ing

fibr

es fo

r w

eavi

ng

into

clo

th

© 2

008

Fou

nda

tion

for

Scie

nce

, Tec

hn

olog

y an

d C

ivili

sati

on

ww

w.10

01i

nven

tion

s.co

m

39

Activity 5b

Her

bal m

edic

ine

My

com

men

ts

Con

vent

iona

l med

icin

eG

arlic

cap

sule

sA

tra

diti

onal

rem

edy

for

the

sym

ptom

s of

cou

ghs

and

cold

s. C

an a

lso

ben

efit

th

e h

eart

an

d ci

rcu

lato

ry s

yste

m. H

as a

nti

-ba

cter

ial p

rope

rtie

s to

o.

Con

tain

s So

ya b

ean

oil

and

garl

ic o

il in

a g

elat

ine

caps

ule

.

All

nat

ura

l in

gred

ien

ts –

no

know

n s

ide

effe

cts.

Ana

din

para

ceta

mol

For

the

effe

ctiv

e re

lief

of m

ild to

m

oder

ate

pain

incl

udi

ng

hea

dach

e,

mig

rain

e, to

oth

ach

e, p

erio

d pa

ins,

ach

es

and

pain

s, r

heu

mat

ic p

ain

, fev

eris

hn

ess

and

sym

ptom

s of

col

ds a

nd

infl

uen

za.

Con

tain

s Pa

race

tam

ol a

nd

hydr

oxyp

ropy

l met

hyl

cellu

lose

(E

464)

. Do

not

tak

e w

ith

any

ot

her

par

acet

amol

-con

tain

ing

prod

uct

s.

Imm

edia

te m

edic

al a

dvic

e sh

ould

be

sou

ght

in t

he

even

t of

an

ove

rdos

e, e

ven

if

you

feel

wel

l.

Do

not t

ake

if:

� y

ou a

re s

uff

erin

g fr

om

ki

dney

or

liver

dis

ease

.

� y

ou a

re a

llerg

ic to

par

acet

amol

or

any

of t

he

oth

er in

gred

ien

ts li

sted

.

If I

wer

e su

ffer

ing

from

co

ld a

nd

flu

sym

ptom

s,

I w

ould

tak

e

beca

use

…

In th

e 21

st c

entu

ry, w

ould

you

sti

ll ch

oose

her

bal m

edic

ine?

1

© 2

008

Fou

nda

tion

for

Scie

nce

, Tec

hn

olog

y an

d C

ivili

sati

on

ww

w.10

01i

nven

tion

s.co

m

40

Activity 5c

Her

bal m

edic

ine

My

com

men

ts

Con

vent

iona

l med

icin

e

In t

he 2

1st c

entu

ry, w

ould

you

sti

ll ch

oose

her

bal m

edic

ine?

Nee

mis

a p

ower

ful a

nti

-bac

teri

al

and

anti

-fu

nga

l her

b th

at is

ex

trem

ely

bitt

er, w

ith

pow

erfu

l de

toxi

fyin

g ch

loro

phyl

l, an

d ac

ts a

s

an in

valu

able

ski

n a

nd

bloo

d cl

ean

ser.

It is

ver

y ef

fect

ive

for

nor

mal

isin

g gu

t ba

cter

ia.

Con

tain

s E

xtra

ct a

nd

pow

der

of N

eem

Lea

f.

Do

not u

se if

pre

gnan

t

PanO

xyl B

arH

elps

cle

ar e

xist

ing

ac

ne

blem

ish

es a

nd

h

elps

pre

ven

t th

e de

velo

pmen

t of

new

ac

ne

pim

ples

, bla

ckh

eads

an

d w

hit

ehea

ds.

Con

tain

s 10

% B

enzo

yl P

erox

ide.

Cet

oste

aryl

al

coh

ol, c

ocam

idop

ropy

l bet

ain

e, c

orn

st

arch

, gly

ceri

n, h

ydro

gen

ated

cas

tor

oil,

min

eral

oil,

PE

G-1

4M, s

ilico

n d

ioxi

de,

sodi

um

pot

assi

um

lau

ryl s

ulf

ate,

tit

aniu

m

diox

ide,

wat

er.

Side

eff

ects

Th

is p

rodu

ct m

ay c

ause

irri

tati

on,

char

acte

rize

d by

red

nes

s, b

urn

ing,

itch

ing,

pe

elin

g, o

r po

ssib

le s

wel

ling.

Kee

p aw

ay

from

eye

s, li

ps, a

nd

mou

th. A

void

con

tact

w

ith

hai

r an

d fa

bric

s.

2

© 2

008

Fou

nda

tion

for

Scie

nce

, Tec

hn

olog

y an

d C

ivili

sati

on

ww

w.10

01i

nven

tion

s.co

m

If I

wer

e su

ffer

ing

from

sp

ots,

I w

ould

tak

e

beca

use

…

41

Activity 5d

Her

bal m

edic

ine

Con

vent

iona

l med

icin

e

In th

e 21

st c

entu

ry, w

ould

you

sti

ll ch

oose

her

bal m

edic

ine?

Slee

ping

pill

s

e.g.

zop

iclo

neIf

th

ey h

aven

't be

en p

resc

ribe

d to

you

pe

rson

ally

th

en it

is il

lega

l to

take

th

em.

Con

tain

s Z

opic

lon

e, la

ctos

e, h

ydro

xypr

opyl

m

ethy

l cel

lulo

se, m

icro

crys

talli

ne

cellu

lose

an

d so

diu

m s

tarc

h g

lyco

llate

.

Side

eff

ects

Day

tim

e dr

owsi

nes

s an

d a

bitt

er t

aste

in

the

mou

th.

War

ning

sD

epen

den

ce c

an d

evel

op a

fter

as

littl

e as

on

e w

eek

of c

onti

nu

ous

use

.

Slee

ping

pill

s

e.g.

zop

iclo

neIf

th

ey h

aven

't be

en p

resc

ribe

d to

you

pe

rson

ally

th

en it

is il

lega

l to

take

th

em.

Con

tain

s Z

opic

lon

e, la

ctos

e, h

ydro

xypr

opyl

m

ethy

l cel

lulo

se, m

icro

crys

talli

ne

cellu

lose

an

d so

diu

m s

tarc

h g

lyco

llate

.

Side

eff

ects

Day

tim

e dr

owsi

nes

s an

d a

bitt

er t

aste

in

the

mou

th.

War

ning

sD

epen

den

ce c

an d

evel

op a

fter

as

littl

e as

on

e w

eek

of c

onti

nu

ous

use

.

3

© 2

008

Fou

nda

tion

for

Scie

nce

, Tec

hn

olog

y an

d C

ivili

sati

on

Cal

ifor

nian

pop

pyC

onta

ins

alka

loid

s an

d

in p

arti

cula

r on

e ca

lled

ca

lifor

nid

ine.

Th

is p

lan

t is

a

nat

ura

l hyp

not

ic: i

t pr

epar

es

for

peac

efu

l sle

ep a

nd

redu

ces

slee

pin

g pr

oble

ms,

par

ticu

larl

y n

igh

tmar

es,

wak

ing

duri

ng

the

nig

ht

and

diff

icu

ltie

s in

falli

ng

asle

ep. I

t is

als

o an

an

xiol

ytic

an

d a

seda

tive

: it

hel

ps a

nxi

ous

peo

ple

of

all a

ges

reco

ver

and

hav

e a

calm

life

w

ith

out

stre

ss.

Con

tain

s C

alif

orn

ian

pop

py a

eria

l flo

wer

ed, p

art

pow

der?

Do

not u

se if

pre

gnan

t

ww

w.10

01i

nven

tion

s.co

m

My

com

men

ts

If I

wer

e ha

ving

di

ffic

ult

y in

sle

epin

g,

I w

ould

tak

e

beca

use

…

42

Activity 5e

Plan

to p

lay

a pa

rt in

the

deba

te.

Cho

ose

one

of th

ese

role

s:�

are

vita

l to

prot

ect

citi

zen

s

� t

he

dire

ctor

of

a sh

op c

hai

n t

hat

sel

ls

her

bal m

edic

ines

.

The

EU is

deb

atin

g ne

w la

ws

to c

ontr

ol h

erba

l med

icin

es

I'm

con

vin

ced

I

esca

ped

a co

ld t

his

yea

r as

a

resu

lt o

f ta

kin

g th

ose

garl

ic s

upp

lem

ents

Wit

hou

t la

ws,

som

e m

anu

fact

ure

rs c

ould

mak

e fa

lse

clai

ms

abou

t pr

odu

cts

Th

e pr

odu

cts

for

sale

mu

st

be p

rove

n to

be

safe

Ch

emic

als

are

chem

ical

s –

they

can

be

dan

gero

us

wh

eth

er h

erba

l or

syn

thet

ic

© 2

008

Fou

nda

tion

for

Scie

nce

, Tec

hn

olog

y an

d C

ivili

sati

on

and

food

sup

plem

ents

.

Dai

ly N

ews:

New

law

s m

ay h

it h

erb

al r

emed

ies

New

Eu

rope

an r

egu

lati

ons

may

soo

n p

reve

nt

the

sale

of

man

y of

B

rita

in's

favo

uri

te fo

od s

upp

lem

ents

. Opi

nio

n a

bou

t th

e n

ew

regu

lati

ons

is s

har

ply

divi

ded.

Som

e be

lieve

th

em to

be

a vi

tal s

afet

y m

easu

re, a

nd

say

that

th

ey w

ill p

reve

nt

the

sale

of

subs

tan

ces

that

may

be

har

mfu

l. O

ther

s be

lieve

th

e la

ws

are

yet

anot

her

exa

mpl

e of

th

e E

U

un

nec

essa

rily

inte

rfer

ing

wit

h p

eopl

e's

lives

.

Figh

tin

g si

ckn

ess

In t

he

UK

, we

real

ise

that

die

t is

dir

ectl

y lin

ked

to o

ur

hea

lth

.

We

rega

rd v

itam

in a

nd

min

eral

su

pple

men

ts a

s fo

ods,

not

med

icin

es.

Man

y pe

ople

buy

th

ese

supp

lem

ents

– a

nd

her

bal m

edic

ines

– a

s pa

rt

of t

hei

r fi

ght

agai

nst

illn

ess.

Res

tric

ted

list

So

on, o

nly

th

ose

vita

min

s an

d m

iner

als

liste

d by

th

e E

uro

pean

Un

ion

Fo

od S

upp

lem

ents

Dir

ecti

ve w

ill b

e ab

le to

be

sold

lega

lly. T

o st

art

wit

h, t

his

will

mea

n t

he

loss

of

at le

ast

270

nu

trie

nt

supp

lem

ents

. Lat

er,

all n

utr

itio

nal

su

pple

men

ts w

ill b

e sc

ruti

nis

ed.

