Full text of Exploring Careers : Exploring Careers: Scientific and Technical Occupations : Bulletin of the United States Bureau of Labor Statistics, No. 2001-9

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Exploring
Careers
U.S. Department of Labor
Bureau of Labor Statistics
1979
Bulletin 2001 -9




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Technical
Occupations




Exploring Careers is available either as a single volume
of 15 chapters or as separate chapters, as follows:
The World of Work and You
Industrial Production Occupations
Office Occupations
Service Occupations
Education Occupations
Sales Occupations
Construction Occupations
Transportation Occupations
Scientific and Technical Occupations
Mechanics and Repairers
Health Occupations
Social Scientists
Social Service Occupations
Performing Arts, Design, and Communications Occupations
Agriculture, Forestry, and Fishery Occupations

Scientific and
Technical
Occupations

Exploring
Careers
U.S. Department of Labor
Ray Marshall, Secretary
Bureau of Labor Statistics
Janet L. Norwood, Commissioner
1979
Bulletin 2001 -9




For sale by the Superintendent of Documents, U.S. Government Printing Office
Washington, D.C. 20402

Photograph Credits
Photography for Exploring Careers was directed by Max
L. Carey of the Bureau of Labor Statistics, Division of
Occupational Outlook. Members of the Division’s staff
who assisted with obtaining and editing photographs
were Anne Kahl, Kathy Wilson, Chester Curtis Levine,
and Gloria D. Blue. Contributing photographers were
A1 Whitley of Whitley Associates, and Harrison E. Allen,
Robert Donaldson, and Fleming P. Rose of the U.S.
Department of Labor, Division of Graphic Services. The
Bureau gratefully acknowledges the cooperation of the
many government and private sources that either con­
tributed photographs or made their facilities available to
photographers. Depiction of company or trade names in
no way constitutes endorsement by the Department of
Labor. Some photographs may not be free of every
possible safety or health hazard.

zalez; The Honorable Daniel K. Inouye; and David
Weitzer.
Membership groups. Air Transportation Association of
America; American Iron and Steel Institute; American
Petroleum Institute; Associated General Contractors of
America; Association of American Railroads; Chamber
of Commerce of the U.S.A.; International Association of
Machinists and Aerospace Workers; Motor Vehicle
Manufacturers Association of the U.S., Inc.; National
Education Association; and United Brotherhood of Car­
penters and Joiners of America.

Industry and business. Allen-Mitchell and Co.; American
Telephone and Telegraph Co.; Arlington Hobby Crafters; Babcock and Wilcox Co.; Badger America Inc.; The
Big Cheese; Blake Construction Co.; Bob Peck Chevro­
let; Carl T. Jones Associates; Chase Manhattan Bank;
Chessie System; Cycles Inc.; Del Mercado Shell Service
Center; Everhart Jewelers; General Truck Sales; The
Hecht Co.; Hyatt Regency of Washington; Heritage
Exxon Servicenter; International Business Machines
Corp.; Mayflower Hotel; Merrill Lynch Pierce Fenner
and Smith, Inc.; Navy Marshall and Gordon; Nike of
Georgetown; Riggs National Bank; Southeast Auto Sup­
ply; State Farm Insurance Companies; Texaco Inc.;
WGMS Broadcasting Co.; Westinghouse Electric Corp.;
and Westvaco Corp.

Government Sources

Federal. Armed Forces Radiobiology Institute; Board of
Governors of the Federal Reserve System; Bureau of
Prisons; Department of Agriculture; Department of
Health, Education, and Welfare; Department of the In­
terior; Federal Aviation Administration; Government
Printing Office; National Aeronautics and Space Admin­
istration; National Institute of Mental Health; National
Park Service; Smithsonian Institution; Tennessee Valley
Authority; and U.S. Postal Service.
State and local. City of San Antonio; City of San Diego;
District of Columbia—Department of Human Re­
sources, Police Department; Fairfax County (Va.)—Pub­
lic Schools, Public Libraries; Maryland National Capital
Park and Planning Commission; Montgomery County
Public Schools (Md.); University of Texas Health Sci­
ence Center at San Antonio; and Washington Metropol­
itan Area Transit Authority.

Publications. Arlington News; Co-ed Magazine; Law En­
forcement Communications; The New Prince George’
s
Post, and The Washington Post.
Other. Alexandria Archaeology Research Center (Va.);
American National Red Cross; Catholic Charities of the
Archdiocese of Washington; Folger Shakespeare Li­
brary; Forsyth County Heart Association (N.C.); George
Washington University Hospital; Model Cities Senior
Center (D.C.); St. Columba’s Episcopal Church (D.C.);
St. Thomas Apostle Catholic Church (D.C.); United
Way of America; Visiting Nurse Association of Wash­
ington, D.C.; and Washington Hospital Center (D.C.).

Private Sources

Individuals. Robert Devlin; Robert Miller; The Honora­
ble Eligio de la Garza; The Honorable Henry B. Gon­




11

Preface
Exploring Careers is a career education resource for youngsters of junior high
school age. It provides the kind of information about the world of work that young
people need to prepare for a well-informed career choice. At the same time, it offers
readers a way of learning more about themselves. The publication aims to build
career awareness by means of occupational narratives, evaluative questions, activities,
and career games presented in 14 occupational clusters. Exploring Careers emphasizes
what people do on the job and how they feel about it and stresses the importance of
“knowing yourself” when considering a career. It is designed for use in middle
school/junior high classrooms, career resource centers, and youth programs run by
community, religious, and business organizations.
This is 1 of 15 chapters. A list of all the chapter titles appears inside the front
cover.
Exploring Careers was prepared in the Bureau’s Division of Occupational Outlook
under the supervision of Russell B. Flanders and Neal H. Rosenthal. Max L. Carey
provided general direction. Anne Kahl supervised the planning and preparation of
the publication. Members of the Division’s staff who contributed sections were Lisa
S. Dillich, David B. Herst, H. Philip Howard, Chester Curtis Levine, Thomas
Nardone, Debra E. Rothstein, and Kathy Wilson. Gloria D. Blue, Brenda Marshall,
and Beverly A. Williams assisted.
The Bureau gratefully acknowledges the cooperation of all the workers who agreed
to be interviewed and photographed, the teachers and students who field tested a
sample chapter, and all who shared their ideas with BLS. Many people in the
counseling community offered encouragement and support. Special thanks for her
generous assistance go to Cathy Cockrill, Career Education Curriculum Specialist,
Fairfax County Public Schools, Fairfax, Virginia.
Although they are based on interviews with actual workers, the occupational
narratives are largely fictitious.
Material in this publication other than photographs is in the public domain and
may be reproduced without the permission of the Federal Government. Please credit
the Bureau of Labor Statistics and cite Exploring Careers, Bulletin 2001.




iii

Contents
Page
Scientific and technical occupations
Biochemist
Electrical engineer
Broadcast technician
Job facts.........................................................................................
Chart:
2. Branches of science




1
12
17
22
28

3

IV

Exploring
Careers

Scientific and Technical
Occupations

Once in orbit, the Comstar D-3 satellite will be used for long-distance telephone
service.



1

Exploring Careers
Have you ever gazed at the stars on a clear night and
wondered what’s out there? Have you asked yourself
what causes volcanic eruptions, earthquakes, or tidal
waves? Or wondered why some mothers have twins or
triplets? Perhaps you’ve never thought about these par­
ticular things. Undoubtedly, though, something in the
world around you has made you stop and search for an
explanation. This experience of yours is shared by hu­
mans throughout history, from the cave dwellers to your
parents and friends.
People have always wanted to understand the uni­
verse. Out of this desire has grown the work of scientists,
engineers, and technicians. The scientist gathers knowl­
edge, which the engineer applies to practical problems in
agriculture, health, energy, transportation, communica­
tion, and other fields. Technicians assist scientists and
engineers in their work. Let’s look at each a little more
closely.

