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Successful Personal Statement For Chemistry At Oxford

Last Updated: 7th April 2022

Author: Rob Needleman

Table of Contents

Welcome to our popular Personal Statement series where we present a successful Personal Statement, and our Oxbridge Tutors provide their feedback on it. 

Today, we are looking through a Chemistry applicant’s Personal Statement that helped secure a place at Oxford University. The Chemistry Course at Oxford is taught in a world-leading chemistry department with state-of-the-art teaching and research laboratories and world-class research.

Read on to see how this candidate wrote a Personal Statement that helped secure their place on a reputable degree. 

Here’s a breakdown of the Personal Statement:

SUCCESSFUL?

The universities this candidate applied to were the following:

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Chemistry Personal Statement

Few aspects of our lives remain unaffected by the fundamental subject of chemistry. Chemists have revolutionised the way we live; from the medicines we use to the water we drink, it is hard to imagine what our everyday life would be like without the help of this vast subject. I wish to be a part of the chemical discoveries of the future which is what entices me to study chemistry in greater depth at university.

My interest in chemistry has developed a great deal since starting the AS level course. Each time I learn something new, it inspires me to develop my knowledge even further. I have particularly enjoyed the organic chemistry involved in the AS course due to the practical work it entails. Laboratory work for me is enjoyable because it provides an opportunity to test out the theoretical knowledge you have gained and is also great fun! For example, I particularly enjoyed making azo dyes as it was interesting to recreate a process in the lab which is so frequently used in industry.

I have been able to develop my passion for chemistry through wider reading. I have recently enjoyed reading Molecules at an Exhibition. The range of molecules which can have profound effects on our lives surprised me and showed me again how relevant chemistry is to our lives. I have a subscription to New Scientist. An article I particularly enjoyed reading over the summer was “Rogue elements” which explores some of the unanswered questions associated with the periodic table. For example, when the elements will stop and whether superheavy elements, which exist for fractions of a second only one atom at a time, can be considered elements at all. The article also looked at the issues of where to place the elements hydrogen and helium and where the metal/non-metal divide should be. This showed me that although the periodic table is often considered to be complete, there is still much to uncover. Reading Quantum Theory Cannot Hurt You introduced me to the concept of relativity and I was amazed to find out how this theory affects chemistry as well as physics. For example without relativity the properties of some of the heavier elements such as gold would simply not be the same. I have been developing my interest in maths and have taken up AS further maths which will be largely self-taught, I know this will complement the chemistry syllabus.

Recently I took part in a UNIQ summer school at Oxford University which allowed me to have a great insight into undergraduate chemistry. I thoroughly enjoyed my week, particularly the lecture on chirality. This was a new concept for me and I was surprised by the huge differences that can result from this form of isomerism. My subject knowledge was greatly enhanced and the skills I gained have been even more valuable. I was taught to question, develop and evaluate my knowledge at every stage and become a more independent learner.

During Year 12 I acted as a science tutor for GCSE students, helping them with exam technique. I found that explaining the subject matter to others helped to enhance and consolidate my own knowledge. My success both in and out of school was rewarded when I received Clevedon’s 2014 Academic Achievement Award in chemistry.

I enjoy playing the piano and recently achieved Grade 6 during my GCSE year, developing my time management skills. My other hobbies include drama and singing and I am a member of Clevedon Light Opera Club as well as the school choir. I have taken part in several productions as well as performing in school stage shows and concerts. All of which contributed to me gaining my Gold Arts Award. I volunteer with a Rainbow group. When I started I found the prospect of running activities for a group of people quite daunting, but 2 years later I think my confidence and communication skills have improved greatly. I have developed my knowledge, skills and aptitude both in and out of school and I look forward to being able to extend these further by studying at university.

For more inspiration, take a look through our other successful Personal Statement a nalysis articles:

Successful Personal Statement For Natural Science (Physical) At Cambridge

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Download our Free Personal Statement Starter Guide 

Good Points Of The Personal Statement

This is a well written and well-structured statement. The student places points in order of relevance, making the statement easy to read. All points are clearly explained, and their impacts on the student are clear. There is a clear introduction, main body and conclusion.

Bad Points Of The Personal Statement

Although the statement is written in a logical order, there are a lot of paragraphs. Whilst it is very good that the student has a wide range of interests and hobbies, the student dedicates two paragraphs to these. It would have been possible to shorten the statement by removing some of the points mentioned, without taking away from the quality of the statement. The student clearly has many experiences from outside of the A-level syllabus, such as the UNIQ summer school and working as a GCSE science tutor. Whilst is it of course important to describe individual experiences and achievements, focussing on the positives alone limits the impact that mentioning such experiences will have. It would have been nice to see what challenges the student faced through their experiences, and how the student overcame these.

UniAdmissions Overall Score:

This is an excellent statement. The Personal Statement is clearly written and easy to read. The length of the statement could have been reduced, however, there are no other areas in which the student needs to make significant improvements.

This Personal Statement for Chemistry is a great example of a well-written Statement that demonstrates a wealth of experience and interest, vital to Admissions Tutors.

Remember, at Oxford, these Admissions Tutors are often the people who will be teaching you for the next few years, so you need to appeal directly to them.

You can find more successful personal statements and our expert guides on our Free Personal Statement Resources page.

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Writing a chemistry personal statement: expert advice from universities

Find the winning formula to stand out from the crowd with your chemistry degree application

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There are no wrong answers when you’re writing a personal statement

Avoid the clichés, your personal statement can mark the first step in your relationship with the course tutors, if you know where you want your career to take you, talk about it in your personal statement, include any relevant work experience or hobbies, and think about how other extracurriculars could be relevant, chat your personal statement through with your friends and family, you may want to look at these..., personal statement secrets – universities reveal all.

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• Chemistry Masters Personal Statement Sample

Written by Jennifer Bevan

This is an example personal statement for a Masters degree application in Chemistry. See our guide for advice on writing your own postgraduate personal statement .

Chemistry is fundamental to our lives and without our ever-increasing understanding of Chemistry many of the much-loved products of today would not have been developed. The wide applications of Chemistry were what initially drew me to study the subject and after studying it for over 5 years from A-level to undergraduate level, my interest became more focused on polymers. A Masters in Chemistry is a perfect opportunity to develop a more thorough understanding of polymers before pursuing a career in polymer development, whether for clothing, building, nutrition or medication.

