Wind turbine science fair project

 

Wind power is a renewable form of energy. It is very cost-effective and can be used to perform multiple tasks. Generally, wind turbines are located at higher places or near the sea. Wind turbines are energy efficient and can convert 20 to 40 wind into energy. It is a pollution-free way to generate energy. In simple terms, a wind turbine can generate mechanical energy. You will be shocked to know that Wind energy is also coming from the sun. Sun is the ultimate source of energy and, wind energy is no exception to it. The land heats up faster than the ocean and, because of this, Hot air moves upwards, and cool air takes its place. This movement is known as wind. This movement of hot and cold air is known as the convention.

A wind turbine has five significant parts.

These five significant parts are base, nacelle, rotor, tower, and generator.
When the wind blows, it spins the blades around the rotor and, then it also rotates the generator.

Objective

The objective of this project is to find how wind energy works? This experiment will help you to understand the basic understanding of how a wind turbine works.

Theory- To prove that a wind turbine generates mechanical energy and electrical energy.

Abstract

Sustainable energy sources are the need of the hour. Wind energy is a sustainable and renewable energy source and, it can generate electricity too. Wind power also comes from the sun. A wind turbine converts wind’s kinetic energy into mechanical energy. When wind touches the turbine blades, it starts rotating. Rotation of the blades turns the turbine. It also moves a drive shaft connected with the generator. The generator turns on and starts generating electricity. Turbine blades and wind speed also play a significant part in this.

Procedure

Material for the Project Experiment- Small electric motor, Cardstock paper, fan, Pencil with eraser, Straight pin, Ruler, insulated copper wire, 1.5-volt bulb, and bulb holder.

Preparations- Take the cardstock paper and cut a 4 feet square.

Experiment

1. Now, take a ruler and draw diagonal lines from one corner to another. Cut the diagonal lines till you are 3/4 inch away from the center of the square.
2. Now, Fold and pin all the layers with each other with the help of staple pins.
3. Now, take a straight pin and pin all four blades into the eraser. Pinwheel is ready.
4. Place this pinwheel in front of a fan and watch them spin.
5. Take out the pinwheel and connect it to the motor shaft. Try using masking tape for a better fit.
6. Take an insulated wire and connect the motor wires with the bulb.
7. Now, again place it in front of the fan. Your bulb will start glowing.

Observation

When placed in front of a more strong fan, the light bulb glows brighter and, it also confirmes that electricity is being generated from wind power. The amount of energy also depends on the size of the pinwheel. The wind power can also be measured by a digital multimeter. A multimeter can easily measure energy.

Conclusion

When we place the pinwheel in front of a fan, it starts spinning which, is a form of mechanical energy. This mechanical energy got converted into electricity with the help of a motor. This experiment proves that wind carries mechanical energy which, can also be converted into electrical energy. Wind energy depends on the blade length and turbine size. The strength of the wind is also substantial for generating electricity. If we increase the wind strength two times, the wind power increases eight times.

Magnetic Fields experiment

MAGNETIC FIELD

Magnets offer an introduction to attraction and repulsion, and to act at a distance (magnetic field) and we will see the Magnetic Fields experiment below.

OBJECTIVE

The objective of the Magnetic Fields experiment is to investigate whether one magnet will expertise and exert each attractive and repulsive force with alternative magnets or not. And as we know magnetic fields are invisible, but with this activity, we can see the appearance of magnetic field lines.

APPARATUS

● Magnets, different types (at least 2pairs)
● Nails
● Iron filings in a pepperpot
● Compasses
● Other materials for testing magnetic behavior
● Small scraps of paper
● Sheets of papers
● A pen or pencil

Magnetic Fields experiment PROCEDURE

Whether one magnet will expertise and exert each attractive and repulsive force with alternative magnets or not.

● Hold pairs of magnets and feel the forces between them, repulsions in addition as attractions.

● Use the magnets to undertake to draw in nails and alternative materials. a number of them (such as little scraps of paper) cannot be attracted by a magnet.

