Personal Statement - Genetics 1

Why do you want to study this course or subject?

Hearing the words 'DNA' and 'genes' in the news is no longer foreign to our ears; genetics underpins much of the news we hear about medical advances. From my early teens I have been interested in watching documentaries about inheritance and disease, notably, the interaction of genotypes and the environment and how somatic mutations can lead to the development of diseases. My main motive in studying genetics at an undergraduate level is the desire to be at the forefront of further medical developments. To make a difference to science, to invent and create is a dream shared by many, including myself. As a potential molecular geneticist, I am keen on contributing to the growing medical fields and give my utmost to help our society overcome genetic disease.

How have your qualifications and studies helped you to prepare for this course or subject?

Looking to widen my knowledge beyond the A-level specification, I read 'An Introduction to Genetic Analysis' by David T. Suzuki. I enjoyed reading about the structure of DNA, its functions and gene mutations. Having encountered parts of the subject that I found challenging to grasp, I am enthusiastic about the opportunity to study at a higher level in a bid to better my understanding. At a recent visit to Cardiff University, I was given the opportunity to talk to Dr Lopez de Quinto about her research. This has given me a firm idea of what a career in biological research entails and further inspired me into pursuing this course. During my visit, I thoroughly enjoyed working with florescence microscopy and was thrilled to find how much greater a scope for observation it provided than my normal school microscopes. As a highly analytical individual I have the ability to identify and seek multiple perspectives in order to achieve accuracy within the task at hand. Such skills will be vital to me as prospective geneticist especially within extensive laboratory work and research. A unique opportunity to shadow working staff in the Molecular Genetics and Cytogenetics departments at the University Hospital of Wales meant that I was introduced to various laboratory techniques such as PCR. Furthermore, I was astounded by the online database that was constructed by means of the human genome project to help identify mutant genes in blood samples. Having had the opportunity to analyse multiple DNA spread sheets I have come to realise that working with DNA is similar to trying to solve a highly challenging intricate puzzle. Involvement in two engineering enterprises and the United Kingdom Mathematics Trust challenge have allowed me the opportunity to develop those problem solving skills. My A-level studies have helped me develop a sharp logical mind which I foresee as an asset for any geneticist to have.

What else have you done to prepare outside of education, and why are these experiences useful?

As part of my sixth form studies I have been actively involved in the community life of the school developing reading and scientific skills of younger pupils. As part of my school's Engineering Education Scheme of Wales team I was responsible for product design and the team was nominated for the 'Best Innovative Design' and 'Best Solution to the Problem'. Being part of these projects has helped me enhance my confidence, organisational and team working skills which will be invaluable to me as a student. In addition, I have an ever growing interest in the Japanese language and culture, which had led me to research and self-study the language through internet resources. This has improved my independence which I anticipate will be a useful skill in my undergraduate studies.

I am a self motivated and an enthusiastic person who is craving knowledge, and I look forward to facing challenges that might arise, not just in university but also in my future career. I no longer wish to stay at the bottom of Bloom's taxonomy; I want to rise higher and make a difference to the medical world.

Universities applied to:

• Cardiff University
• University of Wales Institute, Cardiff
• University of Exeter
• Bristol University

Grades achieved:

• Arabic (A2) - B
• Mathematics (A2) - B
• Chemistry (A2) - B
• Biology (A2) - B
• Physics (AS) - B

How personal statements have changed?

The current personal statement format, with three 'scaffolding' questions, was introduced by Ucas in September 2025. This personal statement was submitted before then, using the old essay-style format. It has been carefully edited into the three-question format, with all of the original wording kept.

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