Scientists Investigate the Unknown
Scientists study the universe around us to learn why it
behaves as it does. They investigate every aspect of our
natural surroundings, from the center of the earth to the
farthest star. They study things as small as the tiniest
nuclear particle and as gigantic as a galaxy. Scientists
examine bursts of energy lasting a millionth of a second
as well as rock patterns formed over millions of years.
Plants, animals, the oceans, the atmosphere all fall under
the questioning eyes of scientists.
All scientists gather knowledge through research. To
understand how, let’s pretend you are a scientist trying
to solve a problem. How would you go about it? That
depends on the kind of problem you have. If you are a
biochemist seeking a cure for cancer, you might examine
the effects of certain drugs on rats or guinea pigs in a
laboratory. But if you are a geologist studying the for­
mation of a mountain range, you might spend much of
your time outdoors collecting rock specimens.
No matter what problem you set out to solve, your
research will follow certain guidelines. The first step is
to learn what is already known about your problem.
Your work depends on the work of scientists before you
just as each brick of a building rests upon those below it.
Without background preparation, you would spend all
your time “reinventing the wheel” and have none left
for new discoveries.
Once you have learned all you can from others’ work,
you consider how to solve the problem facing you. Often,
the solution will involve some sort of experiment. You
have probably performed some already. If so, you know
that experiments must obey certain rules to be considered
reliable.

2


Let’s assume that you are the world’s leading botanist
(plant biologist) and want to determine the best growing
conditions for geraniums. If you want to study the effect
of water alone, you must keep all other growing condi­
tions—soil, temperature, and light—the same. Other­
wise, if a plant grows poorly, how will you know whether
it has received too little water or too little of something
else? You can use many plants—let’s say a hundred of
equal size, planted in identical pots and soil. If you grow
them in the same place under a fluorescent light, they
will all receive the same amount of light and heat. You
can group the hundred into tens, giving each group a
different daily ration of water. Each geranium in group
1, for example, will receive one tablespoon a day; in
group 2, five a day, and so on. Then you watch the
plants’ progress. As a good scientist, you keep a record
of everything you do in the experiment, so that you and
others may study it later. You want to measure and
record the plants’ growth every few days, because you
may find the information useful. After several months’
growth, you can begin to draw conclusions from your
observations. If you find that one group of plants grew
fastest during the first weeks, while another group grew
fastest during the later weeks, you might conclude that
the best amont of water depends upon a plant’s size.
Perhaps another experiment would tell you more pre­
cisely how much water the geranium needs.
You trust your conclusions because you followed rules
of experimentation that all good scientists follow:
• Isolating one item to study (in this case, the effect
of water on the plant’s growth);
• Setting up the experiment to examine only that
item;
• Recording your procedure and observations; and,
finally,
• Basing your conclusions on evidence from the ex­
periment.
Scientists use the information they gather from exper­
iments to either confirm or deny the hypothesis they
started out with. A hypothesis is an unproven guess
about the results of a particular experiment. A hypothesis
that is general enough becomes a theory. Theories are
accepted explanations of what is known, but often a new
theory will replace an old one as scientists investigate
further. Astronomers long believed, for example, that the
sun, planets, and stars all revolved around the earth.
They constructed elaborate models to explain the move­
ments they saw in the night sky. As new movements
were observed, these models became more and more
complex. Finally, a Polish astronomer named Coperni­
cus stated a theory that the earth and other planets move
around the sun, and the earth turns on its axis. Because
it was simpler and more logical, Copernicus’ theory

Scientific and Technical Occupations

eventually replaced the old theory as the foundation of
astronomy.

What Makes a Good Scientist?
We see that scientists investigate the universe by learn­
ing what others already know, performing experiments,
and constructing theories that explain the unknown. But
what kind of person makes a good scientist? A list of the
most important characteristics includes these:
Orderly Thinking. Scientists must be able to analyze
problems and information logically in order to draw
correct conclusions.
Systematic Work Habits. As we saw, scientists must
perform experiments according to certain rules. To do
so, they must work carefully and methodically.



The Ability to Work Alone or as Part of a Team. Most
scientists work with technicians and other scientists.
Cooperation is crucial. At the same time, scientists often
work without supervision.
Patience. Some research (such as cancer research) can
continue for years without results. A scientist must be
able to keep searching for answers, despite occasional
frustration.
Above all, Curiosity. Scientists have an unquenchable
thirst for knowledge, an undying desire to understand
the unknown. This intense curiosity inspires them to
devote their lives to solving scientific problems, often
without the reward of knowing how their discoveries will
be used. Many of their achievements do not become
important until long after their death. But those scientists
continue to explore anyway, driven on by their curiosity.

3

Exploring Careers

Careers in Science
If you choose a career in science, what will you study?
Take your pick from the whole universe. As you can see
from chart 2, the numerous branches of science all grow
out of three basic fields. (See p. 301.)
People in the life sciences, the first field, investigate
living things. Biological scientists, or biologists, want to
know how life on earth began, how plants and animals
function, and how they reproduce. Biologists usually
specialize in a particular group of living things. Zoolo­
gists, for example, study the animal kingdom, while
botanists investigate the plant world. Marine biologists
examine the living world of the oceans, while microbiol­
ogists study bacteria, viruses, and countless other orga­
nisms around us that we can see only with a microscope.
What biologists learn about living things, medical
scientists use to understand and control diseases. Medical
scientists differ from doctors (or physicians) who nor­
mally come to mind when we think of medicine. Medical
scientists seek cures for diseases through research in
laboratories, while physicians work directly with sick
people. The work of physicians is described in the chap­
ter on health occupations.
The physical sciences, the second basic field, cover the
rest of our physical universe. Here we find physicists,
who investigate the behavior of light, heat, electricity,
magnetism, and gravity. They see how objects behave at
very high speeds or very low temperatures. Past research
in physics has provided the knowledge needed for such

http://fraser.stlouisfed.org/
4
Federal Reserve Bank of St. Louis

accomplishments as radio and television, nuclear energy,
refrigeration, and space travel.
We also find chemists, one of the largest science oc­
cupations. Chemists study the 103 known elements (and
occasionally discover new ones). They examine how
these elements combine to form every substance in the
universe, what properties they have, and how they react
to one another. For example, chlorine and hydrogen,
two gases, combine to form hydrochloric acid, a clear
liquid that can burn your skin. The same chlorine,
however, will combine with sodium to form ordinary
table salt. A chemist would want to know how and why
chlorine forms two substances with such different char­
acteristics.
Astronomers, the smallest group of physical scientists,
study the heavens with telescopes, cameras, and other
devices in order to answer age-old questions about the
universe: How large is the universe? How were the stars
and planets formed? How do they move? What are they
made of? And, perhaps most exciting of all, is there
intelligent life elsewhere in the universe?
While astronomers look to the stars, environmental
scientists examine the earth. Geologists study the history
and composition of our planet. They also examine move­
ments such as earthquakes and volcanic eruptions. Geo­
physicists turn their attention toward the interior of the
earth, the movement of the continents, and the earth’s
magnetic and gravitational fields. Oceanographers focus
on the oceans, their movements, and the land beneath
the oceans, while the atmosphere and the weather are

Scientific and Technical Occupations

Entomologists develop ways to encourage the
spread of helpful insects and the control of harmful
insects.

the domain of meteorologists.
Biological and physical scientists could not have
achieved as much as they have without discoveries in the
third field, the mathematical sciences. In addition to being
a science in its own right, mathematics is the language of
other sciences. Mathematicians study this science of ab­




stract numbers. Most mathematicians develop their the­
ories to solve a specific problem. Many, however, pro­
duce theories that find practical use only much later.
Statisticians develop and use theories that allow scientists
to make generalizations about a group of people or
objects without studying every member of the group.