Her

bal

med

icin

es h

it to

o T

he

EU

pla

ns

to r

estr

ict

the

sale

of

her

bal m

edic

ines

, too

. It

pro

pose

s a

regi

ster

of

her

bs w

hic

h h

ave

been

'in

saf

e u

se fo

r

30 y

ears

'. It

will

not

be

poss

ible

to u

se n

ewly

dis

cove

red

her

bal

med

icin

es im

med

iate

ly.

ww

w.10

01i

nven

tion

s.co

m

43

Activity 5f

Book Reference: Pharmacy, page 184.

44

Pharmacy

E ight hundred years ago, the Muslim world had sophisticated pharmaceuticals and regulated strict rules for their sales. The earliest inspector was a woman

appointed by Caliph Umar, 640 CE, in the city of Medina. In this activity, students take on the role of a government inspector (al-Muhtasib) checking pharmacists and their medicines in 12th century Baghdad. They are charged to check out a rumour that a local pharmacy is selling a cheap imitation of a stomach medicine, and to use practical techniques to come to an evidenced conclusion.

Curriculum link11-14 Programme of study

1.3a Recognising that modern science has its roots in many different societies and cultures, and draws on a variety of valid approaches to scientific practice.2.1a Use a range of scientific methods and techniques to develop and test ideas and explanations.2.1c Plan and carry out investigative activities.2.2a Obtain, record and analyse data and use their findings to provide evidence for scientific explanations.2.2b Evaluate scientific evidence and working methods.3.2c Elements and compounds show characteristic chemical properties and patterns in their behaviour.

Framework for progression in science1.2a Using investigative approaches: planning an approach (years 7 and 8).1.2d Using investigative approaches: obtaining and presenting primary evidence (years 7 and 8).

Learning objectivesStudents will learn

That the Muslim world had sophisticated pharmaceuticals and strict •rules for their sales eight hundred years agoTo evaluate a product using a neutralisation reaction•

Activity 6

45

Running the activity

Activity 6

Starting the activity Display Activity 6a (either projected or as an OHT). Ask small groups of students to discuss which stomach cure they would buy – and why..Then get them to discuss what they expect out a visit to the pharmacy. Encourage them to come up with answers such as ‘Nothing that’s going off ’; ‘a pharmacist who knows what s/he is doing’ and ‘to be told the correct dosage’, as well as those already given on Activity 1.

Then emphasize the point that shoppers in 12th century Baghdad had the same high standards, and that government inspectors (al-Muhtasib) made sure that regulations were adhered to.

Running the main part of the activityActivity pages 6b, 6c and 6d – stomach-ache powdersDisplay Activity 6b. Emphasise the reference books and the wide variety of medicines that were available in the Islamic world more than 1000 years ago. Use this page to set the task – to find out which one of five pharmacists at the market is selling a contaminated stomach-ache cure. Ask small groups to suggest ways of tacking the task. You might like to ask groups to devise – and follow – their own method of identifying the culprit. Alternatively, continue as suggested for Activities 6b and 6c below.

Give each group a copy of Activities 6c and 6d. Groups follow the instructions to identify the contaminated sample. It is well worth quickly working through the practical yourself before the lesson.

Equipment and materials needed:Per group:

5 100 cm• 3 beakers0-10 cm• 3 measuring cylinderSpatula•5 containers in which to collect powders A, B, C, D and E•Stirring rod•

Access to:Powder samples labelled A, B, C, D, E•There is just one powder that is different from the rest – a 50:50 mixture •of baking powder and salt. The other four samples are simply baking powder with a small quantity of salt added so that the difference in powders is not obvious just by looking at them. 0.5 mol/dm• 3 hydrochloric acidUniversal indicator•Balance •

Activity pages 6e, 6f, 6g and 6h – drug capsulesDisplay Activity pages 6e and 6f to describe blood capsules – ancient and modern – to students. Then display Activity 6g. Ask students to use your school investigation planning sheets to plan how to find out how squashing the ‘drug capsule’ (teabag) affects how quickly the ‘drug’ comes out.

46

Activity 6Running the activity continued...

A very effective way of doing this investigation is to use light sensors with data logging equipment, as pictured on Activity page 6h. If you decide to do this, you will need to demonstrate the use of the light sensors before asking students to plan their investigations. Students will then record the transmission of light on a graph over about 2 minutes. Depending on the type of teabags used, students may need to pierce the teabag and tie a piece of string through the hole so that they can immerse the teabag in hot water, and then move the teabag around so it doesn’t block the light sensor.

Running the plenaryAsk groups to compare their findings – are their conclusions consistent? Then get small groups to discuss – or lead a class discussion about – other circumstances in which measuring might have been a useful part of Muslim pharmacists’ work to develop and test new medicines.

Web linkshttp://www.muslimheritage.com/topics/default.cfm?ArticleID=224 More information on Muslim contribution to chemistry

http://www.muslimheritage.com/topics/default.cfm?ArticleID=226 How drugs were made a thousand years ago

47

Wh

ich

wo

uld

yo

u b

uy?

© 2

008

Fou

nda

tion

for

Scie

nce

, Tec

hn

olog

y an

d C

ivili

sati

on

To b

e gi

ven

th

e am

oun

t I'

m

payi

ng

for

–

no

less

!

Mu

slim

sh

opp

ers

in tw

elft

h c

entu

ry B

agh

dad

, Ira

q, e

xpec

ted

the

sam

e h

igh

st

and

ard

s. A

nd

, ju

st li

ke in

twen

ty-f

irst

cen

tury

Eu

rop

e, th

ey s

ent o

ut q

ual

ity

con

trol

in

spec

tors

(al

-Mu

hta

sib

) to

ch

eck

that

ph

arm

acis

ts w

ere

obey

ing

the

regu

lati

ons.

Safe

med

icin

es

Med

icin

es

that

do

wh

at t

hey

sa

y th

ey'll

do

ww

w.10

01i

nven

tion

s.co

m

48

Activity 6a

Bag

hd

ad

Cit

y C

oun

cil

You

r w

ork

toda

y, a

l-M

uh

tasi

b, is

to

test

th

e po

wde

rs a

nd

fin

d th

e cu

lpri

t. T

hen

we

can

th

ink

of a

su

itab

le p

un

ish

men

t…

© 2

008

Fou

nda

tion

for

Scie

nce

, Tec

hn

olog

y an

d C

ivili

sati

on

Ibn

Sina

'sac

ne

oint

men

tS

ab

ur

ib

n S

ah

l's

co

ug

h

syru

p

Al-

Raz

i'sH

eada

che

Com

poun

d

Her

bs

Th

ere'

s a

rum

our

that

on

e of

th

e m

arke

t ph

arm

acis

ts h

as m

ixed

a c

hea

p an

d u

sele

ss

pow

der

wit

h h

is s

tom

ach

-ach

e cu

re.

ww

w.10

01i

nven

tion

s.co

m

49

Activity 6b

Test

ing

sto

ma

ch

po

wd

ers

© 2

008

Fou

nda

tion

for

Scie

nce

, Tec

hn

olog

y an

d C

ivili

sati

on

ww

w.10

01i

nven

tion

s.co

m

� T

oday

, you

wil

l tes

t sto

mac

h-a

che

cure

s fr

om 5

ph

arm

acis

ts.

� O

ne

stom

ach

-ach

e cu

re is

con

tam

inat

ed w

ith

a u

sele

ss p

owd

er.

� F

ollo

w th

e in

stru

ctio

ns

to fi

nd

ou

t wh

ich

…

1 C

olle

ct a

sam

ple

of s

tom

ach-

ache

po

wde

r fr

om e

ach

phar

mac

y st

all.

3 Pu

t 5 c

m3 o

f dilu

te h

ydro

chlo

ric

acid

in e

ach

beak

er.

2 W

eigh

eac

h sa

mpl

e. W

rite

the

mas

ses

in th

e ta

ble

(col

umn

2).

4 A

dd 4

dro

ps o

f uni

vers

al

indi

cato

r to

eac

h be

aker

.

6 W

eigh

wha

t is

left

of

you

r sa

mpl

e of

st

omac

h-ac

he

pow

der

A. W

rite

th

is m

ass

in th

e ta

ble

(col

umn

4).

AB

CD

E

5 A

dd o

ne s

patu

la-f

ull o

f sto

mac

h-ac

he p

owde

r A

to th

e ac

id in

bea

ker

A.

Stir.

Kee

p ad

ding

the

pow

der,

one

spat

ula

at a

tim

e, u

ntil

yo

u se

e a

gree

n co

lour

. The

sto

mac

h-ac

he p

owde

r ha

s

now

neu

tral

ised

the

acid

. W

rite

dow

n th

e nu

mbe

r of

sp

atul

as y

ou h

ave

adde

d.A

8 R

epea

t ste

ps 5

to 7

for

pow

ders

B, C

, D a

nd E

.

7 C

alcu

late

the

mas

s of

sto

mac

h-ac

he p

owde

r yo

u ad

ded

by

subt

ract

ing

the

mas

s in

col

umn

4

from

the

mas

s in

col

umn

2.

50

Activity 6c

Res

ult

s

© 2

008

Fou

nda

tion

for

Scie

nce

, Tec

hn

olog

y an

d C

ivili

sati

on

Mas

s of

sa

mpl

e ad

ded

to a

cid,

in g

(c

olum

ns

2– 4

)

ww

w.10

01i

nven

tion

s.co

m

HIN

T:

Th

e co

nta

min

ated

sam

ple

co

nta

ins

less

sto

mac

h-a

che

cure

.

So y

ou n

eed

to u

se m

ore

of th

is

sam

ple

to n

eutr

alis

e th

e ac

id in

th

e b

eake

r.

�

Wh

ich

pow

der

is

con

tam

inat

ed?

�

How

do

you

kn

ow?

�

How

su

re a

re y

ou th

at y

our

answ

er is

cor

rect

? H

ow c

ould

yo

u m

ake

you

r an

swer

mor

e re

liab

le?

