In this blog post, I’ll summarize my academic focus during high school, my extracurricular activities, examples of compassion, sharing, and collaboration, and my career preparation process.
Academic Experiences and Reflections
My favorite subject in high school was the science inquiry course. I didn’t particularly dislike any of the four subjects and was curious about all of them, but with so many subjects, I was limited in my ability to study each one in depth. Therefore, I chose to focus my in-depth study on the elective subjects—Chemistry and Physics—while studying the remaining subjects in a balanced way to maintain my overall grades.
Since I felt that chemistry and physics required a relatively deeper understanding, I spent a lot of time reading reference books. However, there were times when I hesitated to pick up scientific classics or college-level reference books because there were so many options and they were quite challenging. So, I chose to read an anthology of scientific classics organized in a way that was easy for young readers to understand, and among them, the book ‘Scientific Classics That Changed the World’ was particularly helpful.
The book is divided into four parts—Life, Environment, Physics, and Earth—making it easy to follow the flow, and I focused primarily on Darwin’s ‘On the Origin of Species’ and Newton’s ‘Principia’ from that list. Darwin’s process of collecting numerous plant and animal specimens and formulating and verifying hypotheses based on vast amounts of data, as well as Newton’s long-term research to uncover the law of universal gravitation and the laws of motion, impressed me deeply—not so much because of the specialized theories themselves, but because of the scientists’ attitudes toward problems and their tenacious spirit of inquiry.
While the technical sections filled with equations were challenging, learning scientific thinking and an investigative mindset through these classics allowed me to approach the difficult formulas and concepts in my textbooks with greater depth. The experience of consulting these classics helped me move beyond mere memorization to understand principles and history, guiding me to study science from a broader perspective.
Major School Activities and Reflections
During my freshman year of high school, I worked with friends to lay the groundwork for starting a new chemical engineering club. Since our school had many students in the humanities track, there were few science classes, and consequently, a shortage of science-related clubs. Because I had a strong interest in chemistry, I decided to organize the club myself to create opportunities for deeper study and experimentation.
All the friends who agreed to start the club with me were interested in chemical engineering and planned to major in a related field in college. Therefore, we planned a club that would focus on the relatively unfamiliar field of “chemical engineering,” rather than simply being a chemistry study group. We held several meetings to finalize the detailed plans for establishing the club.
Since we didn’t yet have a club room or a formal proposal, we rented a study room to hold our meetings. To meet the deadlines for applying for a club room and submitting the proposal, we drew up detailed plans on a weekly and monthly basis. Our monthly plans included paper studies, post-experiment presentations, and field trips to petrochemical companies, while our weekly plans detailed paper searches, selection of examples, laboratory reservations, and plans for procuring materials.
The plan we submitted was praised for its systematic approach and was approved, allowing us to secure a club room and an operating budget. As the president, I researched and purchased experimental materials and designed the experiments together with other club members. The experiments we designed included not only standard chemical reaction experiments but also a “feed control” lab that covered the control of chemical processes. Additionally, to supplement our experiments and learning, we purchased and shared college-level textbooks, and we printed out a list of research papers and began reading them in assigned sections.
Examples of Consideration, Sharing, and Cooperation, and My Reflections
The cornerstone of our club activities was a culture of cooperation, where we helped one another while studying and conducting experiments together. We selected two college-level textbooks for in-depth study: one was Oxtoby’s General Chemistry, and the other was a textbook on organic chemistry. Due to the high level of difficulty, it took us a long time at first to understand unfamiliar terms and concepts.
We started by interpreting each word together, gradually moving on to understanding sentences, and filled in any gaps in our understanding through discussion. One day, we conducted an experiment to observe substitution and elimination reactions in aromatic compounds and organic halogen compounds; since preparing the experimental materials was no easy task, we divided the work of searching for and purchasing the substances online.
Whenever questions arose about reaction equations or mechanisms during the experiment, we would immediately consult the relevant textbook, read the material, and explain it to one another to resolve the issue. By sharing our knowledge and filling in each other’s gaps, we gained a deeper understanding much faster than we would have studying alone. This collaborative experience taught us more than just academic knowledge; it instilled a sense of consideration and responsibility, and taught us how to take on specific roles to achieve a common goal.
Furthermore, through the design, execution, and presentation of experiments, we fostered a culture of respecting each other’s achievements and providing constructive feedback, and trust was built as we shared resources and information. As a result, our club activities served as a practical training ground for cooperation and communication while we built our professional knowledge.
Efforts and Preparation Related to Motivation for Application and Career Plans
Most of the friends who co-founded the club with me aimed to major in chemical engineering. These career goals served as both the starting point for forming the club and the driving force behind our activities. To gain hands-on experience with the material we would later study in college, we systematically prepared by conducting literature reviews, studying college-level textbooks, and designing experiments.
While running the club, I developed leadership and practical skills by drafting proposals and managing the budget myself. Through the process of researching and purchasing the reagents and equipment needed for experiments, I also developed the habit of meticulously following safety protocols and procedures. Additionally, I incorporated field experiences—such as field trips to petrochemical companies—into our plans to gain a better understanding of industry practices.
This preparatory process went beyond simply increasing my academic workload; it served as an opportunity to solidify my confidence in my chosen career path. By getting a head start on my college major, identifying my weaknesses, and working to improve them, I was able to clarify my academic goals and learn how to independently build the foundational skills necessary for my future studies.
In conclusion, my academic achievements, club activities, and collaborative experiences during high school had a significant impact on my interest in chemical engineering and my career decision, and they served as a crucial foundation for developing my ability to plan and execute tasks independently, as well as my willingness to collaborate with others.
