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The Arizona STEM �Acceleration Project

2025

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Engineering for Impact: Using Acoustic Physics and Sensors to Solve Biomedical Problems

11th Grade STEM Lesson - August 31, 2025

Jasmine Coleman

The Arizona STEM Acceleration Project

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Notes for teachers

Lesson Context:

Designed for 11th grade physics/engineering with biomedical applications.�
Focus: real-world use of physics + sensors to improve human health and safety.�
Adaptable for 2–3 class periods depending on depth and available equipment.�

Differentiation Strategies:

Scaffolds: guided worksheets, simplified sensor kits, structured data collection.�
Advanced challenges: coding MATLAB/Python scripts, designing multi-sensor prototypes.�
Can extend into biomedical engineering, AI, or machine learning for advanced learners

� This lesson is designed for high school physics or engineering classes (grades 11–12, adaptable for 9–12). It bridges waves & sound physics with real-world biomedical engineering to highlight interdisciplinary applications.�

Flexibility:� Can be taught in 2–3 class periods, depending on depth and available equipment/software (MATLAB/Python vs. spectrogram websites).�

Differentiation Strategies:�

Scaffolds for all learners: guided worksheets, pre-made sound data sets, simplified spectrogram tools.�
Advanced challenges: building circuits with pickups, coding MATLAB scripts, experimenting with multiple sensor types.

Why This Lesson Matters:

Students often struggle to see the relevance of physics in everyday life. This lesson makes physics tangible and urgent by connecting it to real medical problems like hydrocephalus treatment and wearable health sensors.�
Teachers can use this lesson to bridge classroom science with engineering design and give students a taste of STEM careers in medicine, health tech, and data science.�

Implementation Tip:

Works best in a lab setting with access to water tubs, tubing, and simple sensors, but can also be modified as a simulation-based lesson if equipment is limited (using spectrogram software and sample datasets).

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List of Materials

Hands-On Lab Materials

Balloons

20-mL syringes

Plastic containers (water basins)

Tubing (various sizes, to simulate valves)

Audio sensing devices (e.g., guitar pickups)

Wiring with alligator clips

Sensors & Tech for advanced students

Speakers (to play audio files)

Pressure and flow sensors

DAQ device + software (for data collection)

Spectrogram software (online access)
MATLAB or Python software�

Whiteboards, markers, chart paper for brainstorming.�

Sample waveform data, valve schematics

Exit Ticket

Lab Sheet- make a copy so you can change to fit your needs

These materials create a low-cost simulation of hydrocephalus valve monitoring. The combination of everyday lab items (balloons, syringes, water) with authentic engineering tools (sensors, pickups, MATLAB) makes the activity accessible yet rigorous.�

Adaptation Notes:�

If DAQ devices or sensors are not available, teachers can substitute by using pre-generated audio files and online spectrogram tools like ChromeLab
For entry-level learners, focus on the balloon + tubing setup to visualize flow and pressure.�
For advanced learners, emphasize the MATLAB/Python analysis and wave classification challenge.�

Tips:�

Prep all tubing and containers before class to save time.�
Have backup data files ready in case sensor setup fails.�
If short on tech, divide class into groups and rotate access to sensors/software.

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Standards

HS-PS4-1: Use mathematical representations to describe wave properties.

HS-PS4-5: Communicate technical information about how devices use wave behavior and sensors to transmit/convert signals.

HS-ETS1-2: Design and evaluate competing solutions to a real-world problem.

HS-ETS1-3: Evaluate solutions based on criteria & trade-offs (safety, cost, reliability).

Crosscutting Concepts: Cause & effect, systems and system models, and structure-function.

NGSS HS-PS4-1 (wave properties through math representations).

NGSS HS-ETS1-2 (engineering design solutions to real-world problems).

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Objectives:

By the end of this lesson, you will be able to:

Investigate how physics principles (waves, energy, and sound) are applied in health and safety sensor technologies.�
Collect and analyze data from valve simulations or sensor kits (e.g., pressure, sound, or motion).�
Design and propose improvements to human safety systems using wave and energy concepts.�
Communicate your findings effectively through group presentations and peer review.

“By the end of this lesson, you won’t just know how waves behave: you’ll see how those same principles can literally save lives. You’ll practice what engineers do: investigate problems, analyze data, design solutions, and communicate your ideas to others.”

These objectives align with NGSS science practices and emphasize both content mastery (wave physics, energy transfer) and scientific practices (data analysis, engineering design, communication).�

Differentiation:�

For introductory students, focus heavily on objectives 1 & 2 (investigate + collect/analyze).�
For advanced students, emphasize objectives 3 & 4 (design + communicate).�

Instructional Value:�

Highlights interdisciplinary STEM: physics + biomedical engineering + data science.�
Encourages 21st-century skills: collaboration, design thinking, and scientific communication.

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Agenda

Engage (15 minutes)

Play audio clips: normal valve vs. blocked valve.�
Show hydrocephalus shunt images to introduce the biomedical challenge.�
Opening Q & brainstorm: “Where do you see physics sensors saving lives?”
Present the real-world problem of hydrocephalus in newborns to frame the valve problem�

Explore (40 minutes)

Hands-on simulation: tubing, syringes, balloons → model brain fluid pressure/flow.�
Students measure flow, record audio, and visualize valve function.�
Rotate through stations (motion, pressure, audio sensors).

