The University of Naples Physics Education Research group is developing a Module about ?Optical Properties of Materials?. The School-University partnership is enacted through a local working group involving the participation of university researchers, school teachers and teachers-researchers as intermediaries; the aims of this partnership are to synergically harmonise the diverse competences, to build and implement the Module. The design of this Module was situated within the Educational Reconstruction theoretical framework, according to a design ? trial ? redesign cycle: first we carried out a content structure analysis, including relevant results from physics education research, and then a trial implementation, to gather data to optimize the redesign. The Module was structured in a few self-consistent Teaching-Learning Units, each proposing a problematic situation related to a technology-enhanced scenario. The aim is to introduce and motivate students to investigate the behaviours of a commonly used techno?object: the optical fibre. The Unit activities follow a Guided Inquiry Approach, focusing on basic physics concepts and materials? properties relevant for modeling / interpreting the behaviour of fibers. The students are offered integrated lab-work and ICT activities to gain knowledge useful to manage with a proposed problematic situation. Unlike conventional sequential design, the self-consistent Units facilitate adaptations of the Module to particular teaching contexts and evaluation of the whole or only some parts. In the poster, we describe the design and development phases of the units and Illustrate how they have been affected by the results of the pilot implementations.