Students play and record the “Mary Had a Little Lamb” song using musical instruments and analyze the intensity of the sound using free audio editing and recording software. Then they use hollow Styrofoam half-spheres as acoustic mirrors (devices that reflect and focus sound), determine the radius of curvature of the mirror and calculate its focal length. Students place a microphone at the acoustic mirror focal point, re-record their songs, and compare the sound intensity on plot spectrums generated from their recordings both with and without the acoustic mirrors. A worksheet and KWL chart are provided.

Students investigate the motion of a simple pendulum through direct observation and data collection using Android® devices. First, student groups create pendulums that hang from the classroom ceiling, using Android smartphones or tablets as the bobs, taking advantage of their built-in accelerometers. With the Android devices loaded with the (provided) AccelDataCapture app, groups explore the periodic motion of the pendulums, changing variables (amplitude, mass, length) to see what happens, by visual observation and via the app-generated graphs. Then teams conduct formal experiments to alter one variable while keeping all other parameters constant, performing numerous trials, identifying independent/dependent variables, collecting data and using the simple pendulum equation. Through these experiments, students investigate how pendulums move and the changing forces they experience, better understanding the relationship between a pendulum's motion and its amplitude, length and mass. They analyze the data, either on paper or by importing into a spreadsheet application. As an extension, students may also develop their own algorithms in a provided App Inventor framework in order to automatically note the time of each period.

Students learn the basics of the electromagnetic spectrum and how various types of electromagnetic waves are related in terms of wavelength and energy. In addition, they are introduced to the various types of waves that make up the electromagnetic spectrum including, radio waves, ultraviolet waves, visible light and infrared waves. These topics help inform students before they turn to designing solutions to an overarching engineering challenge question.

After watching a 1940 film clip of the "Galloping Gertie" bridge collapse and a teacher demo with a simple pendulum, student groups discuss and then research the idea of motion that repeats itself specifically the concepts of periodic and harmonic motion. They become aware of where and how these types of motion occur and affect them in everyday applications, both natural (seasons, tides, waves) and engineered (swings, clocks, mechanical systems). They learn the basic properties of this type of motion (period, amplitude, frequency) and how the rearrangement of the simple pendulum equation can be used to solve for gravitational acceleration, pendulum length and gravity. At lesson end, students are ready to conduct the associated activity during which they conduct experiments that utilize swinging Android® devices as pendulums.

Students complete this Beer's Law activity in class. Students examine the attenuation of various thicknesses of transparencies. From this activity, students will understand that different substances absorb light differently. This can then be transferred to X-rays to explain that different substances absorb X-rays differently, hence the need for dual-energy analysis. In looking at Beer's Law, students use the properties associated with natural logarithms. After the activity, students complete a series of questions regarding what they observed.

Students determine the refractive index of a liquid with a simple technique using a semi-circular hollow block. Then they predict the refractive index of a material (a Pyrex glass tube) by matching it with the known refractive index of a liquid using the percent light transmission measurement. The homemade light intensity detector uses an LED and multimeter, which are relatively inexpensive (and readily available) compared to commercially available measurement instruments.

The Integrated Conceptual Science Program Course 1 Integrated Physics and Chemistry is a three dimensional course based on the Conceptual Progression Model of the Next Generation Science Standards. It is designed to be used as part of a three course program that addresses all high school science performance expectations. Course 1 is designed for ninth grade students.
This resource includes the teacher materials, supporting documents, and short videos to support teachers in using the materials.
The Courses were designed using the Ambitious Science Teaching (AST) framework. It is strongly encouraged that before using these materials that you be familiar with AST. We suggest that you watch the AST Overview short video found here: https://datapuzzles.org/ambitious-science-teaching and explore this Google Slide deck that contains many resources designed to further your understanding of AST: https://docs.google.com/presentation/d/1WOUVmlm636_7i2l0GYa9JkX1TCK3NMdySfpxKN7IM7A/edit?usp=sharing

