Engineering of Domes in Islamic Architecture

Lesson/Activity Title: 7.08  Engineering of Domes in Islamic Architecture 

Created by: Arooj Arslan and Salma Nakhuda

Recommended Grade(s): Grade 3, Grade 5 or Grade 7

Time Needed – Execution: 6 - 8 periods

Links to the accompanying Slidedeck, Worksheet, Rubric and Escape Room Acitivity provided in the Lesson plan below. 

Background

With the advancements in Science & Technology, we need to acknowledge and credit the long chain of scientists, engineers, and inventors who spent their lives in exploration leading up to these advancements. To highlight some of the contributions made by the Muslim Civilization in the middle ages, we have created a series of 5 lessons to introduce K-12 students to some of the significant contributions made by Muslim scientists and inventors in the fields of Engineering, Physics, Astronomy, and Mathematics.

Lessons in these series:

7.06 Islamic Contributions to Flight

7.07 Islamic Inventions: Machines Using Cranks

7.08 Engineering of Domes in Islamic Architecture

7.09 Islamic Contributions: Camera Obscura

7.10 Astronomy and Space: Build a Sundial

Curriculum Expectations: 

Grade 3

Science

• Use technological problem-solving skills and knowledge to design and build a strong and stable structure that serves a purpose 

• Identify the strength of a structure as its ability to support a load 

• Identify the stability of a structure as its ability to maintain balance and stay fixed in one spot 

• Describe ways to improve a structure’s strength and stability 

Grade 5

Science

• Use technological problem-solving skills to design, build, and test a frame structure that will withstand the application of an external force 

• Identify internal and external forces acting on a structure 

• Describe forces resulting from natural phenomena and identify structural features that help overcome some of these forces.

Math 

• Identify geometric properties of triangles, and construct different types of congruent triangles when given side or angle measurements

Grade 7

Science:

• evaluate the importance for individuals, society, the economy, and the environment of factors that should be considered in designing and building structures and devices to meet specific needs 

• follow established safety procedures for using tools and handling materials 

• classify structures as solid structures, frame structures, or shell structures (e.g., dome)

• describe the role of symmetry in structures (e.g., aesthetic appeal, structural stability

Math

• solve problems involving perimeter, area, and volume that require converting from one metric unit of measurement to another  

Objectives of the lesson:

By the end of this lesson, students will be able to: 

• Draw isosceles and equilateral triangles 

• Construct a dome structure for a specific purpose 

• Islamic Connection: Understanding the significance of domes in Islamic Architecture

Success Criteria:

• I can construct an isosceles triangle when the side lengths are provided

• I can construct an equilateral triangle when the side lengths are provided

• I can create a pentagon by joining the Isosceles triangles together

• I can join the pentagons with the equilateral triangle to create a geodesic dome

• I can add reinforcements as needed to make my dome structure stronger.

Materials and Preparation Needed:

• Slide deck (bit.ly/ihmDomeSlides )

• Student Instructions & Worksheet (bit.ly/ihmDomeWorksheet)

• Teacher Instruction (How to Build a Dome) (bit.ly/ihmTeacherInstructionsDome )

• Rubric (bit.ly/ihmRubricDomes )

• Projector

• Cardboard

• Paper

• Scissors, 

• MakeDo kit or glue gun,tape,& stapler 

• Exacto knife

Vocabulary:

 domes, tension, torque, compression, system, load, isosceles, equilateral

Lesson

Minds-on

Project the slides 2-3 in the Slide deck for the class. Click on the image on slide 3 to remove the boxes to slowly reveal a picture of a famous structure. Ask the students to guess what the structure is. Hint: It is one of the Seven Wonders of the World. (Answer: This structure is the Taj Mahal located in Agra, India)

Then move on to slides 4-6 in the Slide deck and ask the students the following questions:

• Slide 4: Let’s take a look at the Taj Mahal once again with a red line drawn down the center. What do you notice about this building on the left and the right of the red line?

