The Chemistry is the slope of the science that investigates the composition, the properties and transformations of the atoms that form the matter, by definition. In this way the current methodology used in the basic education cycle, mainly in secondary education, which seeks to be broad in a short period of time, limits the action of teachers to the theoretical content, making it impossible to carry out practices. These classes make it possible to integrate the subjects taught in the classroom with the reality of the students and, in this context, Analytical Chemistry is one of the branches of Chemistry that best integrates the theoretical contents into practical applications. In this project, analytical contents used: "Degree Technique" for the deepening of Chemistry in two groups of third year of secondary education of the State School Eponina Soares dos Santos, located in the municipality of Sete Lagoas-MG. In the meetings, visual resources used in the form of seminars associated with the adaptation of the theoretical contents with the premise of allowing the students to perform analysis. A primer was prepared with the contents presented and with the scripts of low-cost analytical practices. As a parameter, two evaluations of the students made at the beginning and end of the project and it observed that there was an improvement in performance in the area of general knowledge of chemistry in terms of concepts and everyday applications.

The objective of this study is to measure the feasibility of a mentorship program between preuniversity students (age 19 years old) and high school students (ages 13 to 14 years old) in Sekolah Menengah Kebangsaan (SMK) Dato’ Mahmud Mat. This study also aims to determine whether building a relationship between older and younger students will improve writing scores, boost confidence, and increase the frequent use of English at home. In this context, a pre-university student (e.g., big brother) spent one-on-one time with a high school student (e.g., little brother) for one period each week. Their interactions were at structured times and included informal activities and games. All activities were in English to encourage students to interact with each other in English. A survey and written test with open-ended questions were given to the students before and after the intervention to assess improvement in writing, confidence level, and frequent use of English. An analysis regarding barriers to implementation was also conducted through a survey given to the teachers involved.