During my undergraduate degree in Chemistry, I developed an excellent understanding of the subject through studying modules in organic, inorganic, and synthetic Chemistry. Each module involved time in the laboratory and therefore, I became proficient with a range of laboratory techniques including distillation, thin layer chromatography (TLC), and titration. Similarly, I was trained to carry out mass spectrometry and nuclear magnetic resonance (NMR) spectroscopy.

I studied modules in biological and physical Chemistry, which allowed me to develop an understanding of the interconnection of the sciences. This highlighted some of the uses of Chemistry, particularly in Biology and inspired me to select a final year project in which I synthesised copolymers for biomaterials to repair bone. The aim of my project was to polymerise poly(propylene fumarate) with a series of different monomers to form a copolymer with more favourable characteristics for bone repair. The specific skills and knowledge I gained from this project would provide an excellent base for a Masters in polymer Chemistry.

While at university, I worked part-time at a supermarket. My role involved picking online orders, restocking shelves, and helping customers. I developed excellent time management as orders were time-sensitive and gained valuable experience working as part of a team. During my free time, I was the treasurer of the squash society and was responsible for keeping track of the incoming and outgoing money. I kept the society under budget when organising events and had frequent meetings with the other members of the society to discuss where the money would best be spent. After graduating with a 2:1 earlier this year, I have been working as a science writer. This role has allowed me to significantly improve the quality of my written work, which will be valuable when writing my Masters dissertation.

I was drawn to your course because of the opportunity to learn and research the real-world applications of polymers under the supervision of both experts from academia and industry. I believe my prior experience with many of the laboratory skills covered in this course will help me to complete a Masters successfully. Your modules in polymer synthesis, advanced colloid materials and physical properties of polymers and nanocomposites would provide me with the essential skills I need to either undertake a PhD or begin an industry career in polymer synthesis.

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How to Write a Chemistry Personal Statement Worthy of Oxbridge!

Writing a personal statement is a very daunting task, it can seem like the be-all and end-all of your university application. In this post, Oxford PhD Chemistry researcher and 1st Class Oxford Chemistry graduate, Zoe, outlines how to structure your personal statement, as well as discuss the do’s and don’ts when it comes to a Chemistry personal statement. We have also provided an example Chemistry Personal Statement for those looking for inspiration.

General Tips for a Successful Chemistry Personal Statement:

When applying to the top universities such as Oxford and Cambridge or other Russel Group universities, the personal statement is not going to be the single factor determining the success of your application. In that sense, there is no need to spend hours curating the ‘perfect’ personal statement - interview preparation and school grades will have a much stronger weighting in the eyes of the admissions office. That being said, a poorly written personal statement can negatively impact your chances and you’ll want to make sure you have avoided common pitfalls and checked all the boxes for a successful application.

Below I’ll discuss key things your personal statement should include, along with common mistakes people make when trying to impress.

1.      Convey your genuine interest for chemistry – this should be the first paragraph and indicate why you want to study chemistry

-          Don’t write clichés such as ‘I’ve wanted to be a chemist since I was 4 years old’ - they want to know what motivates you now

-          Do be yourself and talk about what you genuinely find interesting and what got you motivated to study Chemistry in the first place e.g. at A-level (you don’t gain points for having stated to like Chemistry at an earlier age). Demonstrate your enthusiasm for chemistry by discussing what motivated you to study the subject, such as a particular experiment or a fascinating discovery

2.      Demonstrate you have the skills and motivation required to pursue the subject at the highest-level – this should be paragraphs 2 and 3 and form the bulk of your personal statement. Don’t get carried away, focus on one or two key examples that demonstrate your commitment to the subject

-          Don’t lie – this may seem obvious, but don’t mention books you haven’t read or experiments you haven’t done just to sound clever; this is the easiest way to get caught out in an interview. Tutors are not expecting you to know the whole 1st year undergraduate course and they will be well aware if you pretend you have.

-          Do include any research or reading you have done which shows commitment to the subject. All they want is for you to show you have taken the time to go beyond the standard A-level syllabus, be that by reading books, keeping up with the literature or even attending talks or visiting an interesting exhibition at a museum. There is no right way to show interest in the subject! Highlight your academic achievements in chemistry, including any relevant coursework, research projects, or awards that showcase your skills and knowledge

3.      Highlight skills that make you suited for the course – This should the final paragraph and should be a couple of sentences at most. Showcase these skills, such as your ability to think critically, work collaboratively, and problem-solve, which are essential for success in the field of Chemistry.

-          Don’t mention extra-curriculars that are not directly relevant to the course. 4000 characters is not a lot and you do not want to waste space or things that tutors will not even consider

-          Do include any extra-curriculars that demonstrate either proficiency and commitment to the subject (e.g., Chemistry Olympiad) or extra-curriculars that will show you are suited to high-paced and demanding environments such as Oxford or Cambridge (e.g. sports or activities that required significant dedication and skills such as time-management)

4. Be concise and focused: Keep your personal statement concise and focused, with a clear structure and well-defined paragraphs. Finally, proofread your personal statement carefully to ensure that it is free of errors and flows smoothly. Consider asking someone else to read it and provide feedback before submitting your application.

Are You Looking For a Russell Group or Oxbridge Chemistry Personal Statement Tutor?

Our Chemistry tutors are brilliant at supporting students with the brainstorming and drafting process for their Chemistry personal statements. Visit our Personal Statement page or book a free consultation to discuss how we can support.

Ideas to Show Interest Beyond Your A-level Chemistry Curriculum:

You may feel overwhelmed when it comes to searching beyond the A-level course. Chemistry is a huge subject so how do you find the best, most interesting things to read and talk about?

The short answer is you can’t. There is not right or wrong book to read just as there is no right or wrong thing to be interested in. The breadth of most Chemistry courses highlights this very fact – you can be interested in whatever area of Chemistry you want, and its completely okay if this ends up being a different area to your interviewer! In fact, you are more likely to invest time into learning new content, and thus are more likely to effectively demonstrate your skills if you have chosen something you are genuinely interested in. So, don’t spend ages trying to find the ‘right’ area to research but do pursue your actual interests!

Below are just a few examples of ways in which you can engage with chemistry outside of the classroom, but it is by no means an exhaustive list. So, if you find something else that sparks your interest then by all means, go with that!