THE PATTERNS APPROACH
The Patterns Approach to science instruction emphasizes the use of mathematical and phenomenological patterns to predict the future and understand the past. Students construct science knowledge by making an initial “wild-guess”, asking questions, planning and conducting experiments, collecting data, finding a mathematical model that fits their data, explaining the phenomenon based on that model, then finally making a data-informed prediction. Harnessing their own experiences, students compare and contrast low-evidence predictions (wild guesses) to their data-informed prediction to live the experience and learn the value of evidence-based reasoning. Additionally, students engage in several engineering projects in each course, where they must use the Patterns they discover in their designs to optimize their solutions. The Patterns Approach utilizes technology, student-constructed knowledge, frequent opportunities for student talk, and language supports to ensure the engagement and success of every student. By emphasizing, rather than removing, the mathematical connections to science, the Patterns Approach supports student conceptual understanding by connecting real-world inquiry experiences, graphical representations, and mathematical representations of science phenomena.

Students learn the relevant equations for refraction (index of refraction, Snell's law) and how to use them to predict the behavior of light waves in specified scenarios. After a brief review of the concept of refraction (as learned in the previous lesson), the equations along with their units and variable definitions, are introduced. Student groups work through a few example conceptual and mathematical problems and receive feedback on their work. Then students conduct the associated activity during which they practice using the equations in a problem set, examine data from a porous film like those used in biosensors, and apply the equations they learned to a hypothetical scenario involving biosensors.

The purpose of this activity is to show that nanosize particles of a given substance often exhibit different properties and behavior than macro or micro size particles of the same material. The property studied in this activity is the absorption and reflection of light which is based on energy levels that are determined by the size and bonding arrangements of the materials. 

This simulation lets you see sound waves. Adjust the frequency or volume and you can see and hear how the wave changes. Move the listener around and hear what she hears.

This simulation lets you see sound waves. Adjust the frequency or volume and you can see and hear how the wave changes. Move the listener around and hear what she hears.

Through four lessons and three hands-on activities, students learn the concepts of refraction and interference in order to solve an engineering challenge: "In 2013, actress Angelina Jolie underwent a double mastectomy, not because she had been diagnosed with breast cancer, but merely to lower her cancer risk. But what if she never inherited the gene(s) that are linked to breast cancer and endured surgery unnecessarily? Can we create a new method of assessing people's genetic risks of breast cancer that is both efficient and cost-effective?" While pursuing a solution to this challenge, students learn about some high-tech materials and delve into the properties of light, including the equations of refraction (index of refraction, Snell's law). Students ultimately propose a method to detect cancer-causing genes by applying the refraction of light in a porous film in the form of an optical biosensor. Investigating this challenge question through this unit is designed for an honors or AP level physics class, although it could be modified for conceptual physics.

Adds two waves, transverse or longitudinal, of selectable frequency, wavelength, velocity and amplitude.

Watch a string vibrate in slow motion. Wiggle the end of the string and make waves, or adjust the frequency and amplitude of an oscillator. Adjust the damping and tension. The end can be fixed, loose, or open.

Students measure the wavelength of sounds and learn basic vocabulary associated with waves. As a class, they brainstorm the difference between two tuning forks and the sounds they produce. Then they come up with a way to measure that difference. Using a pipe in a graduated cylinder filled with water, students measure the wavelength of various tuning forks by finding the height the pipe must be held at to produce the loudest note. After calculating the wavelength and comparing it to the pitch of each tuning fork, students discover the relationship between wavelength and pitch.

In the first half of this two-part activity, students practice solving problems involving refraction using the index of refraction and Snell's law equations; they mathematically solve for precise angles and speeds caused by refraction. In the second half of the activity, a hands-on lab, they apply the analytical skills required by the problem set to reflectance measurements of porous silicon thin films, including how reflectance measurements would change if various aspects of the film were altered. Students predict the data output in the form of reflectance measurements when samples are altered, which connects to the idea of being able to make predictions about the data output of a biosensing thin film that couples with a target molecule.