oxford university physics personal statement

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• Physics Personal Statement Examples

When applying to Physics you need to prepare yourself for the three key segments: PAT test , personal statement and interview. However, learning from the examples can be very beneficial and inspiring. Below you can find successful Physics personal statement examples . Both personal statements are highly accepted by Physics tutors at major UK universities. 

Physics Personal Statement Example

From the vast expanse of the cosmos to the microscopic world of particle interactions, physics seeks to understand the fundamental workings of nature across all scales. This breadth draws me to physics, along with the many mysteries that still exist. I plan to expand my knowledge through university study, equipping me to participate in modern research that shapes our understanding and technological capabilities.

Visiting CERN with my school, based on an essay competition on dark matter and energy, gave me invaluable exposure to particle physics research. I attended lectures detailing experiments like LHCb and explored the facilities, getting a behind-the-scenes look at one of the world’s leading research organisations. A highlight was working hands-on with real LHC data during a coding activity organised by Bristol University. Using decays of kaons, we applied cuts to improve signal efficiency and purity – gaining practical insight into the analysis work of particle physicists. This inspiring experience affirmed my interest in pursuing physics at university.

Expanding my studies, I have independently taken GCSE Astronomy . Learning about the cosmos on both large and small scales – from stars and galaxies to exoplanets – has deepened my appreciation for the stunning complexity of our universe. I find great joy in gaining knowledge that allows me to understand more of what I observe in the night sky.

My strong mathematical skills will aid me in tackling university-level physics. I achieved 100% on the AS Mechanics module, which reflects my aptitude for the quantitative side of physics. Studying A-Level Chemistry has also provided useful background in nuclear processes and other relevant areas.

Last year, I spent a year in America as an AFS exchange student. Adapting to a completely new environment improved my independence, problem-solving abilities, and cultural awareness. My English fluency increased dramatically as I made friends from around the world. This experience taught me to approach challenges from diverse perspectives – a skill that will help me thrive in university physics.

Physics underlies all natural phenomena and has led to technological innovations that transform society. I am compelled to further my physics education not just to satisfy my curiosity, but to meaningfully contribute to this enterprise for the benefit of all. I am eager to join a university community passionate about pushing the frontiers of human knowledge and look forward to the challenging, rewarding work ahead.

This personal statement for the Physics course was sent to Bristol University, Oxford, Cambridge, Imperial and Manchester University. It was accepted by all. 

Personal Statement Example for Physics

My innate curiosity about how things work has led me towards a deep interest in Physics , something I hope to pursue at the university level and beyond. I believe Physics plays a fundamental role in understanding ourselves and our universe and equips us to tackle pressing challenges facing society.

My passion for Physics began in childhood when I became transfixed by documentaries on quantum mechanics, space exploration and great scientists like Einstein . This early inspiration developed as I began studying Newtonian mechanics , electromagnetism, thermodynamics and more in school. I was always drawn to go beyond textbook examples, reading around subjects to satisfy my curiosity about real-world applications like semiconductors, medical imaging and green energy solutions. Academically, I have consistently excelled in Physics and Maths , achieving top marks. This reflects my diligence, determination and ability to tackle complex concepts.

Beyond the classroom, I have sought opportunities to expand my Physics knowledge. I attended lectures at nearby Durham University , broadening my understanding of astrophysics and particle physics. During my work experience at a materials science company, I used physics principles to test the characteristics of nanomaterials. I also represented my school in the UK Physics Olympiad, reaching the national finals and honing my problem-solving skills. As an avid reader of New Scientist, I have developed a holistic perspective on how physics relates to other scientific fields.

With excellent teachers encouraging me, I have cultivated a collaborative approach to learning. I worked closely with peers on practical experiments, data analysis and A-level assignments. As treasurer of the school Science Society, I organised rewarding trips to CERN and the Science Museum. Through these experiences, I have learned to communicate complex scientific ideas.

In the future, I hope to research to push the frontiers of human knowledge. Your Physics programme appeals due to the access to specialist facilities like laser laboratories and the chance to join a vibrant, intellectually stimulating community. With my academic abilities, passion for the subject and determination to succeed, I believe I would thrive here. Studying at your university would be an invaluable step towards realising my aspiration to become a pioneering Physicist.

This Physics personal statement was sent to Oxford (rejected), Cambridge (rejected), UCL (offer), Durham University (offer) and University of Bristol (offer).

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We appreciate all the hard work that teachers put into supporting students to make applications to Oxford University. Our  guide for applicants  has comprehensive information about all stages of the Oxford admissions process; on this page we have drawn together further, specific advice for teachers based on the questions we are most frequently asked or what is most topical. 

Update on testing arrangements

New arrangements for oxford's own admissions tests from this year.

As you may know, tests form one part of Oxford's admissions process and are used alongside a range of information to help us assess candidates’ academic potential and suitability for many of our courses. We have been very grateful for your patience while we have been putting in place arrangements for our admissions tests for 2024 and are delighted to let you know that Oxford has appointed global assessment leader Pearson VUE to manage the delivery of these tests.

All tests will be online and delivered via Pearson VUE’s established network of test centres. In 2024 there will continue to be no charge for candidates to register for Oxford's own tests. This year’s tests will take place between 21-31 October and are as follows:

Oxford's own admissions tests are:

• AHCAAT (Ancient History and Classical Archaeology Admissions Test) - NEW
• BMSAT (Biomedical Sciences Admissions Test) - NEW
• CAT (Classics Admissions Test)
• HAT (History Admissions Test)
• MAT (Mathematics Admissions Test)
• MLAT (Modern Languages Admissions Test)
• PAT (Physics Admissions Test)
• PHILAT (Philosophy Admissions Test for Philosophy and Theology only (for Philosophy and Theology only)
• TSA (Thinking Skills Assessment).

Test dates: 

To be confirmed.

Individual test dates and guidance on preparation will be confirmed via ox.ac.uk/tests  as soon as possible. In the meantime, for all pre-existing Oxford tests, candidates may find the current practice materials on test pages useful.

Candidates for all of the above Oxford tests will be able to register free of charge with Pearson VUE between 15 August and 4 October. When registering, candidates will be able to request the access arrangements which are normally available to them for public examinations taken in their school or college.

