SCIENCE OF INNOVATION
Synthetic Diamonds
A Science Perspective (Grades 6–12)
Lesson plans produced by the National Science Teachers Association.
Video produced by NBC Learn in collaboration with the United States Patent and Trademark Office
and the National Science Foundation.
Background and Planning
About the Video
This video discusses some of the research and innovation related to the production of synthetic
diamonds. Diamonds, both natural and synthetic, have valuable science and engineering
applications that result from their hardness, durability, chemical inertness, and ability to
withstand change when exposed to very high temperatures and pressures. In his research at
the Geophysical Laboratory at the Carnegie Institution for Science in Washington DC, Dr. Russell
Hemley studies the response of certain materials to extreme temperatures and pressures,
similar to those found in Earth’s core. Because his research requires the use of large diamonds,
Hemley has developed a new method for producing synthetic diamonds that are much larger
than those that have been produced using other methods. Hemley’s initial diamond synthesis
technique led to further innovations related to the production and testing of synthetic
diamonds, and has resulted in 14 patents issued to him and his colleagues.
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5:50
Series opening
Some properties of diamonds
Description of a diamond’s structure
Introduction of Dr. Hemley and his research
How diamonds form in nature
Creation of the first synthetic diamonds
Description of two diamond-synthesis methods—CVD and MCVD
Discussion of the need for larger diamonds
How innovation inspires further innovation
Hemley’s patents for synthetic diamond production
Summary
Closing credits
Language Support
To aid those with limited English proficiency or others who need help focusing on the video,
make the transcript of the video available. Click the Transcript tab on the side of the video
window, then copy and paste into a document for student reference.
Framework for K–12 Science Education
PS1.A: Structure and Properties of Matter
PS2.C: Stability and Instability in Physical Systems
PS3.C: Relationship Between Energy and Forces
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PS3.D: Energy in Chemical Processes and Everyday Life
ESS2.A: Earth Materials and Systems
ETS1.A: Defining and Delimiting an Engineering Problem
ETS2.A: Interdependence of Science, Engineering, and Technology
ETS2.B: Influence of Engineering, Technology, and Science on Society and the Natural World
Emphasize Innovation
Innovation Process
Patents One aspect of securing patents is that in exchange for exclusive rights to a process, the
inventor must share information about the process. This disclosure of information enables
others to build on previous work and, in turn, leads to further innovation. On February 15,
1955, General Electric’s press release read, “Man-made diamonds, the climax to a 125-year
effort to duplicate nature’s hardest and most glamorous substance, were displayed here
today.” In 1960, three GE scientists were awarded Patent No. 2,947,610 for their work. Since
then, other scientists have built on the GE knowledge base, resulting in more than 3000 patents
being issued for all research related to synthetic diamond production.
Take Action with Students
Point out to students that the United States Patent and Trademark Office, or USPTO, has issued
14 patents related to Hemley’s method of diamond synthesis, many of which have to do with
the method of diamond production itself, but some relate to manipulating the process to
change a diamond’s properties. Have students research some of the patents highlighted in the
video (4:44–5:06) and use this information to brainstorm a list of possible future innovations
related to synthetic diamonds and their production.
Innovation and STEM
The innovation highlighted in Science of Innovation (SOI): Synthetic Diamonds incorporates
many aspects of STEM (Science, Technology, Engineering, and Mathematics) education. For
example, required science knowledge includes an understanding of how a diamond’s structure
gives it properties that make it useful for certain applications and how to create in a lab the
conditions under which those properties emerge. Math concepts revolve around the algorithms
that underpin the changes in matter that result from changes in pressure and temperature.
Starting with a vision that relies on this science and math knowledge, Hemley uses microwave
technology to produce the synthetic diamonds he uses in his research. The engineering process
involved designing the materials and equipment required to conduct research. In this case,
figuring out how to modify existing equipment and procedures in order to create large
synthetic diamonds for use in Hemley’s research based on the response of certain materials to
extreme changes in temperature and pressure.
