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topic by
Facts
4/26/2002 (1:29)
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Truth,
The arabic numerals are not arabic, they are from India. The arabs spread them to the western world through trade.

Pythagoras did not discover his famous theorem, the indians did (read John Barrow's Pi in the Sky). The theorem was already used in the construction of important buildings in India before the advent of Pythagoras.

And the contributions that the egyptians mades can not be attributed to the arabs. The arabs do not recognize anything that happened in their history that happened before the advent of Islam. Even though Egypt is home to the Pyramids, egyptians do not recognize anything that is non-muslim, because any history prior to the history of islam must be purged and the people cleansed, to make way for the pure. read V.S. Naipul's Beyond belief, excursions of islam in non-muslim civilizations (the titel might be slightly off). See what happened to the histories of Iran, Pakistan and others after Islam arrived in these countries.
reply by
truth
4/26/2002 (1:45)
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I love it when the ignorant speak ...

1- 'The arabic numerals are not arabic, they are from India. The arabs spread them to the western world through trade.'
where did you come up with that ?? your imagination ??? what you have missunderstood from what ever half baked refrence is this ..

The arabic numerals[ that arabs use today ] are not arabic, they are from India. The arabs spread them[ wrong the arab spread the arab numbers which are these 123456789 numbers] to the western world through trade .. then when they became a part of the ottman empire (turks) they have adapted the turkish language as official language of government and indian numbers to follow ( The turks basically robbed every arab country and north african country of its best scientists and engineers and professional carpenters and so .. even though this is prohibited in ISLAM)




2-Pythagoras did not discover his famous theorem, the indians did (read John Barrow's Pi in the Sky). The theorem was already used in the construction of important buildings in India before the advent of Pythagoras.
[Of course the greeks did not discover nothing .. when alexander the greeks invaded egypt the greeks had a chance to glimpse the ancient PARDIE'S PAPERS that contained hints to that theory .. the same hints were also available on the walls of ancient babelonians walls .. both egyptian and babelonians as well as chinese cultrues preceed indian culture by 2000 years ( 2 nd grade history book every where even in the US).

3- and the contributions that the egyptians mades can not be attributed to the arabs. The arabs do not recognize anything that happened in their history that happened before the advent of Islam. Even though Egypt is home to the Pyramids, egyptians do not recognize anything that is non-muslim, because any history prior to the history of islam must be purged and the people cleansed, to make way for the pure. read V.S. Naipul's Beyond belief, excursions of islam in non-muslim civilizations (the titel might be slightly off). See what happened to the histories of Iran, Pakistan and others after Islam arrived in these countries.


the ANSWER TO NUMBER 3 CAN ONLY BE IN ME TELLING YOU THAT I WAS BORN IN EGYPT AND LIVED THERE FOR THE FIRST 20 YEARS OF MY LIFE .. AND I HAVE NO CLUE WHAT THE HECK YOU ARE TALKING ABOUT .. YOU ARE MAKING THIS UP AS YOU GO ... WHAT I SAID IN MY POST WAS THAT THE ARABIC ISLAMIC SCIENTISTS WHERE THE ONES THAT RIGHTLY INTERPERTED THE MATH THEORY OF THE ANCIENT EGYPTIAN BECAUSE THEY USED ABSOLUTE CONSTANTS INSTEAD OF THE FRACTIONAL MATH THE GREEKS TRIED TO USE AND FAILED IN ACHEIVING 100 % THEORY!!
I
reply by
truth
4/26/2002 (1:47)
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I have been on line for over 12 years now .. since before the internet was a term!
I have never met someone as ignorant in both history and math as you!
I am only hoping your age is under 11 or else you need to get your self some education.
reply by
truth
4/26/2002 (1:55)
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Ý Arabian Mathematics : Arabians ruled parts of North Africa and Europe for 400 years since Mahomet(570?~632). They had new mathematics which was mixed Greek and Indian mathematics, which made Islam lead an important role in mathematics.
Islamic mathematics, thus, became the starting point of modern European mathematics.
When a slave state, Saracenic Empire, was formed, commerce and trade developed.
People needed convenient and accurate art of calculation.
Accurate maps were needed to Arabian merchant. Islamic ceremony(praying toward Mecca) had a great influence on the Arabian mathematics.
Arabian merchants introduced Indian arithmetic and algebra into their commerce.
On recept of Greek study, Arabians praised it so much and they translated many Greek classics in Greek.
Finally, Arabians fused Greek logical geometry Indian arithmetic and algebra and they renewed them.
Without Arabians' effort to preserve and study the Greek culture, important Greek achievements about mathematics would disappeared. Arabian mathematics, thus, had a great role in the history of mathematics.
Most people dealing with mathematics ub Arebia were astronomers because commerce, administration, measurement, the way of making maps, astronomy and the calendar method were needed to calculate and survey the area of a land.
So we can say that mathemtics in Arabia served as a setoff for astronomy as in China and India.
Al-Khowarizmi was the most famous Arabian mathematician.
He wrote two books about algebra and Indian numbers. When the two books were translated in Latin in 12th century, Europeans were quite influenced.
'Algorithm' today named after him means a certain process of calculation.
reply by
Reply
4/26/2002 (1:56)
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Truth
I am sorry to say that your ignorance is matched only by your arrogance. I don't care which rock your were born under. Check out any book on the history of math and it will corroborate everything I said. But I am not sure if there are libraries where you live. For some one who comes from Egypt you know pitifully little about it.

And something else, Niels Bohr was not jewish. He was CHRISTIAN. Incidently, his brother's name was CHRISTIAN as well. But you are too stupid to look any of this up.
reply by
truth
4/26/2002 (1:57)
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NOTES TO THE WRITING OF NUMBERS



1. This paper was included in the Proceedings of a conference, Pour une théorie de la langue écrite (ed. Nina Catach), CNRS, Paris, 1988.

2. We may speak of a 'language'of numerals, because what we are concerned with here is (as in the language of letters) an unlimited number of different constructions from a relatively small number of elements.

3. On a similar absence of foresight from the various steps in the evolution of 'cenemic'scripts, cf. 'Writing: the basic optionsí, 3.4 above.

4. The 'standard Chinese numeralsí, so-called, appear to be an exception. They are, in fact, just part of the general Chinese writing-system and, therefore, derived in terms of a 'pleremic'system of writing, just as our alphabetic renderings of number-words are derived from speech in terms of a 'cenemic'system. The older 'stick-numerals'of ancient China, however, were underived; and numeracy in modern China relies on the equally artificial Arabic notation, which spread to China in the 13th century.

