2025 ASEE Annual Conference & Exposition

Integrating 3D Printing and Tracker Software for Enhanced Data Acquisition in Experimental Physics Education

Presented at Engineering Physics and Physics Division (EP2D) Technical Session 1

In a Latin American university's engineering program, the experimental physics course is a key component of the undergraduate curriculum, with 29 sections and around 1,100 students. This study introduces an innovative approach to data acquisition in physics experiments by integrating Tracker© software with 3D printing technology to enhance data collection accuracy and student learning outcomes in kinematics experiments. The core of this study is a pilot experiment designed within the physics lab, where a custom 3D-printed model (referred to as the "flag") is incorporated into the traditional kinematics experiment setup. Data acquisition is then compared between two experimental conditions: with the 3D-printed flag and without it. Tracker© software captures the data in real-time, and Excel is used for analysis and modeling. This combination of tools offers immediate processing and visualization capabilities. Student feedback (n=811 participants) suggests that this technology integration may help reduce data acquisition challenges, potentially allowing students to focus more on analyzing physics concepts. The methodology involves deploying this experimental activity across multiple course sections during the second semester of 2024, followed by surveys administered to the participating students and their instructors. The student survey aims to assess the use of Tracker as a tool to collect data, the incorporation of a 3D-printed flag to improve the accuracy of the data, and their perspective on the impact of tools on their learning experience. In contrast, the instructor survey gathers insights into the practical aspects of implementing this innovation in a lab setting. Expected outcomes include enhanced data acquisition processes and a noticeable improvement in student comprehension of kinematic principles. The results support that low-cost, custom-designed equipment can significantly benefit experimental physics education by providing more reliable data and a deeper learning experience for students. Ultimately, this research contributes to physics education by illustrating the value of combining technology and hands-on learning tools to improve experimental practices. The study’s findings guide future curriculum design, advocating for the inclusion of 3D printing and advanced data analysis software in physics labs to enrich educational outcomes.

Authors

Mr. CARLOS PINEIDA http://orcid.org/https://0000-0001-8396-9711 Universidad Andres Bello, Chile. [biography]

Carlos Pineida has dedicated over 20 years to teaching physics. He earned a Master’s degree in University Teaching, focusing on developing experimental skill in students and fostering their scientific thinking. Carlos has the privilege of inspiring numerous students in the fascinating world of science. He is currently a faculty member at the University Andres Bello in Chile, teaching physics within the faculty of Engineering. He specializes in courses for the first two years of the university program and also lectures in other faculties. Additionally, due to his training and experience, he is responsible for developing innovative educational programs integrating cutting-edge technology and active learning methodologies in STEM. Lastly, his interest in improving the teaching-learning process leads to engage in educational research projects in collaboration whit faculty from his university and other academic institutions.
Prof. Angeles Dominguez http://orcid.org/0000-0001-6066-355X Tecnologico de Monterrey, Monterrey, Mexico (ITESM); Universidad Andres Bello, Santiago, Chile (UNAB) [biography]

Angeles Dominguez is a researcher at the Institute for the Future of Education at Tecnologico de Monterrey, Mexico. She also collaborates with the School of Engineering at the Universidad Andres Bello in Santiago, Chile. Angeles holds a bachelor’s degree in Physics Engineering from Tecnologico de Monterrey and a doctoral degree in Mathematics Education from Syracuse University, NY. For her research, she is Researchers’ National System in Mexico (Level 2), Associate Editor of the Ibero-American Journal of Learning Technologies (IEEE-RITA), and a guest editor for the journals Education Sciences, Frontiers in Education, and Discover Sustainability. Her main research areas are: interdisciplinarity in science, gender studies in STEM, and faculty development. Due to her interest in women's participation in science, she has been a mentor in several programs, received the Mentor in Science distinction from the British Council Mexico, and coordinates mentoring program at the Tecnologico de Monterrey and at Universidad Andres Bello. Angeles leads projects on gender studies in STEM, mathematical and interdisciplinary modeling, and teacher training.
Prof. Genaro Zavala http://orcid.org/https://0000-0001-5880-1124 Tecnologico de Monterrey, Monterrey, Mexico; Universidad Andres Bello, Santiago, Chile [biography]

Dr. Genaro Zavala is Associate Director of the Research Laboratory at the Institute for the Future of Education, Tecnológico de Monterrey. He collaborates with the School of Engineering of the Universidad Andrés Bello in Santiago, Chile. A National Researcher Level 2 (SNI-CONACYT), he has over 20 years of experience in educational research. His work spans conceptual understanding in physics, active learning, AI in education, and STEM interdisciplinarity. He leads initiatives on faculty development, competency assessment, and technology-enhanced learning. With 100+ publications, he integrates educational psychology, digital transformation, and sustainability. Dr. Zavala also pioneers projects using neuroscience tools and learning analytics to improve student engagement and foster innovative, student-centered learning environments.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 22, 2025, and to all visitors after the conference ends on June 25, 2025

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