Engagement in
scientific research
My experiences with Physics made me want to go further, not only making things work but understanding the essence of each phenomenon. That was also part of the motivation for me to join research projects with professors and senior scientists, where I had the chance to approach science in a more systematic and rigorous way.
1. High-Pressure Melting Behavior of Face-Centered Cubic Argon And Neon Crystal
Under the supervision of Assoc. Prof. Nguyen Quang Hoc, I developed theoretical models for rare gas crystals (Ar, Ne) under high pressure using the Statistical Moment Method and the Work–Heat Equivalence Principle. I calculated binding energy, lattice vibrations, and melting points up to 350 GPa, then compared them with AIMD simulations and experimental data. The publication in Computational Materials Science helped me understand condensed matter at a deeper level and the precision required in theoretical modeling.
2. Modeling and Simulation of Light Focusing Through an Absorbing Interface
​With Dr. Do Mai Trang, I developed a model to simulate light focusing through an absorbing interface based on the Debye–Török–Fedrov–Nakajima framework. I implemented the simulation using Gauss–Legendre quadrature and analyzed intensity attenuation and focal shift when the medium has weak absorption. It was the first time I clearly saw how the sophistication of optical theory can be “translated” into simulations and concrete data.
3. Measurement of Refractive Index and Absorption Spectrum of Olive Oil
In research with Dr. Le Canh Trung, I used a Michelson interferometer to measure refractive index as a function of wavelength and analyzed absorption and transmission spectra with a NIR spectrometer. Processing the data using Beer–Lambert and Sellmeier gave me hands-on experience with precise optical experiments and opened a perspective on applying optics to the study of biological materials.
4. Ray Dynamics in Spherical Semiconductor GRIN Media
Working as a co-author on this research has been a meaningful journey for me. Under the guidance of Assoc. Prof. Nguyen Quang Hoc, I learned how abstract ideas about light can gradually take shape through careful thinking, discussion, and experimentation. Seeing complex ray behaviors emerge consistently from theory and simulation gave me a deep sense of excitement and reaffirmed my interest in exploring physics at a deeper level.
At first, the dense theoretical background was overwhelming. But reading papers, running simulations, and directly experimenting in the lab helped me see the “structure” of scientific research: theory provides the path, simulations are the trial frame, and experiments are where every detail must align to produce meaningful results. Thanks to this, I improved my reasoning skills, my precision in handling experiments, and my patience when I had to repeat a procedure many times because of a tiny error.
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What I realized in the end is that research is not only numbers or graphs. It is the process of placing each piece, whether data, intuition, or understanding, in the right spot so that the scientific picture becomes complete. And it is that very process that nurtures my curiosity, excitement, and persistence.
Going further with
Internship
Clean Room Intern, Vietnam Academy of Science and Technology
My internship in the cleanroom of the Vietnam Academy of Science and Technology was a completely different experience. As the only 11th-grader among 12th-grade students, I felt both intimidated and pressured. The fully sealed cleanroom suit overwhelmed me at first, but I soon understood that such strict protocols are essential to maintaining a sterile environment.
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The work demanded precision down to the millimeter. I was introduced to wafer processing, patterning, semiconductor microstructure analysis, and fabricating simple devices. The sophisticated equipment and unfamiliar concepts were confusing at first, but the more I practiced, the more I learned to be meticulous: every hand movement, every dust particle mattered. The moment a sample turned out ‘clean’ and uncontaminated was unforgettable.​​
​Most impressive was observing chip fabrication and learning about MOCVD technology, where crystal layers are deposited to reduce material defects. Watching a wafer gradually take shape helped me appreciate the elegance of this field.
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The stories the researchers shared about physics and semiconductor technology opened a much broader picture of scientific research. The experience taught me precision, discipline, and a renewed respect for patience, detail, and the satisfaction of producing trustworthy measurements.
Laboratory Intern, Hanoi National University of Education
My internship at the laboratory of Hanoi National University of Education gave me the chance to observe science from a very different angle: one that is close-up, rhythmic, and deeply disciplined. Instead of doing experiments only for myself, I worked alongside the lecturers to collect and process data from experimental samples for teaching purposes. Every week, I assisted in lab sessions by checking equipment, preparing materials, and guiding 23 students through their first hands-on experiments.
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Once I became familiar with the workflow, I started coordinating larger experimental sessions. Some weeks required running back-to-back sessions, organizing content, and supporting more than a hundred students. The fast pace and high intensity were overwhelming at first, but gradually I learned to stay calm, maintain an overview, and troubleshoot equipment errors or handling mistakes as soon as they arose.
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A task that seemed small but proved essential was keeping the lab clean and ready at all times: wiping lenses, organizing tools, checking sensors, disposing of old solutions… The more I worked, the more I realized that accuracy in a laboratory does not only come from knowledge, but also from disciplined habits.
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My internship at HNUE strengthened my attention to detail, organizational skills, and especially a ‘lab mindset’: always double-check, always prepare a backup, and always ensure every session is safe and reliable for learners.
Mentor, Vietnam National Physics Team
As a mentor for the Vietnam National Physics Team, I was one of two IPhO members selected to support the instructors in guiding more than 30 students. Each session felt like a two-way exchange: some days we dissected complex modeling problems together; other days we spent time checking each step of an experimental task. What I remember most is the moment a struggling student suddenly paused and said, smiling, ‘I get it now.’ Those ‘aha’ moments made every hour preparing materials, exercises, and study plans worthwhile.
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This role strengthened my pedagogical skills more than I expected: learning to ask guiding questions instead of giving answers, listening closely to understand each student’s strengths and weaknesses, and inspiring them to learn not just to compete, but to truly understand. I learned that good teaching is not only about mastery of knowledge, but also about creating an environment where learners can grow independently.
Teaching Assistant, PBC Physics Summer Camp
At PBC Physics Summer Camp, I had the opportunity to assist more than a hundred students from different provinces. The atmosphere was very different: energetic, curious, and sometimes chaotically fun in the way science exploration often is. I worked with the instructors to design content, organize hands-on activities, and support students through each small experiment.
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What I loved most about PBC was not its scale or the number of participants, but the sense of community: where science was shared in its truest form. Watching 10th- and 11th-graders passionately debate a simple experiment reminded me of my own early excitement. And as a mentor, I felt a quiet joy seeing a new generation grow with curiosity and a spirit of discovery.