Books You Could Mention in Your Chemistry Personal Statement:

Why Chemical Reactions Happen – James Keeler*

The Pleasure of Finding Things Out – Richard Feynman

The Most Beautiful Molecule – Hugh Aldersey-Williams

Periodic Tales - Hugh Aldersey-Williams

The Disappearing Spoon – Sam Kean

Napoleon's Buttons – Jay Burreson and Penny Le Couteur

*A very good introduction to some 1st year undergraduate topics but also a pretty big cliché so I would avoid having this as the main book in your personal statement

Chemistry Podcasts:

Chemistry for your life : A podcast helping you understand the chemistry of your everyday life

Chemistry in its element : A weekly tour of the periodic table, from Chemistry World, the magazine of the Royal Society of Chemistry

Chemistry Cayk

Distillations : Uncovering moments in science-related history

Extracurricular Activities For Success in Chemistry University Applications:

UK Chemistry Olympiad

Cambridge Chemistry Challenge (Year 12 only)

Giving a talk at your school’s Chemistry/ Science society

Seek out relevant work experience : If you have any relevant work experience, discuss it in your personal statement. This could include internships, volunteer work, or research assistantships

U2 Tuition’s co-curricular division, Minds Underground, host online specialised research projects, with many Chemistry-related options. Gaining research experience can be a valuable opportunity for school students, offering numerous benefits beyond what is typically learned in the classroom. Visit the Research Experience page for more information!

Applying to Oxford for Chemistry? Here Is What You Should Also Do

If Oxford is your dream destination for studying this fascinating subject, there are some crucial tips to consider. Here's a breakdown of key elements to enhance your chemistry personal statement, especially tailored for Oxford:

1. Embrace Depth and Breadth:

Oxford values not just your depth of understanding in chemistry but also your ability to appreciate its broad applications. Showcase both your passion for specific areas of chemistry and your awareness of its interdisciplinary nature.

2. Highlight Research Awareness:

Demonstrate your awareness of cutting-edge research in chemistry. Mention specific projects, studies, or advancements that have caught your attention, showcasing a keen interest in staying updated on the latest developments in the field.

3. Demonstrate Critical Thinking:

Oxford places a strong emphasis on critical thinking and analytical skills. Showcase instances where you've applied these skills in problem-solving, especially in chemistry-related scenarios.

4. Exhibit Your Intellectual Curiosity:

Oxford seeks students who are not only knowledgeable but also intellectually curious. Share instances where you've gone beyond the standard curriculum to explore your interest in chemistry, such as engaging with advanced books, attending seminars, or participating in relevant extracurricular activities.

5. Discuss Your Future Contribution:

Convey a sense of your long-term vision in the field of chemistry. Whether it's contributing to ground-breaking research, advancing technology, or inspiring future generations, Oxford wants to see your commitment to making a meaningful impact.

6. Make Sure You Personal Statement Is An Exciting Springboard For Discussion At Interview

Oxford places significant importance on the interview process, and your personal statement can serve as a crucial catalyst for engaging discussions during this stage. Craft your statement in a way that prompts curiosity, inviting interviewers to delve deeper into your experiences and viewpoints. Incorporate thought-provoking questions or reflections on your experiences, leaving room for insightful conversations. Showcasing your ability to articulate complex ideas and engage in dynamic discussions will not only demonstrate your readiness for the Oxford environment but also set the stage for a compelling interview experience.

Tailoring your statement with these specific considerations for Oxford will help you showcase your suitability for the challenging and enriching academic environment at the University.

Chemistry Personal Statement Example

Below, we have shared a personal statement example for a chemistry degree application. This is a succinct and focused piece, highlighting experiences from engaging with captivating books and podcasts to participating in the UK Chemistry Olympiad. From sugar plastics to sustainability, each facet contributes to a narrative showcasing the dynamic nature of chemistry and the student’s commitment to making a meaningful impact.

Chemistry captivates me as a subject that blends curiosity and practical understanding. My journey began with Hugh Aldersey-Williams' 'The Most Beautiful Molecule,' a book that provided a captivating exploration of molecular structures. What fascinated me most was the author's ability to unravel the complexities of these structures in a way that felt accessible and intriguing. Aldersey-Williams seamlessly blended scientific detail with a narrative that made me appreciate the elegance hidden within the microscopic world of molecules. This narrative approach to scientific storytelling resonated with me, creating a bridge between the abstract concepts of chemistry and their real-world implications. I enjoy listening to Chemistry podcasts and found the ChemTalk podcast episode featuring Dr. Karen Wooley discussing Sugar Plastics and Sustainability particularly fascinating. Unlike conventional plastics, which contribute to pollution and resource depletion, sugar plastics offer a renewable and biodegradable alternative. Her insights into sustainability, sugars, and their applications in industry resonated with me. This podcast demonstrated the bridge between theory and real-world challenges, showcasing the versatility of chemistry in creating alternative materials and emphasising the practical role of chemistry in addressing global issues. Inspired by Dr. Wooley's work, I undertook a project focused on developing sustainable alternatives to conventional plastics using sugars. Collaborating with peers, we explored the synthesis and properties of sugar-based plastics, aiming to contribute to environmentally friendly solutions. This hands-on project allowed me to witness the tangible applications of chemistry in addressing contemporary issues, reinforcing the importance of sustainable practices within the field. Attending a lecture on sustainability in chemistry further deepened my appreciation for the discipline's potential impact on global challenges. The lecture illuminated innovative approaches and advancements in sustainable chemistry, emphasising the role of environmentally friendly practices in research and industry. What fascinated me was the integration of green chemistry principles, showcasing how the field is evolving to minimise environmental impact and enhance efficiency. This experience broadened my perspective on the practical applications of sustainable practices within the realm of chemistry, reaffirming my commitment to contributing to solutions that align with the principles of environmental responsibility. Participating in the UK Chemistry Olympiad further deepened my understanding of the versatile nature of chemistry, challenging me to apply theoretical knowledge to solve real-world problems. Being a passionate debater, I have also honed my communication and critical thinking skills, learning to articulate complex ideas effectively. Additionally, running my school's Chemistry Society has provided a platform to share my enthusiasm for the subject with peers, organising events and discussions that foster a collaborative and interactive learning environment. These activities showcase my commitment to both academic excellence and fostering a broader understanding and appreciation for chemistry beyond the classroom. These experiences have solidified my passion for chemistry and its real-world applications. Eager to delve deeper, I am motivated to pursue a chemistry degree, driven by a genuine curiosity and a commitment to contribute meaningfully to this impactful discipline.

