One's affective state can change our actions and thought process while learning. The interplay of student's emotion and problem solving in spatial geometry has not been thoroughly studied. We present qualitative analysis of individual and collaborative problem solving of spatial geometry tasks by middle school students (8 students in a lab setting, and 21 students in group interviews in a classroom setting). We use the concept of embodied learning design, with the 3D printing pen as a medium, to make the process of converting 2D sketches to 3D models more explicit. Findings revealed that the students' affective state significantly influenced the way they solve the problems in spatial geometry. 3D sketching environment allows students to build a bond (intimacy) with the material and use their emotions as signals for heuristic changes (integrity). The discrepancy between 2D and 3D visualization in spatial geometry tasks may lead to students' emotional tension.