Incorporating 3D-Printing Projects into Introductory Physics Labs (Journal Article)
O’Neil, Deva
Incorporating 3D-Printing Projects into Introductory Physics Labs (Journal Article) - Washington :American Association of Physics Teachers , October 2023 - 603–605p. - The Physics Teacher , Volume 61, Number 7 .
***______________***
Abstract: The lab courses for introductory calculus-based mechanics at Bridgewater College have been redesigned to incorporate projects involving 3D printing. For two projects over the course of the semester (four lab sessions total), students are given the choice of designing and printing lab equipment (a gear box, water turbine, or fan blades for a fan cart) or doing a traditional lab. The first lab session for each project is devoted to the design (using Tinkercad); during these sessions, the students who choose the traditional option do an alternative activity. After the lab equipment is printed, a lab session is devoted to using the printed object to do a physics experiment; all students do the same activity, sharing the printed equipment. In 2019, 2020, and 2021, students were asked at the end of the semester to report on their learning experience and their satisfaction with choosing to do 3D printing (N = 18) or not (N = 17). Almost every student reported being satisfied with their choice, suggesting that it is helpful to make 3D printing optional. Students who chose 3D printing gave strongly positive reports about their engagement and the benefit to their learning.
0031-921X
Laboratory equipment| 3D printing| Learning and learning models| Educational aids| Educational assessment| Curriculum
Incorporating 3D-Printing Projects into Introductory Physics Labs (Journal Article) - Washington :American Association of Physics Teachers , October 2023 - 603–605p. - The Physics Teacher , Volume 61, Number 7 .
***______________***
Abstract: The lab courses for introductory calculus-based mechanics at Bridgewater College have been redesigned to incorporate projects involving 3D printing. For two projects over the course of the semester (four lab sessions total), students are given the choice of designing and printing lab equipment (a gear box, water turbine, or fan blades for a fan cart) or doing a traditional lab. The first lab session for each project is devoted to the design (using Tinkercad); during these sessions, the students who choose the traditional option do an alternative activity. After the lab equipment is printed, a lab session is devoted to using the printed object to do a physics experiment; all students do the same activity, sharing the printed equipment. In 2019, 2020, and 2021, students were asked at the end of the semester to report on their learning experience and their satisfaction with choosing to do 3D printing (N = 18) or not (N = 17). Almost every student reported being satisfied with their choice, suggesting that it is helpful to make 3D printing optional. Students who chose 3D printing gave strongly positive reports about their engagement and the benefit to their learning.
0031-921X
Laboratory equipment| 3D printing| Learning and learning models| Educational aids| Educational assessment| Curriculum