Penny Spin - simplyscience.com€¦ · PENNY SPIN Penny Spin ... An object at rest remains at rest unless a force causes it to move. ... Slide the card so that the side that's tipping

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Penny Spin

OUTCOME: Students are introduced to inertia while spinning a penny in a balloon.

STATE SCIENCE STANDARDS5.2P.1 Describe how friction, gravity, and magnetic forces affect objects on or near Earth.5.3S.1 Based on observations and science principles, identify questions that can be tested, design an

experiment or investigation, and identify appropriate tools. Collect and record multiple observations while conducting investigations or experiments to test a scientific question or hypothesis.

5.3S.2 Identify patterns in data that support a reasonable explanation for the results of an investigation or experiment and communicate findings using graphs, charts, maps, models, and oral and written reports.

5.3S.3 Explain the reasons why similar investigations may have different results.

POTENTIAL STUDENT PRECONCEPTIONS: An object keeps moving because something keeps pushing on the object. Centrifugal force is an outward-seeking force that we feel when we are in a car that turns quickly or a carnival ride that moves in circles.

SUPPLIES IN THE KIT: gem-tone balloonsSUPPLIES TO FIND: pennies

PROCEDURE OVERVIEW1. Demonstrate inertia and friction with a penny and a balloon.2. Read about motion.3. Challenge students to repeat the experiment with one change.

In this lesson, students learn that an object that is moving will keep moving unless it is forced to change speed or direction. The balloon exerts a centripetal force on the penny.

Friction between the penny, the balloon and the air in the balloon causes the penny to slow and stop moving.

This activity might be used to practice parts or all of the inquiry process.

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TEACHER BACKGROUND

Inertia is a property of matter that causes an object to resist any change in direction or

speed. An object at rest remains at rest unless a force causes it to move. An object that is

moving keeps moving unless forced to change speed or direction.

A penny that is moving continues to move in a straight line unless acted upon by an

outside force. The balloon in this activity forces the penny to move in a circular path.

The balloon exerts a centripetal force on the penny. This term comes from the Latin

centripetus, which means "center seeking". Centripetal force causes an object to move in a

circular path.

There is a force described as "centrifugal" that in reality does not exist. If a person is

driving a car and suddenly turns right, he or she will feel thrown into the driver's side door

of the car. Actually, the driver's body has a tendency to move forward in a straight line and

the car prevents this from happening. The car exerts a centripetal force on the driver.

A family takes a ride at a carnival on the Ferris wheel. The Ferris wheel causes the members

of the family to move in a circular path. The

ride exerts a centripetal force on the family.

After the balloon in the experiment stops

being shaken, the penny will stop moving.

Friction between the balloon and the penny

and the energy needed to compress the air

in front of the penny as it moves causes the

penny to slow down and stop moving.

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PROCEDURE IN DETAIL

1. Place a penny inside a balloon. Inflate the balloon and

twist the mouth to keep the air in the balloon. Show

students the penny and balloon set-up.

Hold the balloon and brainstorm why the penny doesn't

move. Explain to students that an object at rest stays

at rest unless forced to move. That's inertia. The penny

has not been forced to move. There's friction between

the penny and the balloon. Friction between the penny

and the balloon hinders the motion of the penny.

Option: On a lined sheet of paper have students record

their ideas for why the penny does not move. Have

them share with close-by peers and then the class.

Continue to use the paper to take notes and record

information about the activity.

Give each student a balloon and penny. Ask them to

insert the penny into the balloon, inflate it, twist the

neck, and shake the balloon.

A few students will find that the penny starts to spin

in the balloon. This encourages other students to shake

their balloon so that their penny starts to spin.

Ask students to stop shaking their balloons and hold

them still. They'll see that the penny continues to move

in the balloon.

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INAsk students to explain why the penny continues to move.

(The penny has forward motion, and there is minimal friction

between the penny and the balloon, so little energy is needed

to compress air in front of the penny as it moves.)

Ask students to deflate their balloons and set them aside.

Explain to students that there is a second part to inertia.

An object that is moving continues to move unless acted on by a force. Friction eventually

causes the penny to slow and stop.

2. Read about motion (SEd 3)

or ( SEs 03).

Option: Listen to the text

( AU 03).

Option: Students answer short essay questions on their own paper or

a student worksheet ( SW 03/101).

3. Challenge students to change the experiment to see if it makes a difference in how long

the penny spins.