Take Action with Students
Because cost and equipment limits any hands-on inquiry involving diamonds in a typical
classroom setting, use the Design Investigations section of Facilitate Inquiry as a guide to
encourage students to conduct research to find out how the physical properties of diamonds,
SOI: Synthetic Diamonds, A Science Perspective (Grades 6–12)
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both synthetic and natural, make them useful not only as jewelry, but also as industrial
abrasives and engraving tools, in medicine to deliver cancer-fighting drugs to affected parts of
the body and to cover openings in X-ray chambers and other types of imagining devices, in
high-end audio equipment, and as semiconductor coatings for computer chips, among many
other uses.
Facilitate Inquiry
Encourage inquiry using a strategy modeled on the research-based science writing heuristic. Student
work will vary in complexity and depth depending on grade level, prior knowledge, and creativity. Use
the prompts liberally to encourage thought and discussion. Student Copy Masters begin on page 8.
Explore Understanding
Most students likely are familiar with the term mineral as it is used in earth science—a naturally
occurring, inorganic solid with a definite crystalline structure and chemical composition. Many
students likely are also familiar with common mineral properties such as color, hardness, luster,
fracture, cleavage, streak, and density. Help students differentiate between rocks and minerals,
and recall properties of diamond in particular, using prompts such as the following.
 Rocks contrast with minerals in that….
 Some properties of minerals include….
 The mineral properties of luster, color, and streak are related in that….
 Mineral hardness describes the resistance of a mineral to being _____, and diamond is rated
very hard because….
 Fracture and cleavage describe the way in which a mineral….
 Density is the relationship between….
Inform students that in addition to the properties describe above, diamonds also possess other
properties including rarity, chemical inertness, resistance to radiation, the ability to easily
conduct heat, and the ability to withstand extremely high temperatures and pressures.
Show the video SOI: Synthetic Diamonds and encourage students to jot down notes while they
watch. As they watch the video, ask students to consider all of these properties of diamonds
and how each might dictate how the mineral is or could be used in research and in everyday
life. Continue the discussion of mineral properties, and introduce Dr. Hemley’s research and the
synthetic diamond production process using prompts such as the following:
 When I watched the video, I thought about….
 Some properties of diamonds are….
 Natural diamonds form….
 Synthetic diamonds can be made by….
 Hemley’s method of diamond production is different from other methods in that….
 In order to synthesize diamonds, Hemley….
 The properties of synthetic diamonds can be changed by….
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Ask Beginning Questions
Stimulate small-group discussion with the prompt: This video makes me think about these
questions…. Then have groups list questions they have about how the different properties of
diamonds might make them useful or desirable. Ask groups to choose two or more related
questions and phrase them in such a way as to be researchable and/or testable. The following
are some examples:
 Which properties of diamonds make them desirable as gemstones?
 Why are some diamonds not used as gemstones?
 Which properties of diamonds make them useful or potentially useful in medicine?
 What are some ways in which the property of hardness makes diamonds useful?
 How does their ability to conduct heat and their chemical inertness make diamonds useful?
 How do the properties of synthetic diamonds compare with those of natural diamonds?
 What are some ways in which synthetic diamonds are used or might be used?
Design Investigations
Choose one of these two options based on your students’ knowledge, creativity, and ability level.
Open Choice Approach (Copy Master page 8)
Groups might come together to agree on the questions for which they will explore the answers,
or each group might explore different questions. Students should brainstorm to form a list of
key words and phrases they could use in Internet search engines that might result in resources
that will help them answer their questions. Review how to safely browse the Web, how to
evaluate information on the Internet for accuracy, and how to correctly cite the information
found. Suggest students make note of any interesting tangents they find in their research effort
for future inquiry. Encourage students with prompts such as the following:
 Words and phrases associated with our questions are….
 The reliability of our sources was established by….
 The science and math concepts related to the topics include….
 Our research might feed into related topics such as….
 To conduct the investigation safely, we will….