● Place a magnet beneath a bit of paper and scatter iron filings on prime to reveal a magnetic field pattern. The aim of the sheet of paper is to stop direct contact between magnets and filings since they will be laborious to separate. faucet the paper gently to make sure the filings don’t stick together.

● Place compass needles tip-to-tail close to a magnet.

● Record their directions, to plot the magnetic field as constant fieldlines.

● Suspend a magnet and show it aligns roughly North and South. The pole that points North is the “North-seeking pole” of the magnet.

We know magnetic fields are invisible, but with this activity, we can see the appearance of magnetic field lines.

● Place the bar magnet in the middle of the paper. Trace the outline of the magnet – that way you can put it back in the exact same spot if it gets bumped.

● Place the compass at one pole of the magnet and make a dot next to it showing the direction the compass arrow points.

● Move the compass so that the base of the arrow is at the dot you’ve just made. Now make a new mark where the tip of the arrow is pointing this time.

● Keepdoingthisuntilyoureachtheotherendofthemagnet.

● Connect the dots. You’ve just drawn one magnetic field line!

● Go back and begin again, starting at a different spot than you did the first time. Repeat the above steps.

● Repeat the process until you have drawn as many lines as you can for both ends of the magnet. You will now have an accurate representation of magnetic field lines.

● Different magnets will give you different field lines. Try repeating these steps with magnets of different sizes and shapes.

● You can also “draw” field lines with iron filings, available at most hardware stores. Use the same magnet and paper (with your drawn field lines) from the above activity. Put the magnet back in place under the paper, then sprinkle the filings on top. Tap the paper gently.

OBSERVATION

In the above Magnetic Fields experiment, we observed that one magnet will experience and exert each attractive and repulsive force with different magnets.

It permits the introduction of the thought that magnets have 2 completely different ends or faces, known as poles.

And we can observe that filings fall into place along the very same lines you drew.

CONCLUSION

The Magnetic Fields experiment thus proves that magnets have 2 completely different ends or faces, known as poles and they create magnetic fields. As we know that we can see the magnetic field lines are invisible, but with this activity, we have seen the appearance of magnetic field lines.

Vegetable Battery Experiment Project

Objective

In this experiment, we will learn how we can develop a vegetable battery at home. You may take any fruit or vegetable with high quantities of superconducting ions, such as potassium or sodium. We have chosen potato as it is most popular as is used to make an electric vegetable cell. Let us now have a look at the material which we required to make a vegetable battery.

Material required

● huge potatoes that have been carefully cleaned t
● copper wires of high grade – 20 cm
● nails made of galvanized
● nails made of copper
● alligator clips
● a coin of copper

Vegetable Battery Procedure

Step 1 Gather the supplies you’ll need. Mention above.

Standard nails with a zinc coating are known as galvanized nails. They are readily available at any local hardware store.
Because the experiment relies on the fluid within the potato, use fresh potatoes.

Step 2 Apply galvanized nails to the potato’s middle. Push the nail all the way through the potato until it reaches the other side. It’s fine if you push it all the way in and then pull it out the other end. The potato will release some liquid at this point, which is good.
To avoid getting potato liquid all over your work area, cover it with plastic or newspaper.

Step 3 Place a copper coin about an inch away from the galvanized nail in the potato. With the copper coin, repeat the previous process. Make sure the nails aren’t contacting the potato’s inside. If the copper con and your nail come in contact with each other then your circuit will not work as a result does not produce any voltage. The distance does not need to be perfect but your measuring should be around 1 inch.

Step 4 Connect a voltmeter lead to a clip and a copper coin. There should be a black and a red lead on the voltmeter. Using alligator clips, clip the copper coin to the voltmeter’s red lead. Instead of black and red, some voltmeters include black and yellow leads. In this scenario, the yellow lead should be used for this step.

Step 5 The black lead of the voltmeter should be attached to the galvanized nail.