5. For the relevant information I am mainly indebted, passim, to W.W.R. Ball, A Short Account of the History of Mathematics (4th ed., 1960, Dover Publications, Inc., New York); T. Dantzig, Number - The Language of Science (4th ed., 1968, George Allen & Unwin, London); G. Flegg, Numbers - Their History and Meaning (Penguin Books, 1983).

6. The substantial independence of the Roman numerals is not affected by borrowings from Latin, such as C and M. These numerals occur in morpho-syntactic relations that do not match those of their Latin sources: XC, for instance, translated nonaginta (not decem de centum), and MM duo milia (not *mille mille). Such discrepancies are familiar in the case of lexical borrowings from another language; they are not admissible in a derived pleremic script (like the Chinese with its 'standard'numerals).

7. The Babylonian system of numerals, which was probably known to Hindu astronomers, was afflicted with just such ambiguities (in spite of some indications of empty places).

8. Cf. W.S. Allen, 'Zero and Panini'(Indian Linguistics 16, pp.,106-13, 1956).

9. We ignore, here, the further services rendered by the symbol 0, in the development of algebra, where it appeared with the function of representing the number zero (Cp. A.N. Whitehead, Introduction to Mathematics, 65 ff.).

10. Exceptional deviations from the regular descending order of spoken constructions (as in German 'fünf-und-vierzig' or in Arabic 'khamas we-arbaíin') are then equally without independent semantic relevance. But such exceptions are bound to cause difficulties for a translation into Arabic numerals, where the sequential order is distinctive. In order to prevent a mere alternation of order from being endowed with distinctive value, we must deviate here from the normal way in which our direction of writing or reading corresponds to the temporal order of speech.

11. Saying that it is natural to construct a complex Arabic numeral in ascending order, we would not deny that it is possible to construct it in a less natural way, as computer-programmers have done for their own good reasons. What is natural for a human mind is not necessarily convenient for a computer.

12. Speakers of Hebrew or Arabic are no exception. In writing down any larger 'Arabic'numeral, they begin, as they do in speaking, with the highest decimal value. They only make an exception, here, from their normal convention of matching the temporal order of speech; in deference to international usage, they are writing numerals from left to right.

13. A.N. Whitehead (op.cit, 198 f.), considering 'our ordinary method of stating numbers'and the mathematical reasons for reversing that rhetorical method, does not seem to have noticed that the Arabic numerals, in themselves, follow what he describes as 'the converse artistic method of presenting the most important term last.í
reply by
Reply
4/26/2002 (1:58)
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To help you dispel some of youur ignorance, check out the following link on ARABIC numerals. Read and weep.
http://www-groups.dcs.st-and.ac.uk/~history/HistTopics/Arabic_numerals.html
reply by
truth
4/26/2002 (1:59)
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how did relegion get into this again ????
reply by
Reply
4/26/2002 (1:59)
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The Arabic numeral system

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The Indian numerals discussed in our article Indian numerals form the basis of the European number systems which are now widely used. However they were not transmitted directly from India to Europe but rather came first to the Arabic/Islamic peoples and from them to Europe. The story of this transmission is not, however, a simple one. The eastern and western parts of the Arabic world both saw separate developments of Indian numerals with relatively little interaction between the two. By the western part of the Arabic world we mean the regions comprising mainly North Africa and Spain. Transmission to Europe came through this western Arabic route, coming into Europe first through Spain.
There are other complications in the story, however, for it was not simply that the Arabs took over the Indian number system. Rather different number systems were used simultaneously in the Arabic world over a long period of time. For example there were at least three different types of arithmetic used in Arab countries in the eleventh century: a system derived from counting on the fingers with the numerals written entirely in words, this finger-reckoning arithmetic was the system used for by the business community; the sexagesimal system with numerals denoted by letters of the Arabic alphabet; and the arithmetic of the Indian numerals and fractions with the decimal place-value system.

The first sign that the Indian numerals were moving west comes from a source which predates the rise of the Arab nations. In 662 AD Severus Sebokht, a Nestorian bishop who lived in Keneshra on the Euphrates river, wrote:-

I will omit all discussion of the science of the Indians, ... , of their subtle discoveries in astronomy, discoveries that are more ingenious than those of the Greeks and the Babylonians, and of their valuable methods of calculation which surpass description. I wish only to say that this computation is done by means of nine signs. If those who believe, because they speak Greek, that they have arrived at the limits of science, would read the Indian texts, they would be convinced, even if a little late in the day, that there are others who know something of value.
This passage clearly indicates that knowledge of the Indian number system was known in lands soon to become part of the Arab world as early as the seventh century. The passage itself, of course, would certainly suggest that few people in that part of the world knew anything of the system. Severus Sebokht as a Christian bishop would have been interested in calculating the date of Easter (a problem to Christian churches for many hundreds of years). This may have encouraged him to find out about the astronomy works of the Indians and in these, of course, he would find the arithmetic of the nine symbols.
By 776 AD the Arab empire was beginning to take shape and we have another reference to the transmission of Indian numerals. We quote from a work of al-Qifti Chronology of the scholars written around the end the 12th century but quoting much earlier sources:-

... a person from India presented himself before the Caliph al-Mansur in the year [776 AD] who was well versed in the siddhanta method of calculation related to the movment of the heavenly bodies, and having ways of calculating equations based on the half-chord [essentially the sine] calculated in half-degrees ... This is all contained in a work ... from which he claimed to have taken the half-chord calculated for one minute. Al-Mansur ordered this book to be translated into Arabic, and a work to be written, based on the translation, to give the Arabs a solid base for calculating the movements of the planets ...
Now in [1] (where a longer quote is given) Ifrah tries to determine which Indian work is referred to. He concludes that the work was most likely to have been Brahmagupta's Brahmasphutasiddhanta (The Opening of the Universe) which was written in 628. Irrespective of whether Ifrah is right, since all Indian texts after Aryabhata I's Aryabhatiya used the Indian number system of the nine signs, certainly from this time the Arabs had a translation into Arabic of a text written in the Indian number system.
It is often claimed that the first Arabic text written to explain the Indian number system was written by al-Khwarizmi. However there are difficulties here which many authors tend to ignore. The Arabic text is lost but a twelfth century Latin translation, Algoritmi de numero Indorum (in English Al-Khwarizmi on the Hindu Art of Reckoning) gave rise to the word algorithm deriving from his name in the title. Unfortunately the Latin translation is known to be much changed from al-Khwarizmi's original text (of which even the title is unknown). The Latin text certainly describes the Indian place-value system of numerals based on 1, 2, 3, 4, 5, 6, 7, 8, 9, and 0. The first use of zero as a place holder in positional base notation is considered by some to be due to al-Khwarizmi in this work. The difficulty which arises is that al-Baghdadi refers to the Arabic original which, contrary to what was originally thought, seems not to be a work on Indian numerals but rather a work on finger counting methods. This becomes clear from the references by al-Baghdadi to the lost work. However the numerous references to al-Khwarizmi's book on the Indian nine symbols must mean that he did write such a work. Some degree of mystery still remains.