Please note arrangements for the LNAT (Law national Admissions test) will be unchanged this year.

Applicants for Medicine and Medicine (graduate entry) will be required to take the UCAT (Universities Clinical Aptitude Test) from 2025 entry.

Test preparation:

Further information on test preparation and practice materials can be found on individual test pages . 

If you have a query that is not covered here or in our  applying to Oxford pages , please  contact us .

Encourage your students to do their own research

Encourage your students to do their own research on how to make a successful application using all the resources we make available, especially our advice on  choosing a course ,  choosing a college ,  suggested reading  and  how to apply .

Help them to choose the right degree

Course choice is the most important decision students have to make at this stage. As you know your students best, challenge them to consider courses that they might not be aware of but that might ultimately lead them onto careers they are well-suited to. For example a student doing science A-levels who loves Physics, might indeed wish to study Physics at university, but may also like to consider Engineering, Earth Sciences or Materials Science. Visit our  course pages  for full details.

What makes a strong application?

Competition for places is high, and so those considering an application need to be realistic about their chances of being offered a place.

We are looking for candidates who have a strong academic background: generally this will mean a good performance at GCSE (or equivalent) and predicted A-level (or equivalent) grades that meet the entrance requirements for a particular course.

Many successful candidates are predicted and go on to achieve grades that exceed the entrance requirements for their course. Candidates do not need to have an immaculate record of top grades, but they do need to be amongst the best achieving students from their school.

You can find more information on a range of qualifications on our  admissions requirements  pages. In addition, if required for a candidate's chosen course, the quality of submitted written work  and/or performance in an  admissions test will affect their chances of being shortlisted for interview. 

UCAS forms and the academic reference

All applications must be submitted online via UCAS. There is a wealth of advice on the  UCAS website  and on the  UCAS application page  of our website. Remember that Oxford has a much earlier deadline than most universities: 15 October of the year before entry - unless this date falls on a weekend - in which case it will be the 16 or 17 October.

We are aware that UCAS has  announced some changes to the format of academic references this year. There is no specific character count for each section but there is a limit of up to 4,000 characters (including spaces, headings and line breaks) or 47 lines of text (whichever comes first) to be spread across three sections. Further guidance is available on our UCAS application page .

The reference does not need to be written by the head teacher or head of sixth form; it is more important that it is written by someone who knows the student well enough to comment on their academic abilities and any personal qualities that will help them to succeed. Often the subject teacher in the most relevant field to the applicant’s chosen course is best suited to write the reference.

Ideally, the content in Section three should focus on the academic skills and experiences of the student, with the reference giving prominence to the subjects the student is undertaking that are most relevant to their chosen degree. If this means that the information on the candidate’s A-level Biology course is twice that devoted to their A-level in English Literature because they are applying for a degree in Biology, that is highly appropriate.

If the school or college uses a standardised template and/or it is traditionally completed by the head teacher or head of sixth form, it is still useful to receive comments from the most relevant subject teacher which can subsequently be included in the reference.

The reference is a good opportunity to focus on the individual applicant and their particular strengths relevant to their chosen subject.

Tutors at Oxford, like other universities, are interested to find out if the student is expected to flourish in an intensive academic environment and how they may cope with a sustained workload; specific examples are useful here. Relating the relevant selection criteria to specific pieces of work, activities, experiences or interactions with the students are helpful indicators and bring the candidate’s qualities to life.

The University is aware that, in line with the Data Protection Act and General Data Protection Regulation, students can obtain a copy of the UCAS reference if they choose to do so and sometimes this can have an effect on the overall nature of the reference. Whilst it may seem difficult for a reference to include comments which, although accurate, do not portray the applicant positively, it is important to recognise that it is ultimately not in the interests of either the candidate or the referee to overstate a candidate’s suitability for study on a demanding course.

Section three of the UCAS reference should be used to address the individual applicant and their skills, achievements and qualities relevant to the student’s chosen subject. The particular strengths and achievements of the school the student attends should be mentioned only in Section one of the reference. Please note these have more limited value unless they have a direct impact on the particular applicant.

UCAS's website guidance advises schools and colleges on how to use Section one to make a general statement about their institution.

Oxford uses information on the educational context of an applicant’s school or college to help assess applications, but this is not derived solely from the reference. You can find out more about this on our contextual data webpage.

Section one should also be used to mention if there are particular issues that may have had a direct impact on the applicant (e.g. high staff turnover, major disruption because of rebuilding work which closed the labs for a term). However, given the overall limitation of 4,000 characters for the reference, if there is more required then it is best to include a more detailed statement on the school website and then include the URL link in the reference. 

Predicted grades

Predicted grades are an important part of applications so please do include these alongside any 'pending' qualifications your students have entered in the Education section of their UCAS application. 

When predicting grades, the details you give in the reference on how you (or your school or college) are determining what differentiates this candidate and, for example what makes them an A* or A grade student, are really helpful to tutors.

Methods of making predictions will of course vary from institution to institution but tutors value the key role teachers play in providing reliable information about a student’s academic potential in a particular subject.

Predicted grades for international candidates

In the UK most students apply to university at the beginning of their final year of school and before they have taken their school leaving exams. Teachers are asked to predict their student’s grades in any exams they are yet to take. If their application is successful they will be made a conditional offer, the condition being to achieve the required grades in any outstanding exams.

We understand that this is different from the way things are done in other countries and this may be new to you. However it is an important part of the application process to Oxford, and if you do not include predicted grades alongside any pending qualifications listed by the student in the Education section of their UCAS form, this will significantly decrease your student’s chance of getting a place. Please check our  international qualifications page .

Disabilities or extenuating circumstances.

Please use Section 2 of your UCAS academic reference to tell us about any disability or specific learning difficulty that may affect your student's application. Our Disability Advisory Service provides support from the point of considering an application right up until graduation. If your student needs extra time or other support for exams, please make sure that this is noted when  registering for admissions tests.

Sadly some students have to deal with a serious illness, bereavement, a challenging home life or other extreme difficulty. If your student has experienced extra challenges and yet is still getting top grades and would like to study at a top university, we would like to be made aware of this. Please make sure the situation is mentioned in Section 2 of the academic reference. If for any reason you feel it is not appropriate to give this information on the UCAS application or because your student needs to provide further details or evidence, in addition to the information provided in the reference, it is best to contact the college that is considering their application (this can be done after the deadline, if the student is making an open application).

