Types of Telescopes \u2013<\/p>\n\n\n\n
- \n
- Refractor \u2013 double concave lens – converges<\/li>\n\n\n\n
- Reflector \u2013 uses mirrors instead of lenses<\/li>\n\n\n\n
- Compound \u2013 uses both<\/li>\n<\/ul>\n\n\n\n
These are some of the bigger telescopes in India and globally.<\/p>\n\n\n\n
- \n
- Vaina Bappu Telescope, Kavalur run by IIA<\/li>\n\n\n\n
- Hanle, Ladakh \u2013 2.01 m focus<\/li>\n\n\n\n
- Girawali Observatory, Pune \u2013 Optical and IR, spectroscopy of faint objects<\/li>\n\n\n\n
- SALT, SA \u2013 11 m dia telescope<\/li>\n\n\n\n
- Astrosat – UV imaging telescope, made in Pune<\/li>\n\n\n\n
- NCRA, which is next door to IUCAA operates GMRT \u2013 which has 30 towers with dishes on them. These are spread over a 50 sq km area near Narayangaon, about 80 km from Pune.<\/li>\n\n\n\n
- Coming up, 30 m telescope coming up at Mauna Kea, Hawaii<\/li>\n<\/ul>\n\n\n\n
Sailors \u2013 did not watch Star TV, they only watched stars. If a scientist finds something interesting, she pauses. Samir made us pause for more than 30 minutes on this single picture. He asked us what did we observe \u2013 and there were discussions on each of the observations. Opened my eyes \u2013 literally..<\/p>\n\n\n\n
![\"\"](\"https:\/\/bullseye.ac\/blog\/wp-content\/uploads\/2024\/12\/1-1.png\")
<\/figure>\n\n\n\n- \n
- How many stars are there in the picture? (Can be applied for bacteria counts also)<\/li>\n\n\n\n
- Where in the sky does the aurora happen? Why does it happen?<\/li>\n\n\n\n
- Yellow glow is city lights. Why is light being wasted by sending it upwards?<\/li>\n\n\n\n
- Lack of light can also be information<\/li>\n\n\n\n
- Milky way \u2013 Akash Ganga \u2013 Is a flat galaxy \u2013 we are at the corners<\/li>\n\n\n\n
- Patches of more stars, those with less stars.<\/li>\n\n\n\n
- The clouds are other galaxies \u2013 Magellanic cloud<\/li>\n\n\n\n
- Line is a man made satellite passing through the frame \u2013 one orbit in 90 minutes. Long click required \u2013 so long exposure.. Blur happens. How long was the camera open \u2013 based on the length of the line?<\/li>\n\n\n\n
- The blue line are phyto-planktons, they create their own light.<\/li>\n<\/ul>\n\n\n\n
Ashok took us through some fast paced demos. Will talk about some of the stuff that I was seeing\/hearing for the first time:<\/p>\n\n\n\n
- \n
- Straw wave toy, when made using cycle spokes \u2013 is more fun.<\/li>\n\n\n\n
- If you want to reverse straw horn \u2013 then suck air in<\/li>\n\n\n\n
- Pitch \u2013 is related to the length of vibrating column. The long one is your sir\u2019s voice \u2013 the small one is your Madam\u2019s.<\/li>\n\n\n\n
- 6 holes in a flute \u2013 sapta sur. Because the seventh hole is at the bottom of the flute. Though in Ashok\u2019s humourously self-critical way it is not Bansuri, it is Be-suri!<\/li>\n\n\n\n
- You need to take care of your nose when you are cutting \u2013 you can\u2019t see clearly if an object is less than 25 cm from the eye<\/li>\n\n\n\n
- Corrugated pipe wash basin \u2013 just rotate it \u2013 you can get sound when we rotate it.<\/li>\n\n\n\n
- Javelin throw \u2013 or cricket bat \u2013 if you want to hit a six with minimum effort, use 45 degree<\/li>\n\n\n\n
- Chana wala \u2013 how they cheat \u2013 use more height \u2013 looks big \u2013 but less volume<\/li>\n\n\n\n
- Pipe + Paper cone. Use it along with paper in order to make archery practice<\/li>\n\n\n\n
- Static electricity \u2013 works best in winter. Blow balloon \u2013 and rub. Then it sticks to hand \u2013 static electricity<\/li>\n<\/ul>\n\n\n\n
- \n
- Total internal reflection using laser pointer and dettol bottle.<\/li>\n\n\n\n
- Refraction \u2013 using agarbatti at the top of the bottle<\/li>\n<\/ul>\n\n\n\n
![\"\"](\"https:\/\/bullseye.ac\/blog\/wp-content\/uploads\/2024\/12\/2-1.png\")
<\/figure>\n\n\n\n- \n
- Duster powder \u2013 dark room \u2013 laser pointer \u2013 you can see ray of light and angle of reflection<\/li>\n\n\n\n
- Then we use a CD 3 reflections \u2013 because of 3 layers or 5 layers<\/li>\n\n\n\n
- 3 LED colors RGB shown in dark room. Colorful shadow. Square hole in newspaper \u2013 you can see Venn diagram of Cyan Magenta<\/li>\n<\/ul>\n\n\n\n
![\"\"](\"https:\/\/bullseye.ac\/blog\/wp-content\/uploads\/2024\/12\/3-1.png\")
<\/figure>\n\n\n\nWe ended with a film by an NID student \u2013 Ganguly. Was an \u2018out\u2019standing student in class \u2013 always punished. Read Danger School \u2013 and made a film out of that. Ironically, he is a teacher now. Teaches at NID. The film is Do Flowers Fly<\/em>.<\/p>\n\n\n\n
Visit to the Muktangan Exploratory<\/strong><\/p>\n\n\n\n