Col

umn

5M

ass

of

sam

ple

left

in

g

Col

umn

4N

umbe

r of

spat

ulas

of

sam

ple

adde

d to

ac

id

Col

umn

3M

ass

of

sam

ple

at

star

t, in

g

Col

umn

2Sa

mpl

eC

olum

n 1

A B C D E

51

Activity 6d

Get

tin

g m

edic

ines

into

yo

ur

blo

od

© 2

008

Fou

nda

tion

for

Scie

nce

, Tec

hn

olog

y an

d C

ivili

sati

on

ww

w.10

01i

nven

tion

s.co

m

Th

ere

are

lots

of

way

s of

get

tin

g m

edic

inal

d

rugs

into

you

r b

lood

stre

am…

Tabl

ets

Inje

ctio

n

Cap

sule

Syru

p

Gel

cap

sule

s

Oin

tmen

t

52

Activity 6e

Dru

g c

apsu

les:

o

lder

th

an y

ou

th

ink!

© 2

008

Fou

nda

tion

for

Scie

nce

, Tec

hn

olog

y an

d C

ivili

sati

on

�

Al-

Zah

raw

i in

ven

ted

dru

g ca

psu

les

arou

nd

a th

ousa

nd

yea

rs a

go.

H

e p

acke

d s

ingl

e d

oses

of

dru

gs in

cat

-gu

t par

cels

, rea

dy

for

swal

low

ing.

T

he

dru

g gr

adu

ally

see

ped

ou

t of

the

par

cel,

all d

ay.

ww

w.10

01i

nven

tion

s.co

m

Insi

de a

mod

ern

drug

cap

sule

Cap

sule

(o

r cat

gut

a hu

ndre

d ye

ars

ago)

Smal

l 'be

ads'

of

med

icin

e w

ith

coat

ing

whi

ch

diss

olve

slo

wly

so

med

icin

e ge

ts in

to

bloo

d du

ring

the

who

le s

choo

l day

.

Smal

l 'be

ads'

of m

edic

ine

wit

h co

atin

g w

hich

dis

solv

e qu

ickl

y so

med

icin

e ge

ts in

to th

e bl

ood

quic

kly.

53

Activity 6f

Dru

g c

apsu

les:

get

tin

g t

he

med

icin

e o

ut

© 2

008

Fou

nda

tion

for

Scie

nce

, Tec

hn

olog

y an

d C

ivili

sati

on

ww

w.10

01i

nven

tion

s.co

m

War

m w

ater

Fold

ed o

ver

tea

bags

Tea

bag

�

How

qu

ickl

y d

oes

med

icin

e co

me

out o

f a

cap

sule

?

�

Doe

s it

mak

e a

dif

fere

nce

if y

ou s

quas

h u

p th

e m

edic

ine?

�

Use

the

equ

ipm

ent t

o p

lan

an

d d

o an

inve

stig

atio

n to

fin

d o

ut.

�

Use

teab

ags

inst

ead

of

catg

ut p

arce

ls.

54

Activity 6g

Usi

ng

teab

ags

to in

vest

igat

e d

rug

cap

sule

s

© 2

008

Fou

nda

tion

for

Scie

nce

, Tec

hn

olog

y an

d C

ivili

sati

on

ww

w.10

01i

nven

tion

s.co

m

Dat

a lo

gger

Strin

g

Teab

ag, f

olde

d us

ing

pape

r clip

Ligh

t Sen

sor

55

Activity 6h

Build it Strong

W e take structures like bridges and tents for granted. In fact they were advanced technologies in their day – 1000 years ago. The Muslim inventors

combined knowledge of maths, geometry and engineering to improve existing tent designs, Their innovations centred on the strength of the triangle. They also overcame the challenge of supporting huge weights by building arches of new shapes. In this activity students appreciate how these shapes can create extremely strong structures. First they are challenged to build a model tent out of match sticks. Then they have to design an arch bridge, using the addictive Bridge Builder software simulation (a free download).

Curriculum links11-14Design and Technology

Knowledge and understanding of structures To recognise and use structures and how to support and reinforce them.

Learning ObjectivesStudents will:

Recognize the triangle as a strong shape in structures from Muslim tents •to modern bridgesUse the principle of arches for an efficient bridge design •

56

Book References: Arches, page 200; The Tent, page 224.

Activity 7

Running the activityStarting the activityDisplay Activity 7a (either projected or as an OHT). Set students the two simple problems (5 minutes each) to arrange (already burned) matches and blu tack, to make the structure for a tent that can’t easily be blown over. Either they can build the structures or just sketch their answers. The rules are: they can stick the blobs to the table but not break them up into a larger number of smaller pieces.

Show the solutions on Activity 7c Point out the ‘did you know?’ highlighting the use of the tent by Muslims and Bedouins, and get students to notice how the triangle shape is repeated many times throughout the design of a Bedouin tent – to get as much strength from limited materials.

Running the main part of the activityActivity 7b (30-45 mins) builds on the idea of triangles. Here students are challenged to build an arch bridge, using a software simulation. First they are encouraged to think about why arches are so strong. Muslim architects mastered the art of using arches 1000 years ago. They developed various kinds that gave buildings more strength, stability and good looks. (Their pointed arches didn’t push out sideways so much, and so were much less likely to flop in the middle). Muslim architects also put arches on arches to give maximum strength with minimum materials for very large buildings.

Students can try out their ideas about strong structures using the ‘Bridge builder’ simulation game. In the game, they have to create a structure to span the water. The simulation has a graded series of levels, to develop students’ understanding of maximising strength and minimising weight. When a bridge is complete, it can be tested by ‘running a train across it’. This easy to use, addictive software simply needs to be downloaded and installed on each computer (see website below).

Web Linkshttp://www.bridgebuilder-game.com/ The free Bridge builder simulation for the main activity

http://muslimheritage.com/topics/default.cfm?ArticleID=260 Information on the use of arches in Muslim architecture

57

Activity 7

Bu

ild it

str

on

g

© 2

008

Fou

nda

tion

for

Scie

nce

, Tec

hn

olog

y an

d C

ivili

sati

on

ww

w.10

01i

nven

tion

s.co

m

Tim

e: 1

000

year

s ag

o

Plac

e: A

rabi

an d

eser

t

Scen

ario

: You

bel

ong

to a

Bed

ouin

tri

be.

Aft

er a

san

dsto

rm, y

ou lo

se y

our

shel

ter.

Yo

u m

ust

now

bu

ild a

sh

elte

r to

su

rviv

e th

e n

igh

t.

Th

e st

ruct

ure

mu

st b

e st

ron

g en

ough

to w

ith

stan

d th

e de

sert

win

ds.

1

Wh

at's

the

stro

nge

st

stru

ctu

re y

ou c

an

bu

ild

wit

h 3

sti

cks?

(u

se m

atch

es a

nd

bl

ue-

tack

).2

You

fin

d tw

o co

mp

anio

ns.

W

hat

's th

e b

igge

st, s

tron

gest

st

ruct

ure

you

can

mak

e w

ith

7 st

icks

?

Ch

alle

nge

no

1

� W

hat

sh

ape

are

you

r st

ruct

ure

s b

ased

on

?

58

Activity 7a

Bu

ild it

str

on

g

© 2

008

Fou

nda

tion

for

Scie

nce

, Tec

hn

olog

y an

d C

ivili

sati

on

ww

w.10

01i

nven

tion

s.co

m

Did

yo

u

kn

ow

?

Mu

slim

arc

hit

ects

m

aste

red

the

art o

f b

uil

din

g ar

ches

10

00 y

ears

ago

. T

hey

wer

e

insp

ired

by

the

grac

efu

l cu

rve

of

pal

m tr

ee b

ran

ches

.

Ch

alle

nge

no

2 –

Bri

dge

Tim

e: P

rese

nt

Plac

e: U

KSc

enar

io: Y

ou a

re a

n a

rch

itec

t, an

d h

ave

been

as

ked

to b

uild

an

arc

h b

ridg

e th

at w

ill c

arry

hea

vy

traf

fic

load

s ac

ross

a r

iver

. How

str

ong

an

d co

st

effe

ctiv

e ca

n y

ou m

ake

it?

Why

are

arc

hes

so

str

ong?

59

Activity 7b

© 2

008

Fou

nda

tion

for

Scie

nce

, Tec

hn

olog

y an

d C

ivili

sati

on

Did

yo

u

kn

ow

?

1000

yea

rs a

go,

ten

ts w

ere

use

d

as m

eeti

ng

pla

ces

for

Mu

slim

s an

d

Bed

ouin

s.

Bu

ild it

str

on

gw

ww

.100

1inv

enti

ons.

com

Des

ert

chal

len

ge s

olu

tio

n

60

Activity 7c

61

Figuring out Phenomena

M ore than a thousand years ago, Muslim scientists were curious about their surroundings and gathered evidence from observations to explain

phenomena that still stimulate debate amongst scientists: Why is the sky blue? Why does the Moon look bigger nearer the horizon? What makes rainbows? This card-based activity asks students to evaluate evidence and arguments in order to choose the best of three possible scientific explanations for each phenomenon. This is followed by an optional activity: students prepare a talk for a scientific conference to argue the case for a particular explanation for one of the phenomena.

Curriculum links11-14 Programme of study

1.1a Using scientific ideas and models to explain phenomena and developing them creatively to generate and test theories.1.1b Critically analysing and evaluating evidence from observations and experiments.1.3a Recognising that modern science has its roots in many different societies and cultures, and draws on a variety of valid approaches to scientific practice.2.3a Use appropriate methods to communicate scientific information and contribute to presentations and discussions about scientific issues.3.4b Astronomy and space science provide insight into the nature and observed motions of the Sun, Moon, stars, planets and other celestial bodies.

Framework for progression in science1.1a1 Scientific thinking: developing explanations using ideas and models (years 8 and 9)5.3 Earth, Space and beyond (years 7, 8 and 9)

14-16 How science worksInterpreting data, using creative thought, to provide •evidence for testing ideas and developing theoriesExplaining phenomena by developing and using •scientific theories, models and ideas

62

Book Reference: Natural Phenomena, page 246.

Activity 8

Learning ObjectivesStudents will:

Consider observations and evidence about three natural phenomena•Evaluate evidence and arguments to choose the best explanation for each •phenomenonPrepare to argue for a particular explanation of a natural phenomenon at •a scientific conference

Running the activity

Evidence Eliminates?ABCDE Explanation 2FG Explanation 1

63

Activity 8

Starting the activityDisplay Activity 8a (either projected or as an OHT). Ask students what they think the answer to the question might be, and get them to consider al-Kindi’s explanations from a thousand years ago. Students may notice two misconceptions in al-Kindi’s views: that the Earth emits light and that there are atoms of dust and vapour in the air. These, though, should not distract from the explanations’ main ideas.

Display Activity 8b. Emphasize the ‘observation, evidence, explanation’ circle. Ask groups of students to identify al-Kindi’s observations and evidence – as well as his explanation – in the thought bubbles on Activity 8a.