Personal statement advice

From Oxford’s point of view, the purpose of the personal statement is to provide additional information in the applicant’s own words about why they have chosen the subject and why they think they are suitable for the course. Please direct your student(s) to our  guidance on writing your personal statement .

Tutors understand that the UCAS personal statement is written for up to four other university choices and therefore it cannot be tailored specifically for Oxford, especially for those subjects, and combinations of subjects, that few other universities offer. Nevertheless, it is helpful if the student applies to courses that are similar in nature at their university choices, otherwise writing the personal statement becomes more challenging.

Unlike some other universities, Oxford does not use the personal statement alone to make offers, or reject applicants, as tutors have access to a wide range of more detailed additional information beyond the UCAS application. 

Admissions tests

Please see above for an update on testing. The latest information will be available on our admissions test pages. 

Candidates can find lots of advice about the interviews process and how to prepare on our  interviews  pages. They will also find demonstration interviews for many courses. 

Offering practice interviews

Giving candidates the opportunity to discuss their motivation for the course and their academic interest in the subject for which they are intending to apply will be of great benefit to them.

Often students are experienced in expressing themselves coherently and with enthusiasm on paper (as will be demonstrated in their personal statement), but some students may have greater difficulty in vocalising their opinions and academic interests in an academic interview context.

A practice interview will help the candidate to gain more experience of talking about themselves and their academic interests in an unfamiliar environment. 

However, drilling students and asking them to memorise large amounts of pre-rehearsed material or answers will be of little use to them in the interview context, as the Oxford tutors leading the interviews are able to spot this kind of approach very quickly.

Other ways to prepare: revision and wider reading

If students have studied the subject that they are applying for at school or college, then a solid knowledge of the field will be required, particularly in science subjects. Students should therefore aim to revise topics they have covered at school or college in the past year.

Candidates are encouraged to explore their subject widely and outside their school or college study, as well as developing and extending their knowledge on topics that may have interested them within their A-level (or equivalent) course.

Candidates should develop their own curiosity and commitment for their subject and should undertake further reading and exploration to foster that interest. This will help them demonstrate their motivation for the proposed course of study at interview.

Wider reading can include newspaper articles, websites, journals, magazines and other publications that relate to their subject, and exploration of their subject could also involve watching relevant TV documentaries or films, visiting museum exhibitions or attending public lectures. They may also wish to explore examples of their subject area in the wider world, such as taking an interest in the scientific or economic theories that underlie news stories. If you know your student has enjoyed a particular aspect of their subject with you at school, then we also encourage you to suggest further resources for them.

It is important to note that reading widely on its own is not enough; students should be encouraged to take a critical view of ideas and arguments that they encounter at school or college, or in the media and think about all sides of any debate. It is better to read fewer books or articles but read them critically and in depth, than read more materials but in a shallower way. Keeping a reading journal can be a useful way of recording their thoughts.

Forming discussion groups of students with similar subject interests can be a good way for your students to gain experience of talking about issues and themes within their subject. If there are not many interested students at your school, consider collaborating with other local schools. Online forums can also be useful places for discussion.

How can students show their passion for a subject they haven't studied before?

If your student is applying for a subject they have not studied before, they should carefully think about the reasons for choosing this new subject, and may wish to undertake some preparatory reading to explore their interest in that area and to ascertain whether it might be the right course for them. However in-depth knowledge of the field is not a requirement. When tutors are assessing candidates who intend to study a subject they have not formally studied at school, they are predominantly looking at the candidate’s skills and aptitudes rather than any specific knowledge.

Feedback on your student’s application

Competition for places is very strong. It is very competitive to get a place at Oxford. The success rates are published on each  course page .

There are three stages when candidates find out about the progress of their applications:

• In late November or early December when they hear whether or not they have been shortlisted for interview
• By mid-January, shortlisted candidates will be informed if their application has been successful or not
• Most offers are conditional and so confirmation of a student's place typically depends on achieving the required grades in their A-levels or other exams.

Applicants can ask for feedback , but must do so from the college which considered their application (unless they applied for Medicine or Biomedical Sciences, in which case they should ask the department). Contact details can be found for each college admissions office on each of our  college pages .

Feedback may also be provided to the referee or to the Head or Principal of the school/college, either in general terms or in relation to a specific application. However, please note that specific feedback in relation to an applicant can only be given in accordance with the General Data Protection Regulation (GDPR) and our Undergraduate applicant privacy policy . 

We hope that students whose applications are not successful will go to other excellent universities and enjoy their studies. Some may then wish to consider a graduate degree at Oxford.

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Physics personal statement example 26.

When I read Brian Greene’s ‘Fabric of the Cosmos,’ I saw the pieces of the universe begin to fall into place like a jig-saw puzzle. Learning about elegant theories such as how entropy explains the direction of time’s arrow, or how string theory attempts to unify Einstein’s relativity with quantum mechanics stirred a fascination inside me. Not only do I want to learn about these theories and read about them in books or watch lectures and documentaries; I want to create them. I want to observe the universe from the front line of research and shed some light on the pieces of the puzzle that remain blank.

A-level physics introduced me to the basic concepts and gave me a strong foundation but the passion I found for physics came from the activities I pursued outside of school. I enjoy listening to podcasts and talks to keep up to date with the latest developments in research. Recently I listened to a particularly interesting episode of Oxford Physics Public Lectures about ghost imaging using the Klyshko model. I find it interesting to see the contrasts between classical and quantum physics. To learn more about quantum optics I read a paper written by Professor Yanhua Shih which went into more detail, applying the Einstein-Podolsky-Rosen studies and the nonlocal behavior of a pair of photons.

To broaden my learning further I've watched several lectures by Leonard Susskind at Standford University. I believe these lectures have prepared me for topics that will be covered in university and given me a valuable head start on understanding complex ideas such as Einstein’s special and general theories of relativity. I found the concept of relativity challenging at first but the feeling of satisfaction when the theory fell into place in my brain is one of my favorite things about physics.

