Effects of Wind on Evaporating Water
         "Wanted some help for forth grade science project dealing with air, breathing or wind"
                                                                                                    - J Contion (USA)
Purpose: The purpose of this experiment is to determine the effects of blowing air on a drop of water. By doing so, this experiment plans to determine what effect this will have on time it takes water to evaporate.

Hypothesis: Based on scientific knowledge concerning evaporation (which will be discussed in the conclusion) it is the hypothesis of this experiment that the wind will cause the water to evaporate quicker.

Equipment: Needed for this experiment is a medicine dropper, some water, a dish, stopwatch, and pen and paper.

Procedure: The first step is to take the medicine dropper and place a small drop on the dish and start the timer. Record the time it takes to completly evaporate. Next repeat the experiment, however, this time, blow across the top of the water drop. Compare times.

Effects placed upon drop
Start Time
End Time
Total Time
Nothing done to water drop
1 hour 50 minutes 21 sec.
Wind applied
46 minutes 43 seconds
Conclusion: Based on the data, the hypothesis is supported and water evaporates quicker with wind then without. The reason for this is that for every liquid substance there is evaporation and condensation occuring at all times. In other words, there are water molecules turning from liquid to gas and other molecules turning from gas to a liquid. When wind is present, molecules which normally would have turned from a gas into a liquid are blown away from the liquid water source and are unable to return. This leaves a situation where liquid molecules are turning into gas molecules with no gas molecules turning back into liquid ones. Eventually, the liquid water runs out. Because evaporation draws energy away to do so, this becomes why we cool down by sweating, dogs are able to cool down by panting and we can cool cups of hot chocolate down by blowing across the top of it -- now how is that for a fourth grade science project?
Here's some diagrams...
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