Are the students surprised? If so, ask them why. When all are finished, go through the items one at a time and record student responses on the board. Recognize the length and depth of Chinese technological history.įor each of the items, ask students to record when it was invented and where. Through this activity, students will be able to: If the teacher chooses, it can also be used as an opportunity to discuss stereotypes and their influence on our perceptions of reality, or as a culminating activity after the study of Chinese history. This activity is an informative way to introduce Chinese history and technology. Information given here is from Temple's book. Some of Needham's work has been condensed in a well-illustrated and informative book by Robert Temple ( The Genius of China: 3,000 Years of Science, Discovery, and Invention.

His research has been published in the massive, and yet to be completed, multi-volume Science and Civilisation in China. This information has been compiled by the work of Joseph Needham and his colleagues in a study of ancient Chinese books on science, technology and medicine. Many are surprised to realize that modern agriculture, shipping, astronomical observatories, decimal mathematics, paper money, umbrellas, wheelbarrows, multi-stage rockets, brandy and whiskey, the game of chess, and much more, all came from China-in additional to papermaking, printing, and gunpowder. Somehow, they stumbled upon papermaking, printing, gunpowder, and the mariner's compass. Location Currently not on view ID Number 1997.0106.01 catalog number 1997.0106.01 accession number 1997.A common misperception of Chinese historical society is that it lacked scientific and technological ability-and that modern China has 'emerged' from a traditional shell. The donor received the abacus as a gift from Simon Newman, Deputy Director of Research and Development of the U.S. The three characters carved on the center of the cross piece represent general words such as “happiness” or “wisdom.” The loops and the orientation of the characters suggest that the instrument was sold as much as a wall ornament as a practical device. Holes drilled at one end hold loops of green plastic twine that are held together with a small metal ring and allow the instrument to be mounted on a wall. Metal brackets hold the instrument together at the corner, with two wooden supports at the back. Two thinner cross pieces divide the groups of seven into groups of two and five. A relatively thick wooden cross piece down the center divides the beads into groups of seven. It apparently was designed for use by two people at once. Suan-p'an, or Chinese Abacus (Double) Description This double abacus has a wooden frame with 25 columns of wooden beads which slide on bamboo rods. Location Currently not on view date made 1958 ID Number 1989.0709.01 catalog number 1989.0709.01 accession number 1989.0709 Data Source National Museum of American History Crook (1886-1976),' digitized by the Stanford Historical Society. On Crook, see: Stanford University Faculty Memorials, “Memorial Resolution Welton J. The abacus and the related book were given to the Smithsonian by Washington, D. For a copy of this paperback, see 1989.0709.03. His short book was published in 1958 by Pacific Books in Palo Alto, California, and sold tens of thousands of copies.

Crook became fascinated with the abacus on a visit to Hong Kong, and resolved to publish a clear exposition on the instrument in English. This form of abacus was sold in combination with a book entitled Abacus Arithmetic by the Australian-born metallurgist, Stanford University graduate, and later Stanford professor of metallurgy Welton J. The beads are rounded, as on other Chinese abaci. Each column has two beads above the crossbar and five beads below. A wooden cross bar holds 13 columns of beads. Suan-p'an, or Chinese Abacus Description This instrument has an open wooden frame held together with brass nails passing through metal bands.

Inventor of chinese abacus