I’ve always had a passion and aptitude for maths; I remember being 11 years old and sitting down in my room working my way through a GCSE textbook trying to gain as much knowledge as possible, so taking the subject for A-Level was an obvious decision. My enjoyment of maths has definitely been one of the driving forces behind choosing physics as my area of study. Solving problems using logic and creative thinking is one of my favorite parts of the subject. I am currently teaching myself some modules of further maths in my spare time and I am very fascinated by the more interesting ideas and theories I am being introduced to such as complex numbers and matrices.

In December 2020 I took part in a Nuclear Physics Masterclass hosted by the University of York. Over these four weeks, I learned about the concepts of fusion and fission and investigated features of the heaviest oxygen isotopes to model neutron stars. I also used advanced MRI software to learn about proton therapy and how to optimize cancer treatments. This masterclass gave me a taste of doing my own research and fuelled my desire to learn more about the applications of physics to the real world.

I decided to take a gap year before university because I wanted to have an experience of the world outside of education and gain more independence. I spent 6 weeks working at a bed and breakfast away from home where I gained skills in communication, attention to detail, and many other valuable skills. I also attended a residential marine science course in Pembrokeshire where I learned different ways to analyze data while leading a project on how wave exposure affects the distribution of plastic on the beach.

Outside of school, my main hobby is piano which I've played since a very young age. Learning piano has provided me with useful skills such as self-discipline, commitment, and the ability to perform under pressure. Proving my ability to work as a strong leader, as part of my A-Level in theatre studies I volunteered as a young leader for the school’s youth theatre group. As well as this I was made a prefect in year 13. My responsibilities included planning and overseeing events to raise money and doing lunchtime duties once a week.

After completing my degree in physics I want to continue to develop my knowledge and help to unfold the mysteries of modern-day science. I am looking forward to learning more about developments in physical science and contributing my ideas concerning natural phenomena.

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Author's Comments

Not perfect yet but looking for feedback :)

I really don't like the ending but I can't think of what to put instead.

Also, it's about 200 characters over so I need to figure out what to cut.

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Personal Statements for Further Study

A personal statement is your chance to explain your motivation for applying and why you are a great candidate for the course..

Guidelines given vary from the simple “Provide evidence in support of your application” to the more common “Tell us why you are interested in the course to which you have applied. Describe your academic interests and reasons for applying to XXX”. For some courses there may be a much more prescriptive and structured approach, requiring you to write a series of shorter responses to specific questions relating to your motivation, experience and suitability for the course. You may also come across some institutions that ask you to reflect on how you might add to the diversity of a cohort should your application be successful.  

If you are applying to more than one university, each statement will need a different emphasis – do not use the same statement for all applications.  

In your statement, you should demonstrate:

• Motivation, enthusiasm, and a clear understanding of why you are making the application to this particular course, and to this particular institution.
• How your academic background and other experiences have shaped your decision to apply and how the course contributes to your plans for the future.
• Evidence that you have the ability, experience, skills and motivation to successfully contribute to the course, and to complete it.

Structure and Content

The opening paragraph sets the framework for the rest of the statement, think of it as your ‘trailer’. This is where you can grab the reader’s attention or lose it… You might start with a powerful anecdote, a brief narrative of your initial inspiration, or a thought-provoking statement linked to your academic interests.

Within the main body of the essay you should aim to cover:

Why you want to study this topic or field

Is it a natural extension of your current interests? How did you become interested in this area? Why does it continue to fascinate you? What have you done within your degree or outside of your study to fuel this interest? Would the course provide a step towards a longer-term goal?

Why you have chosen this specific course and institution

Are there particular options or modules that interest you? Is there particular expertise in that department? Has access to specific resources such as museum collections, libraries or laboratory equipment been a factor? Has the reputation (through recommendations or other means) of the course inspired you? Are you attracted by opportunities for collaboration or work placements? Have you attended any Open Days or other visits?

How your experience equips you for the course

Consider the subjects you studied at undergraduate level; your relevant skills (technical, language, computing, research methods); independent study or research; prior (relevant) experience; academic awards and other achievements. The focus here is likely to be on your academic suitability for the course, but if you have relevant work experience or extra-curricular activities that provide further evidence of your interest or ability then include them too. Your non-academic achievements might also provide evidence of project management, resilience, effective communication and so on.

Where the course might lead you

You don’t need to have a detailed career plan, but you do need to show how this course fits in with your general aspirations. Are you intending to continue on to a PhD? Do you have a broad interest in contributing to a particular issue or field, e.g. social enterprise, public policy, human rights, sustainability? Or do you have a more specific goal in mind? How will your chosen course help you to achieve your goals?

Closing paragraph

Use your closing paragraph to summarise your application, return to any themes you introduced at the beginning, and to restate your enthusiasm for the course.

Practical Advice

• Writing effective personal statements takes time. Expect to go through several drafts and ask tutors, peers, careers advisers and others to review your statement before you submit it.
• Good English, grammar and spelling are essential. Avoid jargon and make sure it can be understood by non-experts. 
• Keep the tone positive, fresh and lively in order to convey enthusiasm and make yourself stand out, but remember that this is a document introducing you in a professional capacity.
• It’s a good idea to mention relevant individuals whose work has truly inspired you, but avoid name-dropping for the sake of it, and excessive and evidence-free flattery of the institution or the course.
• If you refer to any papers or books then reference these correctly in a bibliography at the end of the statement.
• Pay attention to any word limits. If none are stated then aim for no more than two sides of A4 or 1000-1500 words.
• It is usually possible to apply for multiple courses at a single institution. Many (including Oxford) will require you to complete a separate application form for each course that you wish to apply for.

Research Proposals

For many PhD and some research Masters applications the personal statement is often accompanied by a research proposal – a document that sets out your research interests and proposed area of study. The detail required in this section varies hugely for different disciplines. For some science subjects it may simply be a list, in order of preference, of the named PhD projects you wish to be considered for. However, for most areas – and especially in the arts, humanities and social sciences – you will need to devote a considerable amount of time to developing your ideas, discussing them with potential supervisors and writing a proposal. Your academic tutors should be able to give you some guidance on writing research proposals, and there is some useful advice from  Vitae  and from  Find a PhD .