5

Exploring Careers
We have not named every kind of scientist. There are
many more. Some, such as biochemists and astrophysi­
cists, do research in overlapping branches of science. A
few scientists move forward in totally new areas of
science. ... This is what an engineer named Karl Jansky
did. He discovered that stars give off invisible waves just
like the ones carrying music and news to our radios.
Other scientists knew about these radio signals from the
stars, but nobody paid them much attention. Jansky
listened to them with a very sensitive “radio telescope.”
In this way he began the science of radio astronomy.
Progress in science depends upon the pioneers who, like
Jansky, break down the old barriers of knowledge and
venture forth into unexplored territory.

Engineers Put Science to Work
Did you ever stop to think how many plastic items you
use every day? At school you use plastic pens and rulers.
You may sit at a desk with a plastic top. In the cafeteria
you eat from plastic plates and trays. Perhaps the plates
and cups in your kitchen at home are plastic, too. You
talk on plastic telephones, listen to plastic records, and
use plastic sports equipment. Look around, and see if
you can count the number of plastic items in the room
you’re in right now.
Plastics are just one result of the work of engineers.
Others include radio and television, automobiles and
airplanes, bridges and skyscrapers, ships and submarines,
anything electrical... the list goes on and on. Engineers
produced all these things by applying scientific knowl­
edge to everyday problems. In fact, most of the discov­
eries of modern science would have remained laboratory
curiosities if not for engineers.

Many chemists teach in universities.

What Do Engineers Do?
Engineers begin with a “how to” problem—how to
build a bridge, how to increase the output of a factory,
or how to turn sunlight into electricity. Like scientists,
they do research to find a solution. In designing a
supersonic airplane, for example, aeronautical engineers
test different airplane shapes in a wind tunnel to see how
they behave at high speeds. Such tests help them decide
on the best design before actually building the plane.
Similarly, civil engineers make models of various bridges
to test each design for strength.
Through research, engineers find scientific answers to
the “how to” problem. But finding a solution that works
is only the beginning. Engineers also must figure out the
cost and difficulty of using that solution. Imagine you
are a civil engineer designing a subway tunnel for a large

6


To do their jobs well, engineers must be creative.

Scientific and Technical Occupations
engineers. Some tools remain in the lab; others are used
outside, “in the field.”
The computer is very important. It can perform cal­
culations that are too long or involved to do by hand. It
can handle hundreds of equations at once, so that the
engineer can build larger, more complex mathematical
models. It can also be used to actually help design
whatever the engineer is trying to create.
Engineers rely on one other important tool: Creativity.
Unlike math, creativity can’t be taught. But good engi­
neers have it and use it to apply science in new, slightly
different ways. Although engineers rely heavily on the
work of others (such as scientists), they constantly face
problems requiring original solutions. They discover,
explore, invent, and devise. To do their job well, they
must be creative.

Careers in Engineering

city. You have designed a tunnel that you think would
work very well. But you would not have solved the city’s
problem if your tunnel would cost twice what the city
could afford, or if large buildings had to be moved to
build it. You have to make sure that your solution to the
problem is economical and practical as well as technically
correct.
How do engineers solve problems? They use tools of
various kinds, the most important being analytical tools.
Analytical tools permit engineers to reshape their prob­
lems into manageable forms, and this helps in the search
for a solution. Mathematical models are one such ana­
lytical tool. The model that an engineer builds is nothing
more than a set of equations that describes the problem
mathematically. By building a model, an engineer can
examine the effects of changes in different parts of the
final product.
Engineers also employ equipment of all shapes and
sizes for measuring, calculating, and testing. Some de­
vices, such as wind tunnels, serve a very specialized
purpose. Others, such as calculators and oscilloscopes,
you would find in the laboratories of many kinds of



If you decide on a career in engineering, you can
choose from a wide variety of fields. They are as diverse
as the needs of society. Some types of engineers specialize
in a particular industry. Agricultural engineers, for ex­
ample, develop ways to produce, process, and distribute
food more efficiently. They might design new harvesting
equipment or a better canning process. Chemical engi­
neers create plastics, synthetic fabrics, and other new
materials through chemical processes. Mining engineers
locate minerals in the ground, design mines, and make
sure they operate safely. They also devise ways to trans­
port the minerals to processing plants. Petroleum engi­
neers perform a similar role for oil and gas products.
Other engineers specialize in a particular type of tech­
nology. Mechanical engineers, one of the largest groups,
design and develop machines that produce or use power.
Every day we rely on such machines—cars and trucks,
refrigerators and TV sets, heaters, air conditioners, fac­
tory machines, and countless others. Mechanical engi­
neers help create and produce all these machines as well
as gasoline engines, steam turbines, jet engines, and
nuclear reactors. Some mechanical engineers specialize
by concentrating on a single type of machine (such as a
jet engine) while others specialize in a single industry
(such as the automobile industry).
Electrical engineers, another large group, design and
develop electrical and electronic devices. Anything that
uses electricity is electrical. Electronic machines—such
as radios, TV’s, telephones, and computers—convert
electricity into sound, radio waves, or some other form
of energy. Like mechanical engineers, electrical engi­
neers work in many different industries and usually
specialize in a particular area.

7

Exploring Careers

Astronaut Guion S. Bluford, Jr., has a doctoral
degree in aerospace engineering.

The world of flight is the world of aerospace engineers.
They deal with every aspect of aircraft and spacecraft
performance, from planning and design to production,
testing, and actual use. Biomedical engineers use their
engineering skills to improve health care in many ways,
such as by designing artificial organs or by adapting
computers for use in hospitals. Ceramic engineers design
and develop products from ceramic materials, which are
nonmetallic substances processed at high temperatures,
such as glass or porcelain. Metallurgical engineers cover
the broad technology of metals—understanding their
properties, extracting them from the earth, refining them,
and converting them into finished products.
Other engineers work in construction and a wide
variety of industrial activities. Civil engineers design large
facilities such as highways, railroads, bridges, airports,
and water and sewage systems. Industrial engineers are
“the manager’s engineers.” They look for ways to make
factories and other business operations run more
smoothly and efficiently.
We have mentioned only the major categories of en­
gineering. We could not possibly describe each individ­
ual specialty. Not only are new ones created all the time,
but every engineer’s craft is slightly different, depending

8


By studying collisions in the lab, engineers and
scientists can design safer automobiles.

upon his or her particular training and job. Within the
few engineering occupations mentioned there are
hundreds of specialties.

Technicians Perform the Practical
We have said that scientists and engineers work as
part of a team. Who are the other members of the team?
Many are technicians.
But what is a technician? The word (along with the
words technical, technology, and technique) comes from
a Greek word meaning skillful or practical. And there
you have the key: Technicians perform the practical
aspects of a job, leaving theory to the scientists and
design to the engineers. They are the “doers.”
Technicians perform the day-to-day tasks necessary in
creating a new project or running an operation. They
operate testing and measuring equipment in a laboratory.
They make drawings of new designs. They build physical
models of new projects. They estimate the cost of a
project and the amount of materials and labor needed to
complete it. They inspect a manufacturing plant to see
that the product’s quality stays high. They repair ma­
chines that break down. They may act as sales repre-

Scientific and Technical Occupations
sentatives, selling products like airplanes or computers.