Step 6 Check the voltmeter’s readings. On the voltmeter, you should see a modest rise in voltage. In the case you are having negative reading on the voltmeter then you need to replace the leads on the voltmeter and after the step, your reading will turn into a positive reading. If you got very less reading then you may place cons nearer to nail. just Make sure they aren’t contacting the potatoes inside once more.

Science behind it

Let us now have a look at the science behind the process which we have discussed. Zinc ions on the galvanized nails start reacting with the copper ions of the copper coin which we have inserted near the galvanized nails. Electrons must flow through a copper wire to react since the nail and coin are not touching each other. The electrons’ mobility produces electricity, which travels and creates on the circuit. So when were you bring a potato at home you can visit this site and have you experiment.

Conclusion

Finally, we have made up a vegetable battery using potato you may use and check other vegetables the process will same only. There can be any fruits if you want to make a fruit battery instead of vegetables.

We hope you enjoyed the Vegetable Battery experiment and have performed them at home with your family members.

Exploring Solar Energy Systems

EXPERIMENT OVERVIEW

In this solar panel science project, we will study solar panels/ solar energy works. The sun furnishes us with light, but additionally gives out a great deal of energy as heat. The sun gives more energy in one hour than mankind uses over a whole year. It is also one of the most plentiful wellsprings of energy that we have. Truth be told, consuming all the fossil fuels such as coal, oil, gas, and wood on the planet would simply be equivalent to a couple of long periods of energy delivered by the sun.

There are two famous ways that sun-powered energy can be bridled. Dynamic frameworks depend on gadgets that convert the sun’s energy into a more usable structure, like power. Loof frameworks are structures whose plan, position, or materials work on the utilization of hotness or light directly from the sun.

Latent frameworks depend just on normal components and building materials to control the temperature within a home and don’t depend on the usage of outside gadgets. Uninvolved frameworks swap the requirement for power in and out.

After dusk, have you at any point experienced the glow from a major stone or a substantial seat that has been in the sun day in and day out? The stone and the seat assimilated and put away the heat from the sun, and started to deliver it gradually once the sun disappeared. An aloof energy framework works along these lines to control the temperature in a home.

During the daytime, heat from daylight that enters a structure is consumed by the warm mass inside the construction. A warm mass may be a major divider or segment of the floor inside the home that is made of a development material that can retain a lot of heat, like cement, block, tile, or even water. As the sun sets and the air in the home starts to cool, the warm mass gradually delivers the heat it accumulated most of the day to assist with keeping an agreeable air temperature inside the home as the night progresses.

In this solar panel science project examination, you will investigate how individuals can handle the temperature within a home by using different structural materials, colors, and appropriate arrangements to gather daylight productively. You will make a latent energy framework using soft drink jugs, inflatables, and different shades of paint.

MATERIAL REQUIRED

We will need the below materials for the solar panel science project.

● Two soda bottles (can be 1L or 2L, as long as they are both the same size)
● Black spraypaint
● White spraypaint
● Two balloons of equal size

Solar panel science project Procedure

Please follow the below steps for the Solar panel science project.

● Splash paint one jug dark, and the other container white. Leave a little segment uncovered at the highest point of the jug so daylight can get through. Allow the paint to dry for 30minutes.

● Eliminate the cap from both soft drink jugs and stretch an inflatable over the neck of each jug. Make sure your inflatable is hermetically sealed and has no holes.

● Place the containers in the shade and allow them to sit for 60 minutes (ensure the breeze doesn’t wreck them).

● For the next 60 minutes, record your perceptions. Did any of the inflatables load up with air? Does one inflatable have more air than the other?

● Place the two containers in direct sunlight and allow them to sit for 60 minutes (ensure the breeze doesn’t wreck them).

● For the next 60 minutes, record your perceptions. Did any of the inflatables load up with air? Does one inflatable have more air than the other?

● Subsequent to warming it up in the sun, you can now place your soft drink bottles back in concealment and see what befalls the air within the inflatables in the following 60 minutes.