Note that early scientists did not have the benefit of current technology but often came up with explanations and measurements that are incredibly close to the currently accepted values. For example, in the 9th century Muslim astronomers measured the earth’s circumference at 40 253.4km, which is within 1% of today’s figure of 40 000.6 km (through the poles).

Running the main part of the activityGive each group of students a set of cards made from Activity 8c or Activity 8c or 8d or 8e. Ask students to use the evidence from observation cards to decide which of the three explanation cards provides the best explanation for the natural phenomenon they are considering.

Students are likely to need guidance to go through the process of ‘testing explanations’ by trying to disprove them:

Lay out the three competing explanations•Take each piece of evidence in turn. Does this contradict – and therefore •eliminate – any of the explanations?Which explanation are you left with, that is consistent with the evidence?•

This table below may help students with the process:

Running the activity continued...

Another way of getting pupils started in this activity is to start an argument yourself, by saying for example ‘the Sun sinks into the sea everyday,’ and getting students to respond.

Having completed the task for one phenomenon, ask students to repeat the process for a second phenomenon, if appropriate. The question about the size of the Moon is probably the most difficult, and has not yet been fully resolved.

During the activity, you may need to explain – or get students to look up – some of the following terms:

Wavelength, cones (in the eye), spectrum, refracted, illusion.

Follow-on activityAsk each group to prepare an argument to support a particular explanation for one of the questions, checking that all three questions are addressed by the class overall. As each group presents and supports their choice at a ‘scientific conference’, other students may ask questions.

Running the plenaryDisplay Activity 8f. This reveals the identity of the scientist who originally proposed each explanation, and highlights the currently accepted explanation for each phenomenon. Point out to students that Muslim scientists have been observing, collecting evidence and devising explanations for phenomena for at least a thousand years. Often, their explanations are very close to those accepted by scientists today.

Web Linkshttp://math.ucr.edu/home/baez/physics/General/BlueSky/blue_sky.html Why is the sky blue? Ideas and evidence including those from Tyndall, Rayleigh and Einstein

http://www.exploratorium.edu/snacks/blue_sky.html An experiment to model how light is scattered on its way to earth.

http://spaceplace.nasa.gov/en/kids/misrsky/misr_sky.shtml Gives a very clear explanation of the currently accepted view of why the sky is blue

http://eo.ucar.edu/rainbows/ Rainbows: Descartes’ explanation and very detailed descriptions of all you ever need to know about rainbows!

http://www.newsfinder.org/more.php?id=812_0_1_0_M Info on Ibn al-Haitham

http://www-groups.dcs.st-and.ac.uk/~history/Mathematicians/Al-Farisi.html Kamal al-Din al-Farisi – information on his rainbow experiments, and how he developed Ibn al-Haitham’s work

http://www.lhup.edu/~dsimanek/3d/moonillu.htm Lots of theories and ideas about the Moon illusion – for the hardy scientist only! Very interesting if detailed.

64

Activity 8

65

Activity 8

Fig

uri

ng

ou

t p

he

no

me

na

Is t

he s

ky

real

ly b

lue,

or

is it

an

illus

ion?

Th

e ai

r ab

ove

us

is d

ark.

I r

ecko

n t

his

da

rk a

ir m

ingl

es w

ith

ligh

t fr

om t

he

Ear

th

and

star

s. S

o w

e se

e a

colo

ur

mid

way

be

twee

n d

arkn

ess

and

ligh

t –

blu

e!

An

d th

e Su

n il

lum

inat

es

atom

s of

du

st a

nd

vapo

ur

in t

he

air.

May

be t

his

lig

ht

mix

es w

ith

th

e da

rkn

ess

abov

e, to

o.

© 2

008

Fou

nda

tion

for

Scie

nce

, Tec

hn

olog

y an

d C

ivili

sati

on

ww

w.10

01i

nven

tion

s.co

m

66

Activity 8a

Go

fig

ure

!H

ow

sc

ien

tis

ts

wo

rkW

hat m

akes

a

rain

bow

?

Why

doe

s th

e M

oon

seem

to g

et b

igge

r as

it

drop

s to

war

ds th

e ho

rizo

n?

Is th

e sk

y re

ally

blu

e,

or is

it a

n ill

usio

n?

�

For

each

qu

esti

on, u

se t

he

card

s to

dec

ide

the

best

exp

lan

atio

n.

�

For

one

ques

tion

, pla

n w

hat

to s

ay a

t a

scie

nti

fic

con

fere

nce

to c

onvi

nce

oth

ers

that

yo

u h

ave

chos

en t

he

best

exp

lan

atio

n. U

se

the

evid

ence

car

ds to

su

ppor

t yo

ur

opin

ion

.

Th

ey m

ake

care

ful

obse

rvat

ion

s to

get

evi

den

ce.

Th

ey t

hin

k cr

eati

vely

abo

ut

ev

iden

ce to

dev

elop

ex

plan

atio

ns.

obse

rvat

ions

evidenceexplanation

In t

he

ten

th c

entu

ry, p

eopl

e be

lieve

d th

e E

arth

w

as fl

at. B

ut

Ibn

Haz

m h

ad a

dif

fere

nt

expl

anat

ion

: th

e E

arth

is s

pher

ical

.

His

evi

den

ce?

T

hat

th

e Su

n is

alw

ays

pe

rpen

dicu

lar

to a

par

ticu

lar

s

pot

on E

arth

. 90º

© 2

008

Fou

nda

tion

for

Scie

nce

, Tec

hn

olog

y an

d C

ivili

sati

on

ww

w.10

01i

nven

tion

s.co

m

67

Activity 8b

A

Is t

he

sk

y r

ea

lly

blu

e,

or

is i

t a

n i

llu

sio

n?

Expl

anat

ion

3Ex

plan

atio

n 2

Expl

anat

ion

1Ev

iden

ce fr

om

obse

rvat

ions

Evid

ence

from

ob

serv

atio

ns

BEv

iden

ce fr

om

obse

rvat

ions

CEv

iden

ce fr

om

obse

rvat

ions

DEv

iden

ce fr

om

obse

rvat

ions

EEv

iden

ce fr

om

obse

rvat

ions

Sun

ligh

t re

ach

es t

he

Ear

th's

atm

osph

ere.

T

he

ligh

t is

sca

tter

ed in

al

l dir

ecti

ons

by

nit

roge

n a

nd

oxyg

en

part

icle

s in

th

e ai

r.

Blu

e lig

ht

is s

catt

ered

m

ore

than

oth

er

colo

urs

, so

the

sky

look

s bl

ue.

Th

e bl

ue

colo

ur

of

th

e sk

y is

du

e to

du

st a

nd

drop

lets

of

wat

er

vapo

ur

in t

he

atm

osph

ere.

T

hes

e sc

atte

r su

nlig

ht.

Blu

e is

th

e

mid

way

col

our,

betw

een

th

e da

rkn

ess

of t

he

sky

and

the

brig

htn

ess

of

sun

ligh

t.

FEv

iden

ce fr

om

obse

rvat

ions

G

Th

e co

lou

r of

th

e sk

y on

a h

um

id o

r h

azy

day

is n

ot v

ery

diff

eren

t to

th

e co

lou

r of

th

e sk

y on

a

brig

ht

sun

ny d

ay.

T

he

amou

nt

of w

ater

va

pou

r do

es n

ot m

ake

mu

ch d

iffe

ren

ce to

th

e co

lou

r of

th

e sk

y.

Con

es a

re c

ells

in t

he

eye

that

are

sen

siti

ve to

di

ffer

ent

wav

elen

gth

s of

ligh

t. R

ed a

nd

gree

n

con

es a

re s

tim

ula

ted

equ

ally

by

ligh

t fr

om

the

sky.

Blu

e co

nes

are

st

imu

late

d m

ore.

Sun

ligh

t ill

um

inat

es a

ir

and

wat

er

vapo

ur

part

icle

s, a

nd

dust

.

Th

e w

avel

engt

h o

f bl

ue

ligh

t is

sh

orte

r th

an

mos

t of

th

e ot

her

co

lou

rs o

f th

e ra

inbo

w.

Th

ere

is d

ust

an

d w

ater

va

pou

r in

th

e ai

r.

Th

ese

scat

ter

ligh

t.

Re

d

Blu

e

Th

e sh

orte

r th

e w

avel

engt

h, t

he

mor

e th

e lig

ht

is

scat

tere

d by

wat

er

drop

lets

or

air

part

icle

s.

So b

lue

ligh

t is

sc

atte

red

mor

e th

anre

d lig

ht.

Dar

knes

s is

du

e to

an

ab

sen

ce o

f lig

ht.

Wh

ite

ligh

t co

nsi

sts

of

fl

© 2

008

Fou

nda

tion

for

Scie

nce

, Tec

hn

olog

y an

d C

ivili

sati

on

ww

w.10

01i

nven

tion

s.co

m

68

Activity 8c

A

Wh

at

ma

ke

s a

ra

inb

ow

?

Expl

anat

ion

3Ex

plan

atio

n 2

Expl

anat

ion

1Ev

iden

ce fr

om

obse

rvat

ions

Evid

ence

from

ob

serv

atio

ns

BEv

iden

ce fr

om

obse

rvat

ions

CEv

iden

ce fr

om

obse

rvat

ions

DEv

iden

ce fr

om

obse

rvat

ions

EEv

iden

ce fr

om

obse

rvat

ions

Rai

nbo

ws

hap

pen

w

hen

ligh

t ra

ys

pass

th

rou

gh w

ater

dr

ople

ts, b

ecau

se

red

ligh

t an

d bl

ue

ligh

t ar

e re

frac

ted

by d

iffe

ren

t am

oun

ts.

Wat

er d

ropl

ets

refr

act

and

refl

ect

ligh

t, ca

usi

ng

rain

bow

s.

Rai

nbo

ws

form

w

hen

su

nlig

ht

is

refl

ecte

d by

cl

ouds

bef

ore

reac

hin

g th

e ey

e.

FEv

iden

ce fr

om

obse

rvat

ions

G

Ligh

t of

di

ffer

ent

wav

elen

gth

s h

as d

iffe

ren

t co

lou

rs.

Ligh

t of

dif

fere

nt

wav

elen

gth

s is

ref

ract

ed

by d

iffe

ren

t am

oun

ts.

It is

not

al

way

s ra

inin

g w

hen

you

see

a

rain

bow

.

Th

e su

n is

beh

ind

you

w

hen

you

see

a r

ain

bow

, an

d th

e ra

in is

in fr

ont.

Con

es a

re c

ells

in

th

e ey

e th

at

are

sen

siti

ve to

di

ffer

ent

wav

elen

gth

s of

lig

ht.

