SCIENCE OF INNOVATION
Synthetic Diamonds
An Engineering 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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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 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 having to do with
the method of diamond production itself, but some relating 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 will limit any hands-on inquiry involving diamonds in a typical
classroom setting, the inquiry in SOI: Synthetic Diamonds, An Engineering Perspective will focus
on working with models that can be compared to the structure of these solids. Using the Design
SOI: Synthetic Diamonds, An Engineering Perspective (Grades 6–12)
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Investigations section of Facilitate Inquiry as a guide and the images below, encourage students
to think about how the hardness and “strength” of a diamond might be related to its atomic
structure in much the same way as a bridge’s weight-bearing capacity, or “strength,” is related
to its structure.
Diamond’s Atomic Structure
Sample Bridge Designs
To help students understand the analogy between the strength and atomic structure of
diamond and the strength of a simple bridge, set up constraints, as a class, within which
students will build their bridges, such as providing a limited amount or type of material with
which to work, limiting the size or mass of the structure, and deciding how strength will be
measured once the structure is constructed.
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 10.
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.
Provide students with unlabeled samples of several minerals that make up Mohs’ Hardness
Scale—talc, gypsum, calcite, fluorite, apatite, orthoclase, quartz, topaz, corundum, and
diamond. Also provide students with the chemical formulas of the minerals and the standard
tools used to test mineral hardness—a steel file (7 on the scale), a glass plate (5.5–6), and a
penny (3.5). Point out that the average hardness of one’s fingernail is about 2.5 on the Mohs’
scale. Allow students to test the hardness of the minerals relative to one another and arrange
them from softest to hardest. As students work, or after they have completed this activity,
spark their thinking with the following prompts:
 We know the softest mineral we tested was _____ because….
 We know the hardest mineral we tested was _____ because….
 We know the order of hardness of the minerals we tested was _____ because….
 The most chemically complex mineral is _____ because….
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

The least chemically complex mineral is _____ because….
A mineral’s hardness is most likely related to….
Show the video SOI: Synthetic Diamonds and encourage students to jot down notes while they
watch. Continue the discussion of mineral hardness, 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….
 Diamonds are valued for their….
 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….
 A diamond’s hardness and “strength”’ are the result of the mineral’s….
Ask Beginning Questions
Stimulate small-group discussion with the prompt: This video makes me think about these
questions…. Remind students that their investigations will mimic how the strength of a diamond
is related to the mineral’s structure using model bridges. Then have groups list questions they
have about the relationship between the structure of a simple bridge and the bridge’s weightbearing capacity, or strength. You might want to provide the drawings of the truss bridges from
page 3 as references, or have students research various bridge designs and/or truss types. Ask
groups to choose one question and phrase it in such a way as to be researchable and/or
testable. The following are some examples.
 How do different types of bridges support their loads?
 What type of bridge has the greatest weight bearing capacity, or strength?
 How does truss arrangement affect a truss bridge’s strength?
 How might the length/angle/thickness of the trusses affect the strength of a bridge?
 How might the material used to make a model bridge affect the bridge’s strength?
Design Investigations
Choose one of the following options based on your students’ knowledge, creativity, and ability level and
your available materials. Actual materials needed will vary greatly based on these factors as well.
Possible Materials Allow time for students to examine and manipulate the available materials.
Doing so often aids students in refining their questions, or prompts new ones that should be
recorded for future investigation. For this inquiry, materials might include plastic and paper
drinking straws, toothpicks, wooden craft sticks of various sizes, newspaper, used 8 ½” x 11”
sheets of paper, rubber bands, “cellophane” and masking tapes, rubber cement, and glue.
Students might also need metal binder clips or simple clamps, wire cutters, and scissors, and
could benefit from using protractors and graph paper, as well. For the strength testing,
students might use standard weights and scales, or pennies in a cup to test the strength of their
designs.
Safety Considerations To augment your own safety procedures, see NSTA’s Safety Portal at
http://www.nsta.org/portals/safety.aspx.
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Open Choice Approach (Copy Master page 10)
Groups might come together to agree on one bridge design or material they will explore, or
each group might explore different designs and/or materials. Students should brainstorm to
form a plan they would have to follow in order to answer their question. Remind students to
work within the pre-determined constraints, and guide them, as needed, to develop safe
procedures that control variables and enable them to make accurate measurements. Encourage
students with prompts such as the following:
 The materials we will use include….
 The variable we will test is….
 The variables we will control are….
 The steps we will follow are….
 We will test our designs by….
 We will record and organize our data and observations using….
 To conduct the investigation safely, we will….
Focused Approach (Copy Master pages 11–12)
The following exemplifies how students might build three bridges with different truss
arrangements from plastic drinking straws and tape and test how the structures’ designs affect
the strength of the bridges.
1. As or after students explore the available materials, ask questions such as the following to
spark their thinking:
 What are the constraints under which you will be building your bridges?
 Which of the materials might be best to use to build your model bridges?
 What is the only factor that you will change in your three model bridges?
 What types of bridge designs do you think will be the strongest? Why?
