TITLE:
Visualization of Tendon Force by Combining 3D Printing and Interactive Simulations in Physics Education
AUTHORS:
Hashini Mohottala, Agnieszka Machowski, Muhammed Umair, Joseph Lothamer
KEYWORDS:
Tendon Force, Mechanics and Human Body, Physics Pedagogy, Physics and Leg Extension, Replacing AI in Physics Education
JOURNAL NAME:
Advances in Physical Education,
Vol.16 No.4,
September
24,
2026
ABSTRACT: We present an innovative teaching approach for discussing mechanics and the motion of the Human Body in introductory-level physics courses. In this research, we built a 3D-printed leg prototype and created an interactive animation to teach “Mechanics and the Human Body”, a physics course tailored for students in physical therapy, exercise science, occupational therapy, and other related fields. Both tools help address a gap in biomechanics education: the lack of dynamic demonstrations and visual aids related to the human body. These tools also involve students in creating an active teaching-learning environment, instilling important hands-on learning skills that we want our students to have in an era where artificial intelligence plays a significant role in every field. We designed and created a 3D-printed, average-sized human leg prototype to demonstrate leg extension exercises and measure tendon force as a function of external forces applied at the ankle. To address natural limitations of the physical model, such as changes in length or weight of the leg, we designed a Python-based animation to allow various adjustments within the well-defined physical constraints and obtain real-time changes in tendon force. The focus of the demonstration was to solidify students’ understanding of the mechanics of the leg’s motion under an external force. The interactive animation was used to guide students in problem-solving strategies and to restrict them from using AI tools for problem-solving without a proper understanding. The year-end students’ feedback supported our efforts and emphasized the effectiveness of visual and hands-on learning in making abstract physics concepts more understandable. We conclude that our demonstration and the animation converted passive listeners into active participants, and that both tools could be a potential replacement for AI as they provide a real-time, hands-on experience for users that AI is not capable of providing.