You

can

use

a p

rism

to

spl

it w

hit

e lig

ht

into

all

the

colo

urs

of

the

rain

bow

.

Gla

ss

Air

Gla

ss

Air

Lig

ht

r

ay

Ligh

t is

ref

ract

ed a

s it

pas

ses

from

on

e m

ater

ial t

o an

oth

er.

For

exam

ple,

it

chan

ges

dire

ctio

n w

hen

it

trav

els

from

air

into

wat

er.

© 2

008

Fou

nda

tion

for

Scie

nce

, Tec

hn

olog

y an

d C

ivili

sati

on

ww

w.10

01i

nven

tion

s.co

m

69

Activity 8d

A

Why

doe

s th

e M

oon

appe

ar to

get

big

ger a

s it

dro

ps to

war

ds th

e ho

rizo

n?

Expl

anat

ion

3Ex

plan

atio

n 2

Expl

anat

ion

1Ev

iden

ce fr

om

obse

rvat

ions

Evid

ence

from

ob

serv

atio

ns

BEv

iden

ce fr

om

obse

rvat

ions

CEv

iden

ce fr

om

obse

rvat

ions

DEv

iden

ce fr

om

obse

rvat

ions

EEv

iden

ce fr

om

obse

rvat

ions

Th

e ey

e fo

cuse

s on

th

e la

rges

t ob

ject

it c

an s

ee,

mak

ing

dist

ant

obje

cts

look

sm

alle

r.

Th

e br

ain

has

a

mec

han

ism

for

proc

essi

ng

info

rmat

ion

as

the

eye

chan

ges

shap

e du

rin

g fo

cusi

ng.

Th

is

expl

ain

s th

e M

oon

ill

usi

on.

Th

e ef

fect

of

the

atm

osph

ere

mak

es t

he

Moo

n lo

ok b

igge

r as

it

nea

rs t

he

hor

izon

. It

also

look

s bi

gger

be

cau

se it

is n

eare

r a

visu

al c

lue

(th

e h

oriz

on).

FEv

iden

ce fr

om

obse

rvat

ions

G

We

do n

ot p

roce

ss

info

rmat

ion

abo

ut

thin

gs

that

are

far

away

as

wel

las

we

do n

ear

Th

e M

oon

look

s sl

igh

tly

bigg

er

wh

en it

is n

eare

r to

th

e E

arth

in it

s or

bit

than

wh

en

it is

furt

her

aw

ay.

Wh

en t

her

e ar

e n

o re

fere

nce

poi

nts

(n

earb

y ob

ject

s)

the

brai

n fi

nds

it

diff

icu

lt to

in

terp

ret

size

an

d di

stan

ce.

We

can

qu

ickl

y pr

oces

s vi

sual

clu

es fr

om n

earb

y.

Th

is h

elps

us

to s

urv

ive.

If y

ou lo

ok fr

om 'u

psid

e do

wn

' (sa

y th

rou

gh

you

r le

gs)

you

do

not

se

e th

e M

oon

illu

sion

.

Old

er p

eopl

e do

not

fo

cus

clea

rly

beca

use

th

eir

eye

len

ses

do n

ot

chan

ge s

hap

e en

ough

. Ev

en s

o, t

hey

see

th

e

In t

he

dark

, ou

r ey

es fo

cus

at

abou

t 1

met

re.

© 2

008

Fou

nda

tion

for

Scie

nce

, Tec

hn

olog

y an

d C

ivili

sati

on

ww

w.10

01i

nven

tion

s.co

m

70

Activity 8e

Figu

ring

out

phe

nom

ena:

who

se e

xpla

nati

ons

did

you

choo

se?

Al-

Kin

di w

as b

orn

in

Bag

hda

d in

th

e 80

0s

Is t

he s

ky r

eally

blu

e?W

hat

mak

es a

rai

nbow

?W

hy d

oes

the

Moo

n lo

ok

bigg

er n

ear

the

hori

zon?

Expl

anat

ion

1

Tyn

dall

and

Ray

leig

h

lived

in B

rita

in in

th

e 18

00s.

Expl

anat

ion

2

Ein

stei

n w

as b

orn

in

Ger

man

y in

187

9.

Expl

anat

ion

3

Ibn

al-

Hai

tham

(al

so

know

n a

s A

lhaz

an)

was

bor

n in

965

in

Bas

rah

, Ira

q

Expl

anat

ion

1 Kam

al a

l-D

in a

l-Fa

risi

was

bor

n in

12

60 in

Ira

n

Expl

anat

ion

2

Ren

e D

esca

rtes

was

bo

rn in

163

7 in

Fr

ance

.

Expl

anat

ion

3

Ibn

al-

Hai

tham

(al

so

know

n a

s A

lhaz

an)

was

bor

n in

965

in

Bas

rah

, Ira

q

Expl

anat

ion

1 Lun

eber

g is

from

G

erm

any.

He

was

w

orki

ng

on t

his

pr

oble

m a

bou

t 60

ye

ars

ago.

Exp

lana

tion

2

Wh

eats

ton

e w

as B

riti

sh,

and

was

wor

kin

g on

th

is p

robl

em in

185

2.

Expl

anat

ion

3

No-

one

is s

ure

who

se

expl

anat

ion

is b

est!

© 2

008

Fou

nda

tion

for

Scie

nce

, Tec

hn

olog

y an

d C

ivili

sati

on

ww

w.10

01i

nven

tion

s.co

m

71

Activity 8f

Bird Man

P erhaps the first person to make a real attempt to construct a flying machine and take it into the air was Muslim scientist Abbas ibn Firnas in the 9th century in

the city of Cordoba, Spain. He gained knowledge of flight by studying birds.The activity is in two parts. First, pupils use ideas of drag and balancing forces to explain how birds control their landing speed. Second, they can investigate different designs for a glider using straws and tissue.

Curriculum links11-14 Programme of study

2.1b Assess risk and work safely in the laboratory.2.1c Plan and carry out investigative activities.2.2a Obtain, record and analyse data and use their findings to provide evidence for scientific explanations.2.2b Evaluate scientific evidence and working methods.3.1b Forces are interactions between objects and can affect their shape and motion.

Framework for progression in science1.2b Using investigative approaches: selecting and managing variables (years 7 and 8).1.2c Using investigative approaches: assessing risk and working safely (years 7, 8 and 9).1.2d Using investigative approaches: obtaining and presenting primary evidence (years 7 and 8).1.2e Working critically with primary evidence (years 7 and 8)4.2 Forces (years 7 and 8)

Learning ObjectivesStudents will:

Be able to use the concepts of drag and lift to explain how flight occurs•Recognise factors that affect the drag/lift on a glider•

Running the activityStarting the activityDisplay Activity 9a (either projected or as an OHT). Ask pupils to read the deliberately anachronistic newspaper article of the year 875, announcing what may have been the first human flight.

72

Book References: Flight, page 308.

Activity 9

Running the activity continued...

Web Linkshttp://en.wikipedia.org/wiki/Abbas_Ibn_Firnas An article about Abbas ibn Firnas, from an online encyclopaedia

http://www.uh.edu/engines/epi1910.htm The story Abbas ibn Firnas’s first flight

http://www.nurseminerva.co.uk/adapt/wing.htm Details of hang glider wing geometry to support the investigation

73

Activity 9

Display Activity 9b and use the ‘how does flight work?’ box to reinforce the idea of balanced forces. Pupils are asked to create an explanation of a bird’s flight in terms of forces. The activity is set in the context of helping Abbas ibn Firnas improve his glider design. You might like to get students to flap their arms and role-play how birds fly – or even demonstrate it yourself!

One ‘correct’ version of the card sort reads:

“When birds take off they need as much lift as possible. Birds create extra lift by turning the bottom of their wings into the air. In flight, birds use their streamlined shape to create as little drag as possible. Low drag means birds can fly fast to catch prey or escape predators. When birds are about land they need to reduce their speed. Birds are clever. Just as they land they create a ‘stall’ situation. Birds control the amount of drag from their wings by spreading out their tail. They drop their legs and tails down. Their wings open and this creates more drag. Just above their perch, their lift also drops to nothing – they fall the last few centimetres.”

Card numbers: 1,8,3,5,9,6,7,1,4

Running the main part of the activityDisplay Activity 9c. The main activity is an open-ended activity where pupils can investigate what factors affect the drag on a glider. They build their designs from straws according to the instructions on the sheet. This will involve some practical challenges, including how to add a simulated ‘pilot’ of the glider. There are three independent variables to test: length of the support bars, angle between support bars, and mass of pilot. The dependent variable is the time of the glider’s flight.

Running the plenaryDiscuss pupils’ findings from the investigation. As a class, decide how each of the three independent variables affects the dependent variable.

Materials and equipmentEach group needs:•Straws – at least 12 per group (art straws work well)•A3 sheets of tissue paper•Sellotape (ideally 1 roll per group)•Stapler (ideally 1 per group!)•Modelling clay or plasticine for the pilot•Stopwatch •Light card to make glider tails (optional)•Access to a set of steps (to stand on when launching the hang gliders)•Access to a balance•

Civ

ilisa

tion

Cor

doba

Dai

ly N

ews

It s

tart

ed t

wen

ty y

ears

ago

whe

n h

e

saw

a d

ared

evil

jum

p fr

om a

hig

h

tow

er –

an

d su

rviv

e –

usi

ng

a si

mpl

e

para

chu

te.

Now

Abb

as h

as t

aken

the

idea

furt

her.

He

has

built

a 'f

lyin

g gl

ider

'

that

can

car

ry a

per

son

.

AD

875

AD

875

Lo

cal

ma

n f

irst

to

fly

Lo

cal

ma

n f

irst

to

fly

Am

azin

gly,

the

flig

ht w

as a

su

cces

s! A

bbas

stay

ed u

p fo

r n

earl

y a

min

ute

. Bu

t th

e

lan

din

g w

as n

ot s

o go

od. H

e ba

dly

inju

red

his

back

an

d w

ill n

ot b

e re

peat

ing

his

feat

.

Abb

as e

xpla

ined

"I

stu

died

the

way

bir

ds

fly,

bu

t ob

viou

sly

I di

d n

ot t

ake

enou

gh

acco

un

t of

the

way

the

y sl

ow d

own

an

d

lan

d."

Abb

as I

bn F

irn

as h

as li

ved

in o

ur

city

all

his

life.