What Makes a Good Technician?
Evey branch of science and engineering has its tech­
nicians. Just listing their titles would take several pages.
All of them have certain qualities in common:
Basic Background. Technicians have a good founda­
tion in math and the basic sciences—physics, chemistry
and/or biology. But they learn more practical problem­
solving and much less theory than a scientist or engineer.
A “Head” for the Practical. Many technicians use
theoretical knowledge in their work, but most of what
they do is of a nuts-and-bolts nature.
Patient, Systematic, Precise Work Habits. Often a tech­
nician must repeat a test many times in exactly the same
way, or perform a task within very narrow standards.
These require reliable work habits.
Ability to Work Under Pressure. In many kinds of
work, if something important goes wrong, the technician
must think and act quickly without panicking and with­
out making mistakes.
Good Hands. Technicians build, use, and repair equip­
ment and do many other tasks that require them to be
good with their hands.

Developed by electronics engineers, this tiny device
made possible TV cameras no larger than a deck of
cards.

Training for Scientific and Technical Occupations
How would you train for a career as a scientist,
engineer, or technician? You may already have begun.
If you have hobbies related to science or engineering you
already are gaining valuable experience. Using a chem­
istry set, building radios, fixing bicycles—activities such
as these teach skills that could be useful in science or
engineering occupations. Do you like to go to museums
to learn about the stars, the oceans, or natural history?
You may already have begun your science education.
Formal training in science begins in high school. You
should take as much math as possible, as well as basic
science courses—biology, chemistry, physics, earth sci­
ence. Your high school probably offers other classes,
such as electronics and drafting, that would be useful in
some career fields. English courses are important, too,
since scientists, engineers, and technicians must be able
to communicate clearly with their co-workers, both orally
and in writing.
Most of your training, of course, would occur in
college. Scientists and engineers generally earn a bache­
lor’s degree after 4 or 5 years’ study, and then go on to



9

Exploring Careers

graduate school, if necessary. Today, most science oc­
cupations require a Ph.D. Fewer engineers than scientists
need a doctorate. Most find work with a bachelor’s or
master’s degree. For teaching or for advanced research,
however, the Ph.D. is essential. Technicians usually
spend 2 years in special technical training programs
after high school, although some have 4-year degrees.
Training does not end when you earn a college degree.
New discoveries occur so often that what you learn in
college soon will become outdated—though not useless.
Just as you can expect to learn new words your whole
life, scientists, engineers, and technicians continue to
learn new theories and applications their entire lives.
They learn by reading books and magazines, going to
conferences, and attending occasional seminars. Careers
in science are for people who like to learn outside as well
as in school.

Digitized for 10
FRASER


A Final Word
If you have a strong interest in science or mathematics,
don’t stop here! Several other chapters of Exploring
Careers are worth looking into.
There is a chapter on Health Occupations, many of
which require a sound grasp of biology and chemistry
and the ability to draw on scientific principles in dealing
with day-to-day health care.
Students who are good in mathematics or physics
might want to learn more about a career in architecture.
This field, like engineering, involves an understanding
of materials and their properties. A story about an ar­
chitect appears in the chapter on Performing Arts, De­
sign, and Communications Occupations. A field closely
related to both architecture and engineering is urban and

Scientific and Technical Occupations

Technicians assist scientists and engineers. “ Technician” comes from a Greek
word meaning practical skill.

Astronauts demonstrate zeroing effects on weight.

regional planning. A story about a planner appears in
the chapter on Office Occupations.
Interested in computers? You may already know of
the broad range of scientific and technical jobs in the
field of computer science, including programming, sys­
tems analysis, and computer design. To learn a little
more about this field, read the story about the program­



mer/systems analyst. This, too, is in the chapter on
Office Occupations.
Did you know that it takes more than an interest in
the environment and the outdoors to become a forester?
Scientific training is important, too. A story about a
forester appears in the chapter on Agriculture, Forestry,
and Fishery Occupations.
11

Exploring Careers
Biochemist

Dr. George Catravas’ plans took several twists and turns before he decided on
chemistry. “ I didn’t even like chemistry in high school,” he recalls.


12


Scientific and Technical Occupations
George Catravas works in a special world. He wears
a white coat. He walks on concrete floors in large rooms
with cluttered counters and cabinets. He works at tables
covered with glassware, hardware, and plastic tubes. He
handles mice and rats in cages. He uses large machines
with long names like “analytical ultracentrifuge” and
“recording spectrophotometer.”
Most of us never see this world.
At the same time, he works in a world common to all
of us. His is the world of the cell, the basic unit of life.
George Catravas is a biochemist.
As chairman of the biochemistry department at the
Armed Forces Radiobiology Research Institute in Bethesda, Maryland, Dr. Catravas has many duties. He
plans, supervises, and coordinates activities of the whole
department. Now and then he teaches at a nearby uni­
versity, which he enjoys.
But most of all he loves research. “Molecules don’t
cheat,” he points out. “They remain the same, waiting
for you to figure them out.”
As the Institute’s name suggests, Dr. Catravas studies
radiation and its effects on humans and other animals.
People receive doses of radiation from many sources.
Every day we all absorb small amounts of natural radia­
tion from outer space and from radioactive minerals,
such as uranium, in the earth. Radiation also comes from
X-ray machines, nuclear reactors, and other places where
radioactive materials are used. “Radiation” actually
means any of a whole variety of energy rays, including
visible light, ultraviolet light (the kind made by sun­
lamps), heat, radio waves, and others. Most of these rays
are harmless to living things. Many kinds, however, such
as X-rays and gamma rays, can be dangerous. These
dangerous rays are the ones studied at the Institute.
R adiatio n can cause cells to reproduce in a new form

and become cancerous. Dr. Catravas and his colleagues
want to know exactly how this occurs. The damage
depends on the type of cell as well as the type and
intensity of radiation. When they understand this process
well enough, they will better understand how to protect
people from harmful radiation and how to use radiation
for beneficial purposes.
Dr. Catravas and his team of workers have several
different projects in progress. He himself spends most of
his time studying how radiation and certain drugs affect
the cells of the brain. He also takes part in projects to
answer other questions, such as how radiation affects
liver cells, how it can be used to treat cancer, and how
we can protect ourselves from it.
Before beginning an experiment, Dr. Catravas, like
any good scientist, must plan. He and his assistants
decide exactly what they hope to learn and how this
experiment will give them their answer. They then dis­



cuss what they will need. What kind of animals should
be used? How much radiation should they be exposed to
and for how long? Must anything be done to the animals
beforehand? When and what will they be fed?
Dr. Catravas explains all the details of the experiment
to his laboratory technicians so that they can perform
the necessary steps, with his help and guidance. He will
perform especially delicate experiments first, while his
assistants look on. But, being a teacher as well as a
researcher, Dr. Catravas gives his helpers as much re­
sponsibility as possible so that they may learn by doing.
How does the actual experiment proceed? In studying
the cells of the cerebral cortex of the brain, for example,
Dr. Catravas may decide he needs only a few milligrams
of brain tissue for each of three or four types of analysis
he wants to perform. One mouse is enough to provide
that amount. The Institute buys rats and mice from
companies that breed them especially for laboratory
purposes, and has its own veterinarian to keep them free
of disease.
Dr. Catravas selects his mice at random for the exper­
iment and feeds them. He places them in small cages
that confine their movement, so that they will receive a
uniform dose of radiation. He then puts the cages in a
large chamber where they will be exposed to X-rays. He
may decide to expose them for 90 minutes a day for 7
days, or for some other length of time.
Once he has exposed the mice, he has them dissected
and their cerebral cortexes removed so that their cells
can be examined. He uses biochemical techniques to
separate the cells into their parts, in order to look at
each. First he uses chemicals that break the membrane,
or outer covering, of each cell. Then he puts the sample
in a centrifuge, a machine that spins the sample at very
high speeds, the way you might swing a ball in a circle
on a length of string. The centrifugal force pulls the
heaviest part of the cell, the nucleus, closest to the bottom
of the tube, away from the center of the machine. Lighter
parts of the cell migrate toward the middle of the tube,
while many of the enzymes remain at the top. In this
way the centrifuge creates layers in the tube, with each
layer containing different parts of the cell. Using this
and other sophisticated techniques, Dr. Catravas can
separate the cells into their various parts.
Next, he examines the parts by using other instru­
ments. One instrument, the electron microscope, allows
him to view parts of the cell too small to be seen through
normal microscopes. Another, called an analytical ultra­
centrifuge, photographs the cell molecules in ultraviolet
light as they are spun to see if they are broken. These
and other techniques allow Dr. Catravas to study the
damage caused by the radiation.
An experiment may require several weeks to complete.
13