 How will you test the strength of the bridges you will build?
 What are your testing constraints?
2. Give students free rein in determining how they will explore their chosen question, but
insist they get your approval of their experimental procedure before they begin. Students
might construct bridges with the trusses shown in the drawings on page 3, or they might
build bridges with other designs.
3. To help students envision their investigations, use prompts such as the following:
 We will make all of our bridges using….
 We will vary the bridges in this way….
 We will build the bridges by….
 We will measure the strength of each structure by….
 We will record and organize our data and observations using….
 To conduct our investigation safely, we will….
4. As students work, make sure they understand the importance of making accurate
measurements by using these, or similar, prompts:
 All of the vertical trusses will be _____ long.
 All of the angled trusses will be _____ long.
 The top beam for each bridge will be _____ long; the bottom one will be _____ long.
 We will measure the “failure” weight of each bridge to the nearest _____ because….
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5. Students might continue their investigations by reconstructing three similar bridges, but
folding the straws in half or in quarters to form the trusses for the new structures. Or,
students might use different materials but their original bridge designs to extend this
inquiry.
Media Research Option
Groups might have questions that are best explored using print media and online resources.
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 the question. 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 question are….
 The reliability of our sources was established by….
 The science and math concepts that underpin a possible solution are….
 Our research might feed into an engineering design solution such as….
 To conduct the investigation safely, we will….
Make a Claim Backed by Evidence
As students carry out their investigations, ensure they record any measurements and all of their
observations. As needed, suggest ways they might organize their data using tables or graphs.
Students should analyze their data and then make one or more claims based on the evidence
their data show. Encourage students with this prompt: As evidenced by… we claim… because….
An example claim might be:
As evidenced by our measurements of the amount of mass supported by each structure, we
claim that a more dense structure is stronger than a less dense one because the bridge with the
most diagonal supports/trusses did not fail like the bridges with fewer diagonal trusses did.
Compare Findings
Encourage students to compare their results with others—such as classmates who investigated
the same or similar questions or designs, material they find 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 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….
Students might make comparisons like the following:
My findings are similar to information on the Internet, because I found that a truss bridge built
with supports diagonal to the two main supporting beams is stronger than one with trusses that
are only at right angles to the main supporting beams.
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I also found information that supports what the experts in the video describe. Diamond is made
only of carbon, but so is another mineral called graphite. The carbon atoms in graphite combine
to form thin sheets, which make this mineral very soft. Its hardness on Mohs’ scale is between 1
and 1.5. The carbon atoms that combine to form diamond join to form three-sided pyramids
called tetrahedra. These structures make diamond much harder than graphite, and give it a
value of 10 on Mohs’ scale.
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. Remind them, if necessary, to compare the
atomic structure of diamond to those of their bridges to determine which characteristics of a
diamond’s structure are similar to the strongest bridges. 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….
 I wish I had been able to spend more time on….
 Another investigation I would like to try is….
Inquiry Assessment
See the rubric included in the student Copy Masters on page 13.
Incorporate Video into Your Lesson Plan
Integrate Video in Instruction
Bellringer: When your main topic of discussion is molecular structure, write a question on the
board or on chart paper such as “What do you think this video is about?” and play the video
with the sound muted as students settle for class. Then play the video with the sound on as an
introduction to molecular structure and the relationship between it and a diamond’s hardness
and “strength”.’
Homework: Have students research other natural materials that are very useful for science and
engineering purposes. Consider and discuss how these materials form in the natural world and
how scientists and engineers might replicate these processes to create the materials
synthetically. Students might write brief informational articles or construct a visual
presentation to share their findings.
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 physics
lessons on forces and what happens when they are exerted on objects or materials at different
angles.
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Elaborate: Use the video to have students compare and contrast how diamonds form in nature
with how they are produced in a lab. Pose the following questions to spark thinking: What are
the steps in each process? How are they the same and how are they different? What processes
of the natural diamond formation process are most difficult to synthesize? Have students
participate in a “round robin” story telling of a natural diamond’s life cycle, beginning to end,
then repeat with the formation of diamonds by both the chemical vapor deposition, or CVD,
process, and the microwave chemical vapor deposition, or MCVD, process that Hemley uses.
You might also ask interested students to research the different types of products
manufactured via these two processes.
Connect to … Math
Geometry: Have students use their models to determine if they can extract a relationship about
the angles between the trusses and the main supporting beams and the structures’ ability to
support mass. Using the equations shown below and taking a few measurements from the
structures themselves, have students measure the length of each straw and use the
measurements to calculate each angle in their structures. An example of how to do this, along
with a model sketch, is provided below.
Pythagorean theorem to calculate the length of a side:
a2 + b2 = c2
sin, cos, tan to calculate the angles within a right triangle:
sin (Θ) = opposite/hypotenuse
cos (Θ) = adjacent/hypotenuse
tan (Θ) = opposite/adjacent
You might want to have students do this same exercise to compute the angles within a
diamond tetrahedron, which are 109.5o, and relate the structure to the covalent bonding within
the mineral, both of which give a diamond its strength.