Admission Essays for US Graduate Schools

The information in this handout applies also to applications to American universities. However, there are subtle differences in the style and approach to essays aimed at the US context. A statement written for the US is likely to feel more personal; think of it as your academic biography – setting out your inspiration for the academic path you have followed in the past, the present and into the future. The Careers Service runs a workshop on US applications early each Michaelmas Term. The Fulbright Educational Advisory Service  also publishes guidelines on completing US applications. US university career services often provide useful advice on writing graduate school admissions essays. See for example: MIT graduate school essay advice , UC Berkeley advice on writing graduate admissions statements , UNC application essay advice and Yale advice on writing personal statements for graduate school.

Teacher Training Applications

The personal statement for postgraduate teacher training is the key part of your application. The question is quite prescriptive, and your focus should be on your motivation for becoming a teacher: particularly how your teaching and other experiences have contributed. Ideally you should also set out how these have helped you to understand the role, and the sort of teacher you aspire to be. The Careers Service runs a workshop on careers in teaching each Michaelmas Term, which includes advice about the application process. For more information, see the Careers Service information on Teaching in Schools .

Graduate Entry Medicine

Applications to graduate entry medicine courses are submitted via UCAS and include a personal statement. Much of the advice in this document also applies to medicine applications, but you are likely to need to place considerable emphasis on the relevant work experience you have gained prior to your application.

See Careers Service's information on Medicine as a Second Degree  for further information.

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Physics Interviews

The best place to start is Oxford's official information on preparing for interviews . But after you've looked there, read on to hear some students talk about their Physics interviews.

As a physicist I personally found I was asked very few personal questions, and nothing about my personal statement; every question was either mathematical or physics. Examples of the physics questions were describing the path of a particle in electric and magnetic fields, or how many times a ball would bounce off the sides of a hole it fell into, or estimating how far a person could shoot an arrow. In general, I found that reaching a perfectly accurate answer was less important than using a sensible method, and describing how you were arriving at your answers. Examples of maths questions I had were to sketch the graph of x^sin(x), or to calculate what fraction of the earth's surface was visible to a satellite at a given height. Again, the process of answering was more important than the answer itself, and you don't need to be afraid to ask for help if you need to! David, Worcester, student from 2014

One interview started with a brief question about my personal statement but the other two didn't. Most questions were mathematically based but phrased as a wordy question so you had to work out how to approach the question e.g. "why does x happen?" In another, I was asked to draw a graph of a given equation by looking at limits. Two were done sitting at tables, but my third was using the whiteboard for my workings. Ellie, Oriel, student from 2012

I had three interviews - two at St Hugh's and one at University college, all on different days. The two interviews at St Hugh's weren't done in any particular order - some people had my second interview as their first. I had access to paper or a whiteboard for all questions, and I talked through my thought process/what I was writing down (helpful when I made silly errors like half integrating/half differentiating things because they could see I knew what I was doing). I also wrote things down for even very simple questions because I find things easier when they're down on paper. Interview one My first question was based on my personal statement. As I'd talked a lot about astronomy, they asked me to explain the phases of the moon. I was then given the equation y = (lnx)/x and told to draw the graph. They indicated a point on the graph and told me to find it (it was a stationary point, so I had to differentiate the function). They asked which methods of integration I knew, and then told me to integrate the function. I then had a question about a parachutist, starting by asking me what happens to the forces acting on a man jumping out of a plane and then what happens if he opens a parachute sometime after reaching terminal velocity. I had to sketch a graph of force against time and one of velocity against time, and was asked how they link together, and finally, how would this be different on the Moon. For my final question in my first interview, I was told there is a piece of metal with fixed area A and it is used to make a can with height h and radius r. What are the dimensions of the can with maximum volume? I got as far as finding r in this question and then ran out of time. They talked through the rest of the question with me before I left. Interview two This interview started with around ten simple questions - what is 10.66 in standard form, what is 10^-9/10^-13, what is cos (pi/6). Then differentiate cosxsinxtanx and simplify your answer, sketch the gratch of y = 1/(x^5 - 1) + 1. It then moved on to questions of a similar format to my first interview. A ball is dropped from a height H and bounces back to a height h. Find the coefficient of restitution - I hadn't heard of this so I asked them what it was, they defined it as the ratio of velocity after to velocity before. What force is needed to hold an iron block of mass 500kg suspended from a 10m rope 10cm to the right? I was given a diagram of a circuit showing 5 resistors of equal resistance set up in a combination of series and parallel and asked to find the current through a particular resistor. My last question, which again I didn't complete, was about a man bungee jumping above a pit of crocodiles height h below with a rope of unknown spring constant k. How long can his rope be if he doesn't want to get eaten? They told me how the rest of the question would go before I left. Interview three This interview was a bit different to my first two, as it focused on one topic for the whole thing pretty much. They asked me what I'd covered in previous interviews and what I'd been studying in class recently (electric fields and magnetic fields) before starting with the interview questions. I was first asked to write down Coulomb's law, and then given this situation: There's an axis with a fixed charge particle Q. A charge q moves along the axis, through particle Q. Draw a graph of the force on q against time. There are now two charges Q on the axis, draw a new graph of force against time. While drawing this graph I kept saying the right thing, but drawing it incorrectly, which was a bit confusing, but the tutor just told me to try that bit again. Finally, I had to write an equation for force on q at any point between the two Q charges. Lauren, St Hugh's, student from 2015

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Graduate Personal Statement (oxford University)

My personal statement for MSc Mathematical Physics at Oxford University

Date : 28/03/2019

Author Information

Physics is an inescapable consequence of mankind`s innate curiosity to fathom the universe, from its provenance to its destiny. It transcends the barriers of scale, time and dimension, encompassing everything from quarks and leptons to the largest of galaxies, blurring the distinctions between past and future, surmounting the concept of simultaneity, and enabling us to peek into higher dimensions. The irony of studying physics is that the more we delve into it, the more significant the truth becomes and with each step closer to the truth, we experience the wondrous epiphany of just how insignificant we ourselves are on the scale of the universe. An even more intriguing aspect of this omnipresent discipline is its application to the real world. From healing joints and curing cancer to propelling technological hubs and driving economic engines of the world, physics remains a ubiquitous phenomenon. I have chosen this field to slake my appetite for imbibing physics in my intellect and improving mankind s understanding of the universe.

