Ms Zoe taught Jerry for four years, although she had known him earlier when she ran an after-school electronics club that guided students in making small microcontroller projects. The activity lasted nearly a term; Jerry, then in middle school, attended every session.

Many students find it hard to persist because completing a project might take a month, and you can’t be sure it will be successful in the end, "Ms Zoe explains." “But Jerry was always the first to arrive and the last to leave. The final products were outstanding, including a radio and a microcontroller piano that actually produced sound.”

In Ms Zoe’s eyes, Jerry appears as a truly passionate and energetic young man. “When we’re in class and encounter a problem with two possible approaches, he’s always eager to propose more methods and enjoys sharing them with his classmates.”

His enthusiasm for exploring different methods clearly demonstrates his flexibility. For instance, during a circuit experiment where students usually concentrate on how capacitors charge and discharge in parallel, Jerry realised that the same materials could also be used to investigate charging and discharging in series circuits. After class, he would happily ask the teacher to explore more ideas and possibilities.

At Yew Wah, Jerry’s enthusiasm for science grew through a range of exciting opportunities offered by the EdFuture Department. He enthusiastically took part in an online atomic-physics workshop led by renowned Cambridge professors, as well as an engaging underwater-robotics practical project.

Biology teacher Ms Milly taught Jerry for two years. In her view, Jerry is meticulous, someone who strives for the highest standards, enjoys examining things carefully, and thinks critically, even from the perspective of the exam setter.

Outside class hours, Jerry developed a practical, “engineering-minded” interest in 3D printing. He first found several related videos online, persuaded his parents to buy a starter machine, and began printing to address minor household issues. He would model and print accessories for the air-conditioning system and other devices to improve fit and performance for users.

Through continuous testing, adjusting, and printing, until everything was precise and seamless, this process resembled his growth in another culture.

During the university application process, the CUGO counsellor, Ms Marlize, regarded Jerry as the kind of student who made life easy for teachers—achieving high grades, dependable performance, and the ability to meet any set goal. However, during the Oxbridge personal statement process, she sensed that something was missing.

“He wrote well and made clear arguments,” says Ms Marlize with a smile, “but it lacked passion.”

During a conversation, she and another CUGO counsellor gently discussed the situation. They warmly asked Jerry whether his aim was genuinely to attend Oxbridge or if he was considering it because of others' expectations.

Jerry finally admitted that he did not see Oxbridge as the ultimate goal; instead, he intended to use these applications to gain experience.

After clarifying his aspirations, he reallocated his resources and ultimately focused on German-language institutions. He even travelled alone to Shanghai to sit the German-language examination.

Nonetheless, according to Ms Marlize, Jerry did not become a solitary traveller. He managed to stay connected with his peers by participating in a cooking workshop in the canteen during his busy period, rather than withdrawing to study alone.

She even described him as having a “zen” quality—a calm, serene ability to stay centred amidst chaos and bustle.