The prettiest demonstration of centripetal force and inertia we've ever seen! This perky, iridescent device reflects a dazzling rainbow as it spins. Twirl the stick and the thin ribbons spread into a bubble shape. The faster you spin, the wider the bubble becomes! It can be gently twisted by hand to make a delicate "flower" that neatly tucks itself into a tight ball. Endlessly fascinating! Can be easily tangled by young children.
Named by Evan Jones, retired Physics professor from Sierra College in Rocklin, CA.
"I have had fun with activities using the spinner. Such precise parts! Did you notice that the film bands reflect one color and transmit its complement? While the reflection is from blue to green (depending on angle of viewing) the transmission is red to yellow...nice lesson on interference. The spinner itself shows centripetal force and spinning it shows Newton's 2nd law and impulse." - Evan Jones
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This product will support your students' understanding of the Next Generation Science Standards (NGSS)*, as shown in the table below.
Suggested Science Idea(s)
Students can use the Centripetal Spinner to make observations to construct an evidence-based account that objects can be seen only when illuminated.
Students can use the Centripetal Spinner to plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
Students can use the Centripetal Spinner to develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
Students can use the Centripetal Spinner to develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.
Students can use the Centripetal Spinner to use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
Students can use the Centripetal Spinner in an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.
Students can use the Centripetal Spinner in an investigation to analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.
Students can use the Centripetal Spinner in an investigation to plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.
Students can use the Centripetal Spinner in an investigation to plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
Students can use the Centripetal Spinner in an investigation to describe and classify different kinds of materials by their observable properties.
Students can use the Centripetal Spinner in an investigation to make observations and/or measurements of an object's motion to provide evidence that a pattern can be used to predict future motion.
Students can use the Centripetal Spinner to plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
Students can use the Centripetal Spinner in an investigation to gather evidence to construct an explanation relating the speed of an object to the energy of the object.
Students can use the Centripetal Spinner in an investigation to develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.
Students can use the Centripetal Spinner to develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
Students can use the Centripetal Spinner to gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate storage as memories.
Students can use the Centripetal Spinner to develop a model to generate data for iterative testing.
Students can use the Centripetal Spinner in an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object.
Students can use the Centripetal Spinner as a concrete introduction and demonstration on mass and motion. Students can then construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.
Students can use the Centripetal Spinner as a concrete model for mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in the wave.
Students can use the Centripetal Spinner to evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations, one model is more useful than the other.
Students can use the Centripetal Spinner to demonstrate how mass and momentum affect motion. This can be transferred into mathematical representation to support the claim that the total momentum of a system of an object is conserved when there is no net force on the system.
Students can use the Centripetal Spinner as a physical model in conjunction with a computational model to calculate the change in the energy of one component in a system when the change in energy of the other components.
The Centripetal Spinner entices the student with its loopy and colorful patterns. The changes in speed and direction the user pushes and pulls on the stick, determine the shapes and the energy it produces.
Classroom demonstrations of: centripetal force, friction, gravity, inertia, and more are at your fingertips.
Persistence of Vision; when the eye and the brain work together to create an illusion of a whole image. This is demonstrated due to the spinning motion and the seemingly connection of the Mylar strips into a solid orbs or figure 8 images.
When the Centripetal Spinner is held in front of different colored backgrounds, an interesting investigation of light interference can be conducted.
It can be used at numerous grade levels as a concrete introduction into more abstract mathematical and physical science concepts.
An interesting element to introduce into the lessons and investigations is the use of the slow motion video option on many phones. The slow action will allow students to look more closely at the forces at work, shapes that are formed and changes that occur during an investigation. Students can utilize the stop action on the video to collect precise data/measurements or identify parts of a wave.
* NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards were involved in the production of, and do not endorse, this product.