In conclusion, writing a strong Chemistry degree personal statement requires careful planning, organisation, and attention to detail. A successful Chemistry personal statement should demonstrate your passion for the subject, showcase your academic achievements, highlight your relevant experiences, and emphasise your skills. By following these guidelines and taking the time to craft a well-written and compelling personal statement, you can increase your chances of being accepted into the Chemistry degree of your choice. Remember to proofread your statement carefully, seek feedback from others, and let your unique voice and personality shine through. Good luck with your application!

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Chemistry personal statements

Scroll down this page to find a collection of real personal statements written by students applying to study economics and related courses at university.

Plus, over on The Uni Guide, we've also got advice from universities on what they want to see in a chemistry personal statement . 

Among the tips shared by admissions experts: be open and honest about your motivation; don't use clichés; include relevant hobbies; talk your statement through with friends and family.

Examples of real economics personal statements

These chemistry personal statements are written by real students. Among them you will find personal statements that have formed part of successful applications to universities such as Oxford, Edinburgh and York.

Bear in mind, these personal statements are presented in exactly the way they were originally submitted to Ucas. Don't expect them all to be perfect! But by reading through a few of these samples, you'll be able to get some ideas and inspiration for your own personal statement. 

More help with your personal statement

You can find personal statement examples for other courses by using this subject list, or by returning to our personal statements by subject page.

Other useful links

• Applying to university

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• Personal statement advice: chemistry

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Evidence your passion!

According to Andrew Pike, Admissions Tutor at Newcastle University, a 'genuine passion for the subject' is the top ingredient to convey in your chemistry personal statement. 'After all, you will be studying just chemistry for three to four years and would be mad to want to do that if you didn’t like the subject'.

He wants to see you actually demonstrate this passion in a way that's unique to you – just saying 'I love chemistry' or 'I have a passion for chemistry' won’t cut it. You could explain what it is about the subject that makes you feel sure you will be motivated by it, or how you see it fitting into your longer term plans or career:

This doesn't mean you need to know exactly where you want your future career to lead. But it's good to write a sentence or two about what you think you might want to achieve through your chemistry degree, whether in terms of career progression, personal fulfilment, academic curiosity, specific topics you want to learn about, or whatever.

Don't be general, be personal

Tutors also like to see applicants who say something personal in their statement – this sounds obvious but some applicants don't.

The issue here is that some applicants try to demonstrate their knowledge of chemistry by describing a particular theory or by making some random observations about the subject that don’t genuinely resonate with them. It’s no good just explaining a theory in your statement, there’s nothing personal about that and you’re just telling admissions tutors things they know already – they're experts.

They can also easily tell if you’ve just written something for effect. But what does interest them is anything that has genuinely impacted on your knowledge, understanding or enthusiasm, or on you as a person – it’s that personal touch they’re after.

Our guide to studying chemistry has more need-to-know advice to explore.

Motivation and real world connection

Dr Simon Gerrard, Assistant Admissions Tutor for chemistry at University of Southampton, is slightly less concerned about your longer-term objectives – although, it’s always good practice to briefly mention this in your statement if you have genuinely thought about it. But he does want evidence of your motivation. 'It doesn’t matter if you don’t know what you want to do after university, what I really like to see is enthusiasm and a passion for the subject’.

One way to really get your passion and commitment across is if you can give an example or two of how you have applied your learning to real life – for example, through work experience, a lecture you attended, a documentary you saw, a podcast you heard, or something specific you’ve discovered through your wider reading. Hopefully, you can see ways to really bring your statement alive and prove conclusively that you really do love chemistry.

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Oxford Chemistry Personal Statement Top Tips

If you have absolutely no idea where to begin, starting to write a personal statement can seem really overwhelming. Add on the extra pressure of applying to Oxford and it can all get a bit much! Don’t let that get into your head though, chemistry at Oxford had, on average, a success rate (that is, applications converted into acceptances of an offer post-results) of 29% so those are pretty good odds!

I can’t claim to have read all of the advice available online about how to write a Oxford Chemistry personal statement but, while I’m sure it’s great, it often isn’t appropriate for those applying to very academic universities, especially Oxbridge. Luckily for those of you applying to study chemistry at Oxford, I’ve compiled all of the very best advice that I received during my application process to make writing your Oxford personal statement much simpler! Read on to find out more…

The first point to consider is: why do you want to study chemistry? 

Now, this may seem really obvious but it’s the answer to this exact question that will form the basis of your Chemistry Oxford personal statement since, at its core, your Oxford personal statement is your opportunity to tell the admissions tutors not only why you wish to study chemistry, but also convince them that you want to study chemistry more than anyone else! What is it about chemistry that particularly interests you? What are your favourite areas? How will studying chemistry help you to achieve your goals post-university?

Think about if you are a suitable candidate for the course too. If you have consulted the University of Oxford website (which hopefully you have), you will have noted that both chemistry and maths A Levels are considered ‘essential’ for admission to this course. This means you will need to be at A* standard in both of these subjects to apply, so ensure that your maths is up to scratch.

Also, consider if you want to only study a single science subject. If you find that you really enjoy all of your A-Level sciences to the point of wanting to continue to study them all, you might want to think about Cambridge Natural Sciences instead.

Justify all your subject interests with examples of how you explored these via an academic extracurricular or reading:

Don’t just say ‘I like chemistry because atoms are cool’ – although hopefully, you wouldn’t put that anyway… Give more information! Talk about why a particular area of chemistry is your favourite or is interesting to you, maybe you did a really fun practical in school or watched an interesting video in class. Then discuss how you acted on this interest, perhaps by watching some online open-source university lectures on the topic to expand your knowledge, going to a talk or even by reading a book.

Think about other, more unusual topics you can write about that will make your Chemistry Oxford personal statement stand out from the crowd. An example of this is that I wrote a significant part of my Oxford personal statement about two academic summer schools that I had attended, the Salters’ Chemistry Camp in year 10 and the Eton College Universities Summer School (aimed at introducing state school students to university-level topics) in year 12. Including experiences such as these tell an admissions tutor that you are really interested in pushing yourself academically and exploring chemistry at a higher level of understanding.

Don’t write too much about your non-academic hobbies

Even though hobbies are a good thing to talk about for other universities, on your Chemistry personal statement, Oxford will be looking at your application almost purely from an academic perspective. That’s not to say don’t include them though! Remember, your Oxford Chemistry personal statement must be applicable to all the universities you apply to, as you submit the same personal statement to each one.