![\"\"](\"https:\/\/bullseye.ac\/blog\/wp-content\/uploads\/2024\/12\/4-1.png\")
<\/figure>\n\n\n\nThe Muktangan exploratory was started by Prof VG Bhide, ex Vice Chancellor of Pune university, in 1992 in the campus of BVB School, Pune. It shifted to its independent premises in 2006. His son has left his job abroad to join as the Director of the exploratory a few months ago. Classes are held for students of Class 5 to 10. Students come in once a week \u2013 or for a week-long workshop in summer. They have developed their own activity syllabus \u2013 after studying CBSE \/ ICSE and SSC board syllabi. There are 7 labs in the exploratory: Physics, Chemistry, Biology, Math, Computer, Earth Sciences and Electronics. They also have a balloon planetarium made by Duckback. Being the silver jubilee year, they are organizing \u2018Meet a Scientist\u2019 talks \u2013 where scientists from different fields come in and talk to students about the work that they are doing.<\/p>\n\n\n\n
I had got in touch with Bharati Bakshi, and she was a great host. She took us around all the labs \u2013 and at each lab the coordinators spent good time with us \u2013 in explaining the experiments that the kids worked on over there. At the end of the visit we were invited by the Director for a chat. Bharati has invited our 3 \/ 4 class to visit the Exploratory. I in turn invited the Muktangan team to visit our school. Hopefully should get this done in Feb \/ Mar. Was speaking to Arvind about Muktangan, and he rued the fact that though they have such great infrastructure and building, the utilization is not good. Also they don\u2019t like inviting \u2018competitors\u2019. Was also not very happy about their instructions to us of not taking photos.<\/p>\n\n\n\n
Of all the coordinators, I found the one in the Chemistry lab the best. He had high energy levels and was amazingly helpful. Wish I had one like him when I was in school \u2013 where Chemistry was my most feared subject. He mentioned that the place to start learning chemistry is the kitchen. I loved the crystal flowers he had made from supersaturated solutions.<\/p>\n\n\n\n
![\"\"](\"https:\/\/bullseye.ac\/blog\/wp-content\/uploads\/2024\/12\/5-1.png\")
<\/figure>\n\n\n\nI think any reaction where there is a color change or a blast would serve to ignite the interest of students in chemistry. They had an interesting periodic table made up wooden blocks. I suggested adding objects made of those material to this 3d table, so that students can appreciate where these elements are used. My other idea was that each child should learn about adulteration \u2013 especially if they can learn how to adulterate food themselves. One interesting idea would be for them to make \u2018artificial\u2019 milk using urea and detergent J. The only danger is that some of them may be tempted to take this up as a vocation!<\/p>\n\n\n\n
The Earth lab\u2019s most interesting display was on eco-systems. As Bharti explained to us, that the earth is an isolated eco-system where the only external input that comes is the sun\u2019s energy. She had on display 4 sealed jars: Desert, Tropical, Pond and Marine eco-systems. The oldest jar had been sealed 9 years ago! Unfortunately in the extreme heat of the last summer, that eco-system had collapsed. One more interesting experiment that this lab does is to show students how much bacteria we have on our bodies. An agar semi-solid culture is created \u2013 and students put their hands to leave the prints behind. After a week one can start seeing bacterial growth in the hand-print! Students also do chromatography \u2013 a basic one, where they learn to separate chlorophyll. There is an interesting contraption to measure lung volume. A bell jar full of water \u2013 students have to blow a lungful of air in it at the top, and water gets pushed out. The height of the air column is proportional to the lung volume. Bharti informed me of in interesting discovery with this apparatus. Students of a deaf-dumb school were visiting \u2013 and she found that most of these students had much smaller lung capacities than normal students. (Lung volume ranges from 2 to 4 liters.) Her hypothesis is that a lot of the air that we inhale is used to power our sound boxes. Worth investigating!<\/p>\n\n\n\n
We then moved on to the Math Lab. This is where carpentry and probably clay modeling can work well together to make models. There was the interesting 2d model of (a + b)2<\/sup> which looked something like this.<\/p>\n\n\n\n
![\"\"](\"https:\/\/bullseye.ac\/blog\/wp-content\/uploads\/2024\/12\/6-1.png\")
