In this blog post, I will summarise my academic experiences and extracurricular activities during high school, examples of consideration and cooperation, as well as my motivation for applying and my career plans.
Academic experiences and reflections
From a young age, I have been fascinated by science and its role in advancing human life, so I often sought out and read related books and information. Among these, chemistry—which is closely linked to daily life—was of particular interest to me, and it was the subject I found most engaging in school. However, in the early years of high school, I struggled to adapt as I felt pressured by the environment of living in a boarding house away from home and having to study alone.
Nevertheless, I remained steadfast in my resolve to build a solid foundation, and I began seeking out chemistry-related books to organise the terminology and concepts. As I encountered various types of problems, I naturally developed problem-solving strategies, and the terminology and concepts that had initially felt unfamiliar gradually became second nature. Consequently, my grades improved, and my skills developed to the point where my friends would ask for my help when they struggled with chemistry problems.
Wanting to answer my friends’ questions accurately, I studied more deeply, and whilst enjoying learning my favourite subject, I also built up my confidence. My interest in and confidence in chemistry had a positive impact on my academic performance as a whole and became the driving force propelling me towards a deeper level of understanding.
Taking part in the science competition held at my school during my second year was both a major challenge and an opportunity for me. I began preparing for this competition with the aim of testing my knowledge of chemistry; I prepared thoroughly by summarising the content based on my chemistry textbook and writing out the definitions of terms myself to prepare for the essay-type questions. By using the internet and reference materials to resolve my queries, I also encountered new knowledge that I had not previously been aware of.
On the day of the competition, the questions covered topics such as molecular weight calculations and terminology from Chemistry I, which aligned perfectly with the areas I had been studying independently. I completed my answers with a sense of pride and achieved an excellent result. This experience confirmed that hard work pays off and demonstrated the effectiveness of self-directed learning.
Description of key school activities and reflections
Driven by my interest and passion for chemistry, I was an active member of the school’s chemistry club for three years. Observing that many students found chemistry difficult and tedious, I proposed the idea of running an experiential booth to make the subject feel more approachable. Together with my fellow club members, we deliberated on the experiments to be conducted at the booth and how to run it, and we divided up the roles.
I took responsibility for the experiment I was assigned, practising the process repeatedly to ensure I was fully familiar with it, and I extensively researched relevant materials to explain the principles clearly. As a result, the hands-on booth was successfully run on the day it opened and attracted a great deal of interest from my peers, receiving a very positive response. The response was so positive that we ran the booth again; through this process, I realised that sufficient understanding and preparation are essential when introducing a subject to others.
By designing and conducting the experiments myself, I developed a greater interest in chemical engineering. In particular, whilst carrying out various compound synthesis experiments, I formed a concrete dream of becoming a chemical engineer who enriches people’s lives. Driven by this interest, I also actively participated in science mentoring activities. In my first year, I conducted an experiment with two friends on the topic of glacial water and glaciers to investigate cooling temperatures and the characteristics of glacial water. However, as the experiment did not go as planned, I was disappointed at the time that we were unable to present our findings at the academic fair.
Although this initial failure was a great disappointment, a year later my chemistry teacher suggested we repeat the experiment, and I decided to take on the challenge once more. I hesitated due to academic pressures and anxiety about failure, but my attachment to the experiment and the time we had spent together motivated me to continue the research. I recruited a junior from the club to form a team, and we put in considerable effort: repeating the experiment during weekends and breaks, and purchasing materials out of our own pockets.
As a result, we achieved satisfactory experimental results and submitted a report that passed the initial document screening. After practising our presentation through the night and arriving at school early in the morning to rehearse with my junior, we were able to deliver a presentation we had no regrets about in front of the entire school on the day of the academic festival. Through this activity, I learnt that if one does not give up and persists with determination until the very end, one can achieve meaningful results; it remains the most meaningful experience of my high school life.
Writing about an example of consideration, sharing and cooperation, and my reflections
At the school festival held every April, our class prepared a play and experienced conflict during the process of assigning roles. Everyone wanted the lead role or a significant part, and although I too was keen on such a role, I chose to give it up to a classmate for the sake of team harmony rather than my personal ambition. As a result, on the day of the festival, our class worked together to successfully complete the performance and received a great response.
Through this experience, I learnt that a stage shines brighter not only because of the lead actor, but also because of those who help them stand out. I realised first-hand how compromise and consideration can enhance the overall quality of a performance, and I came to understand the importance of prioritising the team’s goals.
In my second year, I voluntarily took on the responsibility of looking after the potted plants alongside a friend. Although this role involved many tedious tasks—such as watering the plants whenever possible and fetching water from a distance—which made it a role that my friends tended to avoid, I could not bear to leave the dying plants to their fate, so I looked after them with my friend. Watching the shoots sprout, I truly felt that consistent effort bears fruit.
During cleaning time, I would tidy my own area and then help my classmates with theirs; later, when I had a difficult area to clean, the friends I had helped earlier would assist me in return, forming a relationship of mutual support. I realised that small acts of consideration and cooperation can create great synergy, and I resolved to become someone who practises compromise and consideration.
I also experienced a clash of opinions whilst participating as part of a team in the ‘Mathematical Structure Building Competition’, held as part of the Year 3 maths week. During the preparation process, when a conflict deepened as my friend and I put forward differing arguments, I took a step back to listen carefully to my friend’s opinion and the reasons behind it. Afterwards, I calmly explained my own view and we worked to reconcile our positions; ultimately, we were able to complete a final structure that incorporated the best of both ideas.
Through this process, I learnt how important it is to listen to others’ views, to compromise when necessary, and to seek common ground. I came to realise that, even in situations of conflict, making an effort to understand each other’s perspectives leads to a reasonable resolution.
Efforts and Preparation Related to Motivation for Application and Career Plans
My experience of conducting various chemical reaction experiments whilst fulfilling both mentor and mentee roles during a mentor-mentee programme in high school was the decisive factor in my choice of major. I found great enjoyment in handling compounds directly and discovering new results through experimentation, and I was drawn to the practicality and importance of chemical engineering, which deals with compounds frequently used in our daily lives.
With the aim of entering the Department of Chemical Engineering, I actively participated in science research activities at school. In my second year, I took part in a science competition, conducting research on the reactions and properties of organic compounds and writing a short paper. During this process, I devoted myself day and night to in-depth research, investigating and analysing compounds I had not previously worked with.
I sought advice directly from my chemistry teacher regarding the equipment and procedures required for the experiments, gaining valuable tips, and identified areas for improvement through my mistakes, which I then addressed. By refining my work through online research, I achieved joint second place in the competition, which reaffirmed the importance of hard work.
Building on the consistent interest and experimental experience demonstrated during my secondary school years, I intend to approach my university studies with diligence and steadily develop my capabilities as a researcher. I will strive towards my goal of becoming a professional researcher, drawing on my deep curiosity, perseverance and ability to collaborate.