At first the Indian methods were used by the Arabs with a dust board. In fact in the western part of the Arabic world the Indian numerals came to be known as Guba (or Gubar or Ghubar) numerals from the Arabic word meaning 'dust'. A dust board was used because the arithmetical methods required the moving of numbers around in the calculation and rubbing some out some of them as the calculation proceeded. The dust board allowed this in the same sort of way that one can use a blackboard, chalk and a blackboard eraser. Any student who has attended lectures where the lecturer continually changes and replaces parts of the mathematics as the demonstration progresses will understand the disadvantage of the dust board!

Around the middle of the tenth century al-Uqlidisi wrote Kitab al-fusul fi al-hisab al-Hindi which is the earliest surviving book that presents the Indian system. In it al-Uqlidisi argues that the system is of practical value:-

Most arithmeticians are obliged to use it in their work: since it is easy and immediate, requires little memorisation, provides quick answers, demands little thought ... Therefore, we say that it is a science and practice that requires a tool, such as a writer, an artisan, a knight needs to conduct their affairs; since if the artisan has difficulty in finding what he needs for his trade, he will never succeed; to grasp it there is no difficulty, impossibility or preparation.
In the fourth part of this book al-Uqlidisi showed how to modify the methods of calculating with Indian symbols, which had required a dust board, to methods which could be carried out with pen and paper. Certainly the fact that the Indian system required a dust board had been one of the main obstacles to its acceptance. For example As-Suli, after praising the Indian system for its great simplicity, wrote in the first half of the tenth century:-
Official scribes nevertheless avoid using [the Indian system] because it requires equipment [like a dust board] and they consider that a system that requires nothing but the members of the body is more secure and more fitting to the dignity of a leader.
Al-Uqlidisi's work is therefore important in attempting to remove one of the obstacles to acceptance of the Indian nine symbols. It is also historically important as it is the earliest known text offering a direct treatment of decimal fractions.
Despite many scholars finding calculating with Indian symbols helpful in their work, the business community continued to use their finger arithmetic throughout the tenth century. Abu'l-Wafa, who was himself an expert in the use of Indian numerals, nevertheless wrote a text on how to use finger-reckoning arithmetic since this was the system used by the business community and teaching material aimed at these people had to be written using the appropriate system. Let us give a little information about the Arab letter numerals which are contained in Abu'l-Wafa's work.

The numbers were represented by letters but not in the dictionary order. The system was known as huruf al jumal which meant 'letters for calculating' and also sometimes as abjad which is just the first four numbers (1 = a, 2 = b, j = 3, d = 4). The numbers from 1 to 9 were represented by letters, then the numbers 10, 20, 30, ..., 90 by the next nine letters (10 = y, 20 = k, 30 = l, 40 = m, ...), then 100, 200, 300, ... , 900 by the next letters (100 = q, 200 = r, 300 = sh, 400 = ta, ...). There were 28 Arabic letters and so one was left over which was used to represent 1000.

Arabic astronomers used a base 60 version of Arabic letter system. Although Arabic is written from right to left, we shall give an example writing in the left to right style that we use in writing English. A number, say 43 21' 14', would have been written as 'mj ka yd' in this base 60 version of the 'abjad' letters for calculating.

A contemporary of al-Baghdadi, writing near the beginning of the eleventh century, was ibn Sina (better known in the West as Avicenna). We know many details of his life for he wrote an autobiography. Certainly ibn Sina was a remarkable child, with a memory and an ability to learn which amazed the scholars who met in his father's home. A group of scholars from Egypt came to his father's house in about 997 when ibn Sina was ten years old and they taught him Indian arithmetic. He also tells of being taught Indian calculation and algebra by a seller of vegetables. All this shows that by the beginning of the eleventh century calculation with the Indian symbols was fairly widespread and, quite significantly, was know to a vegetable trader.

What of the numerals themselves. We have seen in the article Indian numerals that the form of the numerals themselves varied in different regions and changed over time. Exactly the same happened in the Arabic world.

Here is an example of an early form of Indian numerals being used in the eastern part of the Arabic empire. It comes from a work of al-Sijzi, not an original work by him but rather the work of another mathematician which al-Sijzi copied at Shiraz and dated his copy 969.





The numerals from al-Sizji's treatise of 969




The numerals had changed their form somewhat 100 years later when this copy of one of al-Biruni's astronomical texts was made. Here are the numerals as they appear in a 1082 copy.





The numerals from al-Biruni's treatise copied in 1082




In fact a closer look will show that between 969 and 1082 the biggest change in the numerals was the fact that the 2 and the 3 have been rotated through 90. There is a reason for this change which came about due to the way that scribes wrote, for they wrote on a scroll which they wound from right to left across their bodies as they sat cross-legged. The scribes therefore, instead of writing from right to left (the standard way that Arabic was written) wrote in lines from top to bottom. The script was rotated when the scroll was read and the characters when then in the correct orientation.





Here is an example of how the text was written




Perhaps because scribes did not have much experience at writing Indian numerals, they wrote 2 and 3 the correct way round instead of writing them rotated by 90 so that they would appear correctly when the scroll was rotated to be read.





Here is an example of what the scribe should write








and here is what the scribe actually wrote




The form of the numerals in the west of the Arabic empire look more familiar to those using European numerals today which is not surprising since it is from these numerals that the Indian number system reach Europe.





al-Banna al-Marrakushi's form of the numerals



He gave this form of the numerals in his practical arithmetic book written around the beginning of the fourteenth century. He lived most of his life in Morocco which was in close contact with al-Andalus, or Andalusia, which was the Arab controlled region in the south of Spain.

