Wave Energy Distribution

1. Wave Energy Distribution By Nicholas Josselyn, Sam Gomez, and Sunny Kapadia

2. Theory For our project, we have multiple theories, each contributing to our projects validity. • Primary laws of Thermodynamics are invalid regarding subatomic systems • Net gain of energy is possible without the loss of mass • Particle acceleration, as a system, is what is able to operate as a perpetual motion machine without breaking thermodynamic laws.

3. Operation • Gamma rays are emitted by the nuclear waste • They travel to the AC • Excite electrons of gaseous Argon • Create electricity • Powers Magnetron & goes to PEEC • Goes from Magnetron to 2nd AC • Feeds into 2nd PEEC • Makes electricity via cathode • Collected by anode sidings • Energy stored in battery

6. Calculations Alpha decay of a radioactive substance such as U238 can be represented by this equation Throughout our experimentation with our project, we used a few equations and a proportion that we derived from the Beer-Lambert Law. We used a variety of equations we learned this year, and also did some of our own research and came up with the idea for a proportion. Molarity To solve for energy of known wave To find absorbance of each wave, using %T Abs. To find of a higher energy wave Proportion to find Volts DC of higher energy wave

7. Experimental Procedure Spec 20 Experiment • Create 1.4M samples of KF, NaI, and NaCl. • Turn on and calibrate Spec 20. • Once first sample is in, set Spec 20 to various wavelengths from 400-700nm at 10nm intervals. Record %T for each interval. • Repeat with other samples. • With x-axis being %T and y-axis being energy of the waves from 700-400nm, plot the recorded data in a scatter plot and find the equation of the LBF. • Substitute a high energy for y in the equation to estimate the %T of the wave through the samples. Solar Panel Experiment • Obtain a small solar cell capable to hook up to a multimeter. • Hook up to multimeterusing positive and ground wires, making sure Volts DC produced reads zero. • Shine a blue light with a known wavelength on the solar panel. • Find energy of the blue light using wavelength, also record Volts DC. • Set up proportion, energy of the wave over Volts DC produced. • Set equal to proportion, energy of theoretical wave over x Volts DC. • Find how many Volts DC are produced. Use cross product property.

8. Scatter plot x-axis = %T; y-axis = energy of waves 700-400nm at 10nm intervals

9. Results • Magnetron requires 120 V to function • Same input energy could provide >38,000 V DC/sec • X-axis: %T (Transmittance) • Y-axis: Energy in J*10^-19 • 700-400 nm • Equation LBF y=-1.01x+103.3

10. Follow Up Experiments • These aspects of our project are only stage one of our long term journey with the WED • We plan on further expanding our theory and idea • One day we hope for our machine to be the next big thing that changes science forever • In order to improve upon the accuracy of our data, we plan to synthesize pure fluorine, chlorine, and iodine • Allows us to better understand how they transmit light • Also will test liquid Argon and/or Argon dissolved in water • Connect a light sensitive cathode to a multimeter while we shine a specific wavelength laser pointer at it • Allows us to have a better prediction for the Volts DC that would be produced from the PEEC • One last follow up experiment/note is that the Spec 20 works better with lower molarities • Therefore in future testing we will use a lower molarity than 1.4M, possibly a molarity of 0.1M or less

11. Acknowledgments Mr. Cohen, AP Chemistry Teacher, Billerica Memorial High School: Thanks to Mr. Cohen, we gained more practical knowledge and implications about how the WED could function. He lent one of the AP chemistry books for the study of half life and its implications, along with types of decay. The idea to use nuclear waste as an energy source was also entirely Mr. Cohen’s. With naturally emitted gamma radiation, the knowledge of half life was crucial in determining the longevity of the energy source. Mr. Clark, Physics Teacher, Billerica Memorial High School: When we made the y-axis for the hand drawn scatter plot, we did not make the energy at certain intervals. This made finding the line of best fit very difficult, until Mr. Clark told us to find the difference in the y’s over the difference in the x’s of two points to find the slope. Once we had the slope, we were able to plug into a coordinate pair to solve for the y-intercept. Giving us the equation, y=-1.01x+103.3 Mrs. Hines, Honors Chemistry Teacher, Billerica Memorial High School: Immediately after the birth of this project, Mrs. Hines, unlike many others, actually believed in the possible validity of the WED. Thanks to the support and encouragement we were able to turn the idea of Wave Energy Distribution into a real project. She allowed us valuable access to the lab and equipment, and gave us resources on parts of the projects. Such as a solar handout named, “Blackberry Solar Cells: Constructing a dye sensitized solar cell.” This helped us better understand the principles of solar cells.