Does the penny spin longer if the

balloon is shaken or rotated to get

the penny started? What if the

balloon is inflated with different

amounts of air? What if it is held

on the sides or held by the top and

bottom of the balloon?

STUDENT ESSAY

SEs 03

STUDENT EDITION

SEd 3

The students are holding the mouth of the balloons closed.

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CLOSE UP VIDEO

VI 03/102

ACTIVITY VIDEO

VI 03/101

Time how long a penny spins using the classroom clock or a stopwatch. Change how much air is in the balloon, how it is shaken, or how long it is shaken, and see if the penny spins for more or less time.

Two videos of the activity have been saved to the teacher disk, the activity ( VI 03/101) and the activity close-up ( VI 03/102).

Option: Use this activity to practice writing up the Form part of an inquiry work sample. Students write what they know about inquiry, what they want to know, and what they expect to happen. Inquiry worksheets (CC INQUIRY 1-6) and a projection master (CC INQUIRY 7-8) guide students as they record the activity. These resources are used repeatedly throughout the program. Assess student work using inquiry scoring guides.

BE SAFE: Excuse any students from the activity if they have a latex allergy. Avoid this

activity if the allergy is acute and will put the student at risk.

BE SAFE: Caution students that the balloon may pop. If a balloon pops, the student must

bring you all the pieces and retrieve the penny to receive a new balloon.

VOCABULARY

force: Any influence on an object; usually a push or pull.

friction: Any force that hinders the motion of an object.

inertia: Property of matter in which an object at rest stays at rest or an object moving

continues to move unless acted on by an outside force.

INQUIRYWORKSHEET

CC INQUIRY 9-10

INQUIRYWORKSHEET

CC INQUIRY 7-8

INQUIRYQUESTIONS

CC INQUIRY 13-14

INQUIRYBOOKMARK

CC INQUIRY 11-12

CC INQUIRY 6

SCORING GUIDEwww.ode.state.or.us/search/page/?id=32

CC INQUIRY 5

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RESOURCES ON THE TEACHER DISK IN FILE "03–PENNY SPIN"

Resources with blue text open in AdobeReader Resources in magenta text open in Microsoft® Word

Resources with green text open in QuickTime Resources with red text open with Microsoft® PowerPoint

______________________________________________________

Lesson 3 overview video

AU = Audio Recordings AU = Audio Recordings in Spanish

AU 03/101–STRUGGLING READER ESSAY AU 03/101 Sp–STRUGGLING READER ESSAY

AU 03/103–GRADE-LEVEL ESSAY AU 03/103 Sp–GRADE-LEVEL ESSAY

AU 03/105–ADVANCED READER ESSAY

CC = Inquiry

CC = Inquiry CC = Inquiry in Spanish

SEs = Student Essays

SEs = Student Essays in Spanish

SW = Student Worksheets

SW = Student Worksheets in Spanish

SW = Student Worksheets

SW = Student Worksheets in Spanish

VI = Video Recordings

VI 03/101–ACTIVITY FROM A DISTANCE

VI 03/102–ACTIVITY UP CLOSE

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Center of Gravity

OUTCOME: Students learn about center of gravity while balancing their bodies, their pencils, and cards with paper clips.

STATE SCIENCE STANDARD5.2P.1 Describe how friction, gravity, and magnetic forces affect objects on or near Earth.

POTENTIAL STUDENT PRECONCEPTION: It's possible to balance an egg on its end only on the equinox.

SUPPLIES TO FIND: For each student–index card with paperclipsPREPARE: Attach paperclips to a card for each student. Locate and prepare the image tiles according to directions included in the materials kit.

PROCEDURE OVERVIEW1. Show images of balanced objects. Brainstorm what the images have in common and what conditions result in a balanced object. Students try to balance on one foot and then try to touch the floor. 2. Explain center of gravity. Students balance a pencil and an index card.3. Students balance a card on a pencil using paperclips. 4. Read about center of gravity.

Gravity is a force that pulls objects together. An object has point at which all mass is evenly distributed and it is balanced.

If an object is centered over this point, it is stable. If an object is not centered over the balance point, it is not stable.

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TEACHER BACKGROUND

Gravity is a force that pulls things together. We notice the Earth's gravity because the Earth

is so massive. If the material in an egg is balanced over a point, the center of gravity, the egg

will balance on end, no matter what day of the year. It's easier to balance the egg if the end has

bumps like the ones shown in the center image and enlarged 30x in the image at right.