The first surviving example of the Indian numerals in a document in Europe was, however, long before the time of al-Banna. The numerals appear in the Codex Vigilanus copied by a monk in Spain in 976. However the main part of Europe was not ready at this time to accept new ideas of any kind. Acceptance was slow, even as late as the fifteenth century when European mathematics began its rapid development which continues today. We will not examine the many contributions to bringing the Indian number system to Europe in this article but we will end with just one example which, however, is a very important one. Fibonacci writes in his famous book Liber abaci published in Pisa in 1202:-

When my father, who had been appointed by his country as public notary in the customs at Bugia acting for the Pisan merchants going there, was in charge, he summoned me to him while I was still a child, and having an eye to usefulness and future convenience, desired me to stay there and receive instruction in the school of accounting. There, when I had been introduced to the art of the Indians' nine symbols through remarkable teaching, knowledge of the art very soon pleased me above all else and I came to understand it, for whatever was studied by the art in Egypt, Syria, Greece, Sicily and Provence, in all its various forms.
Article by: J J O'Connor and E F Robertson



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reply by
truth
4/26/2002 (2:00)
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Born: about 780 in Baghdad (now in Iraq)
Died: about 850

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We know few details of Abu Ja'far Muhammad ibn Musa al-Khwarizmi's life. One unfortunate effect of this lack of knowledge seems to be the temptation to make guesses based on very little evidence. In [1] Toomer suggests that the name al-Khwarizmi may indicate that he came from Khwarizm south of the Aral Sea in central Asia. He then writes:-
But the historian al-Tabari gives him the additional epithet 'al-Qutrubbulli', indicating that he came from Qutrubbull, a district between the Tigris and Euphrates not far from Baghdad, so perhaps his ancestors, rather than he himself, came from Khwarizm ... Another epithet given to him by al-Tabari, 'al-Majusi', would seem to indicate that he was an adherent of the old Zoroastrian religion. ... the pious preface to al-Khwarizmi's 'Algebra' shows that he was an orthodox Muslim, so Al-Tabari's epithet could mean no more than that his forebears, and perhaps he in his youth, had been Zoroastrians.
However, Rashed [7], put a rather different interpretation on the same words by Al-Tabari:-
... Al-Tabari's words should read: 'Muhammad ibn Musa al-Khwarizmi and al-Majusi al-Qutrubbulli ...', (and that there are two people al-Khwarizmi and al-Majusi al-Qutrubbulli): the letter 'wa' was omitted in the early copy. This would not be worth mentioning if a series of conclusions about al-Khwarizmi's personality, occasionally even the origins of his knowledge, had not been drawn. In his article ([1]) G J Toomer, with naive confidence, constructed an entire fantasy on the error which cannot be denied the merit of making amusing reading.
This is not the last disagreement that we shall meet in describing the life and work of al-Khwarizmi. However before we look at the few facts about his life that are known for certain, we should take a moment to set the scene for the cultural and scientific background in which al-Khwarizmi worked.
Harun al-Rashid became the fifth Caliph of the Abbasid dynasty on 14 September 786, about the time that al-Khwarizmi was born. Harun ruled, from his court in the capital city of Baghdad, over the Islam empire which stretched from the Mediterranean to India. He brought culture to his court and tried to establish the intellectual disciplines which at that time were not flourishing in the Arabic world. He had two sons, the eldest was al-Amin while the younger was al-Mamun. Harun died in 809 and there was an armed conflict between the brothers.

Al-Mamun won the armed struggle and al-Amin was defeated and killed in 813. Following this, al-Mamun became Caliph and ruled the empire from Baghdad. He continued the patronage of learning started by his father and founded an academy called the House of Wisdom where Greek philosophical and scientific works were translated. He also built up a library of manuscripts, the first major library to be set up since that at Alexandria, collecting important works from Byzantium. In addition to the House of Wisdom, al-Mamun set up observatories in which Muslim astronomers could build on the knowledge acquired by earlier peoples.

Al-Khwarizmi and his colleagues the Banu Musa were scholars at the House of Wisdom in Baghdad. Their tasks there involved the translation of Greek scientific manuscripts and they also studied, and wrote on, algebra, geometry and astronomy. Certainly al-Khwarizmi worked under the patronage of Al-Mamun and he dedicated two of his texts to the Caliph. These were his treatise on algebra and his treatise on astronomy. The algebra treatise Hisab al-jabr w'al-muqabala was the most famous and important of all of al-Khwarizmi's works. It is the title of this text that gives us the word 'algebra' and, in a sense that we shall investigate more fully below, it is the first book to be written on algebra.

Rosen's translation of al-Khwarizmi's own words describing the purpose of the book tells us that al-Khwarizmi intended to teach [11] (see also [1]):-

... what is easiest and most useful in arithmetic, such as men constantly require in cases of inheritance, legacies, partition, lawsuits, and trade, and in all their dealings with one another, or where the measuring of lands, the digging of canals, geometrical computations, and other objects of various sorts and kinds are concerned.
Now this does not sound like the contents of an algebra text and indeed only the first part of the book is a discussion of what we would today recognise as algebra. However it is important to realise that the book was intended to be highly practical and that algebra was introduced to solve real life problems that were part of everyday life in the Islam empire at that time. Early in the book al-Khwarizmi describes the natural numbers in terms that are almost funny to us who are so familiar with the system, but it is important to understand the new depth of abstraction and understanding here [11]:-
When I consider what people generally want in calculating, I found that it always is a number. I also observed that every number is composed of units, and that any number may be divided into units. Moreover, I found that every number which may be expressed from one to ten, surpasses the preceding by one unit: afterwards the ten is doubled or tripled just as before the units were: thus arise twenty, thirty, etc. until a hundred: then the hundred is doubled and tripled in the same manner as the units and the tens, up to a thousand; ... so forth to the utmost limit of numeration.
Having introduced the natural numbers, al-Khwarizmi introduces the main topic of this first section of his book, namely the solution of equations. His equations are linear or quadratic and are composed of units, roots and squares. For example, to al-Khwarizmi a unit was a number, a root was x, and a square was x2. However, although we shall use the now familiar algebraic notation in this article to help the reader understand the notions, Al-Khwarizmi's mathematics is done entirely in words with no symbols being used.
He first reduces an equation (linear or quadratic) to one of six standard forms:

1. Squares equal to roots.
2. Squares equal to numbers.
3. Roots equal to numbers.
4. Squares and roots equal to numbers; e.g. x2 + 10 x = 39.
5. Squares and numbers equal to roots; e.g. x2 + 21 = 10 x.
6. Roots and numbers equal to squares; e.g. 3 x + 4 = x2.
The reduction is carried out using the two operations of al-jabr and al-muqabala. Here 'al-jabr' means 'completion' and is the process of removing negative terms from an equation. For example, using one of al-Khwarizmi's own examples, 'al-jabr' transforms x2 = 40 x - 4 x2 into 5 x2 = 40 x. The term 'al-muqabala' means 'balancing' and is the process of reducing positive terms of the same power when they occur on both sides of an equation. For example, two applications of 'al-muqabala' reduces 50 + 3 x + x2 = 29 + 10 x to 21 + x2 = 7 x (one application to deal with the numbers and a second to deal with the roots).
Al-Khwarizmi then shows how to solve the six standard types of equations. He uses both algebraic methods of solution and geometric methods. For example to solve the equation x2 + 10 x = 39 he writes [11]:-

... a square and 10 roots are equal to 39 units. The question therefore in this type of equation is about as follows: what is the square which combined with ten of its roots will give a sum total of 39? The manner of solving this type of equation is to take one-half of the roots just mentioned. Now the roots in the problem before us are 10. Therefore take 5, which multiplied by itself gives 25, an amount which you add to 39 giving 64. Having taken then the square root of this which is 8, subtract from it half the roots, 5 leaving 3. The number three therefore represents one root of this square, which itself, of course is 9. Nine therefore gives the square.