Focused Media Research Approach (Copy Master page 9)
The following exemplifies how students might investigate some of the properties that make
diamonds useful in the field of medicine.
1. Ask the following questions to spark students’ thinking about the relationship between a
diamond’s properties and its usefulness or potential usefulness in medicine:
 How does diamond compare to other materials in terms of strength, or hardness?
 How might diamond’s chemical inertness be beneficial?
 What are some of the optical properties of diamond?
 How might diamond’s luster, or the way it reflects light, be useful?
2. If students need help getting started, you might provide the following references. Note: If
links do not automatically load, copy and paste the URLs into your Internet browser bar.
 From medical uses to cosmetic additive: how nano-diamonds may improve the quality of
life
http://www.examiner.com/article/from-medical-uses-to-cosmetic-additive-how-nanodiamonds-may-improve-the-quality-of-life
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
Diamonds are for everything
http://www.rsc.org/chemistryworld/Issues/2011/September/DiamondsAreForEverythin
g.asp
 How Could Flawless Diamonds Change the Future of Medicine?
http://news.discovery.com/tech/flawless-diamonds-lasers.htm
 Diamonds Are a Laser’s Best Friend
http://www.sciencedaily.com/releases/2009/09/090918153113.htm
 Nanodiamonds Useful for Everything from Engine Oil to Cancer
http://blog.targethealth.com/?p=7471
 Nanocrystalline diamond, its synthesis, properties and applications
www.researchgate.net/...Nanodiamonds/file/9fcfd5034bb383650b.pdf
3. Remind students to take detailed notes as they conduct their research. Also review, if
necessary, how to safely browse the web, how to evaluate Internet sources for accuracy,
and how to properly cite the information found. You might also want to provide students
with the rubric on page 10 so that they can use it as a guide to conduct their research.
4. Students might continue their investigation by finding out how the properties of diamonds
make them useful in industry and as jewelry. Some students might also be interested in
finding out more about the processes used to create diamonds in the lab.
Make a Claim Backed by Evidence
Have students analyze their findings and then make one or more claims backed by evidence.
Encourage students with this prompt: As evidenced by… I/we claim… because….
An example claim might be:
As evidenced by our findings, we claim that diamonds can be very useful in the field of medicine
because they are chemically inert, can be easily made in a lab, are hard and don’t break easily,
and reflect light well.
Compare Findings
Encourage students to compare their ideas with others—such as classmates who investigated
the same or similar questions, material they found on the Internet, or an expert they chose to
interview. Remind students to credit their original sources in their comparisons. Elicit
comparisons from students with prompts such as:
 My ideas are similar to (or different from) those of the expert in the video in that….
 My ideas are similar to (or different from) those of my classmates in that….
 My ideas are similar to (or different from) those that I found on the Internet in that….
Students might make comparisons like the following:
My ideas are similar to those of my classmates. All of us found that the properties of diamonds
make them very useful. My group found out that diamonds can be used to study and treat
certain illnesses and conditions, they can be used to perform delicate surgeries, and that they
can be used to help prevent rejection of an implant. Another group in our class found that the
hardness of diamonds makes them very useful in grinding and polishing, engraving, and even in
cutting other diamonds! Jillian’s group discovered that diamonds are often used to coat
semiconductors, microchips, and other small parts used in computers.
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Reflect on Learning
Students should reflect on their understanding, thinking about how their ideas have changed or
what they know now that they didn’t before. Encourage reflection, using prompts such as the
following:
 My ideas about this topic have changed because of this evidence….
 My ideas changed in the following ways….
 One concept I still do not understand involves….
 One aspect of this topic I would like to learn more about is….
Inquiry Assessment
See the rubric included in the student Copy Masters on page 10.
Incorporate Video into Your Lesson Plan
Integrate Video in Instruction
Compare/Contrast: Write the following statement from the video on the board: “The best
synthetic diamond that we produce is no different than the very best diamond that comes from
planet Earth.” Have students use the quote as a starting point to compare and contrast natural
and synthetic diamonds. Students might work in small groups and use graphic organizers such
as Venn diagrams. Encourage them to include words such as atoms, carbon, temperature,
pressure, structure, and time to form in their organizers.