Exploring Careers
After it is finished, Dr. Catravas again meets with his co­
workers, this time to discuss the results. Did the experi­
ment run as planned, or should it be repeated? Should
it be changed and rerun? Did a new factor appear that
requires further study? What new experiments are
needed? With each experiment the researchers come
closer to the answers they seek.
How does one become a biochemist? Dr. Catravas’
own path took several twists and turns. His background
includes some training in law, as well as separate degrees
in chemistry, biochemistry, and organic chemistry. He
studied and taught in Greece, Germany, England, and
France before coming to the United States to do further
study and research at the University of Chicago. After 7
years there, he left to join a company that makes labo­
ratory instruments. Several years and a few inventions
later, he moved to his present position.
You needn’t study in as many places nor take as many
degrees as Dr. Catravas to find interesting work in
biochemistry. Some of his assistants, for example, have
bachelor’s degrees, while others have master’s degrees.
They all learn on the job as well as in school. But Dr.
Catravas points out that, to reach positions of responsi­
bility in this field, you should have a Ph. D. degree. That
may seem like a mountain of work, but it can also be a
short beginning step in a long, satisfying career.
Just ask George Catravas.

•
•

Do you like to solve puzzles, riddles, and brain
teasers?
When you don’t understand something, do you try
to figure it out before asking for help?

Biochemists work with numbers and advanced mathe­
matics.

•
•
•

Do you do well in math?
Do you enjoy working with numbers?
Do you like to calculate sports statistics or automobile
mileage?

Biochemists do experiments that may take weeks,
months, even years to finish. They must be very patient.

•
•
•

Do you enjoy crafts such as paint-by-numbers or
needlepoint?
Do you like to do large jigsaw puzzles?
Do you like long projects such as growing vegetables
or putting on a play?

Biochemists pay attention to detail when they do re­
search.

Biochemists are curious about the wonders and mysteries
of life.

•
•
•

Do you enjoy looking at ordinary living things, such
as leaves, insects, and flowers, through a magnifying
glass or microscope?
Do you try to learn more about what you see?
Do you wonder what your body, the earth, or the
stars are made of?

Biochemists continue learning all their lives.

•
•
•
•

Do you like to read?
Do you look up words you don’t know in a diction­
ary?
Do you like to browse in the new book section of
your library?
Do you belong to a science club?

Biochemists must think like detectives to solve the mys­
teries of science.

14


•

Can you follow the instructions correctly when you
build a model airplane, assemble a radio from a kit,
make a casserole, sew clothes from a pattern, or put
together a bicycle from parts?
Can you give detailed instructions?

•

Exploring

•

C an you read a road map?

Suggested Activities
If you live near a chemical, pharmaceutical, or textile
manufacturer, or some other company with a chemical
research laboratory, arrange a tour of the lab for your
class. Find out what kinds of experiments the scientists
perform, what procedures they follow, and what
equipment they use.
Prepare a report for your science class on one of the
following topics:
• The periodic table of elements. As you read and
explore, try to answer these questions: What is an
element? How does it differ from a compound?
What do the numbers in the table stand for? Why
is the table arranged the way it is? (Hint: What do
the elements in each column have in common?)
Your science teacher and school librarian can sug­
gest books that will help you answer these ques­
tions.

Scientific and Technical Occupations

Dr. Catravas loves research. “ Molecules don’t cheat,’’ he points out. “ They
remain the same, waiting for you to figure them out.’’

The chemicals used in the human body. What
elements does your body need to live? How does it
take them in? What does it do with them? Make a
chart to show how your body obtains and uses
oxygen.



•

Animal cells. Make a drawing of a typical animal
cell, labeling all the major parts. What purpose
does each part serve? How does an animal cell
differ from a plant cell? What different kinds of
cells are found in the human body?

15

Exploring Careers
Learn about life science on your own by trying these
activities:
• Keep an aquarium or terrarium.
• Watch TV specials about wildlife, medicine, and
other life science subjects.
• Check your library for articles of interest in Science
News, Scientific American, and other science jour­
nals.
• Visit nature or wildlife centers in your area. Call
the local department of parks and recreation to
find these centers.
If you are a Boy Scout, try for merit badges in Botany,
Zoology, Chemistry, and General Science.

1. Agronomist

a. Improves the quality and yield of agricultural crops.
b. Studies the different species of spiders.
c. Performs research on agronomes, which are part of
the nucleus of a cell.
2. Microbiologist

a. Develops new ways to use the microscope in bio­
logical research.
b. Breeds plants and animals in order to produce
smaller varieties.
c. Studies the growth and characteristics of bacteria,
viruses, and other microscopic organisms.
3. Pharmacologist

If you are a Girl Scout, see if you local troop has the
From Dreams to Reality program of career explora­
tion. Troops may also offer opportunities to try out
careers through internships, service aide and commu­
nity action projects, and proficiency badges in a num­
ber of areas including Animal Kingdom, Plant King­
dom, and Science.

a. Investigates the effects on animals of drugs, poisons,
and other substances.
b. Breeds new and better varieties of animals for food.
c. Decides what medicine each patient in a hospital
should receive.
4. Pathologist

Join a Marine Science, Conservation, or Ecology Ex­
plorer Post if there is one in your area. Exploring is
open to young men and women aged 14 through 20.
To find out about Explorer posts in your area, call
“Boy Scouts of America” listed in your phone book,
and ask for the “Exploring Division.”

a. Studies the migration patterns of animals.
b. Investigates the effects of diseases, parasites, and
insects on human cells, tissues, and organs.
c. Performs research on the relationship between men­
tal disorders and criminal behavior.

Invite a biologist, chemist, or biochemist to speak to your
class about his or her work. Prepare questions for the
speaker in advance.

a. Studies the causes and effects of genetic defects.
b. Investigates the development of an animal from
fertilization through pregnancy.
c. Searches for a cure of cancer.

Report to your class on the different kinds of work
performed by biologists and chemists. Draw a diagram
to show the various branches of each science, describe
the work of each branch, and point out where the two
sciences overlap. One way to investigate is to write for
career information to the American Society of Biolog­
ical Chemists, 9650 Rockville Pike, Bethesda, Mary­
land 20014.

5. Embryologist

6. Organic Chemist

a. Creates new chemical substances from plants.
b. Analyzes the chemical processes that take place
inside the kidney, liver, and other human organs.
c. Studies the structure and properties of compounds
containing carbon.
7. Horticulturalist

Related Occupations
Biochemists are not the only scientists who deal with
living things. Several other kinds of scientists are listed
below, along with possible descriptions of what they do.
For each occupation, see if you can choose the correct
description.

16


a. Develops new and better methods of cultivating
plants for orchards and gardens.
b. Studies the social structure of bee colonies.
c. Grows mold cultures in a laboratory in order to
make penicillin.
See answers at end of chapter.

Scientific and Technical Occupations
Electrical Engineer

As vice-president in charge of engineering, Gloria Blue uses her talents to develop
new hi-fi products.