My proclivity for the subject conjoined with a competent academic profile and embellished with a distinction in astrophysics heralds me as an exceedingly auspicious candidate for this program. My application is further potentiated by the accolade of being chosen as the role model student in my course for 2016-17. A towering score of 165 out of 170 in GRE Quantitative Reasoning accentuates my numerical acuity and testifies my preparation for graduate study in physics. In addition to academics, my ardent involvement in extracurricular activities bespeaks my time-management and multitasking prowess and paints a holistic view of my personality. Having served as the International Students Officer, NUS Conference Delegate and Student Trustee at King s has lent profuse exuberance to my skill set with the endowment of interpersonal, presentation and communication skills, all of which are inherently germane to an aspiring physicist. As well as being an avid student, I am an impassioned teacher of the subject. I tutor A Level and high school students, imbuing them with a flair for physics and concomitantly honing my ability to explain complex concepts to a simple audience in layman terms. I am therefore confident in my abilities to become a befitting Teaching Assistant.

I have chosen to undertake two project-based courses in my final year of undergraduate study to afford me a taste of research and independent learning prior to commencing my graduate studies and to act as a springboard for a career in research. Both projects relate to different aspects of cosmological inflation. One of them entails an in-depth investigation into slow-roll inflation, how it solves the horizon and flatness problems in cosmology and the expected signature it may leave in the cosmic microwave background. The second one probes into the unprecedented accuracy of astrophysical data based on measurements of CMB from Planck and BICEP2 collaborations and involves a critical study of the models of inflation and their crude comparison with data. A particularly noteworthy aspect of these modules is that they involve the use of computer packages like LaTeX, Mathematica, and Python. Given the ever-increasing importance of computer skills in physics, ample exposure to these early on in my career makes me a standout among other applicants.

To recapitulate, I am unshakeable in my conviction that the Mathematical Institute and Department of Physics at the University of Oxford are distinctly pertinent to achieving my ambitions. I trust that this particular course is resoundingly apropos to my career goals as it promises to establish a robust mathematical chassis upon which the fabric of physics can be elegantly furnished. With a cutting-edge faculty hosting interdisciplinary research and top-notch scientific facilities like Radcliffe Science Library, Whitehead Library, Clarendon Laboratory, STFC s Rutherford Appleton Laboratory, the Culham Centre for Fusion Energy, Beecroft Institute for Particle Astrophysics and Cosmology (BIPAC), and Oxford Centre for Astrophysical Surveys, the department harbours dynamic world-leading research and an extraordinary tradition of scientific breakthroughs going back to Sir Martin Ryle , Stephen Hawking, Edmund Halley, Edwin Hubble, and others. The department s involvement in current projects like C-Band All Sky Survey (C-BASS), ACTPol, The Cosmic Background Imager (CBI), LHCb, LUX-ZEPLIN, Sudbury Neutrino Observatory, and SDSS-4 precisely align with my interests and are instrumental in reinforcing my commitment to study at University of Oxford. Specialized graduate courses like Beyond the Standard Model and Astroparticle Physics and Quantum Field Theory in Curved Space-Time offered by the department are particularly tantalizing and would afford me quantum leaps in advancing my research endeavors. Moreover, the perquisite of studying in a competitive environment alongside world s most intellectual student body which resonates well with my own rigorous way of learning would serve as an additional amplifying factor in impelling me to pursue my goals and would enable me to serve as an avant-garde contributor to this field.

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Got an offer to study Physics at Oxford for the memes???

hi, so... weird title ik but hear me out

i applied to study Physics at Oxford. had to take a written test and got invited to interview. when i was on a break from preparing and stuff, id just look at memes and kept seeing reference to L'Hôpital's rule. eventually i got curious and watched a video explaining it and as y'all know, it's hella ez.

first 2 interviews went fine. probably not good enough to get an offer tho but in the final interview, they gave me a graph question and i just randomly made a comment saying how L'Hôpital's rule could be applied and they immediately changed their attitude from "ugh, this is another kid that's just memorised the curriculum" to being genuinely interested in me as an applicant.

so, i did end up getting an offer and i think the deciding factor may genuinely have been from stuff i learnt cause i saw it on a meme

results are coming out in about a week and i panicked in some of my exams. i definitely didn't perform as well as i should've and im terrified that i'll miss their offer by just one grade in one subject, which can be decided by only a handful of marks. ive worked really hard, sacrificed a lot for this and struggled with depression for a while, especially during lock down and it'd be a real shame if i failed now, at the final hurdle, especially if the difference between success and failure is just a few marks. it's not the end of the world if i don't get in and no one's gonna stop me from studying what i want but id feel like it was a wasted opportunity and that id keep kicking myself for getting so close and missing it. hope this was ok to put all this here. idk where to post this. either way, hope u have a wonderful day :)

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Successful Personal Statement For Cambridge Mathematics And Physics

Last Updated: 6th 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 Mathematics and Physics applicant’s Personal Statement that helped secure a place at Cambridge University. The Mathematics and Physics Course at Cambridge offers the opportunity to study a wide range of subjects: everything from abstract logic to black holes.

Read on to see how this strong Personal Statement addresses both maths and physics to showcase a high level of their ability. 

Here’s a breakdown of the Personal Statement:

SUCCESSFUL?

The universities this candidate applied to were the following:

INTERVIEW + REJECTED

Enrolling on our Oxbridge Maths comprehensive Programme will give you access to Personal Statement redrafts. 

Your tutor will give you actionable feedback with insider tips on how to improve and make your Personal Statement Oxbridge quality for the best chances of success.  

Mathematics And Physics Personal Statement

Since childhood, I’ve always loved complex puzzles, logical problems and challenges. Later on I discovered mathematics and physics which offered a lot of interesting problems and I enjoyed spending time on them. I loved the fact that real-life events, such as throwing a ball, could be described by a virtual language created by humans. However the most impressive fact for me was when I discovered that mathematicians and physicists can predict events just by solving equations. That’s is when I decided that maths and physics are what I want to do in life to contribute to the world.