Yes

terd

ay w

e sa

w t

he in

cred

ible

flyi

ng

mac

hin

e he

has

inve

nte

d.

ww

w.10

01i

nven

tion

s.co

m

74

Activity 9a

Lear

ning

from

the

bird

s

© 2

008

Fou

nda

tion

for

Scie

nce

, Tec

hn

olog

y an

d C

ivili

sati

on

How

doe

s fl

ight

wor

k? F

lyin

g re

quir

es a

b

alan

ce b

etw

een

forc

es. T

he

glid

er's

wei

ght i

s p

ull

ing

it d

own

war

ds.

Wh

en it

mov

es, a

ir

flow

ing

over

the

win

gs c

reat

es 'l

ift'.

Th

is u

pwar

ds

forc

e b

alan

ces

the

wei

ght a

nd

kee

ps

the

glid

er u

p.

Se

qu

en

ce

th

e c

ard

s t

o d

es

cri

be

ho

w b

ird

s c

on

tro

l th

eir

la

nd

ing

sp

ee

d

Just

ab

ove

thei

r p

erch

, th

eir

lift

al

so d

rop

s to

n

oth

ing

they

fa

ll th

e la

st fe

w

cen

tim

etre

s.

Th

ey d

rop

thei

r le

gs a

nd

tail

s d

own

. Th

eir

win

gs o

pen

an

d

this

cre

ates

m

ore

dra

g.

Low

dra

g m

ean

s b

ird

s ca

n fl

y fa

st to

ca

tch

pre

y or

es

cap

e p

red

ator

s.

Bir

ds

are

clev

er. J

ust

as

they

lan

d th

ey

crat

e a

'sta

ll'

situ

atio

n.

Bir

ds

con

trol

th

e am

oun

t of

dra

g fr

om

thei

r w

ings

by

spre

adin

g ou

t th

eir

tail

.

Bir

ds

crea

te

extr

a li

ft b

y tu

rnin

g th

e b

otto

m o

f th

eir

win

gs in

to th

e ai

r.

Wh

en b

ird

s ar

e ab

out t

o la

nd

th

ey n

eed

to

red

uce

thei

r sp

eed

.

Wh

en b

ird

s ta

ke o

ff th

ey

nee

d a

s m

uch

li

ft a

s p

ossi

ble

.

In fl

igh

t, b

ird

s u

se th

eir

stre

amli

ned

sh

ape

to c

reat

e as

litt

le d

rag

as

pos

sib

le.

ww

w.10

01i

nven

tion

s.co

m

I kn

ow a

lot

abou

t bir

d fl

igh

t.

Can

I u

se th

is

know

led

ge a

nd

des

ign

a

glid

er th

at w

ill l

and

m

ore

safe

ly?

12

6

3

78

9

5

4

75

Activity 9b

Des

ign

your

ow

n gl

ider

© 2

008

Fou

nda

tion

for

Scie

nce

, Tec

hn

olog

y an

d C

ivili

sati

on

ww

w.10

01i

nven

tion

s.co

m

Len

gth

of

supp

ort

bars

/cm

An

gle

betw

een

su

ppor

t ba

rs

/deg

rees

Tota

l mas

s of

gl

ider

an

d pi

lot

/gT

ime

of fl

igh

t fr

om

ceili

ng

to fl

oor

/ se

con

ds

Des

crip

tion

of

flig

ht

Now

test

the

hang

glid

ers.

Rec

ord

your

res

ults

in a

tabl

e. W

hat p

atte

rns

did

you

find

?

Inst

ruct

ion

s�

M

ake

seve

ral h

ang

glid

er fr

ames

from

str

aws.

U

se s

tapl

es to

hol

d th

e fr

ame

toge

ther

.�

Fo

r ea

ch h

ang

glid

er, m

ake

a

diff

eren

t an

gle

for

the

poin

t at

th

e fr

ont.

U

se a

ngl

es b

etw

een

60˚

an

d 10

0˚.

�

Cov

er t

he

fram

es w

ith

tis

sue

pap

er.

�

Fin

d th

e m

ass

of y

our

han

g gl

ider

. M

ake

a pi

lot

from

th

e sa

me

mas

s of

pla

stic

ine

or

cla

y. U

se t

hre

ads

to h

ang

the

pilo

t fr

om

the

glid

er.

76

Activity 9c

77

Exhibition

T his is a groundbreaking mobile exhibition based on historic inventions inspired by Islam during the Golden Age of Muslim Civilisation (500–1500CE). A

series of static, dynamic and interactive exhibits will be used to educate and inform visitors.The 1001 Inventions UK Touring Educational Exhibition is designed to provide learning in a fun and engaging manner for all people, in a ‘hands on and minds on’ approach. The exhibition includes over 40 exhibits including interactive, sensory and static exhibits. Exhibit features not to miss….

flying machine• the 9th century flying machine of Abbas ibn Firnas.scribe clock• See al-Jazari’s Scribe Clock brought back to life after 800 years.cat gut• Thin threads (sutures) made from animal gut were used as surgical stitches in the 10th century, discover what else lays in store in a Medieval hospital.camera obscura• What links the eye to the camera? Let 10th century Ibn al-Haitham demonstrate.water raising machine• The crank can be found in all car engines today. Find out where it had its first utilitarian use.agricultural life cycle• Discover how the Islamic Empire prevented famine over 3 continents.surgical instruments• Examine al-Zahrawi’s surgical instruments that still exist in operating theatres today!astrolabe• 9th century Islamic computers were like our modern GPS (Global Positioning System) technology, see if you can get your mind over this.distillation• Distillation is probably the most important discovery by Jabir ibn Hayyan, find out what it has brought us. arches• Marvel at the earthquake defying arches, minarets and domes which the Muslim’s have introduced into Europe.

If you would like to bring a party of students to the 1001 Inventions exhibition please refer to website www.1001inventions.com for the current venue of the exhibition or email exhibition@1001inventions.com.

78

79

Book & Teachers’ Guide

T ake home the rich and remarkable stories of previously unheard-of inventions inspired by Islam. Packed with facts, excerpts and illustrations which have

been recreated for the first time from ancient manuscripts and Arabic treatises, this will be your first and only reference guide to Muslim heritage. Place your order early for this limited edition!To order your copy of the book, please contact information@1001inventions.com or visit www.1001inventions.com

“This glorious book overflows with the great ideas of the Muslim middle ages. From al-Jazari and his elegant clocks and al-Kindi and Ibn al-Haitham with their revolutionary optical theories, experiments, and books, to the astronomers who navigated across the desert by the stars, and the map-makers who put north at the bottom, every page is a mine of joyous information. There are even recipes to try out, and everything beautifully illustrated. I wish I had had this book fifty years ago.”Adam Hart-Davis; Photographer, Writer and TV Science Presenter of

BBC Series, ‘What the Ancients Did for Us’.

80

The 1001 inventions book contains dozens of interesting stories for enriching National Curriculum content.

Home ZoneArticle Content Curriculum/level/objectiveOn the coffee trail

How was coffee discovered? Over 1200 years ago, an Arab goatherd wondered why his goats became lively after eating some berries.

Science 11-14, Sc 2Drugs alter the way the •body works physically or mentally

Cleanliness How did Muslims protect their teeth 1000 years ago? They used a twig, which scientists have now discovered contains an anti-biotic.

Science 11-14, Sc2Some medicines contain •antibiotics which kill bacteria

Vision and cameras

Children today still struggle with the idea that light comes from the object, not the eye, but this was known as early as the 10th century.

Science 11-14, Sc4Light travels from a •source in a straight line

Trick devices

The original ‘executive toy’ was based on pressure - a drinking bull that made a noise of contentment when it was finished.

Science 11-14, Sc3/4How particle theory •explains pressure, and how it is related to force

School zoneArticle Content Curriculum/level/objectiveChemistry 1300 years ago, Muslim

chemists were developing a whole host of separating techniques we now teach to 11 year olds.

Science 11-14, Sc 3Methods, for example, •distillation, to separate simple mixtures

Translating knowledge

Unlike the ancient Greeks, Muslim scientists based their ideas upon direct observation of the real world, rather than logic and reason.

Science 11-14, Sc1It is important to test •explanations by using them to make predictions

Vision and cameras

Children today still struggle with the idea that light comes from the object, not the eye, but this was known as early as the 10th century.

Science 11-14, Sc4Light travels from a •source in a straight line

Trick devices

The original ‘executive toy’ was based on pressure - a drinking bull that made a noise of contentment when it was finished.

Science 11-14, Sc3/4How particle theory •explains pressure, and how it is related to force

81

Market zoneArticle Content Curriculum/level/objectiveRaising water

The James Dyson of the 12th century was Al-Jazari who invented a brilliant way to haul up river water to irrigate fields automatically.

Science 11-14, Sc3/4How article theory •explains pressure, and how it is related to force

Farming manuals and ecological balance

Muslim agricultural scientists experimented to find the best organic fertiliser. Their conclusion? Pigeon manure.

Science 14-16, Sc2How humans affect the •environment

Windmill Wind turbines are becoming a common feature of the countryside. But how was the power of the wind first harnessed?

Science 14-16, Sc4How we generate the •electricity we need

Commercial Chemistry

What use is crude oil without being able to separate liquids of different boiling points. Muslim chemists did this in the 8th century.

Science 14-16, Sc4How we get fuels from •crude oil

82

Hospital zoneArticle Content Curriculum/level/objectivePharmacy Muslim pharmacists a

thousand years ago were dishing out drugs for everything from aches to acne. How did they make them?

Science 11-14, Sc 3Everyday applications •of neutralisation e.g. treatment of indigestion

Herbal medicines

Centuries before Linnaeus’s classification system, a Muslim scientist compiled an encyclopaedia of plants and their uses.

Science 11-14, Sc 2To classify living things •into major taxonomic groups

Instruments of perfection

Al-Zahrawi’s surgical instruments were so advanced for their time, you’d have a job to distinguish some of them from today’s

Science 14-16, Sc 2What causes disease•

Blood circulation

William Harvey discovered major blood circulation, right? Ibn Nafis suggested the minor “pulmonary” circulation 300 years earlier.

Science 11-14, Sc 2Products of respiration •are transported throughout the body in the bloodstream

Notebook of the Oculist

Muslim physicians used scientific terms like retina and cornea in the 10th century

Science 14-16, Sc 2How human bodies •respond to changes in the environment

Vaccination Vaccination is generally credited to Edward Jenner, but was first carried out by the Turks.

Science 11-14, Sc 2How the body’s natural •defences can be enhanced by immunisation

83

Town zoneArticle Content Curriculum/level/objectiveArches The arch was a big step

forward in building. Muslim architects were partly inspired by the way palm tree branches curved.

Design and Technology 11-14

Using structural •properties of metals to strengthen fames

Tents Bedouin and Muslims realised that a common shape held the key to building strong tents?