17

Exploring Careers
Gloria Blue pulled into her parking space and turned
off the engine. Climbing out of the car, she noticed how
warm the morning was. Although she had moved to Los
Angeles from Chicago over 6 years ago and should have
been used to the weather by now, spring-like days in
November still seemed odd.
Gloria entered the modem brick building with the
sign above the double glass doors that read “Auto Fi­
delity Inc.” After greeting the receptionist, she stopped
to chat with another co-worker before climbing the stairs
to her own office, the one marked “Vice-President of
Engineering.”
Laying her briefcase on the table, Gloria ran over the
day’s work in her mind. Normally Friday was the easiest
workday, but there’d be plenty to do today before going
home for the weekend.
Auto Fidelity Inc., known as AFI, is one of the nation’s
leading distributors of sound equipment for cars and
other vehicles. AFI manufactures radios, tape players,
speakers, and other products and distributes them to
stores and dealers across the country. As Vice-President
of Engineering, Gloria Blue uses her electrical engineer­
ing skills to develop new products that meet the needs of
customers. She is the bridge between the technical side
and the sales side of AFI’s business.
Armed with a cup of coffee, she sat down to the first
task of the day—completing a technical bulletin she had
begun earlier in the week. Since many car owners install
two pairs of speakers in their cars instead of just one,
Gloria and her staff had designed a new connector plug
that allows the customer to connect all four speakers to
the radio without splicing wires. But AFI couldn’t get its
sales campaign underway until the sales staff understood
what the new connector could do, and what advantages
it offered. Gloria’s bulletin would explain all this to the
sales people.
She had nearly finished writing it when Bob Cohen,
chief design engineer, called. “Come on down to the lab
when you have a chance,” he said. “I’ve finished the
model of the equalizer.”
“I’ll be right down,” answered Gloria, anxious to see
Bob’s results.
Bob was leaning over a table, changing a few details
on a drawing, when Gloria walked into the room. “It’s
over here,” said Bob, turning to one of the metal work­
benches littered with electronic devices, handtools, wires,
half-dismantled radios, and loose parts. He picked up a
small metal box with several knobs on one side and
handed it to his boss. Removing the top and examining
the box closely, Gloria commented, “I think we have a
winner.”
The equalizer was one of her better ideas. She had
followed trends in the home stereo equipment market as

http://fraser.stlouisfed.org/
18
Federal Reserve Bank of St. Louis

well as in the automobile products sold by AFI’s com­
petitors. From all she had seen, Gloria felt that the public
would buy a combination power booster and equalizer.
The booster would increase the loudness of a radio or
tape player, while the equalizer would allow the listener
to adjust the volume of the treble, middle, and bass tones
individually, thus “equalizing” the sound. No other com­
pany offered such a product for automobiles.
After creating the general concept, Gloria had handed
the idea to Bob and his staff, who actually designed the
device. They figured out what parts to use, arranged
them in a package, and tested it. But they worked under
the guidance of Gloria, whose job it was to make sure
the product would be attractive, reliable, and inexpen­
sive.
Gloria and Bob, both electrical engineers, performed
quite different engineering jobs at AFI. Bob’s position
was purely technical, while Gloria had moved into a
management job. The work was a far cry from what she
had dreamed about as a teenager.
When she was in junior high, Gloria was sure she’d be
a nurse one day. Her favorite aunt was a head nurse at
one of Chicago’s largest hospitals, and Gloria enjoyed
talking with her about the job. By her senior year in high
school, she had changed her mind. A long talk with her
guidance counselor encouraged her to think about a
career that involved mathematics; Gloria always had
made excellent grades in math. So she started college
with plans to become a math teacher.
That fall she met her husband-to-be, Larry, who was
a junior at the engineering school. They frequently stud­
ied together and discussed their courses. Gloria grew
more and more interested in Larry’s engineering prob­
lems, and liked trying her hand at solving them. Before
the school year was over, Gloria had decided to switch
to electrical engineering. It took all summer to sell her
parents on the idea but they finally agreed that the
decision was hers to make. Gloria recalls how proud
they were when she received her bachelor’s degree in
engineering.
Gloria started out in the research and development
division of a large manufacturer of electrical products in
Chicago, and spent the next 10 years there. She devel­
oped a solid reputation in the area of product develop­
ment. At the same time, she was attending evening
classes in business and management to earn a master’s
degree in business administration. This combination of
technical and nontechnical skills made her just the right
person for the California job advertised by AFI.
Gloria and Bob discussed the equalizer for almost an
hour. Once the company’s designer developed the cos­
metics, or outer appearance, for the product, the factory
could begin producing it. Then, after testing, it would

Scientific and Technical Occupations
appear in the stores. Gloria looked forward to that day;
of all the things she did for AFI, she most enjoyed seeing
an idea grow into a successful product.
On her way back to her office, she bumped into Jim
Leviton, the company president. “By the way, Jim,” said
Gloria, “I’ve looked at that new spectrum analyzer that
California Instruments makes and read the literature on
it. It can test a radio in about 2 seconds, much faster and
better than we can now. And even though it costs $6,000,
we need it badly for our laboratory.”
“Let’s get together with A1 and decide if we can afford
it,” answered Jim. “How about this afternoon?”
“Fine,” replied Gloria, “as long as we don’t talk too
long. I’ll have that sales bulletin on the connector done
before lunch, but I still have some preparing to do for
Monday’s meeting with Toshiro.”
“That meeting will be a long one,” thought Gloria.
Hero Toshiro is an engineer who works with the manu­
facturing division of AFI. Gloria gives him her ideas in
the form of a drawing or, as with the equalizer, a model.
He and his staff then complete the design and put it into
production. Gloria was encouraging the development of




thinner and thinner radio and cassette mechanisms for
the new year. She felt that the latest trends were leading
in that direction, and she hoped that Toshiro and his
staff could develop them in time for the new product
year. At their Monday meeting they would discuss prob­
lems and progress of the new design.
After the conversation with Jim, Gloria continued on
her way back to her office. “You’d never know how
much work I have by looking at my desk,” she thought
as she sat down. The desk top was large but fairly empty.
Between the “In” box on one side and a stack of trade
journals on the other lay the bulletin she was working
on. Everything else was put away. Gloria felt that you
couldn’t get ahead unless you were organized. And she
was proud of her talent for organization.
Gloria glanced at her watch. It was 11:30, and she had
an appointment for lunch at noon. With quick strokes of
her pen she continued writing, changing a word here and
adding a sentence there, until the bulletin was finished.
Then, after checking the diagrams once more, she gave
it to her secretary to be typed.

19

Exploring Careers
Exploring
Electrical engineers must deal with complex devices and
understand how they work.

•
•
•
•
•

Do you enjoy taking things apart to see how they
work?
Do you like to repair your bicycle?
Do you fix your younger brothers’ and sisters’ toys?
Are you good at repairing things around the house?
Do you like to read about new inventions?

because new discoveries and inventions are made all the
time.

•
•
•
•

Do you like to read for pleasure?
When you are curious about something, do you go to
an encyclopedia or library to learn more about it?
Do you like to read any popular scientific or technical
magazines?
Do you look up words you don’t know in a diction­
ary?

Electrical engineers must be able to write clearly.
Electrical engineers apply what they know to solve prac­
tical problems.

•
•
•
•

Do you like word problems in math?
Do you like to solve engineering problems around
the house, such as the best way of putting up a shelf?
Do you wonder what relation your school subjects
have to the real world?
Are you more likely to study if you think a subject
has practical value?

•
•
•

Can you write street directions or other instructions?
Can you write a recipe?
Do you write your math or science homework clearly
enough for others to follow it?

Electrical engineers must be able to discuss technical
subjects.

•
•

Can you express yourself well?
If a teacher doesn’t answer your question exactly, do
you ask it again in a different way?
Can you help your brothers, sisters, or friends with
their homework?

Electrical engineers deal with many ideas and objects
that cannot be seen or felt. They must be able to think
abstractly.

•

•

Suggested Activities

•

Can you look at a pattern for a model or for clothing
and picture the finished product?
Can you look at a machine such as an automobile
and picture its inner workings?