The geometric proof by completing the square follows. Al-Khwarizmi starts with a square of side x, which therefore represents x2 (Figure 1). To the square we must add 10x and this is done by adding four rectangles each of breadth 10/4 and length x to the square (Figure 2). Figure 2 has area x2 + 10 x which is equal to 39. We now complete the square by adding the four little squares each of area 5/2 5/2 = 25/4. Hence the outside square in Fig 3 has area 4 25/4 + 39 = 25 + 39 = 64. The side of the square is therefore 8. But the side is of length 5/2 + x + 5/2 so x + 5 = 8, giving x = 3.


These geometrical proofs are a matter of disagreement between experts. The question, which seems not to have an easy answer, is whether al-Khwarizmi was familiar with Euclid's Elements. We know that he could have been, perhaps it is even fair to say 'should have been', familiar with Euclid's work. In al-Rashid's reign, while al-Khwarizmi was still young, al-Hajjaj had translated Euclid's Elements into Arabic and al-Hajjaj was one of al-Khwarizmi's colleagues in the House of Wisdom. This would support Toomer's comments in [1]:-

... in his introductory section al-Khwarizmi uses geometrical figures to explain equations, which surely argues for a familiarity with Book II of Euclid's 'Elements'.
Rashed [9] writes that al-Khwarizmi's:-
... treatment was very probably inspired by recent knowledge of the 'Elements'.
However, Gandz in [6] (see also [23]), argues for a very different view:-
Euclid's 'Elements' in their spirit and letter are entirely unknown to [al-Khwarizmi]. Al-Khwarizmi has neither definitions, nor axioms, nor postulates, nor any demonstration of the Euclidean kind.
I [EFR] think that it is clear that whether or not al-Khwarizmi had studied Euclid's Elements, he was influenced by other geometrical works. As Parshall writes in [35]:-
... because his treatment of practical geometry so closely followed that of the Hebrew text, Mishnat ha Middot, which dated from around 150 AD, the evidence of Semitic ancestry exists.
Al-Khwarizmi continues his study of algebra in Hisab al-jabr w'al-muqabala by examining how the laws of arithmetic extend to an arithmetic for his algebraic objects. For example he shows how to multiply out expressions such as
(a + b x) (c + d x)
although again we should emphasise that al-Khwarizmi uses only words to describe his expressions, and no symbols are used. Rashed [9] sees a remarkable depth and novelty in these calculations by al-Khwarizmi which appear to us, when examined from a modern perspective, as relatively elementary. He writes [9]:-
Al-Khwarizmi's concept of algebra can now be grasped with greater precision: it concerns the theory of linear and quadratic equations with a single unknown, and the elementary arithmetic of relative binomials and trinomials. ... The solution had to be general and calculable at the same time and in a mathematical fashion, that is, geometrically founded. ... The restriction of degree, as well as that of the number of unsophisticated terms, is instantly explained. From its true emergence, algebra can be seen as a theory of equations solved by means of radicals, and of algebraic calculations on related expressions...
If this interpretation is correct, then al-Khwarizmi was as Sarton writes:-
... the greatest mathematician of the time, and if one takes all the circumstances into account, one of the greatest of all time....
In a similar vein Rashed writes [9]:-
It is impossible to overstress the originality of the conception and style of al-Khwarizmi's algebra...
but a different view is taken by Crossley who writes [4]:-
[Al-Khwarizmi] may not have been very original...
and Toomer who writes in [1]:-
... Al-Khwarizmi's scientific achievements were at best mediocre.
In [23] Gandz gives this opinion of al-Khwarizmi's algebra:-
Al-Khwarizmi's algebra is regarded as the foundation and cornerstone of the sciences. In a sense, al-Khwarizmi is more entitled to be called 'the father of algebra' than Diophantus because al-Khwarizmi is the first to teach algebra in an elementary form and for its own sake, Diophantus is primarily concerned with the theory of numbers.
The next part of al-Khwarizmi's Algebra consists of applications and worked examples. He then goes on to look at rules for finding the area of figures such as the circle and also finding the volume of solids such as the sphere, cone, and pyramid. This section on mensuration certainly has more in common with Hindu and Hebrew texts than it does with any Greek work. The final part of the book deals with the complicated Islamic rules for inheritance but require little from the earlier algebra beyond solving linear equations.
Al-Khwarizmi also wrote a treatise on Hindu-Arabic numerals. The Arabic text is lost but a Latin translation, Algoritmi de numero Indorum in English Al-Khwarizmi on the Hindu Art of Reckoning gave rise to the word algorithm deriving from his name in the title. Unfortunately the Latin translation (translated into English in [19]) is known to be much changed from al-Khwarizmi's original text (of which even the title is unknown). The work describes the Hindu place-value system of numerals based on 1, 2, 3, 4, 5, 6, 7, 8, 9, and 0. The first use of zero as a place holder in positional base notation was probably due to al-Khwarizmi in this work. Methods for arithmetical calculation are given, and a method to find square roots is known to have been in the Arabic original although it is missing from the Latin version. Toomer writes [1]:-

... the decimal place-value system was a fairly recent arrival from India and ... al-Khwarizmi's work was the first to expound it systematically. Thus, although elementary, it was of seminal importance.
Seven twelfth century Latin treatises based on this lost Arabic treatise by al-Khwarizmi on arithmetic are discussed in [17].
Another important work by al-Khwarizmi was his work Sindhind zij on astronomy. The work, described in detail in [48], is based in Indian astronomical works [47]:-

... as opposed to most later Islamic astronomical handbooks, which utilised the Greek planetary models laid out in Ptolemy's 'Almagest'...
The Indian text on which al-Khwarizmi based his treatise was one which had been given to the court in Baghdad around 770 as a gift from an Indian political mission. There are two versions of al-Khwarizmi's work which he wrote in Arabic but both are lost. In the tenth century al-Majriti made a critical revision of the shorter version and this was translated into Latin by Adelard of Bath. There is also a Latin version of the longer version and both these Latin works have survived. The main topics covered by al-Khwarizmi in the Sindhind zij are calendars; calculating true positions of the sun, moon and planets, tables of sines and tangents; spherical astronomy; astrological tables; parallax and eclipse calculations; and visibility of the moon. A related manuscript, attributed to al-Khwarizmi, on spherical trigonometry is discussed in [39].
Although his astronomical work is based on that of the Indians, and most of the values from which he constructed his tables came from Hindu astronomers, al-Khwarizmi must have been influenced by Ptolemy's work too [1]:-

