The Incorporation of Color Indicators into Plasma Enhanced Chemical Vapor Deposition Films

1. The Incorporation of Color Indicators into Plasma Enhanced Chemical Vapor Deposition Films Sabina Maza Corpus Christi ISD Dr. David Staack Department of Mechanical Engineering

2. - - - - - - - - - - - - - - - - - - - + + + + + + + + + + + Power Supply Plasma Enhanced Chemical Vapor Deposition (PECVD) HV • Characteristics • Non-thermal plasma • Adhesive to various surfaces • Sterilizer Floating substrate Electrode Film Helium MMA Dielectric tube Plasma jet * * * * * * * * *

3. Experiment Set-up

4. Applications • Suitable for live tissues • Polymeric bandage on wounds • Sterilizes • Color chemical sensitive film could signal • chemical and/or metabolic changes • microbial activity

5. Lesson: Plasma Matters • Regular Chemistry Class • 10th graders Courtesy of http://picture-book.com/content/chemistry-class

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

7. 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;

8. Lesson Sequence

9. 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

10. Day 2. “The 4th Type of Matter”

11. Plasma Jet Demonstration Set-up Image courtesy of http://www.costumeparty.com/party-supplies/miscellaneous/disposable-helium-tank.html

12. PECVD Worksheet

13. Day 3. “Engineer What?”

14. Engineering Worksheet

15. 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: • 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/

16. 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

17. Sample Pre- and Post-lesson Questions 1. What is plasma (in the chemistry and physics context)? • The clear liquid part of blood or lymph • Highly ionized gas composed of ions, electrons, and neutral particles. • Protoplasm or cytoplasm • The fluid portion of milk from which the curd has been separated by coagulation; whey 2. What is true about plasmas? • Responds to electric and magnetic fields • Have high density and defined volume • Electrically neutral, and does not conduct electricity • Low density and fixed volume

18. 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