In this blog post, I will summarize what I learned and felt through my academic experiences, school activities, and examples of compassion, generosity, and cooperation during my time in high school.
Academic Experiences and Reflections
My school offered a variety of hands-on programs during our Creative Experience Activities period. Science inquiry courses included a chemistry lab class, a life science lab class, and an advanced physics class; I participated in the chemistry lab class. I had many opportunities to design and conduct experiments that are rarely encountered in the standard curriculum. Moreover, since more than half of the classes were held in open-access labs at external institutions—in addition to the school’s own labs—I was able to conduct experiments in a variety of settings.
For example, I had the experience of visiting an open laboratory to design and conduct an experiment myself. We had pre-registered for an experiment using liquid nitrogen and performed an experiment to observe its rapid cooling effect. Each group conducted cooling experiments on objects such as rubber balls, balloons, and roses; our group chose roses and observed the phenomenon of the petals freezing and shattering like glass. Through presentations by other groups, we were able to see rubber balls shatter from freezing and balloons shrink and then inflate again, allowing us to compare various variables and results.
In addition, the school’s science club visited external research institutions, such as the Institute for Basic Science, where we had the opportunity to watch demonstrations by experts and ask questions. The researchers demonstrated the process of producing liquid oxygen and an experiment where a superconductor levitated above a permanent magnet using liquid nitrogen. We were able to vividly observe experiments that are not easily accessible in everyday life due to the lack of access to large-scale equipment and materials. In the field of nanoscience, we watched an experiment on the synthesis of gold nanoparticles, which helped us understand the properties of small particles and the methods of synthesis.
Through these activities, I learned the importance of the chemical experiment design process, safety management, and the ability to interpret results. The process of designing experiments and verifying results firsthand went beyond simple memorization of knowledge to foster problem-solving skills and curiosity. Based on these experiences, I have firmly resolved to become a chemical engineer in the future and design and conduct a wider variety of experiments myself.
Major Campus Activities and Reflections
While in high school, I participated in a convergence learning program that integrated science, art, and the humanities. This program was a camp jointly operated by an external newspaper and a college of science; as I had always been interested in chemistry, I applied to the camp with the dream of becoming a chemical engineer. A distinctive feature of this program was its approach to scientific topics from multiple angles by connecting them with art and the humanities. I found the training in thinking by connecting fields that seemed largely unrelated to be a significant advantage.
The program was led directly by university faculty, and the themes changed on a monthly basis. One particularly memorable theme was an investigation into health functional foods. Analyzing the impact of functional foods on people’s health and consumer behavior from a scientific perspective, and researching a topic closely tied to real life, provided a vibrancy that differed from textbook-centered classes. At the camp, we conducted a hands-on experiment using kitchen and household items to extract plant DNA.
We ground broccoli florets in a mortar and pestle, then mixed in ethanol and other substances to extract the DNA. Since the tools and materials used in the experiment were items we commonly use in our daily lives, we were able to participate without feeling out of place. As a result, observing the DNA emerging in tangled strands firsthand gave me a new realization that the building blocks of life exist within everyday materials. It was impressive to learn that broccoli, which we usually eat as a side dish, is actually a complex crystalline structure.
After the biotechnology experiment, we experienced the process of administering functional foods to laboratory mice. Although I was nervous since it was my first time working with laboratory animals, the medical practice supervisor accompanied us, ensuring the process was conducted safely. Observing the structure of the animals’ organs allowed me to truly appreciate the biological science approach. Additionally, we visited a botanical garden for natural science observation, taking time to examine plants, insects, and animals up close. The fact that many ingredients in functional foods are derived from natural sources tied in well with the theme of the experiential learning.
The integration with the humanities took the form of writing and discussion sessions incorporating NIE (Newspaper in Education). We summarized the experimental process in writing, exchanged opinions through discussions, and learned new information through quizzes and competitions. This process helped us develop critical thinking, communication skills, and a collaborative attitude, going beyond the mere accumulation of knowledge.
Writing About Examples of Consideration, Sharing, and Cooperation, and My Reflections
During my first semester of senior year in high school, I decided to participate in the National Hiking Expedition to manage my physical fitness ahead of college entrance exam preparations. I believed physical stamina was necessary to endure the long journey of exam preparation, and I hoped that the 10-day expedition would provide a change of pace, improve my physical fitness, and strengthen my resolve. Although I felt some pressure when I applied after seeing the announcement, I ultimately found it deeply rewarding.
Forty people participated in the National Hike, and contrary to my personal expectations, I naturally made new friends. From the start, we all set the goal of “finishing the hike without leaving anyone behind,” and throughout the trip, we looked out for each other’s physical well-being and offered encouragement. Whether massaging sore legs or cheering each other on when spirits were low, our individual patience and sense of teamwork grew naturally through these shared experiences.
The route started in Seoul, passed through Jeolla and Gyeongsang Provinces, and returned to Seoul. At intermediate checkpoints, we split into teams to complete missions. During one mission where we had to find a meeting spot based on a photo, I even had the experience of hitchhiking. Through this, I met a kind elderly man and felt the warmth of encouragement from strangers. Completing these team missions fostered a deep bond that is hard to achieve through other activities.
There were moments during the trek when I found it difficult to keep walking on my own. Once, I suffered a cramp in my foot and had to receive treatment from an ambulance, but thanks to the encouragement and help of my friends, I was able to persevere and complete the trek. This experience gave me the conviction that even in situations that are hard to endure alone, we can overcome them together, and it became an opportunity to learn the value of cooperation firsthand.
Upon completing the National Hike, I gained far more than just improved physical fitness. The encouragement shared with friends, the consideration shown among teammates, and the trust built while solving missions together became a great source of strength during my subsequent exam preparation and in my interpersonal relationships. It made me realize that a spirit of cooperation, a sense of responsibility, and an attitude of caring for others are values I must continue to cherish moving forward.
