Just like solids, liquids, and gasses, plasma is a state of matter. The phenomena of plasma is all around us. 99% of the visible matter in our universe exists as a plasma. Plasma is formed when gas is heated to temperatures high enough that its electrons can escape from the atoms or molecules, creating an ionized gas. Plasmas, like the other states of matter, can be described by many characteristics, such as temperature and density. We will answer the questions: What are examples of plasma in our universe? How can we classify plasma phenomena to better understand the characteristics of this state of matter? In this activity, you will explore these questions through a matching game, connecting plasma phenomena to their unique characteristics which determine its form.
Plasma Phenomenon
Plasma Phenomenon
Where does plasma exist in our universe? What are the characteristics of plasmas?
- One set of cards per class:
- 16 Plasma Phenomena Cards
- 16 Plasma Temperature Cards
- 16 Plasma Density Cards
- The students will be able to identify and categorize plasma phenomena.
- After reading the introduction, what do you want to know about plasma?
The teacher will lead you through the following questions:
- Think of one or two characteristics for the other three states of matter (solid, liquid, and gas).
- What is one similarity between all three? What is one difference?
- How do you think plasma compares to these three states?
Your teacher will give each group a few plasma phenomenon cards to work with
- Challenge 1
Looking at the Plasma Phenomena Cards in front of you,
- Read about the phenomenon you were given in the Glossary of Plasma Phenomenon.
- Can you think of a way to classify each phenomena by where they exist in our universe?
- Sort the cards into three different groups and describe the criteria you used to group the different cards.
- Join with other groups to test your classification system with theirs. Modify your groups as needed with new information.
Continue testing classification systems with more and more groups.
- Challenge 2
Your teacher will now give you some temperature cards.
- Look at the temperature measurements and try to think about how hot or cold they are.
- Based on what you know about these plasmas and where they exist, match the temperature card with one of the phenomenon cards. Place a Plasma Temperature Card beneath the phenomenon card.
- Continue checking in with other groups until the class has all 16 Temperature Cards aligned with the Phenomenon cards.
- Challenge 3
Your teacher will give you a few Plasma density cards. Plasma density is described by its electron density, or the number of free electrons per unit of space.
- Look at your cards and write out what this number looks like and in your own words, describe what this value means (is it very dense? Not very dense, etc.).
- Based on what you know about these plasmas and where they exist, match the temperature card with one of the phenomenon cards. Place a Plasma Temperature Card beneath the phenomenon card.
- Continue checking in with other groups until the class has all 16 Temperature Cards aligned with the Phenomenon cards.
- Sort the groups of cards from highest to lowest temperature in a line.
- Check your completed answers with the Teacher Key.
Now that you have organized the various plasma phenomena by characteristics, temperature and density, let us now organize them in a way to show the relationship between their temperature and density.
- Using the cards, place them in a way to rank each plasma phenomenon by their density versus temperature. Input your answers on the plot below:
Answer the following questions using the discussion protocol provided by your teacher
- What they found surprising about these challenges?
- What did they get out of this exploration of plasmas?
- What did they get out of the exercise of categorizing?
- Did this make them feel at all like a scientist? In what ways or why not?
- Was your personal essential question answered? If so, what is the answer? If not, what additional information would you need to answer it?
Introduce the Plasma Career Matching Tool - This tool can be used for any level. It matches students to relevant fusion energy/plasma scientists’ profiles based on their interests and values. They can then research, create their own profiles, and discuss with the class. Encourage your students to take this interactive Career Matching Survey to see what fusion energy/plasma science careers fit them best.
- General Atomics Fusion Education
- Coalition for Plasma Physics - Teacher's Guide
- PPPL Interactive Plasma Experience
- The Plasma Universe
- Perspectives on Plasmas
- Sign up for Physicists To-Go to have a scientist talk to your students.
STEP UP Women in Physics lesson: introduces the underrepresentation of women in physics and the role of implicit bias and cultural stereotypes. Helps students examine the conditions for women in physics and discuss gender issues, gendered professions, and personal experience to neutralize the effect of stereotypes and bias.