Inertia is a property of matter that causes it to resist any change in motion in either

direction or speed. An object in motion continues to move or an object at rest remains at

rest unless forced to change speed or direction. An object's inertia is determined by its mass,

the amount of material in the object. The more mass an object has, the more inertia it has. An

object at rest with very little mass, like a ping pong ball, is easy to move. An object at rest with

more mass, like a bowling ball, requires more force to move.

LIFT YOUR FOOT

In this activity, you must move into the wall to balance

on the left foot. The wall prevents you from moving, and

so you cannot lift your foot for more than a second or

two before putting it back on the floor. Gravity pulls

you toward the floor. If the material in your body is not

balanced over your feet, you will fall.

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TOUCH THE FLOOR

In this activity, you will find that you cannot touch the

floor easily. You must move back into the wall to stay

balanced over your feet. When the wall prevents this

motion, you move past your balance point. If you move

too far, you will fall to the floor.

BALANCE A CARD

In this activity, you will see that the card balances on

a pencil if there is the same amount of material in each

direction from the balance point over the pencil. If the card

tips, that's the side that's has more mass than the other

side. Slide the card so that the side that's tipping off the

pencil is moved toward the pencil.

BALANCE THE CARD WITH PAPER CLIPS

When you balance a card, you will see that the card balances if

the mass of the card is centered over the balance point. In this

example, the balance point is the centered over the eraser.

BALANCE A HAMMER

A capable student will find that the head of a hammer

has a great deal of mass. To balance the hammer, the

student's fingertip must be next to the head of the

hammer to balance the head with the small amount of

mass in the handle.

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PROCEDURE IN DETAIL

PREPARE: Each student will need a large index card and six large paper clips.

1. Brainstorm what projected images have in common.

( PM 04/101-103 or PR 04/101) Ask students to explain the

conditions required for an object to be balanced.

Challenge students to balance against

a wall. Take students into a hallway with

space on the wall for each student. Tell

them: Turn and place your left ankle

against the wall. Place your left hip

against the wall. Place your left shoulder

against the wall while you tuck your left

hand behind your body.

After students have done this, suggest they lift the right foot off the floor for a few

seconds. Remind them it is important to be safe. Falling to the floor is not an option.

Ask students why it isn't possible to lift the right foot. Explain that to lift the right foot, a

person's center of gravity must shift over the left foot, and the person's body would have to

move into the wall. Since the wall is solid, this is impossible.

BALANCED TOY

PM 04/102

BALANCED GIRL

PM 04/101

BALANCED OBJECTS

PR 04/101

BALANCED ROCK

PM 04/103

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Ask students how the experiment could be

changed so that it is possible to lift the foot

safely for several seconds. Suggestions might

include: move the left foot out slightly from the

wall; hold onto something like a door knob or

molding on the wall to help support the body;

have a second person hold the person in place.

Challenge students to lean forward and

touch the floor. Tell them: "Stand with your

back to the wall. The backs of both feet

should touch the wall. Bend over carefully

from the waist and touch the floor."

Some students may slide down vertically,

bending their knees to touch the floor by

their feet. Ask the class to touch the floor

while keeping their legs straight.

Ask students how the experiment could

be changed so that it is possible to touch

the floor. If a person holds onto a doorknob,

it's possible to bend over far without falling.

However, it's usually not possible to go all the

way down to the floor this way.

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Option: Have students answer questions on their own lined paper

or a student worksheet ( SW 04/101).

2. Explain that objects have a balance point. It can be called the

center of gravity or center of mass. This is the point in the object

where all mass, or material, in the object is evenly distributed around

the point. Gravity pulls the object toward the Earth. If all the mass is

evenly distributed around the point, the object balances.

Revisit the images ( PM 04/101-103 or PR 04/101). Have students identify the center

of gravity (center of mass) on the objects (child, top, rock) shown in the images.

Ask a student to balance a pencil horizontally on the end of an index finger. Students will

see that the balance point is not in the middle of

the pencil. The balance point shifts slightly toward

the eraser because of the extra mass in the metal

ferrule and eraser.

Option: Balance other readily available objects, including an eraser, ruler, crayons, etc.

Show students how to balance a card on the eraser of a

pencil. Place a card on the eraser end of a pencil so that

there's an equal amount of card on all sides of the balance

point in the center of the pencil.

Explain to students that the card has a balance point like their bodies. If there is the same

amount of material on all sides of the balance point, the card will balance on the pencil.

WORKSHEET

SW 04/101

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3. Challenge students to use paper clips to balance a card

on a pencil. Give each student a large index card with six large

paper clips. Tell students to remove the clips and place them

on the card so that it balances on a pencil eraser.

