The Incorporation of Color
Indicators into Plasma Enhanced
Chemical Vapor Deposition Films
Sabina Maza
Corpus Christi ISD
Dr. David Staack
Department of Mechanical Engineering
Plasma Enhanced Chemical Vapor
Deposition (PECVD)
Characteristics
•Non-thermal plasma
•Adhesive to various surfaces
•Sterilizer
HV
Power Supply
Electrode
Floating substrate
Film
Helium
MMA
- * + * - *+ *- + - * +
+ *-- - + - - + - -* - + *+ * + - +
Dielectric tube
Plasma jet
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.wikipedy.com/chemical_and_physical_properties_of_matter.htm
Courtesy of http://www.kickstarter.com/projects/readmatter/matter
Courtesy of
http://www.slcschools.org/departments/curriculum/science/Grade-3-to6/Grade-5/evidence-of-chemical-change.php
Related TEKS. Chemistry
2) 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 Sequence
Day 1 : “Plasma
Investigation”
• Mini-Lab
• Class Discussion
Day 2: “The 4th Type
of matter”
Day 6: Presentations
and debriefing
• Lecture
• Demonstration
• Class presentations
• Class discussion
Day 3: “Engineer
What?”
• Videos
• Lecture
Day 4-5: “Engineer Challenge”
• Novel plasma application project
• PowerPoint
• Model
Lesson Outline. Day 1
“Plasma Investigation”
Activity: Mini-lab on Plasma properties
Method: 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
“Plasma everywhere” short lecture
Research project presentation and
plasma jet demonstration
Students
“All matter phases” graphic organizer
poster (in pairs.)
Include plasma and describe the
changes that take place
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-heliumtank.html
PECVD Worksheet
Day 3. “Engineer What?”
Teacher
Student
Show video clip on engineering
Brief lecture on what is engineering,
engineering design process,
engineering fields
Complete notes (individually)
Briefing on the purpose, requirements
Project organization and brainstorming
and grading rubric of “Engineering
(groups of 4)
Challenge” project
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.
2.
3.
4.
5.
6.
Title and names
Define/describe plasma
Plasma application
Chemistry connection
Engineering connection
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 lymph
b. Highly ionized gas composed of ions, electrons, and neutral
particles.
c. Protoplasm or cytoplasm
d. The fluid portion of milk from which the curd has been separated
by coagulation; whey
2. What is true about plasmas?
a. Responds to electric and magnetic fields
b. Have high density and defined volume
c. Electrically neutral, and does not conduct electricity
d. 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