Ancient Impossible:
ANCIENT EINSTEINS

PROGRAMME LENGTH

1 hour

SCREENING DETAILS

Monday 24 October at 9.30am EST/ NZ

This program puts forward the idea that the scientific discoveries of the ancient world that are either ignored by most or taken for granted deserve more attention because they are indicative of a much higher level of human endeavour and achievement than is normally acknowledged or understood. While its use of the mantra of “ancient Einstein” may prove slightly tedious the intention is laudable.

Four of the ancient world’s most inventive scientists are highlighted: Philon of Byzantium, Ctesibius, Heron of Alexandria and Archimedes. Their inventions in the areas of pneumatics, robotics, computing and mechanics are described, discussed and illustrated by both practical archaeologists and academic experts.

Revelations of the scientific achievements of the ancient world are usually enlightening for students of any age. This is an ideal opportunity to illustrate that the people of the past were not just ‘interesting’ or ‘quaint’. It is an opportunity to alert students to the fact that they were intelligent and innovative. This is an important step in developing appreciation and understanding of the past, essential elements in developing historical empathy.

Dr Denis Mootz

DATA CAPTURE.

Stop the video programs at the end of each section.

Allow students to share and discuss answers to the questions below.

Introduction.
Note the various questions asked? Implications?
Note why Einstein is considered the benchmark for intelligence?
Note Newton’s comment about “the shoulders of giants”.
Part 1.
Note details of Alexandria and its “Library”.
Note details of Ctesibius.
What is compressed air used for today?
What did Ctesibius discover about air?
Note Ctesibius’ discovery about and experiments with compressed air. Result?
Note the working of the reciprocating pump as explained by Richard Windley.
Who employed Ctesibius? Why? Result?
What inspired Ctesibius’s greatest invention? Result?
Note details of the basic klepsydra.
Note Marty Jopson’s explanation of Ctesibius’s automatic water clock. Implications?
Part 2.
Note details of Philon of Byzantium.
Note the inventions of which we still have details.
Why is Philon considered the “father” of robotics?
Note details of Philon’s serving “maid”. Implications? Result?
What application has been found for the principle that Philon applied in the eight-sided inkpot? Result?
How much do we know about Philon? Implications?
Part 3.
Note details of Heron of Alexandria.
What areas of science did Heron work in?
How did Heron make money from religion?
Who were Heron’s inspirations?
Note details of Heron’s various marvels. Result? Implications?
Note how Heron’s automatic doors at the Temple of Serapis at Ephesus operated. Result?
Note how Heron pushed“technology forward”. Result? Implications?
Note Heron’s contribution to the theatre and spectacle. Result? Implications?
What was Heron’s most “incredible” discovery? Result? Implications?
Note details of the aeolipile. Implications?
Part 4.
Note details of Archimedes.
What areas of science did Archimedes work in?
In what sense did Archimedes set the “mark” for Science?
What was most “special” about Archimedes? Implications?
Note the weapons that Archimedes “dreamt up”.
In what sense was the “screw” revolutionary? Result? Implications?
Note how the screw is applied today. Result?
What was Archimedes a master of? Implications?
Note how Archimedes discovered the “laws of buoyancy”. Implications?
Note how the invention of the pulley and the block and tackle changed the world. Result?
Note the reference to a lever and the Earth.
Note details of Archimedes’ death.
Note details of the ancient computer.
Why is it generally attributed to Archimedes? Implications?
When and how was much of the Science of the ancient world lost? Implications?

EXTENSIONS.

Useful, interesting, challenging, materials can be found at the websites below.

These sites are not recommended as definitive sources.

They need to be read critically and evaluated before being used for note making.

The evidence collected here should supplement and complement the notes made during the video program. Both should be used in the notemaking exercise that follows.

Greek Science:







Library at Alexandria:






Ctesibius of Alexandria:






Philon of Byzantium:




Heron of Alexandria:




Archimedes of Syracuse:



Pneumatics:
Robotics:
Mechanics:
Aeolipile:

Antikythera Device:



NOTEMAKING.

This is the collation stage of the activity.

Encourage students to compose the suggested summaries and to organise the field of information and begin to explore its context.

This activity could be done in teams, groups, or by individuals, or as a class with teacher direction.

  1. Draw up a timeline / chronological chart of the events described and discussed in this program.
  1. Note details of the Library at Alexandria.
  1. Note details of the philosophy and science of the Greek and Roman world.
  1. Note details of the life and works of Ctesibius.
  1. Note details of the life and works of Philon.
  1. Note details of the life and works of Heron.
  1. Note details of the life and works of Archimedes.
  1. Note details of the Aeolipile.
  1. Note details of the Antikythera device.

ISSUES & INQUIRY.

Address and discuss the key issues and questions that have been raised by the video at this stage.

Some are suggested below. Students will probably raise others.

1. Why weren’t the possibilities of Greek and Roman science more fully exploited for use in industry and manufacturing?
2. What role did the “Libraries” at Alexandria and elsewhere play in the development of Greek and Roman science?

PROBLEMS of EVIDENCE.

It is necessary always to address questions of reliability and validity of the perspectives, evidence and sources presented in the documentary and other sources. These need to be considered, tested and researched. Some are suggested below. Students will probably raise others.

  1. How did scientific discovery affect the lives of ordinary citizens of the ancient world?
  1. What did the Antikythera device do? Why is it generally attributed to Archimedes?

REPORTING.

Use the key issues and inquiry questions as topics for debate, essay writing, reports, historical recount and explanation.

Be imaginative. A report, or debate notes, could be a digital “essay” of slides and text…or any other IT application available.

  1. Write a REPORT on the Antikythera device.
  1. Write a REPORT on the “Libraries” of the ancient world.
  1. What was the impact of science and scientific investigation in the ancient world?