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Explain (25–30 minutes)

Mini-lesson on sensor physics principles
Teacher shows spectrograms and wave schematics of audio signals.
Class discussion: reliability, accuracy, and safety in biomedical devices.�

Elaborate (60–75 minutes)

Group Design Challenge: Create a prototype/concept for a Smart Safety Device.�
Develop blueprint/sketch, identify physics principle, describe health/safety use, note limitations.�

Evaluate (15–20 minutes)

Formative: Vocabulary quiz, exit ticket (sketch waveforms), group check-ins.�
Summative:�

Group presentations & peer feedback on Smart Safety Devices.�
Lab report analyzing waveform/spectrogram data.�
Reflection worksheet: “How can physics save lives?”

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Intro/Driving Question

Opening Question:

“What if you could hear when a medical device in the brain stopped working?”

Activity:

Play audio clips of a working vs. blocked valve.
Show images of hydrocephalus shunts and explain real-world stakes.
Quick brainstorm: Where do students already encounter sensors in health (e.g., smartwatches, pacemakers, airbag systems)?

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Hands-on Simulation

Activity Steps:

Use tubing, syringes, and balloons to simulate brain fluid pressure. �
Record and visualize audio signals of “working valve” vs. “blocked valve.” �
Rotate through sensor stations (motion, pressure, temperature). �

Guiding Questions:

How does this sensor detect and translate physical changes?�
What real-world problem could this solve in healthcare or safety?

Student setup: tubing, sensors, and audio analysis for valve function

“Today, you’re stepping into the shoes of biomedical engineers. Your job is to model a real problem: brain fluid pressure. Start by building your mini system, then use sensors to ‘listen’ to the valve. Notice: does it sound or act different when blocked? What does that tell you?”

Setup:� Prep tubing, balloons, and water containers before class. Test audio pickup ahead of time to ensure clear signals.�

Timing:� ~20 minutes for build + testing, 15 minutes for rotation across stations.�

Differentiation:�

Entry-level: focus on observing flow + hearing audio differences.�
Advanced: analyze frequency differences in spectrograms, compare across stations.�

Classroom Management Tip:� Group students (3–4 per station) to minimize wait time. Have backup sample data files ready in case sensors fail.

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EXPLAIN: Physics of Sensors & Sound

Mini-Lesson Concepts (short + visual):

Waves: amplitude, frequency, period, phase�
Spectrograms: how sound is translated into visual data�
Energy transfer: how pressure changes create sound differences

Visuals:

Simple annotated wave diagram (showing amplitude/frequency)�
Screenshot/sample spectrogram (normal vs. blocked valve)�
Schematic of valve + sensor system

Discussion:

Why are these physics principles critical for life-saving devices?�
How do engineers test reliability and ensure accuracy?

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ELABORATE: Design Challenge

Group Design Challenge:

Create a prototype/concept for a Smart Safety Device that uses wave or sensor physics.�
Develop a blueprint/sketch of your design.�
Identify at least one physics principle (waves, energy transfer, pressure, frequency).�
Describe how your device improves health/safety outcomes.�
Note possible limitations or challenges (cost, accuracy, reliability).

“How can physics principles help engineers design devices that protect human health and safety?”

“Now it’s your turn to think like biomedical engineers. You’ve seen how sound waves can detect valve function. But what other health or safety problems could be solved using the same physics? Work with your group to design a Smart Safety Device that could save lives. Remember: engineers don’t just design solutions, they also think about limitations.”

This phase stretches students from analysis → design. They’re practicing the engineer’s role: using physics to solve human problems.�

Timing:� 45–60 minutes (flexible). Can be extended into a second class period or assigned as a group project.�

Facilitation Tips:�

Provide blueprint templates (boxes for sketch, principle, use case, limitation).�
Encourage students to think beyond medicine (e.g., environmental monitoring, automotive safety, wearable health devices).�
Walk around and probe with questions:�

“Which wave property does your device measure?”�
“How does it improve safety compared to existing solutions?”�

Differentiation:�

Entry-level: keep focus on sketch + describing one sensor principle.�
Advanced: ask for potential integration of data analysis (spectrograms, machine learning, AI classification).

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Assessment

Assessment Activities:

Formative:�

Vocabulary quiz (have students explain the meaning of different words they need to know for understanding the lesson; examples include acoustic sensing, frequency, amplitude, etc.).�
Exit ticket: sketch and label normal vs. obstructed valve waveform.�
Group check-in: Is the valve simulation functioning? How does audio change?�

Summative:�

Group presentations of safety devices.�
Peer review of designs (innovation, feasibility, safety impact).�
Lab report analyzing waveform/spectrogram data.�
Reflection Prompt (for science notebooks, etc): “How can physics save lives?

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Differentiation

Remediation

Extension/Enrichment

Structured worksheets guiding step-by-step sensor exploration.�
Teacher check-ins and simplified data analysis tasks.

Step-by-step worksheets for valve simulation & waveform analysis.

Teacher support during sensor data collection.

Programming Arduino sensors to record data.�
Adding multiple sensors into one design (e.g., motion + pressure).�
Research: How companies test reliability/safety in sensor devices.

Program Arduino or MATLAB scripts to analyze sensor data.

Integrate multiple sensors into one prototype.

Research & compare with existing biomedical devices (pacemakers, cochlear implants).