Mathematics with computer science degree personal statement example (1b)

Why do you want to study this course or subject?

Ambitious, disciplined and self-motivated, learning is my best interest. Organised enough to enjoy a busy lifestyle, I seize opportunities as they present themselves.

My journey began at the particle accelerator site Daresbury Laboratories' 'School Science Prize 2006' ceremony: I became curious about the place. A week's work experience in computing there made me intrigued by this applied branch of maths. A second week in robotics let me apply this understanding, with knowledge of electricity and physics. Moreover, I then chose to attend Cambridge's Sutton Trust computer science summer school, where I had my first real programming experience. Our team used ROBOC to make a computerised pinball table which I since improved and would be happy to demonstrate, if asked.

I aspire to study at the best University and am hugely optimistic for my mathematical future.

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

Spurred on by my extended project on basic calculus of variations, I undertook a paired four-week research project at Liverpool University last summer, funded by the Nuffield Foundation. We began by jointly exploring the cycloidal brachistochrone and tautochrone, progressing to the mechanics of the hyperbolic catenary. Inspired by a lecturer there in statistical biology, I then applied the calculus to disease dynamics. Referring mainly to Anderson and May's seminal 'Infectious Diseases of Humans', I began with an 'SIR' model, introduced a stochastic element, and built a program to simulate 'swine flu' virus epidemics.

Having chosen my current sixth form partly to study OCR MEI maths, I structured a timetable for 18 units to begin in year 12. This combines lessons with independent study and research, mirroring University life. I have hereby taken unique opportunities, such as self-teaching mechanics from scratch.

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

Regionally, I am a stalwart of Liverpool University's lecture-based 'Maths Club', to which I am organising to present on my Nuffield project. Nationally, involvement in MENSA's Special Interest Groups for maths and 'Wissenschaft' for sciences gives insight into the mathematical community. While I do not always understand everything, I remain determined to 'decode' much of what goes on, and appreciate the support of older members.

For many years, I have worked as a colleague of Liverpool University's Dr. Porteous, delivering our 'FunMaths Roadshow' right across the north west, both paid and unpaid. I spoke on the Roadshow's behalf at the Liverpool launch of schools' STEM directories, and recently went to York University to address a teachers' conference on its benefits. From this and Dr. Porteous's friendship with Conway, the creator of the game 'Valhalla', a great area of great interest for me has been game theory.

It is curious how different board sizes dictate who should win: Val or Hal; player 1 or 2. In the game of chess, my zenith came with the title of 'U16 Supremo' for Cheshire and North Wales in the British Land challenge ‘08, and I have since helped at school's chess club. As a volunteer, I recently gained the v50 award for continued efforts, chiefly in paired maths tutoring and teaching basic Latin at lunchtimes – a learning curve for me as much as the students!

The Duke of Edinburgh award is also integral to my life, now working towards gold. With these physical demands, I chose to study 'first aid for sport', taking safety as paramount. Concerned for children, I have gained the Junior Sports Leaders' Award and worked voluntarily for three weeks in summer '08 for the Warrington Association for Special Children. After achieving a distinction in grade 6 piano, I then moved on to music theory and now study for an undergraduate diploma. Applying this skill, I am now the local church’s organist. Finding languages important, I have self-taught Latin to AS-level and kept up French and Spanish beyond GCSE, holding grade 12 reading in both.

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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