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

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
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6. Related Core Class Elements
Matter
Physical and Chemical Properties
Physical and Chemical Change
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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 Day 6: Presentations and debriefing
Day 1 : “Plasma Investigation”
Mini-Lab
Class Discussion
Day 2: “The 4th Type of matter”
Lecture
Demonstration
Day 3: “Engineer What?”
Videos
Day 4-5: “Engineer Challenge”
Novel plasma application project
PowerPoint
Model
Day 6: Presentations and debriefing
Class presentations
Class discussion

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”
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.)

11. Plasma Jet Demonstration Set-up
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12. PECVD Worksheet

13. 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” project
Project organization and brainstorming (groups of 4)

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.
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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