RESULT

The soft drink bottles that you utilized were of a similar size and, consequently, had a similar measure of air within them. At the point when you originally positioned the two containers in the shade, you might not have noticed both of the inflatables loading up with air, in light of the fact that not a tonne of energy (heat) was being moved from the sun.

At the point when you set the jugs in direct daylight, you might have seen that a portion of the air in the dark soft drink suppressed moved and filled the inflatable, yet this didn’t occur with the white soft drink bottle. This is on the grounds that dimly shaded matter draws in and traps heat better compared to light-shaded matter.

CONCLUSION

At the point when the matter is warmed, it grows. At the point when the soft drink container warmed from the sun, the air atoms inside the jug began to move quicker and farther apart, making the air occupy more room. Since warm air(in the jug)is less thick than cold air(in the inflatable), the air in the restraint began to ascend as it was warmed and extended within the inflatable. The cool air that was within the inflatable was uprooted by the warm air and sank down into the container.

At the point when you eliminated the dark jug from the daylight and let it cool down in sync 7, the inflatable started to empty and the air moved once more into the jug. This addresses the warm mass delivering heat once again into the home around evening time to keep an agreeable temperature all through the evening. At the point when the sun comes up the following day, this interaction will be rehashed.

Please provide your comments on the Solar panel science project.

The Moon and Tides

Abstract

The high and low tides or Moon and Tides were one of the secrets of Mother Nature. That mystery was solved after the gravity theory of Sir Isaac Newton in the 17th century came out. Have you ever wondered what causes the tides in Earth’s oceans?

Observation

In this astronomy project or Moon and Tides science fair project, the experiment discovers the answer for moon and tides relation. This will help investigate and understand how the Sun and Moon control tides in Earth’s oceans.

Theory– Gravity is what pulls the ocean’s waters to create the two high tides and two low tides that the moon’s gravity causes. Gravitational force depends on both mass and distance, although the sun is bigger, the moon is closer to Earth has more gravitational pull.

The experiment helps to understand the concept.

Terms used

Springtide—the tide during a new and full moon.
Neap tide—Refers to a period of moderate tides

Procedure

Materials- Scissors, colored construction paper yellow, blue, green, and grey or white are good colors, Glue, marker pen.

• Cut out construction paper to make Sun, Earth, and Moon.
• Cut an oval out of blue construction paper, and then trim off the two sides to make a circle. Save the trimmed crescent shapes for later use to demonstrate the springtides.
• Cut out a few smaller shavings to represent neap tides.
• Cut out continents in green construction paper to understand clearly, and then glue them to the Earth.
• Draw a dotted line through the middle to represent the equator.
• The Moon is much smaller than the Earth in size and the Sun is much larger than the Earth. Since the moon makes a bigger impact being near to the earth, cut out a wee bigger moon than the sun.
• Place the Sun, Earth, and Moon on a table to epitomize the solar system. Place Sun at the far corner, although in reality, the sun is far away from the earth and moon.
• Place the sun in the line of the equator, as the line of the equator runs into the Sun. The Moon orbits the Earth, so place it next to the Earth. Now create the springtide.
• Full Moon happens when the sun illuminates the moon’s face. Then Sun aligns to the moon in relation to the Earth, so position them accordingly.
• Now, place one of the spring tide crescent trimmings on the side of the Earth-facing the moon and one crescent trimming for spring tide on the other side of the earth.
  Compare the positions of the Sun, Moon, and Earth during spring tides and neap tides. Why would this affect the tides?

Explanation

The phases of the moon explain high or low tides. The new moon happens when the moon is between Sun and Earth in one line, this is when the tides are low. A quarter moon phase position is when the sun moon and earth are at right angles. The sun & moon’s gravity counters each other hence the Neap tides or LOW tides. During spring tides or high tides, Sun and moon aligned to Earth, which cause the maximum pull on the tides. The project helps to understand the concept of high & low tides.