Electrical engineers look for creative answers to prob­
lems.

•
•
•

Do you play games of strategy such as checkers,
chess, or bridge?
Do you enjoy solving puzzles?
Do you like to think of new ways of doing things
around the house?

Electrical engineers must pay attention to detail.

•
•

•

Do you enjoy projects that involve precise, detailed
handwork?
Do you enjoy doing needlepoint? Painting by num­
bers? Building and rigging model ships? Building a
radio from a kit?
Do you go over your homework carefully before you
hand it in?

Electrical engineers must continually read and learn,

20


Prepare a report on electric power in your community
for your science or English class. Describe where and
how the electricity you use is generated. Explain how
it travels to your home. Explain how the quantity of
electricity is measured and how much is used in your
area. The community relations department of your
local power company may have brochures and pam­
phlets that you can include in your report.
Arrange a class tour of a power station.
Prepare a report about electric current for your science
class. Explain the difference between alternating and
direct current (AC and DC). What kind of current is
used in an automobile engine? A flashlight? Your
home? How can you tell whether an electric line has
AC or DC?
Learn about electricity on your own. Look for books on
electricity in your school or public library. Some books
outline simple experiments you can perform.
Experiment with electrical circuits. Hobby shops have
kits that you can use to experiment with different

Scientific and Technical Occupations
kinds of simple circuits. Learn how to draw a diagram
of a circuit. Find out what each symbol stands for.
Prepare a report for your science class about home
appliances that use electricity. Which are electronic?
What do the electronic appliances have in common?
Explain why some appliance plugs have two prongs,
while others have three. What is the purpose of the
third prong?
Ask your parents to show you the fusebox or circuit
breaker panel in your home. Find out why it is needed
and what to do if a fuse or circuit breaker pops.
Build a crystal radio set. You can get help from books at
your school or public library.
Become a ham radio operator. (Ham radios should not
be confused with citizen’s band, or CB, radios. With
CB you can communicate only by voice and only over
short distances. With a ham radio you use Morse code
as well as voice, and you can broadcast all over the
world.) To get your first license, you must demonstrate
knowledge of radio concepts and the ability to under­
stand Morse code at the rate of 5 words per minute.
For full information, write to the American Radio
Relay League, 225 Main Street, Newington, Ct. 06111.
Invite an electrical engineer to speak to your class about
his or her job.
If you are a Boy Scout, try for merit badges in Electronics
and Engineering.
If you are a Girl Scout, see if your local troop has the
From Dreams to Reality program of career explora­
tion. Troops also offer opportunities to test career
interests through proficiency badges in a number of
areas such as Science.
Join an Electronics or Engineering Explorer Post if there
is one in your area. Exploring is open to young men
and women aged 14 through 20. To find out about
Explorer posts in your area, call “Boy Scouts of Amer­
ica” listed in your phone book, and ask for the “Ex­
ploring Division.”
Enter a project on electronics in a science fair.
Visit a museum with your science class. Concentrate on
the exhibits on electronics, computers, aviation, and
space travel. Prepare questions for the museum guide



on the contributions engineers have made in these
areas.
To see if you can think abstractly, like an engineer, play
mental tic-tac-toe. Picture the board in your mind,
with each square numbered, one through nine. Play
each turn by saying out loud the number of the square
you want to mark. If one player forgets and names an
occupied square, the other player wins. You’ll have to
concentrate to remember all the plays. It’s harder than
it sounds!
Write for the pamphlet on careers put out by the Edu­
cational Services Department, Institute of Electrical
and Electronic Engineers, Inc., 345 East 47th Street,
New York, New York 10017.

Related Occupations
Many kinds of engineers design, develop, and test
products or systems. Electrical engineers are one kind.
The names of ten others are listed below in jumbled
form. See if you can figure out what they are. To help
you, next to each name there are examples of the products or systems that the engineer works on.

1 AIRMEN
.

Steam engines for ships.

2.

ANCHEMICAL

Air-conditioning systems.

3.

CANRULE

Atomic reactors.

4. CAUREALATION

Airplanes and rockets.

5.

CEMICAR

Glass and tile.

6.

CIMLEACH

Rubber and plastics.

7.

ILVIC

Bridges, dams, and roads.

8.

PARTNATIONSORT

Streets and highways.

9.

TOOTUMIVEA

Car and truck motors.

TOPICAL

Telescopes and cameras.

10.

See answers at end of chapter.

21

Exploring Careers
Broadcast Technician


http://fraser.stlouisfed.org/
22
Federal Reserve Bank of St. Louis

Scientific and Technical Occupations
Edna Tower held up her right hand, palm forward,
like a courtroom witness taking an oath. Punching a
lighted button in front of her with her left hand, she
heard the tape reels begin to spin. Then she closed her
right fist and pointed her index finger forward. The
woman on the right side of the double glass began
reading in a crisp, pleasant voice from a page in front of
her: “Looking for a truly professional dry cleaner? Then
come to Top Notch Cleaners at six locations in Springfield . .. ” While the announcer’s voice radiated from
speakers in the control room, Edna watched the sound
meter needles bounce and adjusted a slide control here
and there. When the reading was finished, she punched
another button to stop the tape. The women left the
studio and Edna prepared for her next assignment.
Edna Tower works at radio station WELL as a pro­
duction technician or engineer. WELL broadcasts class­
ical music on AM and FM, and while located in a major
city, the station employs a relatively small staff. This
means that an experienced technician like Edna has
many different kinds of duties each day. She enjoys this
variety. Even though the big operations like rock ’n roll
WAIL or news station WHAT could offer her more
money, “they have you doing the same thing all day,”
explains Edna.
Edna had arrived at the station a bit before 9:30, had
drunk a quick cup of coffee with one of the announcers,
and was now in her control room.
Control room 3 is where Edna spends most of her
time. She sits at a control board directly in front of the
window facing the studio. The board has dozens of
buttons, dials, meters, and slide switches that allow her
to set sound levels in the studio, mix sounds from differ­
ent sources (such as a speaking voice and background
music), and operate the turntables and tape recorders in
the room. From this board she can even control a live
broadcast coming from outside the studio, such as a
concert at the local symphony hall. Edna is particularly
proud of this equipment, which she installed herself. At
a larger station she might not have been given the
opportunity. And she knows those buttons and switches
by heart. “When you’re in the middle of a performance,
you can’t take time to look at the board. You have to
know where everything is by feel.” The control room
also contains three turntables for playing records, three
reel-to-reel tape decks, two machines that play cartridge
tapes (known as carts), plus devices for erasing used tape
and cabinets containing tapes and tools.
Edna had begun this particular workday with the daily
ritual of checking the equipment. First she had cleaned
and “demagnetized” the “heads” on the tape decks (the
small metal parts that touch the tape as it moves and




