Spin and Sense Session 1 Worksheet

Name: _____________________ Date: __________

Use this worksheet to record your thinking during Spin and Sense Science Session 1.

1. Prediction

Before watching the penny spin inside the balloon, write or draw what you think will happen. Be sure to explain why you think so.

What will happen? ______________________________________________________________

Why do you think this will happen? ________________________________________________

2. Observations

A. Penny-in-Balloon Demo

Describe what you saw when the penny spun inside the balloon. Use these words if you can: force, friction, gravity.

B. Sensory Bottle Exploration

Describe what happened when you shook your sensory bottle. Mention how the water, oil, and objects moved or layered.

3. Drawings

A. Penny Motion

Draw the balloon and penny in motion. Use an arrow to show which way it spun.

B. Sensory Bottle Layers

Draw your sensory bottle. Show and label each layer (water, oil, objects).

4. Reflection

Choose one question to answer:

1. How did density explain why oil stays on top of water?

1. Which force (push or pull) was stronger: the push you gave or gravity pulling down? Explain.

Session 1 Answer Key

This answer key provides model responses and grading guidance for the Spin and Sense Session 1 Worksheet. Use these sample answers to evaluate student understanding of force, friction, gravity, and density.

1. Prediction

What will happen?
Sample Answer: “When you spin the balloon, the penny will move in a circle inside the balloon because I pushed it, and then it will slow down and fall to the bottom.”

Why do you think this will happen?
Sample Reasoning (step-by-step):

1. I think the push (force) from spinning will make the penny move in a circle.
2. Friction between the balloon and the table (and inside the balloon) will slow it down over time.
3. Gravity will pull the penny down toward the table when it stops spinning fast enough.

Grading Notes:

• Look for mention of force (push), friction (slowing), and gravity (pulling down).
• Full credit: student predicts movement then slowing/falling, and connects reasoning to at least two key terms.

2. Observations

A. Penny-in-Balloon Demo

Sample Observation:
“When I spun the balloon, the penny moved around the inside edge in a circle. It went fast at first because of my push (force). After a few spins, it began to slow down—that was friction rubbing against the balloon. Finally, the penny dropped down because gravity pulled it to the bottom.”

Grading Notes:

• Credit for describing circular motion.
• Mention of force, friction, and gravity.
• Partial credit if student misses one of the terms but still describes the motion.

B. Sensory Bottle Exploration

Sample Observation:
“When I shook my bottle, the water and oil mixed for a moment, then the oil rose to the top because it is lighter (less dense). The water stayed at the bottom, and the beads sank into the water or floated at the boundary depending on their density.”

Grading Notes:

• Look for explanation that oil floats on water due to density.
• Note how objects behaved (sank/floated).
• Full credit: mentions layering, density, and object movement.

3. Drawings

A. Penny Motion

Expected Drawing:

• A balloon outline with the penny shown inside near the edge.
• An arrow indicating the spin direction (clockwise or counterclockwise).

Grading Notes:

• Check for a clear arrow showing circular motion.
• Accept either direction if an arrow is present.

B. Sensory Bottle Layers

Expected Drawing:

• Three zones in the bottle:
  • Bottom layer labeled Water.
  • Top layer labeled Oil.
  • Small objects (beads/buttons) drawn in the water or at the water/oil boundary.

Grading Notes:

• Layers must be distinct and correctly labeled.
• Objects should be shown in appropriate positions based on density.

4. Reflection

Choose one question to answer:

1. How did density explain why oil stays on top of water?
   Sample Response: “Oil is less dense (lighter) than water, so when I shake the bottle, the oil rises above the water and stays on top.”
2. Which force (push or pull) was stronger: the push you gave or gravity pulling down? Explain.
   Sample Response: “My push (force) was stronger at first, because it made the penny spin fast. But after it slowed down, gravity was stronger and pulled the penny down.”

Grading Notes:

• Full credit for correctly identifying density differences or comparing forces.
• Partial credit if the concept is clear but vocabulary is incomplete.

Use these model answers and grading tips to provide clear, consistent feedback. Collect student responses and note misconceptions for reteaching in Spin and Sense Science Session 1.

Spin and Sense Warm-Up

1. Quick Draw (2 minutes)

Think of a time you pushed something (for example, opening a door) and a time you pulled something (for example, pulling a wagon).

On the left, draw your push example. On the right, draw your pull example.

2. Partner Share (2 minutes)

Turn to a friend and describe your push and pull using the words push and pull.

3. Class Discussion (3 minutes)

• Who can share their push example?
• Who can share their pull example?
• How do pushes and pulls relate to the word force?

Awesome thinking! Now we’re ready to see how a push (force) makes a penny spin inside a balloon in Spin and Sense Science Session 1.

Spin and Sense Cool-Down

Exit Ticket

1. Today we explored force (penny spin) and density (sensory bottle). Which idea do you remember best?

Circle one: Force  Density

1. Draw or write one thing you learned about the concept you chose.

Spin and Sense Session 2 Worksheet

Name: _____________________ Date: __________

Use this worksheet to record your thinking during Spin and Sense Science Session 2.

1. Prediction

Before launching your balloon rocket, write or draw what you think will happen when you let go of the balloon on the string. Be sure to explain why you think it will move that way.

What do you think will happen? ____________________________________________________

Why do you think this will happen? _________________________________________________

2. Observations

After you launch your rocket, record two observations below.

A. What pushed the rocket forward?_______________________________________________

B. What pushed the air backward?_______________________________________________

3. Diagram

Draw your balloon rocket on the string. Use arrows to show the action force (air moving) and the reaction force (rocket moving).

