Development and Performance Evaluation of a Low-Cost Portable Generator.pptx

THIS IS A VERY INFORMATIVE SIP SUBJECT

1. Development and Performance Evaluation of a Low-Cost Portable Electric Generator Using Locally Available Materials for Educational Applications Researchers: Prince Francis S. Rosales Lord Emmanuel Real, Aira E. Guevarra Coach/Adviser: Dr. Nellen B. Coronado School: TCSCS - Special Program in Science Date Submitted: September 25, 2025

2. ABSTRACT This study focused on creating, building, and testing a simple electric generator that is cheap and easy to make using materials that can be found locally. The generator works by turning a handle by hand, which spins a part called the rotor. The rotor has magnets attached to it that move around a coil of copper wire fixed in one place. When the magnets spin around the coil, they cause tiny particles called electrons to move in the wire, and this movement creates electricity. 2

3. Background of the Study Electricity plays a vital role in everyday life, yet students often experience it only in abstract terms. Hands-on projects that clearly demonstrate how electricity is generated — especially through electromagnetic induction — can greatly enhance understanding and engagement. This study aims to create a practical, affordable, and portable electric generator using locally sourced materials so Grade 4 students can witness electricity in action and engage in constructing and testing the device. This aligns with experimental learning approaches that improve retention of scientific concepts. 3

4. Statement of the Problem This research addresses the question: How can a simple, low-cost portable electric generator be built from locally available materials to clearly demonstrate electromagnetic induction and generate enough power to light a 3V LED in classroom demonstrations? Specifically, it seeks to answer: 1.What voltage and current outputs does the generator produce at 60, 90, and 120 RPM? 2.At which rotational speed(s) will the prototype reliably illuminate a 3V LED? 3.How do the observed outputs align with Faraday’s law predictions? 4.What are the educational benefits and limitations of the prototype for classroom use?

5. Objectives & Hypothesis General Objective: Produce and assess a low-cost generator for elementary science education. Specific Objectives: Build prototype (magnets & copper coils) Measure voltage/current at 60, 90, 120 RPM Test LED lighting Evaluate for safety, cost, durability & instructional value Hypothesis: Null: Rotational speed has no significant effect. Alternative: Increasing speed raises voltage/current, consistent with Faraday’s Law. 5

6. Significance of the study Students: Offers experiential learning to better grasp electromagnetic induction and electricity. Teachers: Presents an affordable demonstration tool for electricity lessons. Schools: Supports resource-limited institutions by providing a replicable, low-cost teaching device. Community and Researchers: Provides a model for adapting materials for accessible science education and future improvements. 6

7. Review of Related Literature Faraday’s Law: Moving magnets near a coil generate electricity. Faraday’s Law explains that when magnets move near a coil of wire, they create electricity. This happens because moving the magnets changes the magnetic field around the coil, which makes electric current flow in the wire. This is the basic idea behind how simple machines called generators work. Classroom projects enable hands-on exploration using simple models. Proven technical feasibility and educational value; confirms direct relationship between speed and voltage 7

8. Theoretical & Conceptual Framework Grounded in Faraday’s Law and Lenz’s Law. Independent Variable: Rotational speed (RPM) Dependent Variables: Voltage, current, LED status Intervening Factors: Magnet strength, coil turns, friction, accuracy 8

9. RESEARCH METHODOLOGY Research Design The study employed experimental prototype development and testing. It involved building the generator, then quantitatively assessing its electrical output at specified speeds with voltage, current, and LED illumination observed.

10. Materials & Equipment 4 permanent magnets 30 m enamel-coated copper wire (~200 coil turns) Cardboard/wood base Manual crank shaft & handle Bearings/support brackets 3V LED bulb Digital multimeter Tachometer or RPM app Soldering iron, connectors, tape Approx. cost: Php 430 10

11. Construction & Testing Procedure Construction: Attach magnets to rotor. Wind copper wire to form coil. Mount rotor & crank handle. Connect coil, terminals, and LED. Testing: Measure RPM at 60, 90, and 120 RPM. Record voltage & current (multimeter). Test LED brightness: Off, Dim, Bright. 11

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13. Results Table Each 30 RPM increase gives ~0.65V & 7.5mA more output. Only at 120 RPM did the LED glow brightly. Strong linear relationship between speed and output 13 RPM Voltage (V) Current (mA) LED Status 60 1.2 10 Off 90 1.9 18 Dim 120 2.5 25 Bright

14. Data Analysis Means: Voltage = 1.87 V; Current = 17.67 mA Linear regression confirms output grows with RPM (R ≈ 0.99, strong correlation). Practical demonstration confirms Faraday’s Law.

15. Conclusion & Recommendations The low-cost, manually cranked portable generator effectively demonstrates electromagnetic induction and serves as a suitable educational aid for Grade 4 science lessons. Increasing rotational speed reliably increases power output as explained by Faraday’s law. While output power is modest, it suffices for LED illumination and experiential learning. Recommendations: Use for group science projects. Improvements: add windings, use stronger magnets, gear mechanisms for easier rotation, rectifier for steady DC output. (multimeter). Test LED brightness: Off, Dim, Bright. 15

16. With simple, locally sourced materials, we created a prototype that confirms science theory while staying cost-effective. Our results are not just numbers — they are proof that quality education does not need to be expensive . More importantly, this project is a model for empowerment . It gives students the chance to see science come alive, teachers the chance to innovate, and schools the chance to overcome limitations. This is not just a generator — this is a tool for learning, resilience, and inspiration .” In conclusion, our low-cost portable generator proves that Faraday’s Law can be demonstrated affordably and effectively. It lights not only an LED, but the minds of learners who will carry these lessons forward.

17. Faraday, M. (1831). Experimental Researches in Electricity. London: Royal Society.   Tipler, P. A., & Mosca, G. (2008). Physics for Scientists and Engineers (6th ed.). W. H. Freeman and Company.   Serway , R. A., & Jewett, J. W. (2013). Physics for Scientists and Engineers with Modern Physics (9th ed.). Brooks Cole.   Harris, C., & Harris, F. (2012). Electrical Engineering Fundamentals (2nd ed.). McGraw-Hill Education.   National Science Teachers Association. (2014). Low-Cost Science Experiments for Middle and High School. Arlington, VA: NSTA Press.   Philippine Department of Education. (2024). Science Curriculum Guide for Elementary Education. Manila: DepEd.   Smith, J. (2011). "Using Low-Cost Electric Generators for Hands-On STEM Education," Journal of STEM Education, 12(3), 45-52.   BIBLIOGRAPHY