Capable students are challenged to balance the card on the

point of the pencil.

A student who struggles with this activity may find it easier to balance the card on a brand

new eraser.

At first students may simply put clips on all sides.

A series of images in a teacher

presentation ( PR 04/102) and

a short video ( VI 04/101) can be

used to illustrate this activity.

Capable students often

will balance using odd

combinations and then move

the balance point of the card

off center. They also may

make chains of clips that go

off the sides or hang under

the card.

BALANCED CARDSPR 04/102

BALANCE A CARDVI 04/101

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Option: Have students answer questions about the activities on their

own lined paper or a student worksheet ( SW 04/102).

4. Read about center of gravity ( SEs 04)

or (SEd 4-5).

Option: Listen

to the text

( AU 04).

WHOLE GROUP ASSESSMENT OVERVIEW

1) Students signal thumbs-up (C) if a projected image of a card with

paperclips will balance on the square shown by the teacher.

2) On a worksheet, students indicate the point on a card where the card will balance.

INDIVIDUAL ASSESSMENT OVERVIEW

3) A struggling student sorts cards into four piles and explains the sorting process.

4) A capable student shows the class how to balance a hammer.

More information about this follows in the Group Assessment Resource.

VOCABULARY

balance point: A place in which all the mass of an object is evenly spread so that the object

does not fall.

gravity: Force that draws all bodies toward the Earth or other object.

inertia: Property of matter in which an object at rest stays at rest or an object moving

continues to move unless acted on by an outside force.

STUDENT ESSAY

SEs 04

WORKSHEET

SW 04/102

STUDENT EDITION

SEd 4

STUDENT EDITION

SEd 5

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ASSESSMENT OPTIONS IN DETAIL

WHOLE GROUP ASSESSMENT OPTIONS

1) The teacher holds up an assessment tile

( AS 04/101) and points to a square on the tile,

"A", "B", or "C". Students signal thumbs-up (C) if

the card will balance on the square indicated or

thumbs-down (D) if the card will not balance on

the indicated square. This assessment can also

be done with actual cards and clips.

2) On a worksheet ( AS 04/103) students color

in the square on an image of a card to indicate the

card's balance point. If the card will not balance,

the student crosses off the entire card. Project

an answer key ( AS 04/104) to have students

self correct the assessment.

INDIVIDUAL ASSESSMENT OPTIONS

3) Have a struggling student sort the cards into four piles: balance on A, balance on B,

balance on C, or does not balance. The student should explain the sorting process.

4) Challenge a capable student to balance a hammer on her

fingertip or a pencil eraser. The student shows classmates

how to balance the hammer and explains why it balances as

shown at right.

OPTION #1 IMAGES

AS 04/101

ANSWER KEY

AS 04/102

ANSWER KEY

AS 04/104

WORKSHEET

AS 04/103

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RESOURCES ON THE TEACHER DISK IN FILE "04–CENTER OF GRAVITY"

Resources with blue text open in AdobeReader Resources in magenta text open in Microsoft® Word

Resources with green text open in QuickTime Resources with red text open with Microsoft® PowerPoint

______________________________________________________


AS = Assessments AS = Assessments in Spanish

AU = Audio Recordings AU = Audio Recordings in Spanish

AU 04/101–STRUGGLING READER ESSAY AU 04/101 Sp–STRUGGLING READER ESSAY



PM = Projection Masters

PR = Presentations

PR 04/101–IMAGES THAT SHOW BALANCE

PR 04/102–IMAGES OF BALANCED CARDS

SEs = Student Essays SEs = Student Essays in Spanish

SW = Student Worksheets SW = Student Worksheets in Spanish

SW = Student Worksheets SW = Student Worksheets in Spanish

VI = Video Recordings

VI 04/101–BALANCE CARD ACTIVITY

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Penny Drop

OUTCOME: By dropping a penny into a jar, students learn that inertia is the tendency of an object at rest to stay at rest unless some force acts upon it by dropping a penny into a jar.

STATE SCIENCE STANDARDS5.2P.1 Describe how friction, gravity, and magnetic forces affect objects on or near Earth.5.4D.1 Using science principles describe a solution to a need or problem given criteria and constraints.5.4D.2 Design and build a prototype of a proposed engineering solution and identify factors such as cost, safety,

appearance, environmental impact, and what will happen if the solution fails. 5.4D.3 Explain that inventions may lead to other inventions and once an invention exists, people may think of novel ways

of using it.