Sequence: Replay the video from 1:35 to 2:10, with the sound muted, several times. Ask
students to use the segment to explain how diamonds form and are brought to Earth’s surface.
Using the 5E Approach?
If you use a 5E approach to lesson plans, consider incorporating video in these Es:
Explore: Use the Design Investigations section of Facilitate Inquiry to support your lessons on
matter, atomic structure, minerals, and mineral properties.
Explain: Point out to students that in the video, Hemley states, “Innovation is about
serendipity.” Have students look up definitions of the term serendipity, and use them to discuss
what they think Hemley means by this statement.
Connect to … Math
Polymorphs: Graphite and diamond are polymorphs, or minerals with the same chemical
composition but very different atomic structures. The carbon atoms in graphite are combined
in thin sheets that are slightly offset from one another. Within each sheet, every atom of
carbon is weakly bound to adjacent atoms at the apexes of equilateral triangles. The carbon
atoms in diamond, on the other hand, are strongly bound to adjacent atoms at the apexes of a
tetrahedron. Provide students with this information and magnetic ball and rod building kits or
marshmallows and toothpicks and have them make three-dimensional models of the atomic
structures of graphite and diamond, and relate the differences in their atomic structures to
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their different hardnesses as well as to how the two minerals are commonly used in different
real-world applications. You might want to provide students with one or more of the following
URLs to get them started. Note: If links do not automatically load, copy and paste the URLs into
your Internet browser bar.
 How can graphite and diamond be so different if they are both composed of pure carbon?
http://www.scientificamerican.com/article.cfm?id=how-can-graphite-and-diam
 Diamond and Graphite
http://www.enmu.edu/services/museums/miles-mineral/diamond.shtml
 Covalent Network
http://www.avogadro.co.uk/structure/chemstruc/network/g-molecular.htm
Prompt Innovation with Video
After students watch the video, have them research patents associated with synthetic
diamonds and their production. They can do so with an Internet search on Google.com/patents
using search terms such as the following.
Primary Search Terms
Gemstone
Ultratough
Ultrahard
Carbon crystallization
Single-crystal diamond
Monocrystalline diamond
Octahderal shape
Isometric
Hardness
Fracture toughness
HTPT: high pressure, high temperature
Additional Search Terms
Diamond production
Energy beam
Plasma generator
CVD: chemical vapor deposition
MCVD: microwave chemical deposition
PCVD: plasma chemical vapor deposition
Patent Examples
5,099,788
Method and apparatus for forming a diamond film
5,704,976
High temperature, high rate, epitaxial synthesis of diamond in a laminar
plasma
5,955,155
CVD method of depositing a plurality of polycrystalline diamond film layers
6,129,900
Process for the synthesis of diamond
6,582,513
System and method for producing synthetic diamond
2003/0230232 Method of making enhanced CVD diamond
2004/0169178 Diamond semiconductor and diamond semiconductor light-emitting device
that uses the semiconductor
Suggest students read abstracts of patents that attract their attention. Then hold a discussion
about how various innovators are improving on the process. Use prompts such as the following:
 This patent is for _____, which is related to the invention shown in the video by….
 This patent describes _____, which differs from the invention shown in the video in that….
 I think doing/making _____ would be an innovation because….
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COPY MASTER: Open Choice Inquiry Guide for Students
Science of Innovation: Synthetic Diamonds
Use this guide to research one or more questions about the how the physical properties of
natural or synthetic diamonds make them useful. Write your report in your science notebook.
Ask Beginning Questions
The video makes me think about these questions….
Plan Research
Choose one or more related questions. How can you answer them? Brainstorm a research
strategy with your team. Use the prompts below to help focus your thinking.
 Words and phrases associated with our questions are….
 The reliability of our sources was established by….