• Slide 5: What other unique features do you see in the Taj Mahal structure? 

• Slide 6: Point to the dome on the Taj Mahal and ask the students what the shape is called. 

Action

As a class, view slides 7-12 in the Slide deck and discuss the symbolic significance of domes in Islamic architecture and how domes are found in structures around the world. 

Ask the students whether they recognize and can name any of the Toronto mosques with domes on slide 13. [Answers: Masjid Jame Abu Bakr Siddique, Islamic Foundation of Toronto (Nugget), Islamic Society of Markham (Markham)]

Using slide 14, ask students, “Have you seen domes made of different materials? What materials can be used to build a dome?” After a class brainstorming session, have the students work through the dome challenge (https://to.pbs.org/3xwo9To ) on the PBS website. 

The class will now be building a dome. As a class, decide on the purpose, scale and size of the dome you would like to build.

• Decide on a purpose and scale for the dome. (e.g. create the dome as a tent for kids, a planter, a bin, or just a mini- structure)

• Decide the size (radius) of the dome. Once you have decided the radius for the dome, you can then use the calculator tool (bit.ly/ihmDomeCalculationTool )  to determine the side/strut lengths for the triangles. Put in the desired radius for the dome. (Tip: put the number without the unit e.g ‘10’ not ‘10 cm’) You will get the lengths of ‘side A’ and ‘side B’ for your triangles (which will be listed as Strut ‘A’ and Strut ‘B’).

Students can work in groups of 6 or as a whole class for building the dome (depending on the dome size your class chooses to create). You may choose to print out the following worksheet for the students. Students will add the measurements on the worksheet after the class has determined the purpose for the dome and has determined the triangle measurements required for that dome size.

Instructions for how to build a small dome of radius 9 cm:

1. You will need to first draw: 

• 30 Isosceles triangles (AAB) with side lengths A=5 cm and B=6 cm. For the Isosceles triangles, draw a 6 cm base. Then draw two equal sides of 5 cm each using a compass. 

• 10 Equilateral triangles (BBB) with side length B=6 cm. Construct Equilateral triangles measuring 6 cm on each side and angles of 60°. 

2. Draw 1 cm flaps on each side of the triangle. Cut out the triangles with the flaps and fold the flaps. (image)

3. Join two Isosceles triangles making sure the ‘A’ sides of both triangles are together. (image)

4. Keep joining 5 triangles until you have a pentagon.  Remember that the ‘A sides’ should be joined together. You will end up with 6 of these Pentagons. (image)

5. Start attaching two pentagons together by using 2 equilateral triangles as shown in the image. (image)

6. You will start to see your rounded ‘dome’ shape. Five pentagons make up the dome walls and the last pentagon makes up the top (roof) of the dome.  (image)

7. You can use a staple, glue gun or MakeDo screws to join the flaps together. There may be a need for reinforcements on the outside of the dome areas between the joints with additional pieces of cardboard or other materials.

                                      OR

Instructions on how to build a large life sized dome (radius=75 cm): (image)

1. You will need: 

• 30 Isosceles triangles (AAB) with side lengths A=41 cm,  and B=46 cm. For the Isosceles triangles, draw a 46 cm base. Then draw two equal sides of 41 cm each using a compass. 

• 10 Equilateral triangles (BBB) with side length B=46 cm. Construct Equilateral triangles measuring 46 cm on each side and angles of 60°. 

2. Draw 4 cm flaps on each side of the triangle. Cut out the triangles with the flaps and fold the flaps. 

3. Join two Isosceles triangles making sure the ‘A’ sides of both triangles are together. (image)

4. Keep joining 5 triangles until you have a pentagon.  Remember that the ‘A sides’ should be joined together. You will end up with 6 of these Pentagons. (image)

5. Start attaching two pentagons together by using 2 equilateral triangles as shown in the image. (image)

6. You will start to see your rounded ‘dome’ shape. Five pentagons make up the dome walls and the last pentagon makes up the top (roof) of the dome.  (image)

7. You can use a staple, glue gun or MakeDo screws to join the flaps together. There may be a need for reinforcements on the outside of the dome areas between the joints with additional pieces of cardboard or other materials.