POTENTIAL STUDENT PRECONCEPTION: Inertia is ONLY an object at rest stays at rest.

SUPPLIES TO FIND: two file folders, tape; for each team – small jar and a pennyPREPARE: Create a cardboard loop for each team.

PROCEDURE OVERVIEW1. Demonstrate the activity. Challenge students to try the activity and record their results. 2. Teams of students share their results. Use projection masters or a teacher presentation to show results. 3. Explain inertia and gravity. Read about gravity.

In this lesson, students learn that a penny rests on a loop until forced to change speed or direction.

Consider applying what has been learned about inertia to an engineering design of a container that will protect a raw egg.

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TEACHER BACKGROUND

Inertia is taken from Latin and means "lazy". If an object is at rest, it will stay at rest. If an

object is moving, it will continue to move. Only if a force acts upon an object will it change its

speed or its direction.

In this experiment, gravity pulls the penny toward the Earth as the loop pushes up on the

penny. Unless a force is applied, the penny will stay at rest.

If you push the loop from the

outside edge, you compress the

loop and this pushes the penny

into the air.

The loop resists movement (has

inertia), so it changes shape

before it moves off the jar.

If you catch the loop on the inside edge,

you pull the loop out from between the

penny and the jar, and the penny falls

straight down. The loop moves out of

the way of the penny.

The penny’s inertia causes it to resist

movement. Gravity pulls it down. With

nothing between it and the jar, the

penny falls into the jar!

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PROCEDURE IN DETAIL

PREPARE: Cut a file folder into strips that are 1" x 11". Bring the ends together and tape

them to create a loop for each team. Make a few extra loops in case one is damaged.

1. Set up the activity. Ask each student to fold a sheet of lined paper in

half vertically once and horizontally to form four rectangles. Explain that

they will be attempting an activity, and each variation they attempt will

be described with words or drawings in a rectangle. After the attempt,

they are to write a sentence explaining the results of the attempt.

Demonstrate how to set up the activity:

Place a loop on the mouth of a jar.

Place a penny on the loop directly above the mouth of the jar.

Challenge teams of students to get the penny into the jar. They cannot touch the penny.

Many will ask for clarification. Explain that the rules are simple: get the penny in the jar and

do not touch the penny.

Caution children about flying

pennies. Remind them to keep their

focus on the experiment.

Hand out a loop, a penny, and a jar

to each team.

1 23 4

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gravity6

5paper

Usually, their initial efforts will result in the penny flying through the air.

Remind students to record their attempts in

pictures and the results in words. They'll be sharing

with the class.

2. After several minutes, each team takes a turn

presenting a way to get the penny into the jar

without touching it until all options have been shown.

Project images in color ( PM 05/101-103), blackline

( PM 05/104-106), or from a teacher presentation

( PR 05/101) of ways to perform the activity that would

result in the penny dropping into the jar. A video has been saved

that shows many of these options ( VI 05/101).

Encourage students to try the different approaches. Why are these

strategies successful? (They remove the loop without distorting it

that causes the penny to drop into the jar.

3. Explain inertia and gravity to students using the teacher

background and examples the teams have presented in class. In this

activity, the penny is at rest and stays at rest unless acted upon by

an outside force. Gravity causes the penny to fall into the jar.

PR 05/101

STRATEGIES

PM 05/103

STRATEGIES

PM 05/101

STRATEGIES

PM 05/102

VI 05/101

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Consider having students label the drawings on their

papers to show the pull of gravity and the push of

the paper.

Read about gravity ( SEs 05) or (SEd 6).

Option: Listen to the text ( AU 05).

Answer questions about the activity on lined paper or a student

worksheet ( SW 05/101).

WHOLE GROUP ASSESSMENT OVERVIEW

1) Students signal thumbs-up (C) if a suggested set-up would result

in the penny dropping into the jar and thumbs-down (D) if the penny

would not drop into the jar and answer an essay question.

2) Students circle "YES" or "C” on a worksheet if an action would result in the penny

dropping into the jar and circle "NO" or "D” if the penny would not drop into the jar.

INDIVIDUAL ASSESSMENT OVERVIEW

3) A struggling student demonstrates how to get the penny to drop into the jar.

4) A capable student demonstrates inertia by balancing a stack of coins on her arm and

dropping her hand quickly, catching the coins in her hand.

Read more about assessments in the "Assessment Options in Detail" that follows.