It is certain that Ptolemy's tables, in their revision by Theon of Alexandria, were already known to some Islamic astronomers; and it is highly likely that they influenced, directly or through intermediaries, the form in which Al-Khwarizmi's tables were cast.
Al-Khwarizmi wrote a major work on geography which give latitudes and longitudes for 2402 localities as a basis for a world map. The book, which is based on Ptolemy's Geography, lists with latitudes and longitudes, cities, mountains, seas, islands, geographical regions, and rivers. The manuscript does include maps which on the whole are more accurate than those of Ptolemy. In particular it is clear that where more local knowledge was available to al-Khwarizmi such as the regions of Islam, Africa and the Far East then his work is considerably more accurate than that of Ptolemy, but for Europe al-Khwarizmi seems to have used Ptolemy's data.
A number of minor works were written by al-Khwarizmi on topics such as the astrolabe, on which he wrote two works, on the sundial, and on the Jewish calendar. He also wrote a political history containing horoscopes of prominent persons.

We have already discussed the varying views of the importance of al-Khwarizmi's algebra which was his most important contribution to mathematics. Let us end this article with a quote by Mohammad Kahn, given in [3]:-

In the foremost rank of mathematicians of all time stands Al-Khwarizmi. He composed the oldest works on arithmetic and algebra. They were the principal source of mathematical knowledge for centuries to come in the East and the West. The work on arithmetic first introduced the Hindu numbers to Europe, as the very name algorism signifies; and the work on algebra ... gave the name to this important branch of mathematics in the European world...


reply by
Reply
4/26/2002 (2:05)
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Sorry about Niels Bohr. That was to Samuel who said Niels Bihr was a jewish nobellaureate.
reply by
TRUTH
4/26/2002 (2:07)
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I can give you 20 links to web pages saying that jews are the sons of monkeys .. still do not make it right!!!!
what would your link do exactly ??? HISTORY IS ALWAYS WRITTEN BY THE VICTOR.. and the islamic civilization was defeated from within by the turks and by its own collapse with corrupt governors!!
How ever when you discuss things like maths and science ... all the papers and research and indeed buildings are still here .. it will take much more than a web page or some college project to change facts!!!!
give it up.
reply by
truth
4/26/2002 (2:09)
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arabs do not use these numbers 123456789 ... they use another indian numbers in arabic language .. even though those characters are the arabic ones ... some numbers in those numbers are the same in indian numbers .. and yes .. the indians invented the ZERO ... but this does not counter act what i have pposted earlier at all.
reply by
Reply
4/26/2002 (2:14)
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What can I say, you are an ostrich. There is shit on your face, but instead of admitting that you are an idiot and wiping it off, you just lick it.

It is not just one link. It is the fucking indian numerals that are known as arabic numerals. You can check out link after link. Better still, pick up a book on history of math. You claim to be such on expert on both history and math but alas, no nothng about either of them. Now, tuck your tail between youu hindies and disappear.
reply by
truth
4/26/2002 (2:20)
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Did you read what I posted ??? I think you did not have enough time...
If you read the article about al-Khwarizmi
Not only you would have your error in discussing Pythagoras but you would have also known Pythagoras error!!! .
You might have learned also where the term'ALgebra' came from.
But I guess you do not come here to learn.! Just to dump what ever copy and paste job you can find ..!!
Maybe it is behind your imagination to beleive that someone might LIE in reporting a historical fact!! or maybe you are just an idiot.
reply by
Wisso
4/26/2002 (2:26)
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Reply: did u ever tryed to fuck a dog....

i mean i was reading all yer shit....r u trying to proove that arabic numbers r not arabic but indian??...in what fucking kind of planet do u live in man....how bout saying ...earth is not round....'hey i got proof...it s written in the bible....and in the old books that earth isnt round'

ur so stupid....u must be a jew thats y!
reply by
Reply
4/26/2002 (2:32)
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Did you know that most scientific names in biology have their origins in latin? That does not mean that the romans discovered those biological species, animals, plants.

What is the relevance of what algebra means?

About your conspiracy theory about the whole world wanting to LIE and not wanting to give the arabs their due credit for arabic numerals because the islamic civilization was defeated, the indians did not defeat the islamic civilization. And they did not write all these history books (which are all historically documented).

As for my limited willingness and ability to learn, I will not tell you of all the degrees I have earned and the patents I own and the accolades I have won. I think all that is irrelevent to the discussion. You seem to be doing pretty well in cutting and pasting yourself. Why do not you practice what you preach, and read the stuff I have posted.
reply by
To Wisso
4/26/2002 (2:34)
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Your owner should have had you neutered and muted when you were born. Now we run the risk of you reproducing and producing more of your kind and having to listen to all the non-sensical drivel you keep posting
reply by
To Truth
4/26/2002 (2:45)
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Check out the following references on arabic numerals.
References for The Arabic numeral system
G Ifrah, A universal history of numbers : From prehistory to the invention of the computer (London, 1998).
G G Joseph, The crest of the peacock (London, 1991).
R Kaplan, The nothing that is : a natural history of zero (London, 1999).
L C Karpinski, The history of arithmetic (New York, 1965).
K W Menninger, Number words and number symbols : A cultural history of numbers (Boston, 1969).
D E Smith and L C Karpinski, The Hindu-Arabic numerals (Boston, 1911).

BTW, change your name to something more reflective of you, like head in the sand, or, see no truth hear no truth acknowledge no truth
reply by
truth
4/26/2002 (11:44)
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read my original post in the other thread and point out what you think is not accurate so i can give you refrences you would beleive.!!
reply by
TheAZCowBoy
4/26/2002 (14:02)
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There's only one formula that makes sense to me:

E=MC2 + Israel+ KA-BOOOOOOOOM = a free Palestine!

For the Cut & Post(ers), you can be terribly boring at times.


TAC,

A confidential message to Celia: 'I miss you my Jewish princess, you learn to cook Kosher chicken tacos and fill the cooler with ice cold Corona beer and I'll e~mail you my proposal, da?'

reply by
truth
4/26/2002 (14:48)
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Although it is unlikely that we will ever know if the Muslims played a role in the development of the telescope, there are several well documented artistic and scientific accomplishments that were either discovered or perfected during The Golden Age of Islam (800-1000 ). During this time, Islamic scholars translated Greek, Indian and Persian texts, studied them, and helped to further investigations in the areas of math, science and medicine. The Renaissance and the Scientific Revolution in Europe drew upon the discoveries and contributions made by the Muslims to the fields of mathematics and the sciences. Yet these accomplishments often remain unappreciated.



