In this blog post, I will summarize the academic efforts I made during high school, my participation in school activities, my experiences with collaboration, as well as my motivation for applying and my career preparation process.

Academic Experience and Reflections

Since my school was a science high school, we were allocated significantly more time for inquiry-based learning than other schools. Inquiry-based learning was a period during which students could study independently while freely utilizing various spaces such as the library, science labs, and multimedia rooms. While most students used that time for assignments or exam preparation, I made a plan to use it to develop my learning capabilities in a way that suited me better.
First, I created my own self-directed schedule to distinguish and utilize inquiry-based learning time differently on weekdays and weekends. On weekdays, I had about 3 hours after the 9th period; on Saturdays, 5 hours; and on Sundays, 7 hours. During the 3 hours on weekdays, I focused on previewing and reviewing the subjects covered that day, with a particular emphasis on preparing for the specialized Science Inquiry class.
To use my time more efficiently on weekends, I devised a detailed plan. I used the first two hours of Saturday to complete assignments that had piled up during the week, and spent the remaining three hours focusing on my schoolwork while also reading to broaden my knowledge and train my concentration. On Sundays, I dedicated all 7 hours to studying. I allocated the first 3 hours in the multi-purpose room to organizing the week’s material into study notes, and the remaining time in the science lab to conducting experiments related to the science inquiry topics we had previously covered only in theory.
By thoroughly implementing this concrete plan—which involved proactively visiting the labs and addressing any gaps in my studies—I was able to maintain a steady motivation to learn. Through self-regulated learning, I learned that I could sustain my focus and continue studying for extended periods without losing concentration.

Major School Activities and Reflections

The school operated a separate gifted class program. The selection process consisted of a gifted aptitude test and an in-depth interview, and many students aimed for this by managing their grades, preparing portfolios, and practicing for the interview. Wanting to join the gifted class for advanced learning, I strictly managed my grades throughout my first year and compiled a portfolio by organizing class assignments, lab reports, and club activities.
Since the competition was fierce, I also challenged myself in school math competitions and external science contests to build a record of awards. After completing and submitting my application and portfolio, I prepared for the gifted aptitude test, and during the in-depth interview following the test, I did my best to demonstrate not only my academic ability but also my aptitude and potential. While some of my peers relied on private tutoring, I prepared by delving deeper into the studies I was already doing.
As a result, I was accepted into the gifted class and actively participated in the various programs offered thereafter. In particular, in the fields of science and mathematics research, I proposed unique ideas and worked to bring them to life in order to produce creative outputs. Through various activities within the gifted class, such as English field trips and volunteer work, I was able to develop my intellectual, moral, and physical abilities in a well-rounded manner. I came to understand giftedness not merely as “students who are smart and excel academically,” but as “people who think differently from others and produce better results.”
I faithfully completed the required program hours, fulfilling over 72 hours out of a total of 108 to graduate from the gifted class program. Through this process, I gained a sense of accomplishment and developed my ability for advanced learning.

Examples of Compassion, Sharing, and Cooperation, and My Reflections

I joined the astronomy observation club among the research clubs and explored advanced topics not covered in Earth Science and Physics classes. Club activities were extremely helpful not only for observation but also for learning photography and equipment operation. We utilized the observatory equipped with a sliding dome on the rooftop to conduct visual observations, telescope observations, CCD imaging, and photography.
Visual observation involves identifying celestial objects with the naked eye and recording their positions, so I was able to study more enjoyably by doing this with my club members every night. For telescope observations, I used a Max-Stop mounted on an LXC-700 mount to utilize functions such as automatic polar alignment, automatic star finding, and star tracking. Through these experiences, I became interested in the structure and functions of observational instruments, and I developed a desire to learn about the differences between devices as well as internal repair and improvement techniques.
While regularly observing variable stars and binary stars, I also photographed the lunar surface and the movement of stars using a telescope and camera. I captured nebulae and star clusters via CCD imaging to create image files, and photographed constellations and the diurnal motion of stars for use in club promotional posters. By personally mastering professional photography techniques, I gained a deeper understanding of our equipment.
Cooperation was essential, especially when we had to share expensive equipment. Since the number of instruments was limited, we shared observation opportunities by showing consideration and making concessions to one another, and we shared knowledge and know-how to ensure the safe handling of the equipment. Through this process, I built a strong bond of camaraderie with my club members, and my desire to conduct research related to handling observational instruments led me to decide to pursue a career in mechanical engineering.

Efforts and Preparation Related to Motivation for Application and Career Plans

Through my participation in the gifted program and the astronomy club, I naturally solidified my career path. I had a strong interest in scientific inquiry, and after achieving good grades in Earth Science and Physics, I developed an interest in the field of engineering. My curiosity about astronomical observation equipment expanded into an interest in mechanical design, manufacturing, and repair, leading me to choose a career path related to mechanical and automotive engineering to study this field in greater depth.
As I observed how machinery such as telescopes and observation cameras are manufactured and the value they hold in modern society, I realized that machinery and automobiles are the representative technological products we encounter most closely in our daily lives. Experiencing firsthand the importance of maintenance and technical development for observation equipment, my goal became clear: to become a researcher equipped not only with design skills but also with the ability to repair and improve actual devices.
Another reason I chose this field is that mechanical engineering is a discipline that converges with various other fields, such as computer, electrical, and electronic engineering. Building on the foundational knowledge I acquired in high school, I intend to delve deeper into specialized technologies and applied skills in college, and to solidify my abilities through hands-on design and fabrication exercises. Based on the dream I discovered through my participation in the gifted program and club activities, I will strive to become a student who learns and applies knowledge more deeply in the department to which I am applying.