As well as this, Oxford will be looking for well-rounded individuals who have acquired skills such as time management, resilience and perseverance, often developed through sports, music and qualifications such as the Duke of Edinburgh’s Award. As a rough rule of thumb, you should be looking to dedicate at least 80-90% of your Chemistry Oxford personal statement to academics, and the rest can be hobbies and extracurriculars.

Start prepping and writing early!

Your Oxford Chemistry personal statement is not a particularly long piece of writing, but there is a lot to include! Even though ideally you will have been doing everything you include in your Oxford Chemistry personal statement anyway because it’s something you are doing because you’re passionate about your subjects, it doesn’t always work out that way. If you have to read an extra book or two to demonstrate the points you are making, that’s okay, but I would urge you to ACTUALLY DO everything you mention in your Chemistry personal statement – Oxford admissions tutors may ask you about it in the interview!. You definitely need to be thinking about it before you get to year 13, ideally by the summer of year 12, for example, I did around 6 or 7 drafts of my Oxford personal statement before I was ready to submit it!

Have mentors you trust look over your Oxford Chemistry personal statement for you

Getting someone else’s perspective on your Chemistry personal statement is essential. Ideally, this should be someone who has helped Oxford candidates before, but if not, an adult familiar with the university application process (and better still, a scientist) e.g. one of your teachers will do. Make sure to thank them for their help!

Finally, keep the character limit in mind

There is a 4000 character limit on your personal statement, and that limit includes spaces!

I said earlier that this is not a long piece of writing, and I meant it. My Chemistry Oxford personal statement was JUST under the character limit (as yours will end up being too) and those characters come out to only 611 words! This means your writing should be as concise as possible, with no waffling, nothing that isn’t directly relevant to the point you are making, and no long fancy vocabulary as it is character count that matters, not words. There is a personal statement builder on the UCAS website which you can use to check your character count, as some word processors will count spacing and paragraph spaces differently. Try to strike a balance in terms of the number of paragraphs you use, as making new paragraphs wastes precious characters, but one big block of text isn’t very appealing to the reader!

And that’s it on my advice! Take it all into consideration, but remember that you don’t need to eat, sleep and breathe your subject to the point where it’s unhealthy in order to get into university. That’s not what Oxford is about (no matter what the internet might tell you) and you are allowed to (and should – especially at school) have hobbies. Don’t forget that university is about becoming a well-rounded adult ready to tackle the world of work! I hope you find all of this advice helpful when writing your Oxford Chemistry Personal Statement.

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Six Tips for Writing an Effective Teaching Statement

Melanie M. Cooper, Alumni Distinguished Professor, Department of Chemistry, Clemson University, Clemson, SC

Teaching is a major component of almost all faculty positions. Surprisingly, then, even an almost complete lack of experience and training–in teaching and student learning–will probably not prove to be a major obstacle to your obtaining a faculty position. Many institutions, particularly research-intensive universities, typically do not require candidates to provide any evidence of teaching expertise or even knowledge of how people learn. However, it is almost certain that you will be asked to write a teaching philosophy statement as part of your application package. If you have never done this before it can be quite daunting, but fortunately a quick Internet search will provide plenty of resources and examples. These sources provide very specific advice. For example: You should consider why you want to teach, what methods you will use to teach, in what circumstances you will be teaching, and how you will know when your students have learned.

My aim for this article is not to tell you exactly how to write a teaching statement—but rather to point out some specific dos and don’ts that might help you stand out from the crowd. Remember that the review committee will have a large number of application packages to read, and you want yours to stay in the active pile.

Six Tips to Help You Stand Out

1. Write a teaching statement! This may seem obvious, but if a teaching statement is asked for, you better write one. Strangely, some applicants omit this part of the package, or give it short shrift—perhaps giving it a cursory nod. Be assured, if the committee asked for a teaching statement, they will expect to see one. A teaching statement reflects how you think about what will be one of the most important aspects of your new position. Even if you have minimal experience with teaching, you certainly have been taught, so you are in a position to reflect on what worked for you, what didn’t, and conclusions from your own experiences. If you get an interview, your work on this statement will serve you well, providing a basis for developing clear ideas about teaching. As a side product—it may even benefit your future students!

2. Write it yourself! Even though you may not have thought seriously about teaching before, don’t be tempted to “adopt” a teaching philosophy you find elsewhere. Besides being ethically problematic, if you submit a flowery, overblown teaching statement that has no connection to your own experience or reflection, it will come across as false. In addition, if your teaching statement is dramatically different from the writing style of your research plans or other documents in the application packet, the review committee will notice.

By contrast, a weak, pro forma statement that you “care about students” is not likely to impress. Spend some time on serious reflection. This is your teaching statement. Give yourself the time to actually compose your thoughts. When you are finished, edit it. Poorly written and ill-thought-out statements are not likely to get you to an interview, no matter how brilliant your research plans or accomplishments.

3. Target your teaching philosophy to the institution and position where you are applying. While your overall philosophy might remain the same, if you are applying for a tenure-track position at a research-intensive university where class sizes number in the hundreds, you will need to be realistic about what you can do. For example: You will not be able to meet with each student individually. A research-intensive, graduate student– and postdoc-centric institution will appreciate knowing how you will approach this type of educational situation. On the other hand, when applying to a primarily undergraduate institution, where student–faculty interactions are their bread and butter, you would be wise to acknowledge that fact. Customize teaching statements for each institution—application review committees will notice if you are out of touch with their mission.

Learn more on the Blog

4. Consider what classes you would like to teach, and recognize that you might be asked to teach classes that are out of your “comfort zone.” Different institutions have differing class sizes. Classes may be large and small; consider the mechanisms you might use to help people learn in both contexts. Again, this is going to depend to some extent on the type of institution you are applying to. Some published advice will recommend thinking about the teaching and learning circumstances that worked for you. But take note: This is a perilous approach. Most students are not aiming for a Ph.D. in chemistry and frankly may not respond well to approaches aimed at the best, most motivated students in the class (i.e., people like you). You should explicitly acknowledge these differences and indicate your openness to the alternative approaches and techniques needed to reach a broad range of students. It will be your job to teach the students and you may not have exactly the students you want!

