Chemist Personal Statement

From the beginning of the ninth grade until now, I have maintained highest honors. To do so, I made a routine of studying regularly, completing assignments in a timely manner and making sure they are submitted by the deadline, and putting effort into everything I do in school. I do so to develop the habits that will make me successful in college and when I reach my goal and become a physician’s assistant. By continuing to put great effort into school, I display my ability to persevere and show my continuing endurance even when a class is difficult. The most difficult class that I recall having throughout high school was chemistry. It was a rigorous course and the branches of chemistry we had studied were often intricate. We would have to complete lengthy lab reports after every

After taking AP Chemistry, I knew that I wanted to study chemistry in college. I also have been a very inquisitive person my whole life, wondering why things are and how things worked. My inquisitive nature and love of chemistry is why chemical engineering appeals to me. I am drawn to Biomedical engineering due to its application of both chemistry and biology to solve medical problems. Doing a complete 360, I am interested in art history, because not only do I find art fascinating, but I also find it mesmerizing how artists visually represent and were inspired by the world around them.

In High School I never really was attentive in Algebra, English, Or Science. I would hang around multiple people who had no desire to put in effort, sadly those traits started to depict me. In my first year at college, I was excited for school. Though the reason I chose to get into the healthcare field we not by personal interest. I decided to pursue Physical Therapist Assisting. I had used the

I wasn't used to not being able to float throughout school and still getting A’s as, not to toot my own horn, I am a fairly intelligent student and was able to put in minimal effort and still get the A’s that made my mom proud. When I go to high school things changed, I put in the same amount of effort and assumed that I would do just as good as I always had, however things didn't work out like that. I quickly saw a drop in my grades that I couldn't seem to fix. For two years I was told that I should just drop out of my honors classes and accept that I was just not smart enough, this occurred for my first two years of high school and I was terribly frustrated and my excuse became: hey, I can't control it, I have ADHD. This is what I told teachers, parents but most damaging,

During the course of my middle school and high school education I have always found that teachers, peers, advisors, and even my parents have put labels on me. A.D.H.D., hyper, loud, distracted, daydreamer, and perhaps the worst and most sad… Failure. I used to believe these words and labels used on me and my grades though out high school reflected it. It wasn't until a teacher by the name of Susan Spees showed a little interest and hope in my that I excelled exceptionally in my grades. She believed in me and that was the little push I needed to try harder and actually focus on my work. Susan was a special educations teacher that had worked with many “troubled” kids. Kids that most teachers would call disobedient, loud, hyper, violent, dysfunctional. I

Growing up, I always had trouble in school. All through my academic career up to high school, my mother would have to hold special meetings with my teachers to arrange for time after school for me to work on assignments with a teacher or be tutored, extended due dates, and opportunities for me to turn work in for half credit in an effort to help me pass. The story from my teachers was always the same – “he is very intelligent, but he just won’t do the work.” At that time, I was seen as a rebellious child/teen. The truth was I had trouble focusing and attending consistently to the various assignments that didn’t interest me. After dropping out of college in 2004, I felt as though I didn’t have many options for my future career. My mother worked for the state of Missouri and spoke with her friend who worked in the Vocational Rehabilitation Department about how I should seek out job opportunities. After telling him my school history, he said, “Maybe he should come in for testing.” No one prior had ever mentioned this idea before. After a day of being tested for various learning disabilities and learning deficits, I found myself diagnosed with the learning disability, ADHD.

In sixth grade, a teacher recognized me as a student who had the potential for academic excellence and I would have the opportunity to enroll in Academically and Intellectually Gifted classes. This felt exciting to me because I wanted to learn and experience everything I could. Unfortunately, the AIG program at my middle school ended quite abruptly after being told this. I continued through middle school feeling unchallenged and uninspired. However, I was able to excel and maintain an “A” average and participate in community services both at the school and Thrift Shop throughout my middle school career. In eighth grade, when I got my registration form for classes at Northwood and saw the abundance of subjects with differing levels of rigor I was ecstatic to start high school. I felt this could be the challenge I desired.

Sometimes, it seems that other students effortlessly understand everything that's put in front of them. That's not the case for me. I try extra hard at everything and try to avoid thinking my obstacles are greater than other students’. I always strive to make sure that I am doing what’s needed to offset my academic weaknesses. I seek help from my teachers and tutors, always spending the extra time needed to perfect my homework. Fortunately, my passion for reading, writing and verbal communications has paid off. While math and science are very hard for me, I’ve been able to build on my interests and do well in English and history.

As I was enrolled in high school, I initially had a really hard time adapting to the curriculum which was quite different from what I had been accustomed to. At first I found most subjects hard

I have always been academically talented. However, this has been a double edged sword - both a blessing, and a curse. Because academics came so easily, I excelled in school. Conversely, because acadmics came so easily, I never developed a strong work ethic or discipline, in terms of

When I was younger, I’ve always done well in school. I got things done and did them well, got high scores, and that’s how I got into the gifted program. Only a few months ago I started questioning my efforts.

Growing up I had a fixed mindset, as a kid I didn't have to try much in order to achieve straight A's. My parents and teachers would always tell me I was smart and the fact that I was a G.A.T.E student made me feel as if I had to live up to that expectation. I thought that I'd never get bad grades until 6th grade came along, I kept receiving F's on assignments and I believed it was over for me. I grew up thinking that I didn't have to try hard in order to achieve anything because I was smart. At that moment I decided to give up because I thought it was foolish to try because no matter what I did I couldn't change the future. This went on for four years, I never did my work until I got good grades in summer school, then I realized that if I

Though I used to believe that test scores and a transcript were what defined me, I learned that they do not actually give an accurate representation of who I am as a student. Transcript information and test scores do not show how I overcame many obstacles to be able to maintain the grades I desired. Throughout my high school years, I experienced many obstacles that tried to hinder my abilities to perform well, but I did not allow them to have that power over me. I live in a house of six where it is loud all the time and I literally mean all the time. There is never silence. I would have a very hard time concentrating when trying to study and finish my homework; it would take me hours to comprehend a single lesson. Despite having to deal with

As a third year biochemistry student, at the University of Florida, my knowledge of chemical processes along with my previous laboratory experience make me the ideal candidate for an undergraduate internship in manufacturing science. Through successful completion of my coursework, I am comfortable with theory related to biology, inorganic chemistry, and organic chemistry. In addition, my laboratory coursework has exposed me to numerous analytical chemistry techniques including interpreting mass spectrometer, NMR, and IR outputs. Furthermore, I have done column chromatography, thin layer chromatography, titrations, and have also used analytic wet chemistry techniques, including precipitate and flame tests, to identify unknown ions in solution.

I inherited my father’s penetrating intelligence; was received high-quality, challenging mathematics and scientific education when I was young. Differ from normal children with the same age, I had to attend in cram schools after school. Normally, I had three classes in a week and one in the weekend. When my friends went back to home at 5 p.m, I was usually back home at 10 p.m. When my friends was playing basketball in the school, I