More than an Imperial Offer: How Victor L Understands Chemistry
When an offer from Imperial College London arrived, it represented more than a university destination.
What is perhaps more meaningful is the process behind it: how Victor L gradually developed his way of understanding Chemistry.
Imperial College London
Where It Began: Understanding the World from the Microscopic
For Victor, this way of thinking began with a curiosity about the microscopic.
He has always been inclined to explain everyday phenomena from a more fundamental level. In his view, every observable change is rooted in underlying processes that are not immediately visible.
This interest can be traced back to a seemingly ordinary experience. “My interest in chemistry started from a table tennis experience. I had left my bat in the sunroom at home for quite a long time. When I used it again, I found that the surface had become very smooth and had lost its elasticity.”
Rather than accepting this as a simple change, he began to question what might have happened at a microscopic level.
“Since table tennis relies heavily on friction and elasticity, the experience that day was quite poor. I started wondering what changes at a microscopic level could have caused this.”
Through further reading, he came to realise that the phenomenon involved material changes under environmental conditions: an entry point into understanding chemistry as a way of explaining the world.
As he progressed through high school, this interest deepened. Through lessons, UKCHO preparation, laboratory work, and his EPQ project, he came to see chemistry not simply as theoretical knowledge, but as a discipline grounded in experimentation and closely connected to real-world phenomena.
A Shift in Learning: From Solving Problems to Understanding Principles
In the early stages of learning, Victor encountered a common challenge: knowledge felt fragmented, making it difficult to retain.
Through both classroom learning and independent practice, he realised that focusing solely on problem-solving was not enough to build a coherent understanding.
Instead, he began to explore the principles behind each concept and the connections between them.
As these relationships became clearer, previously isolated pieces of knowledge started to form a structured whole. Rather than relying on memorisation, he found that many ideas could be reconstructed through understanding.
“While preparing for UKCHO, I was exposed to more advanced chemistry concepts. These helped explain what we learnt at school and allowed me to build a more complete framework of understanding.”
Furthermore, the opportunities to discuss complex problems with teachers through competition-focused activities further helped Victor refined this understanding.
Lab experiment photo
Building Understanding: A Structured Approach to Learning
Over time, Victor developed a consistent approach to learning new concepts.
He begins by understanding the definition, then explores the underlying principles through examples. For topics that are more fragmented, he connects ideas through a narrative structure, almost like telling a story, so that relationships between concepts become clearer and easier to retain.
Even when details are forgotten, the logic allows him to reconstruct the knowledge.
Mind maps also play a key role in this process. “I use mind maps to organise my thoughts. They help me strengthen the connections between different concepts and give me a clearer overview of each topic and how everything fits together.”
As his learning progressed, he became increasingly aware of what it meant to truly understand a subject. “Through preparing for UKCHO, I read university-level textbooks, including Clayden, which gave me a deeper understanding of analytical chemistry. I started testing myself using university-level problems, and as I was able to solve more of them independently, I realised that my understanding had moved beyond the A Level framework.”
Beyond his own studies, Victor also engaged in explaining concepts to his peers.
“In Physics, I've helped explain concepts and go through exam papers. I try to place ideas into specific contexts and connect them through a narrative, so that others can better understand how the concepts relate to each other.”
In doing so, explanation became more than communication; it became a way of refining his own thinking. Repeated articulation allowed him to clarify logic, improve precision, and further develop his understanding of underlying principles.
Support at Dulwich: Guidance Across Academic and Personal Development
Throughout this journey, support came from multiple sources and at different stages. At Dulwich, this support extends beyond academic guidance to include broader development in areas such as organisation, communication, and personal growth.
Mr McKelvey provided structured guidance in Further Mathematics, helping Victor identify gaps in his understanding and build a clearer conceptual framework. “Mr Mckelvey helped me systematically go through each topic during support sessions, which allowed me to quickly identify misunderstandings and missing pieces of knowledge.”
Dr Gabb, his chemistry teacher, created a classroom environment that balanced academic rigour with curiosity. Through experiments, discussions, and exploratory activities, students were encouraged to engage more deeply with the subject. “He creates an interest-driven classroom. After explaining concepts, he gives us time to apply them, and regularly organises experiments and group work so we can explore areas we’re interested in. I also often discuss university-level content with him, which gives me new perspectives.”
In Year 12, Mr Sohail supported him in managing his learning more independently, while also emphasising academic writing. “I was able to organise my workload more effectively and gradually adapt to more demanding academic expectations.”
During the application process, Mr Hodgkin provided consistent support, both practically and emotionally. “He shared useful resources, kept track of my application progress, and supported me through challenges. His guidance helped me stay focused, and his encouragement made the process more manageable.”
Such support does not replace student decision-making but provides direction at key moments. In this process, academic development and personal growth are not separate, but evolve together.
Growth at Dulwich: A Shift in Mindset
Reflecting on his time at Dulwich, Victor recognises a significant shift in his approach to learning.
“When I first moved from a public school system, my study habits and mindset were quite different. At Dulwich, learning feels more genuine and less driven by outcomes. I’ve been able to explore topics more deeply and approach learning with greater curiosity.”
This environment allowed him not only to work towards goals, but also to engage with the process more openly and with greater confidence.
What Academic Excellence Means
For Victor, academic excellence is not defined by results, but by a set of enduring qualities:
"1. a genuine curiosity about knowledge,
2. the perseverance to pursue goals despite challenges,
3. and the ability to think independently, recognising that understanding can take multiple forms."
Through this process, he has gradually prepared for university-level learning.
- Independence enables him to seek help when needed;
- An English-speaking academic environment strengthens his communication and adaptability;
- A shift in mindset allows him to approach future challenges with greater confidence.
This journey represents more than a pathway to Imperial. It reflects the gradual formation of a way of thinking: one shaped through exploration, reflection, and sustained effort.
Direction is rarely clear from the beginning. It is built, step by step, along the way.
Grow in Dulwich, Thrive in Life