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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 investigate a question about the relationship between the structure of an
object or material and its strength. Write your report in your science notebook.
Ask Beginning Questions
The video makes me think about these questions….
Design Investigations
Choose one question. How can you answer it? Brainstorm with your teammates. Write a
procedure that controls variables and makes accurate measurements. Add safety precautions
as needed. Use the prompts below to help focus your thinking.




The materials we will use include….
The variable we will test is….
The variables we will control are….
The steps we will follow are….
• We will test our designs by….
• We will record and organize our data using….
• To conduct the investigation safely, we will….
Record Data and Observations
Record your observations. Organize your data in tables or graphs as appropriate.
Make a Claim Backed by Evidence
Analyze your data and then make one or more claims based on the evidence your data shows.
Make sure that the claim goes beyond summarizing the relationship between the variables.
My Evidence
My Claim
My Reason
Compare Findings
Review the video and then discuss your results with classmates who investigated the same or a
similar question. Or do research on the Internet, 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….
 I wish I had been able to spend more time on….
 Another investigation I would like to try is….
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COPY MASTER: Focused Inquiry Guide for Students
Science of Innovation: Synthetic Diamonds
Use this guide to investigate a question about how a bridge’s design might affect its ability to
support a certain amount of mass. Write your report in your science notebook.
Ask a Beginning Question
How does the truss design of model bridges affect their strength as measured by how much
mass each can support?
Design Investigations
Brainstorm with your teammates how to answer the question. Decide on one idea and write a
procedure that will allow you to gather valid data. Add safety precautions as needed. Use these
prompts to help you design your investigation.
 We will make all of our bridges using….
 We will vary the bridges in this way….
 We will build the bridges by….
 We will measure the strength of each structure by….
 We will record and organize our data and observations using….
 To conduct our investigation safely, we will….
Record Data and Observations
Organize your observations and data in a table. The table below is an example of one way to
record how the truss arrangement of a bridge affects its strength.
Bridge Design and Strength
Detailed Drawing of the
Bridge
Mass (grams) Supported by
Bridge
Focused Inquiry Guide continued
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Graph the Data
Plot your data on a graph like the one below. Remember that the independent variable, or the
variable you tested, is plotted on the x-axis and the dependent, or responding, variable is
plotted on the y-axis. Label the axes of your graph and give your graph a title.
Make a Claim Backed by Evidence
Analyze your data and then make one or more claims based on the evidence shown by your
data. Make sure that the claim goes beyond summarizing the relationship between the
variables.
My Evidence
My Claim
My Reason
Compare Findings
Review the video and then discuss your results with classmates who investigated the same or a
similar question. Or do research on the Internet or talk with 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 what you found out. How does it fit with what you already knew? How does it
change what you thought you knew?
 My ideas about this topic have changed because of this evidence….
 My ideas changed in the following ways….
 I wish I had been able to spend more time on….
 Another investigation I would like to try is….
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COPY MASTER: Assessment Rubric for Inquiry Investigations
Criteria
Initial question
Investigation
design
Variables
Safety procedures
Observations and
data
Claim
Findings
comparison
Reflection
1 point
Question had a yes/no
answer, was off topic, or
otherwise was not
researchable or testable.
2 points
Question was
researchable or testable
but too broad or not
answerable by the
chosen investigation.
The design of the
While the design
investigation did not
supported the initial
support a response to
question, the procedure
the initial question.
used to collect data
(e.g. number of trials, or
control of variables)
was not sufficient.
Either the dependent or
While the dependent
independent variable
and independent
was not identified.
variables were
identified, no controls
were present.
Basic laboratory safety
Some, but not all, of the
procedures were
safety equipment was
followed, but practices
used and only some
specific to the activity
safe practices needed
were not identified.
for this investigation
were followed.
Observations were not
Observations were
made or recorded, and
made, but were not
data are unreasonable in very detailed, or data
nature, not recorded, or
appear invalid or were
do not reflect what
not recorded
actually took place during appropriately.
the investigation.
No claim was made or
Claim was marginally
the claim had no
related to evidence
relationship to the
from investigation.
evidence used to support
it.
Comparison of findings
Comparison of findings
was limited to a
was not supported by
description of the initial
the data collected.
question.
Student reflection was
limited to a description
of the procedure used.
Student reflections
were not related to the
initial question.
SOI: Synthetic Diamonds, An Engineering Perspective (Grades 6–12)
3 points
Question clearly stated,
researchable or testable,
and showed direct
relationship to
investigation.
Variables were clearly
identified and controlled
as needed with steps and
trials that resulted in data
that could be used to
answer the question.
Variables identified and
controlled in a way that
results in data that can be
analyzed and compared.
Appropriate safety
equipment used and safe
practices adhered to.
Detailed observations
were made and properly
recorded and data are
plausible and recorded
appropriately.
Claim was backed by
investigative or research
evidence.
Comparison of findings
included both
methodology and data
collected by at least one
other entity.
Student reflections
described at least one
impact on thinking.
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