Science of Innovation: Synthetic Diamonds
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Science of Innovation: Synthetic Diamonds

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    • girl examines solar system
    • Preview of LP_INNOV_SynDiamond-Sci.docx - page 1
    • Preview of LP_INNOV_SynDiamond-Eng.docx - page 1
      Subject Science — Chemistry, Earth and Space Science, Physical Science
      Grade Level Grades 6-12
      Resource Type Activity
      Standards Alignment
      Common Core State Standards
      License

      About This Lesson

      As an alternative to finding diamonds in nature for his scientific experiments, Professor Russell Hemley of the Geophysical Laboratory at the Carnegie Institution of Washington creates an innovative method of making large synthetic diamonds in the laboratory. Science of Innovation” is produced in partnership with the National Science Foundation and the United States Patent and Trademark Office.

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      LP_INNOV_SynDiamond-Sci.docx

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      February 13, 2020
      37.73 KB
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      LP_INNOV_SynDiamond-Eng.docx

      Activity
      February 13, 2020
      467.49 KB
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      Standards

      Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
      Read More About CCSS.ELA-Literacy.RI.6.2
      Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
      Read More About CCSS.ELA-Literacy.RI.6.4
      Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
      Read More About CCSS.ELA-Literacy.RI.6.7
      Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
      Read More About CCSS.ELA-Literacy.W.6.4
      Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
      Read More About CCSS.ELA-Literacy.W.6.10
      Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
      Read More About CCSS.ELA-Literacy.L.6.6
      Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
      Read More About CCSS.ELA-Literacy.RI.7.1
      Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
      Read More About CCSS.ELA-Literacy.RI.7.2
      Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
      Read More About CCSS.ELA-Literacy.RI.7.3
      Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
      Read More About CCSS.ELA-Literacy.RI.7.4
      Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
      Read More About CCSS.ELA-Literacy.W.7.4
      Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
      Read More About CCSS.ELA-Literacy.W.7.10
      Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
      Read More About CCSS.ELA-Literacy.L.7.6
      Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
      Read More About CCSS.ELA-Literacy.RI.8.1
      Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
      Read More About CCSS.ELA-Literacy.RI.8.2
      Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
      Read More About CCSS.ELA-Literacy.RI.8.4
      Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
      Read More About CCSS.ELA-Literacy.W.8.4
      Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
      Read More About CCSS.ELA-Literacy.W.8.10
      Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
      Read More About CCSS.ELA-Literacy.L.8.6
      Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
      Read More About CCSS.ELA-Literacy.RI.9-10.1
      Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
      Read More About CCSS.ELA-Literacy.RI.9-10.2
      Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
      Read More About CCSS.ELA-Literacy.RI.9-10.4
      Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
      Read More About CCSS.ELA-Literacy.W.9-10.4
      Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
      Read More About CCSS.ELA-Literacy.W.9-10.5
      Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
      Read More About CCSS.ELA-Literacy.W.9-10.10
      Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
      Read More About CCSS.ELA-Literacy.L.9-10.6
      Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
      Read More About CCSS.ELA-Literacy.RI.11-12.1
      Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
      Read More About CCSS.ELA-Literacy.RI.11-12.2
      Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
      Read More About CCSS.ELA-Literacy.RI.11-12.4
      Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
      Read More About CCSS.ELA-Literacy.W.11-12.4
      Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
      Read More About CCSS.ELA-Literacy.W.11-12.5
      Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
      Read More About CCSS.ELA-Literacy.W.11-12.10
      Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
      Read More About CCSS.ELA-Literacy.L.11-12.6

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