Even though my passion in mathematics started very early, I have struggled to get to where I am now. When I got into Bratislava’s best gymnasium in mathematics I found myself at a position I had never been before. That was the first time I wasn’t the best in mathematics in our class, in fact I was one of the weaker students in this field. However over time I made my way to the top, but I still couldn’t surpass my classmates. When I got to the 5th grade, I realized why I didn’t succeed. That year we got a new mathematics teacher and she opened my eyes and showed me the beauty of maths. The most important thing that happened that year however was when I won the regional mathematics Olympiad and they invited me to KMS which is a camp for people interested in mathematics. There I realized that the school mathematics is just a fraction of the possibilities in this area. However the thing that I believe helped me in mathematics is that I started enjoying it. Rather than solving a Sudoku or crossword puzzle I was solving geometry problems. Since then I have won many prizes including bronze medals from the Middle European Mathematical Olympiad and the International Mathematical Olympiad.

Besides maths and physics I also love playing the piano and practicing Kung Fu. I have played the piano for 13 years and my personal favourites are Chopin’s Nocturnes. I may not be great at it, but playing the piano helps me relax and forget about my worries for a while. I practice Kung Fu mainly for health. My favourite style is Bagua. I learned that Kung Fu is not only a martial art, but a way of living. Besides Kung Fu and the piano, I also enjoy teaching kids interesting facts or problems in mathematics. During school, I teach a mathematics club and I want to teach the kids that mathematics isn’t just numbers.

Every summer I help organize a mathematics day camp for children. Mathematics may be the subject which I’m best at, but I don’t want to be ‘just a mathematician’ in the future. Since I was little, I’ve always wanted to do something great like solving global issues or inventing something useful, however I realize that it is very hard to achieve this with pure mathematics. People advised me to go study economics and financial mathematics so I could have a good job and earn money, but that is not what I want to achieve in life. My goal is to shape the world and make it a better place for future generations. This is the reason I want to study physics or engineering. I started doing physics two years ago and since then I participated and won some competitions including the Regional Physics Olympiad. To be better at physics I started reading Feynman’s lectures which helped me a lot, but also taught me that there is much to learn out there about the world. The reason why I want to study in the UK is because there are many opportunities compared to Slovakia. I have many friends who study there and heard from them that it’s an amazing experience. The most important fact, though, is that in the UK I can study and work with people who are ambitious. I know what I want to achieve in life, and even though I don’t yet know exactly how to get there or where ‘there’ will be, I believe that a UK university education will steer me in the right direction.

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

Successful Personal Statement For Natural Science (Physical) At Cambridge

Successful personal statement for economics at cambridge, successful personal statement for land economy at cambridge, successful personal statement for chemistry at oxford, successful personal statement for geography at oxford, successful personal statement for classics at oxford, successful personal statement for law at oxford, successful personal statement for classics at cambridge, successful personal statement for engineering at cambridge, successful personal statement for philosophy at cambridge, successful personal statement for veterinary medicine at cambridge, successful personal statement for psychological and behavioural sciences at cambridge, successful personal statement for psychology at oxford, successful personal statement for history at oxford, successful personal statement for physics at oxford, successful personal statement example for computer science at oxford, successful personal statement for english at cambridge, successful personal statement for oxford english language and literature, successful personal statement for medicine at oxford university, successful personal statement for modern languages at oxford, successful personal statement for engineering at oxford, successful personal statement for natural sciences (biological) at cambridge, successful personal statement for economics & management at oxford, successful personal statement for ppe at oxford, successful personal statement for law at cambridge, successful personal statement for dentistry at king’s college london, successful personal statement for medicine at cambridge.

Download our Free Personal Statement Starter Guide 

Good Points Of The Personal Statement

This is a very good statement. The statement is well-written and structured. The student describes their life experiences without making the statement sound like a list of achievements. This is achieved because the student explains every experience described, rather than listing their life experiences with no context. It is clear that the student has many talents and achievements, and these are stated in a humble manner that does not make it seem as though the student is bragging. It is clear that the student is aware of the significance of their decision to study outside of their native homeland and the challenges that this will bring. The student explains their reasons for applying to study a dual honours course and does not neglect either discipline.

Bad Points Of The Personal Statement

The student uses the word ‘gymnasium’ instead of school/college. Whilst this may be the term used in Slovakia, in the UK a ‘gymnasium’ is a place where people exercise and its use in this statement is somewhat confusing. The way in which the student writes about their personal experiences makes the statement sound somewhat like an autobiography.

UniAdmissions Overall Score:

★ ★ ★ ★ ★ 

This is a very good statement. The student clearly has personality and a high level of ability. Strange terminology used can be excused due to the fact that the student’s first language is not English, and that the vast majority of the statement is very well-written.

This Personal Statement for Maths and Physics is a great example of how to showcase a high level of ability. The candidate’s interest and achievements are clearly shown which is vital to Admissions Tutors.

Remember, at Cambridge, 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.

Our expert tutors are on hand to help you craft the perfect Personal Statement for your Cambridge Mathematics and Physics application.

With our  Oxbridge Maths Premium Programme, we help you craft the perfect Personal   Statement , score highly on the STEP and teach you how to  Interview effectively .

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Seven elected to Princeton Board of Trustees

Photo by Matthew Raspanti, Office of Communications

Princeton University has named seven members to its Board of Trustees, effective July 1.

The trustees are:

• Bob Peck and Anthony Yoseloff, who were elected by the board to serve as charter trustees; 

• Ann Chen and Anthony Romero, who were elected by the board to serve as term trustees; 

• Sarah Marie Michelle Bruno and Edward Felsenthal, who were elected by alumni to serve as alumni trustees; and 

• Aisha Chebbi, who was elected by the junior and senior undergraduate classes and the two most recent  alumni classes to serve four years as a young alumni trustee.

Completing their terms as trustees on June 30 are Jackson Artis, Class of 2020; Pete Briger, Class of 1986; Janeria Easley, Graduate Class of 2016; Henri Ford, Class of 1980; Philip U. Hammarskjold, Class of 1987; Carla Vernón, Class of 1992; and Melissa Wu, Class of 1999.

Biographical information about the new trustees follows.

Sarah Marie Michelle Bruno , of Baltimore, is an assistant research scientist in physics and astronomy at Johns Hopkins University.

Her work centers on building cosmology telescopes at the high-altitude plateau in Chile’s Atacama Desert that observe the cosmic microwave background, the oldest light in the universe remaining from the Big Bang.