THE TASK


To all the Writing Staff of Scientific History Magazine:


The editors at Scientific History Magazine are delighted that Time magazine has chosen Albert Einstein as Person of the twentieth century. We feel that often history overlooks the importance of scientists and mathematicians in changing the direction of civilization. Scientific History would like to run a feature on all the people who have contributed to the fields of science and mathematics for the last 1000 years. To begin this project, the editors want the staff to begin researching the contributions made by the Muslims during the Golden Age of Islam (900-1100). They feel the best approach would be to break into teams that investigate the various fields, and then submit papers about the people and contributions of the Islamic World during this time. The editors will then ask the writers to present their findings in order to chose who they might feature as the Person of the Century for these years in Scientific History. Editors of Scientific History Magazine




THE PROCESS


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Your team is responsible for researching the various scientific accomplishments made during the Golden Age of the Islam. You will select one of the fields of study: Geometry, Algebra, Medicine or Astronomy. You will research that field of study using individualized questionnaires that will guide your data collection process. That information will then be used to compose a written report. After you have written a report you will work with a group of others who have investigated the same contribution and prepare a presentation. For this presentation you may utilize a variety of multimedia tools. This could include a Power Point presentation, a Web Page, a Hyper Studio presentation or a video re- creation.


Individual questionnaires for each topic.


Begin by reading all the questions. You will find that the information
is located in several places, so you will need to keep them in mind while
either visiting the Web sites or reading over printed material.


Record any interesting information even if it doesn't fit into one of
the questions.


Fill the answers out in your own words so that you can use it either for
the written report or the presentation.


Islamic Geometry ( Geometric Art) Questions


Why is geometry important to the religion of Islam?


When did the Muslims perfect geometry and geometric art?


Has geometric art left on impact on the world today?


What is the repeat unit of design?


In what specific buildings would you be sure to find examples of
geometric art?


What feature of a mosque would be decorated with geometric designs?


Describe the geometry used to design the Taj Mahal.


Why is geometry important to our world today?


What Muslim excelled in the area of geometry?

Islamic Algebra Questions

How might 'the science of balancing and restoration' be important to the
Islamic faith?


When did the Muslims advance the world's knowledge of algebra?


What is one of the most basic concepts of algebra that was developed by
the Arabs?


What basic concepts of algebra were developed by the Muslims?


What Muslim was famous for his work in advancing algebra? What did he
do?


Who benefitted from al- Khwarizmi's translation of Algebra in the early
13th century?


What famous Italian mathematician was influenced by al-Khwarizmi's work
in algebra?


What other contribution did the Muslims make to the field of
mathematics?


How is algebra used today?



Islamic Medicine Questions


What is the connection of medicine to the Islamic religion? (Hint:
remember The Third Pillar of Faith) .


How did Al-Razi contribute to the field of medicine?


What book was Ibn Sina famous for writing?


When did the improvements in medicine take place?


What were some of the specific improvements the Muslims made to
hospitals?


What were some of the other benefits made to medicine by the Muslims?


Who was a famous Muslim 'doctor'? What did he do?


Why are these improvements important to us today?


Islamic Astronomy Questions



What is the connection between the religion of Islam and the changing
phases of the moon?


When were the major advances in astronomy made by the Muslims?


What is an astrolabe?


What did Muslim astronomers think about the Ptolemic system of
astronomy ?


What famous Western astronomers built upon Muslim observations and
theories about the system of the universe?


Why are the contributions important to our present day understanding of
astronomy?


Who benefitted from the astronomical research done by the Muslims?


Who was one of the most notable Muslims astronomers? What did he
discover?


Why is astronomy important to our world today?



THE WRITTEN REPORT

Islamic Contributions to Civilization

Outline of paper: Please note that you do not write 'introduction', 'body
paragraphs' or 'conclusion' in your actual paper. The outline is to help
you organize these thoughts!


Introduction
Remember that your introduction should clearly show what your report is
about. It should not begin with a sentence such as: My report is about
astronomy. It should let the reader know the main ideas to be covered in
the report without going into all the details.


Begin by introducing the significance of this Arab
contribution

Be sure to establish when this contribution took place
Identify how this topic is connected to the Islamic religion

Body Paragraph (A)
Body paragraphs should focus in on one main idea. Begin with a topic
sentence and then provide details to support or give examples of this main
idea. Your body paragraphs provide evidence from the research of what this
topic or scientific accomplishment was, when it happened, who was involved
or how it is important. We must know the facts from the past to explore how
they fit into our world today.
Introduce this paragraph with a topic sentence (ONE
MAIN IDEA)


Facts that support the topic sentence


Facts that support the topic sentence


Facts that support the topic sentence


Body Paragraph (B)
See Above for instructions.


Introduce this paragraph with a topic sentence (ONE
MAIN IDEA)


Facts that support the topic sentence


Facts that support the topic sentence


Facts that support the topic sentence

Body Paragraph (C)

In this paragraph you will use information from today's world to explain why
this topic or science is important. You will use research and interview
notes to describe the importance of this topic or science to today's world.
1. Introduce this paragraph with a topic sentence (ONE
MAIN IDEA)
2. Facts that support the topic sentence
3. Facts that support the topic sentence
4. Facts that support the topic sentence


Conclusion
Although conclusions are among the most difficult things that you'll ever
write, they are your last chance to grab the reader. Do you ever save your
favorite food for the last bite? Well, the conclusion is the tastiest last
bite of your favorite food. Be sure to let your brilliance show when you
summarize all the main ideas from the previous paragraphs. The conclusion
should now be shaped by all the main ideas, and hopefully will lead the
reader into a deeper understanding of the overall topic.

1. Summarize main ideas
2. Summarize main ideas
3. Restate the long- lasting effects of Arab
contributions to this topic
or science
4. Restate the importance of this topic or science to
our present day
society


RESOURCES

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Background- All groups


Golden Age of Islam
http://www.stormwind.com/common/islam.html


The Zakat
http://oak.cats.ohiou.edu/~muslimst/islamc.html


How Islam Influnced Science
http://www.ais.org/~bsb/Herald/Previous/95/science.html


Muslim Scientists, Mathematics and Astronomers: Before European Renaissance, 700 -1500 C.E.
http://salam.muslimsonline.com/~azahoor/index.html


Alegbra

Classical Roots of the Scientific Revolution
http://metalab.unc.edu/expo/vatican.exhibit/exhibit/d-mathematics/Greek_math.html


Art of Algebra from Al-Khwarizmi to Viete
http://www.lib.virginia.edu/science/parshall/algebra.html


The Origins of Algebra
http://www.museums.reading.ac.uk/vmoc/algebra/section3_1.html


List of Arabic Mathematicians
http://aleph0.clarku.edu/~djoyce/mathhist/arab.html