5. Participate in workshops and courses for faculty candidates . If you have the opportunity, take advantage of the fact that many institutions offer workshops or courses to help you prepare for life in the professoriate; they can also help with writing academic application documents, such as your teaching statement. There may also be the opportunity to participate in a workshop that is held outside of your campus. For example, prior to every fall national meeting ACS offers the Postdoc to Faculty workshop, which helps postdocs transition to academic careers. These types of workshops and courses provide an opportunity to reflect on and discuss your ideas with others and can really help you formulate and clarify your ideas about teaching and learning. More to the point, taking part in such opportunities provides evidence for a sincere commitment to effective teaching.

6. Keep it focused and short: between one and two pages is appropriate. Remember that the search committee will possibly be reading hundreds of teaching statements. Your readers will not be inclined to look favorably on a long, meandering discourse about your epistemological framework or on an exposition of why you care so much about students, particularly if you have never seriously engaged in teaching before. Write your teaching philosophy statement in clear language and make your points succinctly.

Melanie Cooper , Ph.D., is an Alumni Distinguished Professor at Clemson University. She received her B.S. and M.S. degrees, as well as her Ph.D., from the University of Manchester, England. She is an AAAS Fellow and was a member of the first class of ACS Fellows. She has held a number of elected positions within ACS and was the Chair of the Division of Chemical Education in 2007 .

Other useful resources:

1. Austin, R. N. Writing the Teaching Statement . Science Careers, April 14, 2006.

2. Haugen, L. Writing a Teaching Philosophy Statement . Center for Excellence in Learning and Teaching, Iowa State University, Web page.

3. Lang, J. M. 4 Steps to a Memorable Teaching Philosophy . The Chronicle of Higher Education. August 29, 2010.

4. Montell, G. How to Write a Statement of Teaching Philosophy . The Chronicle of Higher Education. March 27, 2003.

5. Montell, G. What’s Your Philosophy on Teaching, and Does It Matter? The Chronicle of Higher Education. March 27, 2003.

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Teaching personal statement examples

Giving you the chance to show why you'd be a great teacher, your personal statement is an important part of your application and worth taking the time over

What is a teaching personal statement?

Your personal statement is used to explain why you want to become a teacher and your suitability for the role. While your application form briefly outlines your qualifications, skills and work experience, your teaching personal statement is where your personality shines through.

Take your time with it. Many candidates often spend a few weeks on this part of the application as you don't have to write it all at once. You should get someone to read over it and be prepared to receive constructive feedback and write a few drafts before you send it off.

It's important to:

• use examples based on your recent teaching experience
• tailor your personal statement according to the school/age group
• use good, clear, written English, using first person terms such as 'my' and 'I'
• be original and honest
• avoid clichés and general statements, such as 'I've always wanted to teach'
• demonstrate a passion for teaching.

While it's crucial to get it right, your teaching personal statement is only a small part of the application process. Find out how else you'll need to prepare to  get a teaching job .

How to write a personal statement for teaching

Your personal statement should be between 500 and 1,000 words. It's crucial that you  don't copy  and that the statement you provide is  your own work .

This is your opportunity to:

• write about any relevant skills and experience you have
• explain your understanding of why teaching is important
• detail why you want to become a teacher
• list any extra skills or experience you have, such as volunteering or first aid.

See  personal statements for postgraduate applications  for more guidance.

The nature of your personal statement will vary, depending on the type of teaching you'd like to pursue. Take a look at some of our example personal statements to get an idea of how they differ.

Personal statement for PGCE primary

As well as focusing on roles in which you've gained experience with primary-age children, a PGCE primary personal statement should demonstrate your well-rounded personality and any skills that could be useful for the range of extra-curricular activities primary schools provide (such as the ability to read music for recorder lessons, or drama experience to help with school plays).

Personal statement for PGCE secondary

Many good PGCE secondary personal statements acknowledge the challenges involved in teaching older pupils and provide examples of where the candidate has worked to overcome these problems. As secondary teaching roles are geared towards teaching a specific subject, training providers are looking for more evidence of your subject and degree knowledge.

Personal statement for School Direct

If you're applying for the salaried School Direct route, you should discuss the experience you've gained in the classroom prior to your application. One of your references will need to be from an employer, or someone who can comment on your work ethic and suitability for teaching. Don't worry if your degree is unrelated to the subject you'd like to teach - you may still be able to apply by completing a subject knowledge enhancement (SKE) course .

Find out more

• Discover how to structure a teaching CV .
• Find out what it's really like to be a primary or secondary school teacher .
• Search postgraduate courses in teaching .

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Preparing your UCAS personal statement

By Sue Thompson 2012-07-01T11:38:00+01:00

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Sue Thompson helps you get yourself noticed

It can seem quite daunting to sit down to write your UCAS personal statement. Don’t worry, if you write it in stages and follow these guidelines, you should make a positive impression on any admissions tutor who reads it. Remember, the golden rule is quality, not quantity.

Getting started

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Write your statement offline in Microsoft Word and save it regularly. When you are finished, paste it into the online UCAS form. The form times-out after 35 minutes, so this will help to avoid losing any of your precious work.

• The aims of a personal statement are to show the admissions tutor why you should be accepted on your chosen course.
• Read some examples of good personal statements, but do not copy them as UCAS uses a plagiarism checker.
• Reasons for choosing the course
•  Personal achievements and relevant experience
•  Hobbies and interests that show your skills and abilities.

A first draft

Now put this together but remember, you have limited space – 47 lines or 4000 characters.

• Use language which makes you sound enthusiastic and interesting.
• Be concise and be yourself – don’t use long words you would not usually use.
• Steer clear from trying to be funny – admissions tutors may not share your sense of humour!
• When discussing your experience say why you did it or what you have learned from it.
• Be honest and specific – only write things that you would be prepared to discuss in an interview.

Polishing off

• Good spelling and grammar is essential – don’t rely on a spellchecker.
• Structure is important. Begin with why you want to study your subject and finish with why you want to go university, or your career aspirations.
• Show your statement to other people you trust and make changes.
• Expect to produce a number of drafts!