 The science and math concepts related to the topics include….
 Our research might feed into related topics such as….
 To conduct the investigation safely, we will….
Record Findings
Record your findings. Include tables, graphs, and other images, as needed.
Make a Claim Backed by Evidence
Analyze your information, then make one or more claims based on the evidence. You might
want to use one of the prompts below to write your claim(s).
• As evidence by… I claim. because….
• I claim that… because my findings show that….
My Evidence
My Claim
My Reason
Compare Findings
Review the video and then discuss your results with classmates who investigated the same or
similar questions. Or do more research on the topic, or talk to an expert. How do your findings
compare? Be sure to give credit to others when you use their findings in your comparisons.
 My ideas are similar to (or different from) those of the experts in the video in that….
 My ideas are similar to (or different from) those of my classmates in that….
 My ideas are similar to (or different from) those that I found on the Internet in that….
Reflect on Learning
Think about your results. How do they fit with what you already knew? How do they change
what you thought you knew about the topic?
 My ideas about this topic have changed because of this evidence….
 My ideas changed in the following ways….
 One concept I still do not understand involves….
 One aspect of this topic I would like to learn more about is….
SOI: Synthetic Diamonds, A Science Perspective (Grades 6–12)
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COPY MASTER: Focused Inquiry Guide for Students
Science of Innovation: Synthetic Diamonds
Use this guide to investigate one or more questions how the properties of diamonds make
them useful. Write your report in your science notebook.
Ask a Beginning Question
How do the properties of diamonds make them useful in medicine?
Plan Research
Brainstorm with your team how you think you can answer your question(s). Use these prompts
to help you.
 Words and phrases associated with our questions are….
 The reliability of our sources was established by….
 The science and math concepts related to the topics include….
 Our research might feed into related topics such as….
 To conduct the investigation safely, we will….
Record Findings
Record your findings. Include tables, graphs, and other images, as needed.
Make a Claim Backed by Evidence
Analyze your information, then make one or more claims based on the evidence. You might
want to use one of the prompts below to write your claim(s).
• As evidence by… I claim… because….
• I claim that… because my findings show that….
My Evidence
My Claim
My Reason
Compare Findings
Review the video and then discuss your results with classmates who investigated the same or
similar questions. Or do more research on the topic, or talk to an expert. How do your findings
compare? Be sure to give credit to others when you use their findings in your comparisons.
 My ideas are similar to (or different from) those of the experts in the video in that….
 My ideas are similar to (or different from) those of my classmates in that….
 My ideas are similar to (or different from) those that I found on the Internet in that….
Reflect on Learning
Think about your results. How do they fit with what you already knew? How do they change
what you thought you knew about the topic?
 My ideas about this topic have changed because of this evidence….
 My ideas changed in the following ways….
 One concept I still do not understand involves….
 One aspect of this topic I would like to learn more about is….
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COPY MASTER: Assessment Rubric for Inquiry Investigations
Criteria
Initial question
1 point
Question had a yes/no
answer, was off topic, or
otherwise was not
researchable or testable.
References cited
All of the references used
in the study were
incorrectly cited.
Claim
No claim was made or
the claim had no
evidence to support it.
Comparison of findings
was limited to a
description of the initial
questions.
None of the reflections
were related to the initial
questions.
Findings
comparison
Reflection
2 points
Question was
researchable or testable
but too broad or not
answerable by the
chosen investigation.
Only some of the
references used in the
study were correctly
cited.
Claim was marginally
supported by evidence
from the research.
Comparison of findings
was marginally
supported by the
information collected.
Some of the reflections
were related to the
initial questions.
SOI: Synthetic Diamonds, A Science Perspective (Grades 6–12)
3 points
Question clearly stated,
researchable or testable,
and showed direct
relationship to
investigation.
All of the references used
in the study were correctly
cited.
Claim was well supported
by strong evidence from
the research.
Comparison of findings
was well supported by the
information collected.
All of the reflections were
related to the initial
questions.
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