4. Reflection

Choose one question to answer:

1. How does Newton’s Third Law explain what you observed in your rocket launch?

1. Which did you notice more: the action of the air or the reaction of the rocket? Why?

Session 2 Answer Key

This answer key provides model responses and grading guidance for the Spin and Sense Session 2 Worksheet. Use these sample answers to evaluate student understanding of action–reaction forces and Newton’s Third Law.

1. Prediction

What do you think will happen?
Sample Answer: “When I let go, the balloon rocket will shoot forward along the string because the air will rush out backward.”

Why do you think this will happen?
Sample Reasoning (step-by-step):

1. I think the balloon will push air out the back (action force).
2. The air pushing backward will cause the balloon to move forward (reaction force).
3. This follows Newton’s Third Law: for every action, there is an equal and opposite reaction.

Grading Notes:

• Look for mention of action force (air moving backward), reaction force (rocket moving forward), and reference to Newton’s Third Law.
• Full credit: student predicts correct direction and connects reasoning to action–reaction vocabulary.

2. Observations

A. What pushed the rocket forward?

Sample Observation: “The air rushing out the back of the balloon was the action force, and it pushed the balloon forward.”

Grading Notes:

• Expect identification of the air as the action force.
• Partial credit if student describes movement without naming it “action force.”

B. What pushed the air backward?

Sample Observation: “The balloon squeezed the air out the back when I let go, so the balloon pushing the air was the action force causing the reaction.”

Grading Notes:

• Look for recognition that the balloon’s opening pushed the air (action).
• Full credit for linking balloon’s push to the backward motion of the air.

3. Diagram

Expected Drawing:

• A side-view of the balloon on the string.
• An arrow behind the balloon pointing backward labeled Action: air →.
• An arrow in front of the balloon pointing forward labeled Reaction: rocket →.

Grading Notes:

• Check for two arrows with correct directionality.
• Labels “action” and “reaction” must be present.
• Accept simple diagrams if forces are clearly shown.

4. Reflection

Choose one question to answer:

1. How does Newton’s Third Law explain what you observed in your rocket launch?
   Sample Response: “Newton’s Third Law says every action has an equal and opposite reaction. The balloon pushed air backward, and the air pushed the balloon forward.”
2. Which did you notice more: the action of the air or the reaction of the rocket? Why?
   Sample Response: “I noticed the reaction more because the rocket moved quickly along the string, so I saw the balloon being pushed forward.”

Grading Notes:

• Full credit for correctly describing equal and opposite forces or comparing action vs. reaction observations using vocabulary.
• Partial credit if concept is clear but terminology is incomplete.

Use these model answers and grading tips to provide consistent feedback. Collect student responses and note any misconceptions for reteaching in Spin and Sense Science Session 2.

Session 3 Engineering Worksheet

Name: _____________________ Date: __________

Use this worksheet to record your thinking during Spin and Sense Science Session 3.

1. Design Plan

Sketch your tower before you build. Show where your marshmallows (joints) and toothpicks (beams) will go.

Why do you think this design will be stable?

2. Building Observations

A. Compression

Where did you see compression (pushing together) in your tower while building or testing?

B. Tension

Where did you see tension (pulling apart) in your tower while building or testing?

3. Final Diagram

Draw your completed tower below. Label at least one spot where you saw compression and one spot where you saw tension.

4. Reflection

Choose one question to answer:

1. How did compression help your tower stay upright?

1. How did tension help your tower hold together?

Session 3 Answer Key

This answer key provides model responses and grading guidance for the Session 3 Engineering Worksheet. Use these samples to evaluate student understanding of stability, tension, and compression in their marshmallow-toothpick towers.

1. Design Plan

Expected Sketch & Reasoning:

• A wide base (triangle or square) using marshmallows as joints and toothpicks as beams.
• Triangular shapes or cross-bracing to strengthen the structure.
• Labels showing where joints (marshmallows) connect beams (toothpicks).

Sample Explanation:
“My tower has a wide triangular base so it won’t tip over (stability). I put toothpicks in triangles because triangles don’t change shape easily.”

Grading Notes:

• Look for mention of a wide base, triangular supports, or cross-bracing.
• Credit if student names stability and connects it to their design choice.

2. Building Observations

A. Compression

Sample Observation:
“When I pressed a small book on top of my tower, the vertical toothpicks squashed a little—that is compression.”

Grading Notes:

• Expect identification of compression where beams push together under weight.
• Partial credit if student describes squashing/pushing without the word “compression.”

B. Tension

Sample Observation:
“When I gently pulled two marshmallows apart at the top, the horizontal toothpicks stretched—that shows tension.”

Grading Notes:

• Look for description of tension where beams pull apart under force.
• Accept descriptions like “stretched” or “pulled.”

3. Final Diagram

Expected Drawing:

• Completed tower outline with at least one arrow or highlight on a beam in compression (vertical supports) and one in tension (diagonal or horizontal supports).
• Labels “compression” and “tension” clearly placed.

Grading Notes:

• Check for correct beam selection and arrow direction showing forces.
• Full credit if both forces are labeled and placed on appropriate beams.

4. Reflection

Choose one question to answer:

1. How did compression help your tower stay upright?
   Sample Response: “Compression in the vertical toothpicks held up the weight of the marshmallows and the book, keeping the tower from falling.”
2. How did tension help your tower hold together?
   Sample Response: “Tension in the diagonal beams helped pull the joints together so the sides didn’t spread apart.”

Grading Notes:

• Full credit for distinguishing how each force contributed to stability.
• Partial credit if the concept is clear but key vocabulary is missing.

Use these model answers and grading tips to provide consistent feedback. Collect student responses and note any misconceptions for reteaching in Spin and Sense Science Session 3.