The Incorporation of Color Indicators into Plasma Enhanced Chemical Vapor Deposition

Films

Sabina MazaCorpus Christi ISDDr. David Staack

Department of Mechanical Engineering

Plasma Enhanced Chemical Vapor Deposition (PECVD)

MMA

Floating substrate

HV

Power Supply

Helium

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-- -

- - -- -- -

-+

++ + +

+ ++

++- - --

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Electrode

Dielectric tube Plasma jet

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Film

Characteristics•Non-thermal plasma•Adhesive to various surfaces•Sterilizer

Experiment Set-up

Applications

• Suitable for live tissues– Polymeric bandage on wounds– Sterilizes

• Color chemical sensitive film could signal – chemical and/or metabolic changes– microbial activity

Lesson: Plasma Matters

• Regular Chemistry Class• 10th graders

Courtesy of http://picture-book.com/content/chemistry-class

Related Core Class Elements

• Matter • Physical and Chemical Properties• Physical and Chemical Change

Courtesy of http://www.kickstarter.com/projects/readmatter/matterCourtesy of http://www.slcschools.org/departments/curriculum/science/Grade-3-to-6/Grade-5/evidence-of-chemical-change.php

Courtesy of http://www.wikipedy.com/chemical_and_physical_properties_of_matter.htm

Related TEKS. Chemistry2) Scientific processes. The student uses scientific methods to solve investigative questions. The

student is expected to(E) plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology, including graphing calculators, computers and probes, sufficient scientific glassware such as beakers, Erlenmeyer flasks, pipettes, graduated cylinders, volumetric flasks, safety goggles, and burettes, electronic balances, and an adequate supply of consumable chemicals;(F) collect data and make measurements with accuracy and precision;(H) organize, analyze, evaluate, make inferences, and predict trends from data; and(I) communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphs, journals, summaries, oral reports, and technology-based reports.

(3) Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to:E) describe the connection between chemistry and future careers;

4) Science concepts. The student knows the characteristics of matter and can analyze the relationships between chemical and physical changes and properties. The student is expected to:(A) differentiate between physical and chemical changes and properties;(B) identify extensive and intensive properties;(C) compare solids, liquids, and gases in terms of compressibility, structure, shape, and volume;

Lesson SequenceDay 1 : “Plasma Investigation”• Mini-Lab• Class Discussion

Day 2: “The 4th Type of matter”• Lecture• Demonstration

Day 3: “Engineer What?”• Videos• Lecture

Day 4-5: “Engineer Challenge”• Novel plasma application project

• PowerPoint• Model

Day 6: Presentations and debriefing• Class presentations• Class discussion

Lesson Outline. Day 1“Plasma Investigation”

Activity: Mini-lab on Plasma propertiesMethod: In groups of 4, students design an

experiment to investigate the properties of plasma.

Materials: Plasma ball, pennies, small radio, magnets, florescent and incandescent light bulb, plastic sticks, wooden sticks.

Closing: Classroom Discussion

Day 2. “The 4th Type of Matter”

Teacher Students

“Plasma everywhere” short lecture

“All matter phases” graphic organizer poster (in pairs.)Include plasma and describe the changes that take place

Research project presentation and plasma jet demonstration

Identify matter; physical and chemical changes and properties related to the experiment. Handout with setup diagram provided (in pairs.)

Plasma Jet Demonstration Set-up

Image courtesy of http://www.costumeparty.com/party-supplies/miscellaneous/disposable-helium-tank.html

PECVD Worksheet

Day 3. “Engineer What?”Teacher Student

Show video clip on engineering

Complete notes (individually)Brief lecture on what is engineering, engineering design process,

engineering fields

Briefing on the purpose, requirements and grading rubric of “Engineering

Challenge” projectProject organization and brainstorming

(groups of 4)

Engineering Worksheet

Day 4 and 5. “Engineer Challenge”

• Research and device a novel application for plasma• Create a PowerPoint presentation on plasma application,

relate it to chemistry class and engineering:1. Title and names2. Define/describe plasma3. Plasma application4. Chemistry connection5. Engineering connection6. Improvements

• Build a “prototype” to represent the project– Materials: Styrofoam, cardboard, wooden dowels, masking tape,

aluminum foil, rubber bands, paper clips, etc.

Courtesy of http://blogs.iit.edu/boeing_scholars/2011/07/

Day 6. “The Winning Project”

• Students present their PowerPoint and demonstrate their project to the class

• Assessment:– Teacher (up to$600M)– Self assessment (up to $200M)– Favorite project vote (up to $200M)

• Debriefing and conclusion

Sample Pre- and Post-lesson Questions

1. What is plasma (in the chemistry and physics context)?a. The clear liquid part of blood or lymphb. Highly ionized gas composed of ions, electrons, and neutral particles. c. Protoplasm or cytoplasmd. The fluid portion of milk from which the curd has been separated by

coagulation; whey 2. What is true about plasmas?e. Responds to electric and magnetic fieldsf. Have high density and defined volumeg. Electrically neutral, and does not conduct electricityh. Low density and fixed volume

Acknowledgements

• National Science Foundation (NSF)

• Enrichment Experience in Engineering (E3)

• Texas A&M University

• Mechanical Engineering Department

• Plasma Diagnostics and Engineering Lab

• Dr. David Staack

• Tsung-Chan “Cliff” Tsai