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Desarrollo de experiencias para la ense\~nanza y difusion de la Optica con impresion 3D

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Paper breakdownThe authors' claims, conditions and measurements, as JSON Signed receiptProof this review has not been altered
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Roberto Peyton, Damián Presti, Jeffry H. Martínez Valdiviezo, Fabián Videla, Gustavo Adrián Torchia

Physics Education · Submitted 15 Jun 2021

abstract compiled · 2026-09-23 · no language-model review

The authors' main claim In summary, we demonstrate that the 3D printing can be used as a technological, inclusive and pedagogical resource for teaching.

how it is stated · asserted 1.00 read the record →

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arXiv ID2106.08965 (version 1)
Pith IDMAL5LQBG, Pith's permanent record of this paper and its review
CitationDami\'an Presti, Fabi\'an Videla, Gustavo Adri\'an Torchia, Jeffry H. Mart\'inez Valdiviezo, Roberto Peyton. "Desarrollo de experiencias para la ense\~nanza y difusion de la Optica con impresion 3D." arXiv:2106.08965 (2021). https://pith.science/paper/MAL5LQBG
Claim paper

The compiled record

The paper's own sentences, arranged. Each label is drawn from a closed vocabulary; the number beside it is the probability the classifier gave that label. Numbers in the tables are the authors', checked by code. No sentence in this record was written by a model.

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Compiled by classifier-1.13.0 via TypeSafe API, question bank abstract-p1-20260923, 2026-09-23: 1 request, 4,796 input tokens.

What the abstract itself states, as probabilities: claims first 0.03 · states limitation 0.08 · human participants 0.27 · controlled comparison 0.02 · randomized assignment 0.01 · states quantitative result 0.55 · compares with prior results 0.04 · mentions code or data availability 0.57.

The abstract, sentence by sentence

arXiv listing abstract v1. Results and the main claim are underlined; .

In this work, we present three experiences developed with 3D printing technology for teaching in Optics. These activities were planned, designed, and implemented to go deeper into knowledge about light polarization, reflection and refraction phenomena, and colour perception. The planning methodology is also detailed, in particular, the design and description of the activity. Experimental guides, 3D models and assembly manuals are available in a free and freely accessible web space. In summary, we demonstrate that the 3D printing can be used as a technological, inclusive and pedagogical resource for teaching. This methodology can be extended and adapted to other disciplines, as well as applied locally in educational institutions.

background contribution method result interpretation main claim

What the classifier reports for each sentence. The number is the probability it gave the label.
#sentencerolethe authors' own workstates the main conclusionstrength
s0 In this work, we present three experiences developed with 3D printing technology for teaching in Optics. contribution 1.00 0.94 0.05 asserted 0.99
s1 These activities were planned, designed, and implemented to go deeper into knowledge about light polarization, reflection and refraction phenomena, and colour perception. contribution 0.87 0.88 0.04 asserted 0.98
s2 The planning methodology is also detailed, in particular, the design and description of the activity. method 0.76 0.80 0.02 asserted 0.97
s3 Experimental guides, 3D models and assembly manuals are available in a free and freely accessible web space. contribution 0.92 0.79 0.03 asserted 1.00
s4 In summary, we demonstrate that the 3D printing can be used as a technological, inclusive and pedagogical resource for teaching. interpretation 0.75 0.88 0.93 asserted 1.00
s5 This methodology can be extended and adapted to other disciplines, as well as applied locally in educational institutions. future work 0.97 0.21 0.08 hedged possibility 0.82

What kind of paper the classifier reports this is: method or tool 0.95 · evidence from observation or experiment 0.64.

What was examined, and what was not

sources read
  • arXiv listing abstract v1
not examined
  • full text
  • figures and tables
  • references and citing sentences
  • relations to other papers
levels run
  • P abstract
not run
  • S sections
  • T body sentences
  • C citations
  • R cross-paper relations

Every quoted sentence on this record is the authors'. Every label is from Pith's closed vocabulary, with the probability shown beside it. Every number in the measurements table is the authors', checked by code. Record as JSON

The paper
Original abstract

In this work, we present three experiences developed with 3D printing technology for teaching in Optics. These activities were planned, designed, and implemented to go deeper into knowledge about light polarization, reflection and refraction phenomena, and colour perception. The planning methodology is also detailed, in particular, the design and description of the activity. Experimental guides, 3D models and assembly manuals are available in a free and freely accessible web space. In summary, we demonstrate that the 3D printing can be used as a technological, inclusive and pedagogical resource for teaching. This methodology can be extended and adapted to other disciplines, as well as applied locally in educational institutions.

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