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

Academic Experiences 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 time for self-directed study, during which we could freely use various spaces such as the library, science labs, and multimedia rooms. While most students used that time to work on assignments or prepare for exams, I made a plan to use that time to develop my learning abilities in a way that suited me best.
First, I created my own flexible schedule to divide and utilize inquiry-based learning time between weekdays and weekends. On weekdays, I had about 3 hours of inquiry-based learning time 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, and I primarily studied to prepare for the Science Inquiry class, which is a specialized subject.
On weekends, I devised a detailed plan to use my time more efficiently. I spent the first two hours on Saturdays completing assignments that had piled up during the week, and used the remaining three hours to focus on my coursework while also reading to broaden my knowledge and train my concentration. On Sundays, I dedicated seven hours entirely to studying. I spent the first three hours in the multi-purpose room organizing the material I had studied throughout the week into study materials, and the remaining time in the science lab conducting experiments related to the science inquiry topics that had previously been covered only in theory.
By thoroughly following this concrete plan—which involved proactively visiting the labs and addressing any gaps in my studies—I was able to maintain a steady level of motivation. Through self-regulated learning, I learned that I could continue studying for long periods without losing focus.

Major School Activities and Reflections

The school had a separate gifted class that was selected and operated independently. The selection process consisted of a giftedness assessment and an in-depth interview, and many students aimed for this by managing their grades, preparing their portfolios, and practicing for the interview. Wanting to join the gifted class for advanced learning, I meticulously managed my grades throughout my first year and compiled a portfolio by organizing my class assignments, lab reports, and club activities.
Since competition for selection 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 giftedness assessment, and during the in-depth interview that followed, I did my best to demonstrate not only my academic ability but also my talents and aptitudes. While some of my friends relied on private tutoring, I prepared by delving a little 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 strove to propose unique ideas and bring them to life in order to produce creative outcomes. 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 “a student who is smart and does well in school,” but as “a person who thinks differently from others and produces better results than others.”
I also faithfully fulfilled the required program hours, completing at least 72 out of a total of 108 hours to finish the gifted class curriculum, and in the process, I was able to cultivate a sense of accomplishment along with my ability for in-depth learning.

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

I joined the astronomy observation club among the various 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 how to operate equipment. Using the observatory equipped with a sliding dome installed on the rooftop, we conducted 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, we 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 techniques for internal repair and improvement.
While regularly observing variable stars and binary stars, I also used the telescope and camera to photograph the lunar surface and the movements of stars. I captured nebulae and star clusters using CCD imaging to create image files, and photographed the diurnal motion of constellations and stars to use in club promotional posters. As I learned professional photography techniques firsthand, I began to examine our equipment in greater detail.
Cooperation was especially essential 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 our 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 the operation of observational instruments led me to decide to pursue a degree 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 in particular, 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 more deeply.
As I observed how machinery such as telescopes and observation cameras are manufactured and the value they hold in modern society, I came to realize that machinery and automobiles are the most representative technological products we encounter in our daily lives. Having experienced firsthand the importance of maintenance and technical development for observation equipment, my goal became clear: to become a researcher capable not only of simple design but also of repairing and improving 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 specific technologies and applied skills in college and hone my abilities through hands-on design and fabrication projects. Drawing 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.