VOCABULARY

force: Any influence on an object; usually a push or pull.

gravity: Force that draws all bodies toward the Earth or other object.

inertia: The property of matter in which if, at rest, it continues to rest, or, if moving, it

continues to move unless acted upon by an external force.

Name: ______________________________

PENNY LOOP

What can you do to get the penny to drop without touching it?

Why does the penny fall into the jar?

Why does the penny sometimes fly across the room?

What is inertia?

QUESTIONS

SW 05/101

STUDENT ESSAY

SEs 05

STUDENT EDITION

SEd 6

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YES/NOASSESSMENTWORKSHEET

AS 05/101

C/DASSESSMENTWORKSHEET

AS 05/102

ASSESSMENT OPTIONS IN DETAIL

WHOLE GROUP ASSESSMENT OPTIONS1) Students signal thumbs-up (C) if a set-up shown by the teacher would result in the penny dropping into the jar and thumbs-down (D) if the penny would not drop into the jar. A capable student or a prepared struggling student can demonstrate a set-up for the class.

2) Students indicate if a set up would result in a penny dropping into a jar by circling YES or NO ( AS 05/101) or by circling C or D ( AS 05/102) on a student worksheet. On the back of the paper have students describe how the activity would change if it was performed in microgravity on the International Space Station.

INDIVIDUAL ASSESSMENT OPTIONS

3) A struggling student demonstrates how to get the penny to drop into the jar while explaining to an adult.

4) A capable student demonstrates inertia and gravity by balancing a stack of coins on her arm, dropping her hand quickly, and catching the coins in her hand. The coins are at rest on the student's arm until the support (arm) falls away. The coins, pulled by gravity, start to fall and are caught by the student's hand. This is explained in the Curriculum Connections.

Option: Students practice completing a multiple-choice assessment about force

( AS 05/103-104).

MULTIPLE-CHOICEASSESSMENT

AS 05/103

MULTIPLE-CHOICEASSESSMENTANSWER KEY

AS 05/104

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CURRICULUM CONNECTIONS OVERVIEW

ENGINEERING DESIGN CC 5/1-2, 6

Challenge students to design and build a

container that will prevent one uncooked egg

from breaking when dropped from a height.

SCIENCE CONNECTION CC 5/3

Use coins to demonstrate that coins do not move until forced to

move by gravity.


Use a piece of string, hammer, and ruler to demonstrate gravity.

SCIENCE CONNECTION CC 5/3-4

Use a weight or a large book in a long, flat box to demonstrate gravity.

SCIENCE CONNECTION/CAPABLE STUDENT CC 5/5

Challenge a student to balance a meter stick with clay.


Create a cantilever of books.

STRUCTURED INQUIRY–TEACHER-PRESENTED QUESTION AND A PRESCRIBED PROCEDURE

Repeat the penny and jar activity with one change.

TAKE IT HOME! CC 5/5

Give each student a strip of card stock to take home to repeat the activity.

READ CURRICULUM CONNECTIONS IN DETAIL AND FIND SUPPORTING RESOURCES BY OPENING CC 05

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RESOURCES ON THE TEACHER DISK IN FILE "05–PENNY DROP"

Resources with blue text open in AdobeReader Resources in magenta text open in Microsoft® WordResources with green text open in QuickTime Resources with red text open with Microsoft® PowerPoint______________________________________________________




AU = Audio RecordingsAU 05/101–STRUGGLING READER ESSAY AU 05/101 Sp–STRUGGLING READER ESSAY



CC = Curriculum ConnectionsCC = EngineeringCC = Engineering CC = Engineering in SpanishCC = InquiryCC = Inquiry CC = Inquiry in Spanish

PM = Projection Masters PM = Projection Masters in Spanish

PR = Presentation PR = Presentation in SpanishPR 05/101–PENNY LOOP OPTIONS PR 05/101 Sp–PENNY LOOP OPTIONS

PR 05/102–SPIRIT IMAGES

SEs = Student Essays SEs = Student Essays in Spanish

SW = Student Worksheets SW = Student Worksheets in SpanishSW = Student Worksheets SW = Student Worksheets in Spanish

VI = Video RecordingsVI 05/101–PENNY DROP ACTIVITY VI 05/102–LANDING SPIRIT ON MARS

VI 05/103–EGRESS, PART 1 VI 05/104–EGRESS, PART 2

Penny Spin - simplyscience.com€¦ · PENNY SPIN Penny Spin ... An object at rest remains at rest unless a force causes it to move. ... Slide the card so that the side that's tipping

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