<\/figure>\n\n\n\nWhat was more interesting was the model for (a + b)3<\/sup>. Would be an interesting mental exercise for you to be able to tell me how many pieces would go into making this model!<\/p>\n\n\n\n
One more interesting one was of a wooden circle that had been sliced into 15 small sectors. You could rearrange them into a sort of rectangle with alternate pieces up and down \u2013 and then measure the width of this rectangle. What do you think the answer would be? There was also a contraption with a lot of parallel boards in which you could roll in balls. They hit a parabola shaped board at the end of an incline and there was a hole at the focus which took away these balls. What do you think the apparatus featured below is demonstrating?<\/p>\n\n\n\n
![\"\"](\"https:\/\/bullseye.ac\/blog\/wp-content\/uploads\/2024\/12\/7-1.png\")
<\/figure>\n\n\n\nNext stop was the electronics lab \u2013 which made me nostalgic \u2013 as I was a member of the electronics club in my school days. The first experiments kids work on is to discover which materials conduct electricity \u2013 and which ones don\u2019t. Actually, a better starting experiment could be one where we use the cement sack filaments and rub them together to see them repelling each other. The concept of static electricity \u2013 and free electrons. What is done is a circuit is made using a battery and an LED. The material is placed between two contact points and the brightness of the LED tells you how good a conductor that material is. Materials usually used in the experiments are \u2013 Alloys, Mercury, Gold. (With gold you have to be careful as there is a chance of it blackening at contact points.) The simple concept of conductors can also be used to develop games like steady-hand.<\/p>\n\n\n\n
Interestingly the concept of one way flow is illustrated very well by reversing the polarity of the LED and demonstrating that there is no electricity flow \u2013 blocked. So it is like a one way valve. As students progress, they are asked to make solderless circuits using breadboards. My thinking is that each of these components and meters needs to be made into boxes which can be built up like Lego blocks. Another idea is to teach basics of logic gates using simple switches. Any devices which play on light and sound would be of interest to students \u2013 so apart from LED one can use things like LDR. And it would be fun to create speakers using old mineral water bottles.<\/p>\n\n\n\n
The physics lab had an interesting chair which was mounted on a truck wheel rim and bearing, You had to sit on it and the chair is made to rotate. You have some dumbbells with you which you can hold outwards by stretching your hands. Your rotational speed immediately reduces. Why? There is a company that was promoting its science kits over there \u2013 mystemlab.com \u2013 must check up the site sometime\u2026<\/p>\n\n\n\n
There was some interesting work with mirrors. You basically fix one mirror at the base of a protractor \u2013 and the second one is hinged and can be rotated. As you change angle you can see the number of images changes. What do you think would be the image count when the angle is 45 degree?<\/p>\n\n\n\n
![\"\"](\"https:\/\/bullseye.ac\/blog\/wp-content\/uploads\/2024\/12\/8-1.png\")
<\/figure>\n\n\n\nThen there is another apparatus which is an infinite well. It is basically made using a blackened box with a mirror fitted below. There is a glass fitted at the top and there is a tube of LED lights which is spiraled on the sides. You peer in and you can see images of the LED lamps going all the way down to infinity. I looked around the contraption and could find only one mirror at the bottom. So how do you think this infinite well worked?<\/p>\n\n\n\n
There was a variety of pendulums on display. There was a Yo-yo kind of disc pendulum, which you had to roll up a metallic disc \u2013 and it would keep on going up and down. There was also a marble pendulum line \u2013 where I had expected to see the usual experiment of swinging in one marble \u2013 and seeing the other one swing out. But what was interesting to note that you could do that with two marbles also \u2013 and see two marbles shoot out! Another interesting pendulum was the Focault\u2019s pendulum \u2013 which is basically a 5 m long pendulum which is used to demonstrate Earth\u2019s rotation. You start swinging it \u2013 and come back an hour later to see that it is now centered at a different spot! Finally the piece-de-resistance were the spark generators \u2013 the Van De Graaf and the Whimsurt. It really looks awesome to see the sparks fly across the electrodes as you start your rotations.