Science 14-16, Sc2How humans affect the •environment

Windmill Wind turbines are becoming a common feature of the countryside. But how was the power of the wind first harnessed?

Design and Technology 11-14

Using structural •properties of metals to strengthen fames

Vaults Muslim architects wanted to create ever bigger buildings. How did they solve the problem of supporting heavy roofs?

Design and Technology 11-14

Using structural •properties of metals to strengthen fames

World zoneArticle Content Curriculum/level/objectiveNatural phenomena

Muslim scientists grappled with questions that baffle us today like: why does the Moon look bigger near the horizon?

Science 11-14, Sc 2The relative positions •of the Earth, Sun and planets in the solar system

Planet Earth Unlike in Europe, many educated Muslims in the 11th century took it for granted that the Earth is round, not flat.

Science 11-14, Sc 2Reinforcement of idea •from primary science: the Sun, Earth and Moon are approximately spherical

Earth Science

The writings of Ibn Sina on earthquakes influenced the pioneering Scottish geologist James Hutton seven centuries later.

Science 14-16, Sc 3/1What are the changes •in the Earth, and uncertainties in scientific predictions

Weaponry Muslim chemists learned to purify the explosive potassium nitrate and made rockets in the 13th century.

Science 14-16, Sc 3Products from rocks, •and energy in chemical reactions

84

UniverseArticle Content Curriculum/level/objectiveFlight Abbas ibn Firnas made a

successful take off a thousand years before the Wright Brothers, in his flying glider.

Lagari Hasan Celebi made a successful take off using a rocket propelled by gun powder mixture, nearly 500 years ago.

Science 11-14, Sc4Unbalanced forces •produce a change in an object’s movement

Astronomy Muslim astronomers were the first to build observatories, making highly accurate measurements with sophisticated instruments..

Science 11-14, Sc1Use observations and •measurements to draw conclusions

Observato-ries

Al-Zahrawi’s surgical instruments were so advanced for their time, you’d have a job to distinguish some of them from today’s

Science 14-16, Sc 2What causes disease•

Astrolabe Until the computer came along, the astrolabe was the most important calculating device for astronomers.

Science 11-14, Sc1Make accurate •observations and measurements including the use of technology

The Moon As Muslims base their calendar on the lunar cycle, their astronomers knew incredible amounts about it a thousand years ago.

Science 11-14, Sc4The planets and other •bodies are seen by reflected light

Lunar formations

Many craters on the moon are named after Muslim astronomers who made great contributions to knowledge.

Science 11-14, Sc1How scientists worked •in the past, including the role of creative thought

Stars The idea of there being a galaxy beyond the Milky Way was unknown until Abd al-Rahman al-Sufi in the 10th century.

Science 14-16, Sc4What we know about the •origins of the Universe

85

The WebsiteTo support the growing interest in Muslim heritage for an international audience and to be the first remote point of information, an outstanding permanent website has been prepared.

The Website will:

Be the first remote point of information concerning the 1001 Inventions Exhibition.

Update people on current and future dates of the travelling exhibition and related articles from FSTC’s flagship website, MuslimHeritage.com.

Provide educational support material for teachers and school groups.

Be fun and engaging for the target audience.

86

www.1001inventions.com

Discover the Muslim Scientific Heritage in Our WorldDiscover the Muslim Scientific Heritage in Our WorldDar al-Islam, or the Muslim world, stretched over three vast continents, from Toledo inSpain, through Arabia, Indonesia to China and as far south as East Africa. It reached itspeak in the 12th century under the Abbasids.

Cities in the Middle East and Spain became global centres of culture, trade and learning.Their atmosphere of tolerance and creativity stimulated groundbreaking Muslim advancesin medicine, engineering, philosophy, mathematics, astronomy and architecture, so explorethe map below to see what happened, where - and when!

London

Paris

Tangier

Moscow

ToledoGranada

Tunis

Timbuktu

Cairo

Mombasa

Jerusalem

Damascus Baghdad

Istanbul

Mecca

Kabul

Delhi

Canton

Khawarizm

Cordoba

Kufa

Patna

Diyarbakir

Mokka

Surgical Instruments

Coffee

Water raisingmachine

Algebra

Cryptology

Blood circulation

Pointed arch

Distillation

Shampooing

Foundation of sociologyand economics

Fez

Sicily

ChemistryFirst Globe

Explorer

Puppet Show(The 14th century)

Al-Nuri Hospital

Horseshoe Arch

Trick Devices

House of Wisdom

Gothic Rib Vaulting

CastlesCamera Obscura

Discover more Muslim scientific heritage in our other posters,featuring the home, town, school, hospital, market, universe and world.Dar al Islam - full extent of Muslim World across various centuries

PostersA set of 10 high quality educational posters aimed for 11-16 year olds. A wonderful way to learn about Muslim contributions to Science and brighten up the classroom!

To order the posters, please contact educationpack@1001inventions.com or visit www.1001inventions.com

Discover the Muslim Scientific Heritage in

Our Home Discover the Muslim Scientific Heritage in

Our HomeFrom the 8th Century, Muslim tradition and culture set trends in eating,music and style that still influence us today. Their experiments, discoveriesand inventions with liquids, light and time opened the door to a myriad ofnew chemical compounds, measurements of time in precise and minute detailand devices used in space observation and deep sea exploration.

Coffee

Sound System Clocks

Cleanliness

Ibn al-Haitham

Vision and Cameras

www.1001inventions.com

Discover more Muslim scientific heritage in our other posters,featuring the school, market, hospital, town, world and universe.

Did You Know?10th Century Ibn al-Haitham produced scientific evidence on the workings of the eye andhow we see. He carried out his meticulous experiments in a dark room and produced thefirst pinhole camera, or camera obscura.

Discover the Muslim Scientific Heritage in

Our Schools Discover the Muslim Scientific Heritage in

Our SchoolsThe House of Wisdom

Art and the Arabesque Arabic in the English Language

Chemistry

Mathematics

Fatima al-Fihri

www.1001inventions.com

Discover more Muslim scientific heritage in our other posters,featuring the home, market, hospital, town, world and universe.

Did You Know?The word ‘baccalareus’ comes from degree certificates awarded to students, known as ijazasor bi-haq al-riwayeh in Arabic, meaning 'the right to teach on the authority of another'.

Islam's emphasis on education is regarded as a major driving force in thetremendous growth of early Islamic Civilisation. A thousand years ago thefirst universities emerged within mosques where religion and science satcomfortably side by side. Building on knowledge from Babylonian, Egyptian,Greek, Chinese and Indian Civilisations, Muslims developed a learning culturewhere enquiring minds searched for truths based on scientific rigour andexperimentation. In almost every field of knowledge, Muslims made newinventions and discoveries with practical outcomes that helped developsociety.

Admiral

Barbican

Crimson

Lilac

Orange

Sofa

Sugar

Tulip

Vizier

Zenith

Massage

Magazine

Discover the Muslim Scientific Heritage in

Our Markets Discover the Muslim Scientific Heritage in

Our MarketsAgricultural Revolution

Raising Water Trade

Cash, coins and cheques

Al-Jazari

Windmills

www.1001inventions.com

Discover more Muslim scientific heritage in our other posters,featuring the home, school, hospital, town, world and universe.

Did You Know?Cheque comes from the Arabic S’aqq, a written vow to honour the payment for merchandisewhen the destination is reached. In the time of Harun al-Rashid in the 9th Century, undera highly developed ‘banking system’, a Muslim businessman could cash a cheque in Canton,China, drawn on his bank account in Baghdad. In doing this, Muslims made inter-continentaltrade possible.

From the 7th Century, Muslim ideas and culture set trends in eating, buying and sellinghabits which still influence us today. The capital surplus generated by maximising returnsfrom agriculture helped foster inter-continental trade. Wise men and pilgrims bought andsold jewellery, ivory and silk, ceramics, glass and pottery, paper, wool, wax, gold and melons- all part of the rich tapestry of Medieval trade. Their windmills, waterwheels and experimentswith plants and crops opened the way for revolutions in agriculture, engineering andautomated machinery that made a prospering civilisation. They created a scaleableproduction cycle that catered not only for small villages, but also for three continents!

Discover the Muslim Scientific Heritage in

Our Universe Discover the Muslim Scientific Heritage in

Our UniverseLunar Landscape Luminaries

Islamic Calendar Observatories

Astronomical Instruments

Meriam al-Astrulabi

Astrolabe

www.1001inventions.com

Discover more Muslim scientific heritage in our other posters,featuring the home, school, market, hospital, town and world.

Did You Know?600 years before Galileo, al-Biruni discussed the theory of the earth rotating about is own axis. Heaccurately calculated the earth's circumference and fixed scientifically the direction of Mecca fromany point of the globe.

Since Islam began the muezzin, or timekeeper for prayers, has called the faithful to prayerfive times a day. Their daily prayers are astronomically determined by the sun’s positionin the sky, so it was vital to exactly predict its position and at any location on earth. Muslimsalso needed to know the direction of Mecca from every geographical location. This theydid by observing the position of the sun and moon using new sophisticated instrumentswhich they had invented. The Quran, the Muslims’ holy book, contains numerous revelationsabout the heavens and celestial objects, and invites people to explore them.From all these religious motivations, astronomy and celestial objects were studied intenselyby Muslim scholars a 1000 years ago.

Discover the Muslim Scientific Heritage in

Our World Discover the Muslim Scientific Heritage in

Our WorldEarth Figures

Natural Phenomena Flight

Weaponry

Zheng He

Ibn Battuta

www.1001inventions.com

Discover more Muslim scientific heritage in our other posters,featuring the home, school, market, hospital, town and universe.

Did You Know?

Muslim explorers journeyed to the far-flung corners of their world in spectacular voyagesof discovery. From Ibn Battuta walking, riding and sailing over 75,000 miles, to Zheng Hesailing the oceans and navigating to Mecca, Muslim explorers predated ChristopherColumbus and Vasco da Gama in their quests.Their world was made more visible thanks to map-making men like Piri Re'is, the greatTurkish admiral. On their journeys, Muslim travellers devised unique navigational devices,tools for defence - and attack - and learnt about the natural wonders of their world.

Discover the Muslim Scientific Heritage in

Our Towns Discover the Muslim Scientific Heritage in

Our TownsLush Lawns andFabulous Fountains

Architectural Features Town Planning

Paper Industry

Sinan

The Dome

www.1001inventions.com

Discover more Muslim scientific heritage in our other posters,featuring the home, school, market, hospital, world and universe.