Choosing your chemistry course

The university you choose to study chemistry at is important. It needs to be an informed choice and suit what you hope to achieve. Check university and college prospectuses, websites and entry profiles. These will tell you the criteria and qualities universities want their students to demonstrate. Finding the answers to these questions should help you to focus:

• If the course is not pure chemistry how much chemistry is there relative to the other subjects throughout the degree? Eg is there a difference between ‘Chemistry and….’ and ‘Chemistry with….’ courses?
• How much maths/physics support is there if I need it?
• How many hours are spent in the teaching lab?
• Is there a choice of modules to study? Do they interest me?
• What is the format of practical work in the final year ie what is the amount of independent research compared to other lab based activities?
• Can I do an external placement?
• Will this course help me to develop transferrable skills?
• Up to half of the statement can be reasons for your choice of course.
• Don’t use repetitive language eg ‘I like’.
• Avoid using clichés.
• No formatting is allowed by UCAS (except capital letters) so any bold, italic or underlined words will disappear!
• When working online remember to regularly save your work as UCAS Apply will time-out after 35 mins of inactivity.

These handy websites will help you to compose the perfect personal statement:

Originally published in The Mole

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Teacher Training Personal Statement Examples

What is a teacher training personal statement?

The teacher training personal statement is your opportunity to let training providers know about your qualities, skills and expertise, and why you want to teach.

While your application form briefly outlines your qualifications, skills and work experience, your teaching personal statement is where your personality shines through.

Take your time with it, be prepared to receive constructive feedback and write a few drafts before you send it off.

How do I write a good teacher training personal statement?

To help you write a successful teacher training personal statement, we recommend you include:

• use examples to back everything up, based on your teaching experience so far
• tailor your personal statement according to the age group you wish to teach
• write using concise English, using first person terms such as 'my' and 'I'
• be original and honest - don't embellish the truth or lie outright
• avoid clichés and general statements, such as 'since a young age' or 'I've always wanted to be a teacher'
• demonstrate your passion and enthusiasm for teaching.

You have up to 4,000 characters to write a memorable opening, middle and conclusion.

Don't waste your valuable space on writing about things that are already on your UCAS form elsewhere, such as your qualifications.

What should I include in my teacher training personal statement?

When planning out your personal statement, ask yourself what it is your training providers are looking for. Make sure your statement answers the following questions:

• Why do I want to teach? - show that you know about the challenges and rewards of teaching, and remember that everything has its ups and downs. Maybe talk about any lessons you have observed/taught, what went well and how you would have improved on them. Discuss teaching styles used and the use of technology in the classroom.
• Why do I want to teach this age group/at this level? - what appeals to you, and what experience do you have teaching these students/children?
• What are my strengths? - include the relevance of your degree and subject knowledge.
• What experience do I have? - include any experience you have of volunteering with children, such as teaching a sports team, youth work or working at a summer camp? Give examples of how this helpd develop your teaching skills.
• What personal skills/abilities do I have? - these might include research, creativity, time management, IT skills, problem solving, managing people, organisational skills, listening skills, leading or working in a team. To strengthen your application, make sure you back everything up with examples.
• Are there are any location restrictions? - if you don't currently live in the UK, why do you want to study here? Are you willing to move away from your current home town/city for your degree?

You only have up to 47 lines (4,000 characters including spaces) in which to persuade your chosen initial teacher training (ITT) providers to offer you an interview. The statement must be concise, enthusiastic and sell your potential to be a successful teacher.

For more help and advice on what to write in your teacher training personal statement, please see:

• Personal Statement Editing Services
• Personal Statement Tips From A Teacher
• Analysis Of A Personal Statement
• The 15th January UCAS Deadline: 4 Ways To Avoid Missing It
• Personal Statement FAQs
• Personal Statement Timeline
• 10 Top Personal Statement Writing Tips
• What To Do If You Miss The 15th January UCAS Deadline.

What is a teacher training degree?

Teacher training degrees combine the study of curriculum subjects with learning teaching techniques and putting these into practice during hands-on school placements. The course leads to QTS (qualified teacher status) to enable you to teach in a school or college.

How long is a teacher training course?

To teach in England and Wales you need to gain QTS. You will obtain this on an ITT programme, which could be school or university-based and takes approximately one year to complete.

How do I become a teacher with a degree?

To teach as a qualified teacher in England, you'll need qualified teacher status (QTS). If you already have a degree, you can complete a postgraduate teacher training course to achieve this. Additionally, you'll need to have a GCSE at grade C/4 in maths and English, as well as science if you want to teach primary.

Can I train to be a teacher without a degree?

Unfortunately no - you cannot become a teacher without a degree.

But if you are an undergraduate or have a degree in a different subject than what you want to teach, there are options to help you get into a teaching career.

Will I get paid for teacher training?

There are three types of funding available for teacher training - depending on your circumstances, you could receive all three:

• Tax-free bursary or scholarship.
• Tuition Fee Loan and Maintenance Loan.
• Extra financial support if you're a parent, have an adult dependant or a disability.

Further information

For more tips and advice on teacher training personal statements, please see:

• GetIntoTeaching
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Teaching personal statement (chemistry)

• Reading time: 4 minutes
• Price: Free download
• Published: 9th July 2019
• Word count: 1085 words
• File format: Text

A great teacher is like a great artist who uses basic tools to transform raw materials into valuable assets of society. However, great artists may not have the best tools or best skills – they are recognized because of their passion and their unique perspective of the world. Great teachers are not just ones who transmit information, teach skills, and help students earn the best grades. They are those who share their passion for knowledge and curiosity with their students, inspire the students’ creativity, develop their critical thinking ability, and prepare them for the complex world they will face after stepping out of campus. Teaching is part of the process in discovery and it also provides an opportunity to learn, where knowledge and critical thinking are shared by teachers with their students, and enthusiasm and creative ideas are shared by students with their teachers. Reflecting on my own experience as student, I am truly inspired by the good role-model of my mentors and hope to relay this process to the younger generation and to influence their lives through my teaching and advising.

My undergraduate major is in chemical education, which provides me fundamental pedagogical principles to engage and guide my future teaching practice in undergrad levels. For classroom teaching, my goals are not only to give clear and insightful lectures, but also to motivate students’ enthusiasm and encourage discussion and interaction in the lectures. This provides students the skills in communication, critical thinking and problem-solving, which are necessary training to pursue future professional careers. For mentoring student research, my goal is to guide them in research lab and motivate the students to give their best efforts. As students come in with different background and interests, I will provide them with the freedom to explore and to think about problems in new ways. In the mean time, I will also actively engage in their projects and guide students’ discoveries. The value of research advising is so rewarding because we continue generating new ideas during the discovery process and push forward the research.