Things to Consider When Building Your Dome

• What is the purpose for your dome structure? 

• Is your dome symmetrical? Would that be important?

• What might affect the stability of your structure? 

• Will your dome be hollow or supported by beams or pillars? Why might your decision be important?

Things To Consider When Testing Your Dome

• Does the dome you built meet its purpose?

• Will the dome remain structurally sound when it is introduced to external (live) loads?  (i.e weight on top of it, things/people leaning on the inside walls of the dome)

• What can you adjust in the dome to make it better? (Change the size of the triangles? Add beams or pillars? Reinforce the base?)

Consolidation

Have the students visit the domes created by the other groups. Come back together as a class and ask the students to reflect on the following questions:

1. What were the important design thinking steps that you used when building your dome?

2. If you were to build a dome again and you were allowed to make only one change, what would you add/remove/change in your dome?

There are many engineers and inventors who went through the design process in order to create the complex domes that we see today. We need to acknowledge and credit the long chain of scientists, engineers, and inventors who spent their lives working to advance science and technology. The beautiful domed structures that we see today would not have been possible without their contributions.

Assessment:

• Observation of how the students use the design thinking process to design and build the domes.

• Anecdotal notes of how science and math terminology was used in the design process.

Additional Resources from TDSB Virtual Library

• LibGuides for Grade 3 - Science & Technology: Strong & Stable Structures (bit.ly/LibGuideStructures )

• LibGuides for Grade 5 - Science & Technology: Forces acting on Structures (bit.ly/LibGuidesStructuresGr5   )

• LibGuides for Grade 7 - Science & Technology: Form and Function  (bit.ly/LibGuidesGr7 )

• Pebble Go Article on Forces for Grade 3 (Username and Password for PebbleGo is on TDSB Virtual Library)

• Britannica School Links for vocabulary: domes, tension,  torque  (Log on to the TDSB Virtual Library for username and password for Britannica School)

Opportunities for Modifications and Extensions:

• Pre-teach the vocabulary using images for younger students, English Language Learners, and Special Education.   

• For Grade 3 students, the teacher can provide a template with one isosceles triangle (AAB) and one equilateral triangle (BBB). Alternatively, the teacher can provide pre-cut straws according to side lengths and students will use clay to put the dome together. Here is a video to help students create a dome with straws: https://www.youtube.com/watch?v=b4K-yWlhA50 

• Refer to this website if you would like to build a dome with squares at the base of your dome. https://www.instructables.com/Cardboard-Play-Dome/ 

• Extension for Gr 7s: https://www.youtube.com/watch?v=Ym1388CcwuQ (bit.ly/3xvBmff )

• Students could be asked to test their structures using live loads.

• Learn about the dome basics (https://to.pbs.org/3i3KRvA) from the PBS website. The geodesic dome was first invented by Dr. Walther Bauersfeld from Germany and then reinvented by Richard Buckminster Fuller from the United States.

References:

Al-Hassani, S. (2012). 1001 Inventions: the enduring legacy of Muslim civilization (3rd ed.). National Geographic.

Skvely. (n.d.). Cardboard Geodesic dome. Instructables Craft. https://www.instructables.com/Cardboard-Geodesic-Dome/ 

Instructables Craft. (n.d.). Cardboard play dome. https://www.instructables.com/Cardboard-Play-Dome/ 

Maker Camp. (n.d.). Dome den. https://makercamp.com/projects/dome-den 

PBS (n.d.). Dome basics. PBS. https://www.pbs.org/wgbh/buildingbig/dome/basics.html 

PBS (n.d.). The dome challenge. PBS. https://www.pbs.org/wgbh/buildingbig/dome/challenge/index.html