Bruno serves on the American Astronomical Society’s Committee for the Protection of Astronomy and the Space Environment and co-chairs the subcommittee on electromagnetic interference. She also supports the National Science Foundation spectrum management team as an NSF Spectrum Innovation Initiative awardee, where she is engaged in the international allocation of the radio spectrum.

She earned her Ph.D. in physics from Princeton in 2021 and returned afterwards to participate in the Princeton School on Science and Global Security . During her graduate studies, she served for three years as Health & Life Chair of the Graduate Student Government, leading significant mental health initiatives.

Bruno’s undergraduate degree, also in physics, is from Cornell University.

Aisha Chebbi , of Miami, Florida, graduated from Princeton in May with a degree in medical anthropology.

A member of the Class of 2024, she served as co-president of the Muslim Students Association and a residential college adviser at Yeh College.

Her other activities included representing first-years on the Class Council of the Undergraduate Student Government, serving as student representative to the Global Health Program Advisory Committee, organizing global health awareness events as co-coordinator for Partners in Health Engage, chairing the Princeton Arab Society, serving as a fellow at the Carl A. Fields Center for Equality and Cultural Understanding, and working as a Community Action orientation leader with the Pace Center for Civic Engagement.

Chebbi completed an internship at Gavi, the Vaccine Alliance, in Geneva, Switzerland. She is currently a Fulbright Scholar in Germany and intends to pursue a career as a pediatric physician with an emphasis on global health.

Ann Chen , of San Francisco, was a partner at Bain & Company, where she worked for 22 years. Since retiring, she serves as an independent adviser to family foundations and nonprofit organizations.

Chen started her professional career at Bain and worked in the firm’s Boston, Paris and Hong Kong offices. During her last few years with the firm, she founded and led its nonprofit practice across greater China. She is the recipient of the Bright-Dix Award, awarded annually to a Bain employee for exceptional commitment to coaching, mentoring and training. 

Chen, who currently advises several foundations on optimizing their philanthropic giving, sits on the boards of Common Sense Media and the Corporation of Yaddo. Previously, she served on the Dean’s Leadership Council and Dean’s Advisory Group at the Harvard Graduate School of Education, as well as on the Harvard Business School Alumni Board. 

After receiving her B.S.E. in computer science from Princeton in 1989, Chen earned an M.B.A. from Harvard Business School . 

Edward Felsenthal , of Montclair, New Jersey, is senior advisor in the Office of the CEO at Salesforce and the former editor in chief and CEO of TIME. He led TIME’s evolution from a magazine to a global media company with the largest audience in its history and a major presence in film, TV and live events.  

Felsenthal began his career at The Wall Street Journal in 1992 in New York and Washington, rising to the Journal’s leadership team and overseeing a significant portion of the newsroom. He supervised health coverage that led to two Pulitzer Prizes. In 2008, he helped launch The Daily Beast as its founding executive editor. 

He is a founding board member of The Daily Memphian, a nonprofit that is now the city’s largest newsroom, and serves as a senior fellow of the Edward R. Murrow Center for Global Affairs at Tufts University’s Fletcher School.  

Felsenthal received his A.B. from the School of Public and International Affairs in 1988, his J.D. from Harvard Law School and his master’s degree in law and diplomacy from the Fletcher School.

Bob Peck , of Hillsborough, California, is managing director of FPR Partners, a public equities-focused investment firm he co-founded in 2003 in San Francisco. 

Previously, Peck worked with the Murchison family in Dallas, managing a concentrated portfolio of value-oriented U.S. equities and a variety of hedge funds and alternative investments. He also spent eight years at Perot Investments, finishing his tenure there as head of public equities.

Peck chairs the board of directors of the Princeton University Investment Company (PRINCO). He is also on the boards of the Fremont Group in San Francisco and the Petrus Trust Company in Dallas.  He was the first person in his family to attend college and has backed University endeavors to support first-generation and low-income Princeton students.

He received his A.B. in history from Princeton in 1988 and received an M.A. in philosophy, politics and economics from Oxford University, where he was a Rhodes Scholar. He served as a term trustee at Princeton from 2019-2023.

Anthony Romero , of New York City , is the executive director of the American Civil Liberties Union, which he has led since September 2001.

An attorney with a history of public interest activism, Romero has overseen an expansion of the organization’s nationwide litigation, lobbying, political advocacy and public education efforts, along with its state court advocacy. He is the ACLU’s sixth executive director and the first Latino and openly gay man to serve in that capacity.

Romero is board director at Ariel Investments and chair of its talent and compensation committee. He serves on the board of the Leadership Conference on Civil and Human Rights and is an advisory council member of the Global Forum for Freedom and Justice.

The first in his family to graduate from high school, he received his A.B. from the School of Public and International Affairs in 1987 and his J.D. in 1990 from Stanford Law School. He is the recipient of Princeton’s Woodrow Wilson Award, the University’s top honor for undergraduate alumni.

Anthony Yoseloff , of New York City, is the managing partner and chief investment officer at Davidson Kempner Capital Management, a global investment management firm based in New York. He joined the firm, which has approximately $38 billion in assets under management, in 1999. 

Yoseloff serves on several nonprofit boards. He is a member of the board of trustees and chair of the investment committee of the New York Public Library. He is also a member of the board of trustees and vice chair of the investment committee at the New York-Presbyterian healthcare system.

He serves as a member of the board of directors of the Princeton University Investment Company (PRINCO). He is also a member of the Council on Foreign Relations.

Yoseloff earned his A.B. from the School of Public and International Affairs in 1996. He received a J.D. from Columbia Law School and an M.B.A. from the Columbia Graduate School of Business Administration. He served as a term trustee at Princeton from 2019-2023. He and his wife, Nanar, made a naming gift for the Yoseloff Hall dormitory at Butler College.

The Board of Trustees has fiduciary responsibility to ensure that the University carries out in perpetuity its educational and research mission. 

The powers and allocations of responsibilities of the Board derive from, and are set forth in, Princeton’s original Charter of 1746 and its amendments, from legislation, from the Board’s own bylaws and from resolutions it passes from time to time. The board carries out its responsibilities and discharges its duties in part through standing committees, including those on academic affairs, diversity and inclusion, finance, grounds and buildings, and student life, health and athletics. 

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