In laboratory environments, 3D printing is used for fast prototyping of assays and devices. Stereolithographic (SLA) 3D printers are proven to be the best choice for most researchers due to their small feature size, which is achieved by selectively curing liquid resin using a laser with a small focal point and then forming consecutive layers out of cured polymer. However, in microfluidic applications, where the limits of these machines are reached, the final results are influenced by many factors. In this work, the Form 2 SLA printer is tested to show how to achieve the best printing results for the creation of microfluidic channels. Several test structures are designed and printed with embedded and open channels in different orientations, sizes, and resins. Embedded channels significantly under perform when compared with open surface channels in terms of accuracy. Under the best printing conditions, 500 μm is the limit for embedded channels, whereas the open surface channels show good accuracy up to widths and depths of 250 μm.

The need to develop interest in STEM (science, technology, engineering, and mathematics) skills in young pupils has driven many educational systems to include STEM as a subject in primary schools. In this work, a science kit aimed at children from 8 to 14 years old is presented as a support platform for an innovative and stimulating approach to STEM learning. The peculiar design of the kit, based on modular components, is aimed to help develop a multitude of skills in the young students, dividing the learning process into two phases. During phase 1 the pupils build the experimental setup and visualize the scientific phenomena, while in phase 2, they are introduced and challenged to understand the principles on which these phenomena are based, guided by a handbook. This approach aims at making the experience more inclusive, stimulating the interest and passion of the pupils for scientific subjects.