Fidget spinner Gavin Hollingsworth

Problem Statement

Who- Griffin, a classmate's younger brother has learning disabilities. He has problems paying attention for long amounts of times. In sports, when the coach is explaining something to him our group's concern is that he will not be able to pick up what the coach is saying and that will hurt him in the long run. Same for school, he can not pay attention to his teachers.

What- Griffin has problems focusing for long amounts of time. A spinner would allow him to stay focused because his mind is being occupied. If he doesn’t have a spinner, he would be not be able to sit still or even focus for a long period of time.

When- The problem mainly occurs in school when a teacher is giving a lesson. He has problems focusing and is easily distracted during a test. The sooner it is fixed, the better. He is still in middle school right now but by the time he is in high school, he is going to have a trouble focusing for 80 minutes and will probably fall behind.

Where -It is occurring mostly in the classroom during lessons or a test, but also at any time where he needs to pay attention, mostly in the classroom and at sports practices

Why- It is important that he stops fidgeting because he needs to focus on his school work and teacher. The team will do this by designing a spinner with counter weights to allow a person to become more focused.

A classmates younger brother has learning disabilities and his biggest problem is paying attention. For example, when someone is explaining something to him, such as his teacher. He often daydreams and doesn't give his full attention to the teacher. In addition, his grades drop in school because of it. This problem happens too much and a simple way to solve it would be giving the classmates younger brother a fidget spinner. Lastly, this is important because he wants to go to college, and for him to do that, he needs to be more focused while in school. The spinner would help him focus in school, while still doing things with his hands.

Coggle and Brainstorming

Research and Spokes

Rough sketch

Detailed Sketch

Orthographic View

3D view


Time Trial


1. Is there a relationship between the weight and the time?

2. Is there a correlation between the number of spokes and time?

3. Is there a correlation between the height of the trial and the time?

1. We thought the heavier the spinner was, the longer it would spin. It was was not the case with our group sinner. Our spinner was the 2nd heaviest in the class we had the lowest time. When the spinner becomes too heavy it becomes unbalanced and doesn’t spin like we wanted it to.

2. Yes there is a correlation between the number of spokes and time we had the most spokes and the lowest time. Maybe if we had fewer spokes and moved the weight to the closer to the end spokes, then they might have spun longer.

3. No there is no correlation because over the time, the number of spins varied. Some of our time trials were long and some of our time trials were short. Our results varied each time trial. Towards the end of our time trial, the time of our spins started to decrease


1. What steps of the Engineering Design Cycle did you feel were the most important?

2. What steps did you feel were less important? Were there any?

3. What problems did you run into during this process? How did you solve them as a team?

4. Write one paragraph that explains to someone not involved in this process the steps you took thought the entire process. Make sure to list examples of research items that were useful, sketch discussions, and prototyping issues/successes.

5. Write a few sentences explaining the observations your team made using the data from all of the trials.

6. Identify 1-2 problems with your spinner. If you went through this process again, what would you change to improve your design? Write a few sentences to explain.

1. We felt like the design stage was important because this is where the spinner came to life. In this stage, we decided how many spokes we would like to have. We decided what our weight was going on the spokes. We decided how big it was going to be in this stage.

2. We felt like the problem statement stage was the least important because it didn’t impact our spinner. We could have made our spinner without the problem statement. The problem statement did not affect our design. We made our spinner without even looking at the problem statement

3. We ran into every problem imaginable. When printing our test pieces, they were too small for the dimes to fit. We tried reprinting our test piece and it turned out too big. After two prints, it was finally the right size. When trying to put in our dimes, our spinner cracked and it messed up our spinner. We just went with it after it cracked because we didn't have enough time to print a new one.

4. First we made a problem statement. We talked about why we were making a spinner and to who we are making it for. Next came the research. We did research on the different bearing, how many spokes it would have, why fidget spinners help. We did research on centripetal force, how heavy it should be, and what we should use as our counterweights. Next came the design part. We didn’t have a real idea of what the spinner should look like. We drew spinners that looked liked ninja stars, some that had 2 spokes. We decided to go with an eight spoke spinner. In the holes we would put with dimes in each hole. Next came the build part of our spinner. Here we made 2 separate test pieces. The first test piece didn’t work. The second print worked. We concluded the the hole had to be .708in for the dimes to fit. Once everything was good enough to print, we printed put our spinner. Next came the test. Unfortunately between the build and the test, we cracked our spinner. It happened when we were putting in the dimes. We kind of just went with the flow after it happened. We were hoping it wouldn’t of affected our results, even though it did. Our test times we okay. We had the slowest time out of the groups. We think that the crack messed it up because we couldn't fit all 4 dimes in the one hole, causing it to be unbalanced. After the test came our analysis. We talked about mainly about the time the spinner spun, not just for our group but the class overall. We talked about weight and the time, the number of spokes and time, and the height of the trial and the time?

5. Looking at the trial from the class a volume of around 1.5 seemed appropriate for a long spin. The weight varied if you wanted a long spin. It really depended where you put your counter weights.

6. The one problem we had was being careful. When putting the dimes in, we tried forcing them in, We should of taken time to file them down and to gently place the dimes in. We cracked our spinner, messing up our times. If we had the chance to change pour spinner, we would have maybe gone with less spokes somewhere around 4-6 spokes. We would have moved our counterweights out more and gone with something heavier than dimes. We should have gone with metal balls, nickels or quarters.

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