<\/strong><\/p>\n\n\n\nLearning with Vidula Mhaiskar<\/strong><\/p>\n\n\n\n
![\"\"](\"https:\/\/bullseye.ac\/blog\/wp-content\/uploads\/2024\/12\/9-1.png\")
<\/figure>\n\n\n\nScience is the movement from qualitative to quantitative \u2013 through experiments. And in the teaching of science, story telling is important. Tell kids stories of how things were discovered. All you needed was to have been in the right place at the right time. One of you, had you been born in the seventeenth century in Europe \u2013 would have as good a chance of discovering the laws of gravity. The laws of physics would have been in your name instead of Newton\u2019s!<\/p>\n\n\n\n
Most schools can afford to do pure activity based work till 8th<\/sup> grade. After that the board mania has to take over. In toy-making encourage students to do controlled experiments. This can be done if the entire class ends up making a single toy. We can then compare performances of individual students \u2013 and then try to see what for example makes one of the fishes rotate faster than others \u2013 or which airplane flies for a longer time. Students are then able to see that for example in a helicopter-fan you need to have the right angles. Too much of an angle means no rotation. Small blades means faster rotation. What do you think would happen if one of the blades is made shorter? When a teacher\u2019s tumbling toy did not tumble, Vidula explained that her fold at the bottom was not too tight \u2013 the concept of center of gravity becomes very clear once you have made a toy that does not tumble..<\/p>\n\n\n\n
Or how we normally associate oil with slipperiness \u2013 but too much of oil can also cause adhesion. So we are looking at a variety of forces that act on an object! Another interesting experiment she makes kids do, is to have them exert 1 N of force. This is quite interesting \u2013 and it takes time for students to realize that it is quite a small unit \u2013 equivalent to the lifting of just 100 g. Putting on a button takes 5 N of force.<\/p>\n\n\n\n
In the falling fish experiment, what happens if the fish is flatter. Some of the students then start comparing the fish to the ones they eat \u2013 the pomfret vs the Bangda. Whenever Vidula does the fish, she also asks the class to make an Origami crow. The crow helps pick up the fish \u2013 and put different colored fish into different baskets. She also makes the crows pick up the fish on a small paper stick \u2013 and carry them from one lake to another \u2013 enacting the story of the cheating crow.<\/p>\n\n\n\n
We looked at the straw wave generator. It is created by laying an insulation tape \u2013 and putting straws across it. You then put another tape on top to complete the sandwich. You need to hold it tight \u2013 and you can then see what happens as we send little energy bursts through twists across from one end. How the tightness determines the speed of the energy transfer. How it reflects \u2013 and loses energy as it travels back and forth. She then demonstrated the same principle through a balloon piece that she attached to a Colgate tube.<\/p>\n\n\n\n
If you stretch the tube, the pitch of the sound changes. She called the lower pitch \u2013 the Amitabh Bachchan one, and the higher pitch the Lata Mangeshkar one. She demonstrated it through wavelength by getting us to wind the straw wave more and showing that the length between crests reduces \u2013 but the number of crests goes up \u2013 the inverse relationship between frequency and wavelength.<\/p>\n\n\n\n
One of our teachers told us of an experiment she did: she asks her students to repeat the same word \u2013 but each time a wee bit faster. She hypothesized that the pitch changes as the speed changes. We tried it ourselves, but it did not work. The pitch frequencies work at much smaller ranges than the repetition frequencies.<\/p>\n\n\n\n
Another interesting experiment Vidula does, which we need to try is to switch on a song on a speaker \u2013 and start walking away. The first sound to disappear is the tabla, then the male singer \u2013 and finally the female singer. Great way to demonstrate the link between frequency and propagation.<\/p>\n\n\n\n