Teaching Experience

I have gained valuable experience as a teaching assistant at Iowa State University to lead recitation sections for General Chemistry lecture twice a week.(1998-1999) This was my first time teaching college students, facing a new culture and using a foreign language. I was very excited, but at the same time a little nervous. Because I was trying my best, showing genuine enthusiasm for the course material and caring about the students as individuals, I got excellent feedback from the freshmen students. One student even wrote a long letter attached to the last page of the homework assignment and expressed his gratitude to my teaching which had extended his horizons in pursuing science.

I moved on to be a postdoctoral associate At ETH Zurich, Switzerland (2003-2005) and 30% of my time was devoted to teaching, including recitation, project design, testing and grading. I taught four semesters in General Chemistry, Advanced Spectroscopy, and Thermodynamics. In Europe, their education system is different from US system. Teaching responsibility is heavy and involves various aspects of teaching, not only just serving as assistant for grading and recitation, but also required to design a mid-term exam as well as small project study. At that time, I was facing another challenge that most of the classes were taught in German, their official language at school. I managed to learn my third language German while teaching small classes in English, grading and giving exam in German. I noticed, in China and US system, most of the exams were given as multiple-choice format. Sometimes students just memorize material instead of learning it. However, in Switzerland, students were encouraged to show their logistic thinking and how to deduce the conclusion from what they understand. I am grateful that I have experienced different culture of educational systems and I believe this will help me to incorporate the advantages and avoid pitfalls in developing my teaching strategies.

During my years as Assistant Professor at Emory, I also served as ad hoc facilitator teaching Biomedical Engineering (BME) undergrad course Problem Based Learning (PBL) at Georgian Institute of Technology (2011-2012). PBL represents a paradigm shift from traditional classroom/lecture teaching to student-centered pedagogy in which students learn about a subject through the experience of solving a problem. I found this type of small classroom discussion is very engaging, which can identify the talents and potential of individual students. Until now I still stay connected with some of the students in my classes and have written recommendation letters for three female students. One was accepted by Stanford Medical School, another was admitted in SMART Defense Scholorship. The most rewarding part as a professor is to observe the development and the success of my students.

Throughout the past nine years at Emory Univ., I have helped advising and mentoring several students with different levels of educational background in research projects. Like good medical care, teaching is a deeply interpersonal interaction; computers and other instructional technology may enhance it, but they will never supplant it. The basic human connection between mentor and student is an integral part of teaching. And while students may acquire facts and information from technological sources, they acquire authentic knowledge and ultimately wisdom from teachers. All in all, I believe I possess the assets necessary to succeed as both a teacher and an advisor.

Teaching Interest.

My multidisciplinary background and research experience enable me to teach a broad range of courses at the undergraduate level in Chemistry. I have extensive knowledge of general chemistry , advanced spectroscopy, physical chemistry and analytical instrumentation. Also, as a biomedical nanotechnology researcher, I am able to lecture on subjects like inorganic chemistry, biochemistry, biosensors and nanodevices, analytical chemistry, and molecular imaging. I learned from my own experience that crossing boundaries between physical science and biomedical engineering is very prolific. I can envision myself teaching an interdisciplinary course for a pool of students from a variety of backgrounds.

I will try to keep the atmosphere in my classrooms warm and light, even when the material is abstract and sometime intimidating. Chemistry is not words and symbols on a chalk board, it is seeing chemistry and doing chemistry. The world around us is chemical and we ourselves are constructed of chemicals. It is this integration of chemistry and life that I seek to communicate to my students. My teaching goals are to inspire students to do their best and to inspire them to develop a curiosity about the world in molecular terms

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Chemistry Personal Statement

Swimming from a young age always made me ponder the thought, who cleans the pool and how do they do it? As I grew older I realised it wasn't a case of who, it is a case of what. Essentially, chemistry held the answer. This example, along with many others, enhance my desire to study how chemistry works within modern day life. By choosing demanding A-level subjects that focus on essay writing with analytical skill and problem solving, I believe that I am able to excel in undergraduate study.

I take particular interest in green chemistry, inorganic molecules and IR spectra which explains my desire to study Chemistry. I find inorganic chemistry extremely captivating explaining my fascination with the Haber process; without this process a third of the population would not be fed. Global warming is becoming a prominent issue and the frequency of tropical cyclones is largely due to an increased consumption of fossil fuels, this has then led to technological advances that lie behind green chemistry. BTEC Science has strengthened my ability to analyse scientific techniques in experiments. This subject has enhanced my ability to work as a team but also to work independently when carrying out practical work. BTEC has taught me the importance of time management due to strict assignment deadlines.

Studying A-level Mathematics has given me the confidence to approach challenging chemical calculations. It's extremely rewarding to be able to apply my knowledge of finding the gradients of curves and use it for measuring the rate of reaction or my knowledge of natural logarithms and applying this to the Arrhenius Equation. Studying Mathematics makes me appreciate the fundamentals that it teaches and how they apply to the world of science. An important encounter with Chemistry that enhanced the appeal of the subject was a visit from PhD students studying at Cardiff University . They brought 'spectroscopy in a suitcase' allowing us, in small groups, to find the absorption frequencies of an unknown sample in order to identify its identity. Being pushed further using real life equipment elevated my desire to study Chemistry.

My dedication to the subject extends further than the academic side - in my year of AS Chemistry at St David's I was elected class representative becoming a vehicle for the student voice. In 2014 I was honoured to represent the United Kingdom for the Euro Project in Denmark. Team work was essential in this process with innovation as the topic of the 5 day project. I take pride in being able to balance the demands of A-level study with a part time job as well as other extra-curricular activities such as swimming for Barry Swimming Club. Swimming for 16 hours a week highlights my commitment and determination, attributes that would be transferable to university life. My part time job at a jewellery store has given me the refined understanding of how fast silver can oxidise dependant on how you store the metal. Through learning to play the piano and achieving a Grade 6 Merit, I have become a creative and fast paced learner, something that is useful when conducting chemical experiments. My quick thinking skills are also evident in my ability to translate Turkish due to my bilingual tongue. When in Turkey I often have to translate from English to Turkish for my Turkish family and British father accentuating my ability to relay information concisely.

Through my work experience at a Dentist's Practice I attained an insight into how chemical products are used in a working environment by aiding several dental procedures, highlighting my ability to adapt and learn at a demanding pace. The subject of Chemistry and its applications to real life is particularly fascinating to me; I fervently await the depth of knowledge that a Chemistry degree has to offer. I am a determined and hardworking individual, delighted at the prospect of studying exclusively Chemistry at university.

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