At the age of eight my teacher performed a trick to predict my number and the

rest of classes. This at the time baffled me, and no matter how hard I tried, I
could not work out how he did it. Not until three years later, when I had a firmer
grasp of algebra, did I finally work the trick out. By replacing your starting
number with x, you divide by x at some point thus giving everyone the same
number (e.g 5x/x=5). I suppose later that my understanding of algebra had
increased more and I was then able to disguise the supposed trick with more
complex algebra using a newly found knowledge of quadratics. But occasionally I
performed the trick and would encounter a problem:- if the person choose a
starting number of zero the trick could not work. This was because the person
would have to divide zero by zero to make it work, and this was confusing me
because surely any number divided by itself is one? So after some
experimentation with zero and research of graphs on the internet, I discovered
zero divided by zero could be any number whatsoever not just one, so my results
seemed inconclusive. This then brought me onto another problem: what is a
positive integer divided by zero? There seemed to be no answer to the question.
No matter how many zeros you had, they would not add up to a positive integer,
so I tried thinking of the largest number I could to solve this puzzle with, which
made me for the first time try to grasp the concept of infinity. After having read a
book called infinity .....
The reasons why I wish to further my study in maths is summarised very well by
David Acheson who says in 1087 "wonderful theorems, beautiful proofs, great
applications". I agree with this entirely, apart from the beautiful proofs part, as I
have found proofs only pleasing through their simplicity, not beautiful. I have
found great applications, for their use in physics.
Although I am mainly interested in maths, I was still fortunate enough to earn a
place on the physics course at Cambridge. During the week there I saw how
maths can be used in so many different situations and complex ways. I found it
very necessary to understand it in order to do the physics. Maybe this is why I
respect maths most of all, as it underpins the sciences and allows me to follow
them, so broadening my knowledge. For example, Maths helped me with my
work experience at the Hemsley Orrell partnership. Here, I had to learn how to
use computer software of AutoCAD by doing various exercises on the first day
such as connecting pipework for water supplies and drainage leading to a school.
The aim was to use as little piping as possible. Another exercise I was set
involved measuring and scaling up a temporary works sketch from paper onto
the top of a blueprint of a library. I also helped the marine department of the
company, using google sketch-up to create a 3D image, of where iron mesh was
to be used to prevent the Brighton marina sea wall from rusting on the wall.
During Young Enterprise, being keen on the numerical side assisted perhaps in
my role as Financial Director of the company., allowing me to produce financial
spreadsheets quickly and accurately. The team progressed to the south-east
level of the competition, having won the Mid-Sussex and Sussex finals. It was an
invaluable experience, giving me an understanding of how businesses works
whether selling products on the street or planning a business presentation; but

most of all, being able to work in a team with other motivated people was reward
in itself.
I appreciate the A-level Further Maths course finding the basics it teaches very
useful. Sometimes I find it does lack variety, unlike the Oxford test papers which
I do now and again in my free time. I find them to be more about problem solving
rather than the repetition of certain skills. Along with this I have always tried to
take all my subjects to a higher level whether its in the Maths challenge, or
Chemistry challenge or a Salters Chemistry course. (or Duke of Edinburgh, BTEC
in public services and interschool geography challenge)
One of the main things I do in my free time is build large wooden ramps and
platforms which enable you to attain enough speed to clear bike jumps. The main
reason I build them is so I can clear the jumps but I also like the physical and
mental challenge of the construction using in general a limited supply of
reclaimed wood as a by-product of my dads business. One of the biggest
challenges is often trying to fit all of the odd bits of wood together, so that a
smooth and secure ramp is made.
At school I have also taken up teaching in the prep school which I find rewarding
and interesting watching how young minds process maths