Vidula had an interesting device to measure lung volume. A flexible plastic tube \u2013 the kind that you would find in Form Fill Seal machines. She tied up one end of the tube \u2013 which was approximately 5 m long. She then asked one of the teachers to cup the tube around her lips \u2013 and blow in one lungful of air. The blowing end of the tube was then pushed in till the time the air was compressed into a cylinder. By simple geometry, now the volume could be calculated. Relative comparisons of lung capacities was done by comparing the lengths of the tubes filled in.<\/p>\n\n\n\n
After this, she worked out some magic. She kept some distance between the mouth of the tube and her mouth \u2013 and she blew in some air into the tube. Then she compressed the end \u2013 and we found that the entire tube was full. She then explained that this was the result of Bernoulli\u2019s pressure drop. The velocity of air causes pressure to drop in the tube \u2013 and the surrounding air rushes in. Hence the super-lung-woman effect.<\/p>\n\n\n\n
The tetrahedron is the building block of nature. This was demonstrated through the match-stick toys. About how flexible hexagons and squares are \u2013 but not triangles. Hence we find triangles used all over in construction structures \u2013 for they are stable. The tetrahedron is the 3d Bhai of the triangle. An interesting assignment she gave us was to build a tetrahedron out of an envelope. We need to make a central fold. Make two folds such that the side of the envelope reaches the center line. Then cut at that point \u2013 leaving a small space for a flap. And then join.<\/p>\n\n\n\n
We discussed the challenge of group work in these projects. One of the ideas is that all the kids should make the same project, so that variance and results and correlations can be discussed by the class. If the project is too complicated \u2013 or the resource material is scarce, then it can be something like make one fold and pass it on to the next person in the group.<\/p>\n\n\n\n
One interesting idea that Vidula shared was to have toys as visiting cards. There is a folding spinning top, which she created using a tetrahedron tikli from Tulsi Baug, the trinket shopping area of Pune. Another design for the same can also be made using a dimple made into the paper.<\/p>\n\n\n\n
Some interesting puzzles she made us think of:<\/p>\n\n\n\n
- \n
- How do we teach students about projectile angles? We get the entire class to make straw sprinklers. For each student the range of the sprinkler is measured. We make students discover what the upward angle of the sprinkler straw should be for range to be maximum. And what is this range?<\/li>\n\n\n\n
- A rectangular paper is given to a student \u2013 saying that this is a plot of land which is 2 2\/3 acres. Your task is to mark out 1 acre which has to be given to one of his sons. How would you do this?<\/li>\n\n\n\n
- Let students guess what it the maximum number of times that they can fold a newspaper. Another interesting experiment was finding out the thickness of a newspaper. You do repeated folds \u2013 and then measure the thickness. And once you have found the thicknessm let them calculate how many times will you need to fold the newspaper to reach the moon?<\/li>\n\n\n\n
- I am giving you a rectangular paper out of which you have to make a storage for sugar. Should we have a taller cylinder or a squatter one?<\/li>\n<\/ul>\n\n\n\n
Students don\u2019t want knowledgeable teachers, they want happy teachers. Same applies to students also \u2013 so how do we make them happy? So in building toys, first is to let them have fun. The science can always come later..<\/p>\n\n\n\n
Notes on Science Center Visit, University of Pune, Mar 2018<\/strong><\/p>\n\n\n\n
We reached late \u2013 should have started at 1015. Ended up starting at 1030 hrs. Takes time to load kids into the car \u2013 next time need to build travel buffer. Thankfully, no vomiting in cars this time. Met with the Director \u2013 who had arranged for 3 volunteers to be around. The class moved in a single group.<\/p>\n\n\n\n