Did You Know?The bath was known to Europe in Roman times, but it fell out of use. For centuries, thehammam was a unique social setting for Muslims, playing an important role in the community.The hammam was reintroduced to Europe in the 17th Century as ‘Turkish baths’. The firstopened in 1679 off Bath Street, London.

Life, in cities like 9th and 10th Century Cordoba in Spain and Baghdad in Iraq, was apleasurable experience. This was high civilisation with public amenities like baths,bookshops and libraries lining the paved streets that were lit at night. Rubbish wascollected on a regular basis and some sewage systems were underground.Neighbourhoods were peaceful, and all business and trade was kept to the main streetsand public squares. Gardens, both public and private, flourished, and advances inarchitecture were so impressive that returning crusaders took these ideas, and sometimesthe Muslim architects themselves, with them to build on European soil.

Discover the Muslim Scientific Heritage in

Our Hospitals Discover the Muslim Scientific Heritage in

Our HospitalsPharmacy

Vaccination Blood Circulation

Notebook of the Oculist

Al-Zahrawi and hisSurgical Instruments

www.1001inventions.com

Discover more Muslim scientific heritage in our other posters,featuring the home, school, market, town, world and universe.

Did You Know?The instruments used in hospitals today, like forceps, scalpels and hooks, have changedvery little from when they were first described and made by al-Zahrawi in 10th CenturySouthern Spain. Al-Zahrawi was on a constant search for the perfect instrument for thesake of extreme accuracy, a rule within Muslim science, and this is still the principal ruleof modern science today.

Did you know that hospitals as we know them today, were first established by early Muslims?They offered the best available medical service at that time and cared for all people free ofcharge. Muslims are honour-bound to provide treatment for the sick, whoever they may be.The first organised hospital was built in Cairo in 872. The Ahmad ibn Tûlûn Hospital treatedand gave free medicine to all patients. It provided separate bath houses for men and women,a rich library and a section for the insane.Hospitals like these flourished as Muslim rulers competed to see who could construct the mostadvanced centres. They spread all over the Muslim world reaching Sicily and North Africa.

Seven Zone Posters

Three General Posters

Discover the Muslim Scientific Heritage in

Our History Discover the Muslim Scientific Heritage in

Our HistoryThe first Quranic verse revealed onto Prophet Muhammad (aged 40) - 610

Start of Islamic Hijri (Migration) Calendar - 622

Prophet Muhammad (pbuh) dies and Abu-Bakr becomes the first Caliph - 632

A windmill powering a mill stone is built in the Persian province of Sistan - 644

Dome of the Rock built by Caliph Abdel-Malik in Jerusalem - 691

Jabir Ibn Hayyan is born in Iran and becomes ‘the father of chemistry - 722

Mathematician al-Khwarizmi is born and contributes algebra, algorithm and the use of zero - 780

First mention of a paper mill in Baghdad - 795

Caliph Harun al-Rashid presents Charlemagne with a clock that strikes the hours - 800

Al-Kindi discovers the science of decryption or cryptanalysis - 801

Byat al-Hikma is established by Caliph Al-Ma’mun in Baghdad - 813

Banu Musa brothers publish their most renowned engineering - 850 treatise Kitab al-Hiyal (Book of Ingenious Devices)

Al-Battani is born and determines astronomical measurements with fine accuracy - 858

The world’s first observatory at al-Shammasiyya of Abi Mansur, near Baghdad, opens - 828

Fatima al-Fihri builds Al-Qarawiyin University/Mosque in Fez, Morocco - 860

Al-Rhazi is born (dies in 925) and discovers the difference between - 865 measles and smallpox and also writes the first soap recipe

Al-Farabi one of the greatest Islamic Philosophers is born - 874

Abbas ibn Firnas dies in Cordoba, after building a flying machine, - 887 manufacturing glass and establishing a crystal industry

Al-Zahrawi is born in Cordoba and introduces cat gut and instruments into surgery - 936

Ibn al-Haitham is born to explain vision, optics and the scientific, experimental method - 965

Al-Biruni is born; prolific scholar of mathematic, mechanics, - 973geography, pharmacology, astronomy, history,

religion and philosophy. Wrote 146 books.

Al-Biruni is considered as a key founder of modern trigonometry - 973

Leading physician Ibn Sina is born, discovering disease spreads through - 980 contaminated water and tuberculosis is contagious

Al-Azhar University in Egypt opens - 988

Ibn Bassal’s ‘Book on Agriculture’ revolutionises farming. He is from Toledo, Spain - 1085

1096 - The First Crusades begin providing a good opportunity of contact wth Muslim learning and civilisation

Al-Idrisi is born and produces a world map plus the - 1099first known globe for Norman King Roger II of Sicily

Ibn Rushd (1126-1198), known as Averroes is born in Cordoba, and is best known for - 1126 his critique on Aristotle which laid the foundation of the European Renaissance.

1140 - Translation of Aristotle's works into LatinDaniel of Morley travels to Cordoba to learn mathematics and astronomy, returning to England to lecture at Oxford

1145 - Robert of Chester translates works of al-Khwarizmi and introduces algebra. He also translates a treatise on the astrolabe, and compiles tables for the longitude of London (1149) from those of al-Battani and al-Zarqali

1180 - Windmill introduced from the East

Nasir al-Din al-Tusi is born; mathematician, astronomer founds a great Observatory in Maragha - 1201

1202 - Leonardo Fibonacci introduces Arabic numerals and mathematics to Europe. He learnt about them in Bejaia (Algeria)

Al-Jazari makes mechanical clocks plus water raising devices using a crank shaft - 1206

Ibn Nafis is born and discovers the pulmonary blood circulation - 1210

1260 - Roger Bacon publishes his ‘Epistol’’ showing influences of Muslim scholars

1267 - Marco Polo starts his twenty four year journey

1290 - Mechanical clocks appear

1293 - The first paper mill in Christian Europe is established in Bologna

1309 - The first use of paper in England

Ibn Battuta leaves Tangier on his twenty nine year global journey - 1325

Black Death reaches Alexandria and Cairo - 1347

Zheng He starts his epic seven sea voyages from China - 1405

Ulugh Beg publishes his star catalogue after building - 1437the Samarkand observatory in 1420

1452 - Leonardo da Vinci is born. Drawing from the achievement of Muslim scholars, he lays the foundations of the European Renaissance

1492 - Columbus lands in the New WorldThe Christians take Granada, the last Muslim stronghold in Europe

1497 - Venice publishes a translation of ‘al-Tasrif’ by al-Zahrawi

The Ottomans make Constantinople their new capital - 1453

1473 - Nicolas Copernicus born (1473 – 1543)

Piri Reis presents his world map complete with America and Antarctica - 1513

Great Suleymaniye Schools Complex built in Istanbul - 1557

1558 - The first German, and probably European, observatory is built in Kassel

1571 - Johannes Kepler is born. Drawing from the works of Ibn al-Haitham, he becomes a leading optician of the Renaissance

The Istanbul observatory of (Taqi) al-Din is finished - 1577

1593 - The Canon of Ibn Sina is printed in Rome and will soon become a staple in European medical curriculum

1628 - William Harvey explains the circulatory system without mentioning Ibn Nafis

Lagari Hasan Celebi flies the first manned rocket - 1633

Turkish scientist Hezarfen Ahmet Celebi takes off from Galata - 1638 tower with eagle feather wings and flies over the Bosphorus.

1642 - Birth of Isaac Newton (1642 – 1727)

1710 - Sir Christopher Wren designs St. Paul using the duality of dome and minaret depicted in Muslim mosques. The dome was raised on squinches, another Muslim tradition

Islamic Events European Events

We tend to think of life a thousand-years-ago as difficult and dark, but nothing couldbe further from the truth! For some, 600 to1600 was a golden age of civilization becausesociety was improved by innovation,education and creativity, all backed up byrigid scientific experimentation.

Discover more Muslim scientific heritage in our other posters,featuring the home, town, school, hospital, market, universe and world.

www.1001inventions.com

Fatima al-Fihri

Discover the Muslim Scientific Heritage in

Our Scholars Discover the Muslim Scientific Heritage in

Our ScholarsAl-Kindi

Al-Jazari Al-Zahrawi

Sinan Zheng He

www.1001inventions.com

Discover more Muslim scientific heritage in our other posters,featuring the home, town, school, hospital, market, universe and world.

We tend to think of life a thousand-years-ago as difficult and dark, butnothing could be further from thetruth! For some, 600 to 1600 CE wasa golden age of civilization becausesociety was improved by innovation,education and creativity, all backedup by rigid scientific experimentation.No area of study was too obscure tomiss the scrutiny of enquiry byMuslim scholars, whose experiments,discoveries and inventions are stillinfluencing modern science andtechnology today.

Meriam al-Astrulabi

World Map

Timeline Scholars

87

Produced by the Foundation for Science, Technology and Civilisation (FSTC) and Muslim Heritage Consulting

in collaboration with science teachers and consultants.

FSTC is a non-profit educational organisation based in Manchester, whose mission is to raise awareness of the contributions the Muslim world has made to civilisation through a range of projects, campaigns and activities. Its Board comprises of reputable academics and educationalists from various countries whose collective work is available on its popular website www.MuslimHeritage.com. This unique website has become the first point of reference on the topic of Muslim contributions to science, technology and modern society.

Muslim Heritage Consulting is the project management arm of FSTC. Muslim Heritage Consulting is an international educational consultancy that delivers products and professional services on Muslim Heritage.

www.1001inventions.com

Discover the Muslim Heritage in our World...

1001 Inventions Teachers’ Pack

‘The world socio-political and economic environment calls on educationalists to come up with innovative ways in teaching our future generations, particularly in science. The 1001 Inventions teachers’ pack represents a positive step forward in this endeavour. To my knowledge of more than 30 years in education, it is the first of its kind. Its effective design fulfils the outcomes of the UK National Curriculum; produced by a team of proven experts in the field of education and some of the foremost scholars of the history of science. The pack which provides support material along with a range of practical activities and experiments is designed in an engaging format for students to explore key scientific concepts and their discoverers. It does so in an informative and entertaining way.’

Professor M. El-Gomati, Department of Electronics, University of York.

‘The 1001 Inventions teachers’ pack represents an imaginative approach to the teaching of science. Carefully designed meet the outcomes of the UK National Curriculum, it is the result of a unique collaboration between educationalists and some of the foremost scholars of the history of science. The pack provides support material along with a range of practical activities and experiments which explore key scientific concepts and their discoverers. In doing so it opens up a whole new window on the world whilst emphasising the universal appeal of scientific endeavour.’

Dr Roland Jackson, CEO of the BA (British Association for the Advancement of Science).

isbn-13: 978-0-9552426-1-8 isbn-10: 0-9552426-1-4