Highlights in the History of Algebra
http://www.mnsfld.edu/~rwalker/Algebra.html


Arab contributions to mathematics and the introduction of the Zero
http://www.mnsfld.edu/~rwalker/geometry.html


Geometry

Symmetric Patterns at the Alhambra
http://weasel.cnrs.humboldt.edu/~spain/alh/index.html


Dome of the Rock
http://www.greatbuildings.com/buildings/Dome_of_the_Rock.html


Islam and Islamic History in Arabia - Mosque
http://www.islam.org/Mosque/ihame/Sec12.htm


Islam, Knowledge, and Science
http://cwis.usc.edu/dept/MSA/introduction/woi_knowledge.html#29


History of Geometry
http://www.mnsfld.edu/~rwalker/geometry.html


Arab contributions to mathematics and the introduction of the Zero
http://www.mnsfld.edu/~rwalker/geometry.html


Astronomy



Greek Astronomy
http://www.ibiblio.org/expo/vatican.exhibit/exhibit/d-mathematics/Greek_astro.html


Islamic Astronomy
http://scivis.com/AC/hist/islamastro.html


Islam, Knowledge, and Science
http://cwis.usc.edu/dept/MSA/introduction/woi_knowledge.html#27


Muslim, Scientists, Mathematicians and Astronomers
http://salam.muslimsonline.com/~azahoor/index.html


Medicine


Arabic (or Islamic) Influence on the Historical Development of Medicine
http://www.levity.com/alchemy/islam19.html


Arab Roots of European Medicine
http://users.erols.com/gmqm/euromed1.html


Islam, Knowledge, and Science - Medical Sciences
http://cwis.usc.edu/dept/MSA/introduction/woi_knowledge.html#34


Islam and Islamic History in Arabia and The Middle East
http://www.islam.org/Mosque/ihame/Ref4.htm


Medicine in Medieval Islam
http://www.stormwind.com/robinhood/medicine.html


Islamic Culture and the Medical Art
http://www.nlm.nih.gov/exhibition/islamic_medical/islamic_02.html





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TEXT RESOURCES

Across the Centuries. Houghton Miflin textbook for seventh grade.

Cambridge Illustrated History: Islamic World. 1966. Cambridge University
Press.

The Arab World Studies Notebook. Arab World and Islamic Resources and School
Services.




LEARNING ADVICE


It is your responsibility to research the topic thoroughly. You will need to collect the sources from a variety of places. Be sure you understand the definition of your topic. You may want to try to chose a topic in which you may be able to access an individual who is a professional in that area. That may include an architect, a math teacher, a college professor of astronomy, or a doctor.


EVALUATION

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Your paper will be assessed with the a standard writing rubric, taking into account the writing guidelines of the outline. Your group presentation will be evaluated on its effectiveness, accuracy, creativity and clarity.


CONCLUSION


Why has the Western world ignored the contributions of Islam to the various scientific, mathematic and artistic fields? Which of the accomplishments do you think is most important to our world today and why?



REFLECTION

The reflection questions will depend on how the teacher chooses to structure
the lesson. Since this lesson can be structured in different ways, teachers
can elicit responses they deem suitable. The questions below may be
helpful.



1. What helped you find the answers to the questions?

2. What section of the written report was most difficult?

3. How did the outline assist your group in organizing the
presentation?

4. Who showed the most leadership in your group?

5. What was the most valuable contribution you made to this assignment?

6. How could your presentation or paper have been improved?


TEACHER NOTES


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This lesson should be taught at the end of the Islamic Unit. If you teach both Language Arts and Social Science or team up with a Language Arts teacher then you will want to utilize the directions for the research paper. I would recommend the students use the writing process and write a total of three drafts. If time does not allow for this, then you can still use the outline as a guide for organizing the presentation no matter what format is chosen. It is important to assist the students as they view the various sites. The answers to all the questions will only be found by visiting several Web sites. If you have a limited number of computers connected to the Internet, you may find it helpful to access some of the sites and make copies of others for the various groups. This will allow all students to be engaged while waiting for a computer.

It is helpful to go the library and check out books that will give students more background on how these topics relates to our modern day society. It may be helpful to introduce these topics before undertaking the lesson.

Grade/Unit

The Islamic Civilization

Materials Needed

Internet access to various web sites. Either encyclopedias or CD-ROMs.

Length of Lesson

The lesson could take one to weeks depending upon the amount of written drafts required and the type of presentation chosen.

Group Assignments
|
Teachers may use any grouping they normally employ for the initial task of exploration in the various accomplishments. They then may ask students to pick their top two topic choices to write the report so they can balance out the groups.

Lesson Purpose

This lesson will help to provide an understanding of the accomplishments of the Muslims in furthering knowledge, and developing innovations and discoveries in the areas of geometry, algebra, medicine and astronomy. Students will also explore how these topics are a vital part of modern society.

California History-Social Science Standards- 7th Grade
Understanding the Muslims in terms of the intellectual contributions to later civilizations in the areas of science, geography, mathematics, philosophy, medicine, art and literature.


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California Language Arts Standards- 7th Grade

Students write clear, coherent, and focused essays. The writing exhibits
students' awareness of the audience and purpose. Essays contain formal
introductions, supporting evidence, and conclusions. Students progress
through the stages of the writing process as needed.

California Language Arts Standards- 7th Grade

Students deliver well-organized formal presentations employing traditional rhetorical strategies (eg., narrations, exposition, persuasion, description).

Class Presentations

Aside from traditional posters or illustrations, students may want to complete their presentations in either by utilizing Power Point or creating a Web Page. This will vary with the resources of the school, class and students.

Interdisciplinary Connections

There is an obvious connection to language arts. However, it would be advantageous to bring in math or science teachers to assist with the understanding of the science and mathematics. Additionally, the connection to art in the study of Islamic geometric art forms should be explored.

Information Literary Skills



1. Creates and organizes an effective research team

2. Interprets history-social science data

3. Reads and creates a logical interpretation of data derived from many
different kinds of sources

4. Creates a logical presentation in writing or speaking supported with
relevant evidence



Adaptation for Special Needs



1. If students are grouped according to interests and abilities they will be
able to assist one another.

2. For LEP students, it will be necessary to prepare strategies for access
to some of the vocabulary that may be difficult as they work through the
assignment.

3. A thorough understanding about the foundations of Islamic belief will be
beneficial for this assignment.

4. Assign pair or group work as may be necessary for the entire class, and allow as much group investigation as possible for LEP or special needs students.





reply by
Celia
4/28/2002 (20:01)
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The though of being intimate with a horrible man like you makes me sick to my stomach.

Besides I saw the photos of you that you posted and I don't find you very attractive.