![\"\"](\"https:\/\/bullseye.ac\/blog\/wp-content\/uploads\/2024\/12\/10-2.png\")
<\/figure>\n\n\n\nVirus Model<\/em><\/p>\n\n\n\n
We were first told about the Great Indian Bustard \u2013 it seems that there is only one of these birds left in Maharashtra. The class was quizzed about why they think this has happened.. We could have continued the discussion about the extinction of species \u2013 but there was more to see..<\/p>\n\n\n\n
![\"\"](\"https:\/\/bullseye.ac\/blog\/wp-content\/uploads\/2024\/12\/11-1.png\")
<\/figure>\n\n\n\nMonocotyledon seed trunk <\/em><\/p>\n\n\n\n
![\"\"](\"https:\/\/bullseye.ac\/blog\/wp-content\/uploads\/2024\/12\/12-1.png\")
<\/figure>\n\n\n\nDicotyledon seed trunk<\/em><\/p>\n\n\n\n
For me the visit was good for my study of anatomy. Had never figured out which is bigger \u2013 the liver, the pancreas or the gall bladder. Found out why life is futile without the liver \u2013 it is also the largest internal organ. It kinda wraps over the stomach. And the pancreas and gall bladder are hidden away somewhere between the liver and the stomach. No wonder they are always in trouble with the stony stuff. The heart is smaller \u2013 fist sized. We always imagine it as much bigger.<\/p>\n\n\n\n
![\"\"](\"https:\/\/bullseye.ac\/blog\/wp-content\/uploads\/2024\/12\/13-1.png\")
<\/figure>\n\n\n\nOur Compact Insides \u2013 Note the kidneys at the back<\/em><\/p>\n\n\n\n
Although the lung is made totally of muscular tissue, it requires external muscles of the diaphragm to fill it up with air. I wonder what the body\u2019s internal pressure dynamic are!<\/p>\n\n\n\n
![\"\"](\"https:\/\/bullseye.ac\/blog\/wp-content\/uploads\/2024\/12\/14-1.png\")
<\/figure>\n\n\n\nAir Sacs for exchange, inside the lung<\/em><\/p>\n\n\n\n
We then moved on to physics. I loved the shock wave demo. A drum was beaten in front of a pyramid of paper cups. The waves just knocked them over. A good demo of the compression waves that comprise sound.<\/p>\n\n\n\n
![\"\"](\"https:\/\/bullseye.ac\/blog\/wp-content\/uploads\/2024\/12\/15-1.png\")
<\/figure>\n\n\n\nPaper cup pyramid demolition with sound attack<\/em><\/p>\n\n\n\n
Another interesting way of making sound visible was to tape a small reflective surface on a speaker \u2013 and project a Laser light on to it. This laser is reflected on a curtain. As we speak the speaker diaphragm vibrates and the reflected laser produces patterns on the curtain.<\/p>\n\n\n\n
![\"\"](\"https:\/\/bullseye.ac\/blog\/wp-content\/uploads\/2024\/12\/16-1.png\")
<\/figure>\n\n\n\nMaking sound visible<\/em><\/p>\n\n\n\n
The instructor made all of us sense our spoken vibrations by asking us to place a finger on our vocal sound box and speak. Another simple experiment with sound was to put a buzzer on a string and rotate it. We could hear the frequency change \u2013 this was the Doppler effect. Btw, this also works when you rotate a flexible pipe in the horizontal plane.<\/p>\n\n\n\n
![\"\"](\"https:\/\/bullseye.ac\/blog\/wp-content\/uploads\/2024\/12\/17-1.png\")
<\/figure>\n\n\n\nLightning generator, using static electricity<\/em><\/p>\n\n\n\n
The next simple experiment involved putting a radio in a metal cage \u2013 to find that it stops working. When touched with a metal scale, it magically starts working again. Good concept of earthing of radio signals.<\/p>\n\n\n\n
![\"\"](\"https:\/\/bullseye.ac\/blog\/wp-content\/uploads\/2024\/12\/18-1.png\")
<\/figure>\n\n\n\nTrapped Radio<\/em><\/p>\n\n\n\n
![\"\"](\"https:\/\/bullseye.ac\/blog\/wp-content\/uploads\/2024\/12\/19-1.png\")
<\/figure>\n\n\n\nLever<\/em><\/p>\n\n\n\n
The last experiment was rolling down two balls on two inclines. One was a straight incline \u2013 the other was a cycloid curve. The ball on the cycloid sped faster \u2013 and reached earlier than the straight incline. Need to do some research to find out why.<\/p>\n\n\n\n
![\"\"](\"https:\/\/bullseye.ac\/blog\/wp-content\/uploads\/2024\/12\/20.png\")
<\/figure>\n\n\n\n