  This article describes the reform of a physics undergraduate lab course by
introducing new technologies such as Arduino microcontroller and smartphone, to
help students experience a more authentic lab experience. This paper outlines
the structure of the lab activities and presents findings from pre- and
post-course questionnaires, including the E-CLASS survey, completed by
participating students. Some interesting observations about teamwork and equity
emerged from these questionnaires, particularly about female students. These
results will guide us in designing more effective and equitable lab courses.