actually create or erase the recording). Cleaning them
requires only a wipe with a cotton swab dipped in
alcohol, while a special electrical device, called a demagnetizer, is used to remove any unwanted magnetic inter­
ference that might make the recordings noisy. Next she
had checked the machines overall to be sure they were
running smoothly. (Once a week they would be tested
more thoroughly, with electronic tools).
Shortly before 10, Renee Baily, the assistant program­
ming director, had walked into the room with a pencil
behind her ear and a clipboard in her hand. “There’s a
change of schedule,” she had said. “The woman from
the hospital came in early, so we’ll tape her interview
right away, then do the commercial spots, and do Lisa’s
program at 11.”
Edna had glanced at the production schedule taped to
the wall. The mimeographed sheet showed her workweek
in half-hour slots and listed her assignments next to
them. At 11 today she was scheduled to tape an interview
with Emma Swenson, the special projects coordinator
for the city’s hospital for children. John Griffin, one of
WELL’s announcers, would conduct the interview. Since
Mrs. Swenson had arrived early, they would do the
interview immediately. Lisa Dillich’s music appreciation
program, which Edna was scheduled to record at 10,
would be postponed.
Just then John walked in and introduced Mrs. Swen­
son. Edna then led them into the studio.
Much of what WELL’s listeners hear on the air takes
place in this 12- by 14-foot room called Studio 4. Inside
the room one finds a carpet-covered table with several
chairs, a grand piano, half a dozen large microphones
on long stands, and an endless tangle of electrical cords
on the floor. Mrs. Swenson commented on the large
potted broadleafed palm standing in one corner of the
room. “The music makes it grow very well,” replied
Edna.
John and his guest sat down at the table. After posi­
tioning a microphone, or “mike”, between them, Edna
returned to her control board and adjusted the volume
level while the pair chatted. She threaded a reel of tape
on one of the decks, reminded Mrs. Swenson to avoid
rustling papers, and then signaled to John through the
window that she was ready to go. Edna talks to people
in the studio over the intercom, except when she is
recording. Then, she signals by hand through the win­
dow. She held up her hand to ask for silence, started the
tape, and pointed at John to tell him to begin. At the
same moment she started a timer. “We have a 15-minute
slot on Sunday,” said Renee, watching over Edna’s
shoulder. “So let’s take about 20 minutes’ worth and cut
it to size.”

23

Exploring Careers
While John and his guest talked, Edna made a few
minor sound adjustments. As the 20th minute ap­
proached, John wrapped up the interview. Edna antici­
pated his last words and stopped the tape just after he
uttered them. “Great interview!” exclaimed Renee.
“We’ll air it Sunday.” As Renee left the control room to
say goodbye to Mrs. Swenson, Edna rewound the tape
and returned it to its box. Later she and John would
decide which parts to edit out.
Edna checked her watch. “It’s 10:30. Tom should be
here any minute to do these commercials.” And as she
was spinning a reel of tape on the bulk eraser to make it
as clean as possible, Tom Nardone, another WELL
announcer, walked into the studio with a sheaf of papers.
He sat down at the table and adjusted the mike to his
height. Edna threaded the tape and sat down at the
board. “Read to me,” she told Tom over the intercom,
adjusting the volume. “We have half a dozen ads here,”
Tom finally said, “so it may take about 20 minutes.”
“Fine,” answered Edna, and as she started the tape, she
signaled Tom to begin.
Tom read each commercial in turn. Edna captured
them all on reel tape; later she would transfer each ad to
an individual cartridge. Then, during a broadcast, it
would simply be popped into the cart machine and
played at the right moment.
After putting away the tape she had just used, Edna
went into the studio to set up the mikes for Lisa Dillich’s
program. Lisa had a weekly series of 1-hour shows in
which she explained music concepts (such as key, chords,
and harmony) in a way that the average listener could
understand. She would play one or two pieces of music
at the beginning, then talk about them, playing the piano
to clarify her explanation. Lisa’s programs were one
reason Edna liked working at WELL. Though she had
never thought much of classical music before, Edna grew
to enjoy it as she heard more and more at the station.
Listening to Lisa’s series taught her something about the
theory behind music.
Preparing for Lisa’s show posed a new problem: Set­
ting up the mikes to make both voice and piano sound
good. While studying mechanical engineering in trade
school, Edna learned about acoustics (the science of
sound) and tone. So she knew that the studio, like any
room, had certain acoustical characteristics. She had
recommended that to improve sound quality, special
panels be hung on the walls of the studio, some to reflect
and some to absorb sound. Changing a room in this way
is called “tuning” it. A studio used only for voice would
be tuned differently than one used only for music. In this
studio, which was used for both, a compromise had to
be made. With her experience and technical knowledge,


24


Edna was able to arrange the mikes to achieve a good
sound.
Lisa came into the studio and sat down at the piano
with her script. After a sound test on Lisa’s voice and the
piano, Edna signaled her to begin. Lisa read her script,
illustrating with the piano where necessary. When she
reached the place in the script where two complete
musical selections would be played, she paused and then
continued reading. Later Edna would take the music
from records and mix it with Lisa’s voice recording into
a master tape.
The session with Lisa lasted until a quarter to 12.
Forty-five minutes until lunch, with no other assignment.
Just enough time to transfer those commercials to carts
and insert the music in Lisa’s show.
Edna’s schedule after lunch, from 1:30 to 5:30, looked
much like the morning—more recording and editing.
But not every day was the same. Tomorrow she wouldn’t
have to arrive at the station until 1:30 p.m. From 6:30 to
9:30 she would operate the controls for WELL’s nightly
live program. The next day she would spend “in solitary
confinement” at the transmitter.
The transmitter, located on a hill five miles from the

Scientific and Technical Occupations
studios, is the source of WELL’s signal, the invisible
waves that travel to people’s radios carrying music and
voices. WELL has four 450-foot towers clustered around
a small building. One person stays in the building the
entire time the station is on the air, to make sure every­
thing runs smoothly and according to Federal regula­
tions. These tasks often require very little time, so the
job can get lonely. But Edna rarely spends more than 2
or 3 days a month at the transmitter. And soon it will be
operated by remote control from the studios.
The transmitter shift also gives Edna a chance to study
for her evening classes in electronics. Although she at­
tended technical school for 2 years after high school to
get the necessary First Class Radiotelephone Operator’s
License, she wants to increase her knowledge of elec­
tronics, in order to keep up with new developments and
to remain competitive in her occupation. The community
college offers a degree in electronics, and Edna hopes to
have hers next term.
Generally, Edna Tower is satisfied with her job. She
uses knowledge of electronics, acoustics, and music. She
installs and repairs the equipment as well as operates it.
She does many different things. And she does them all
with pride. Anything it takes to improve WELL’s sound
quality, she’s willing to do. Her only complaint is that
WELL’s listeners don’t know about her work. “The
better job a technician does, the less it’s noticed. I’m
behind the scenes—the audience may not even know
about my part in presenting a show.”

•
•
•
•

Technicians usually spend most of their workday in a few
small studio rooms.

•
•

•
•
•

•
•

Do you like to listen closely to music and pick out its
different parts?
Can you tell a good recording from a poor one?
When listening to the radio, do you adjust the tuning
to get the best sound from the station?

•

•

•
•

•

•

Would you mind working nights, early mornings, or
weekends?
Could you adjust to having different working hours
each day of the week?

Technicians often must operate controls continually
through long broadcasts.



Can you stay calm and act sensibly if a toilet over­
flows, the lights go out, the roof leaks, or some other
emergency occurs at home?
Do you know whom to call if something goes wrong
when your parents are away?
Are you good at handling crises on the school
grounds or playground?

Technicians must keep an eye on several things at once.

Technicians often have odd work schedules.

•

Are you able to handle several projects or homework
assignments at the same time?
Can you finish them all on time?
Is it easy for you to switch back and forth from one
project to another?

Technicians must think and act quickly if something
unexpected happens during a broadcast.

•

•

Would you be satisfied working inside all day long?
Would it bother you to spend the day in a small
room with no outside windows?

Technicians often are given new tasks before they finish
their current ones.

Exploring
Technicians must train their ears to pick out imperfec­
tions in the recordings they make and in the broadcasts
they engineer.

Can you sit still and pay attention to something for
a long period of time?
Can you be patient during classes that don’t really
interest you?
Do you play long games such as Monopoly?
Do you watch TV programs that run 2 hours or
more?

Can you cook a whole meal yourself and have every­
thing ready at the same time?
Do you enjoy watching sports such as football, bas­
ketball, soccer, or hockey in which you have to keep
track of many players at once?
Do you play complex games like chess or bridge?

Technicians work with their hands.

•
•
•

Do you have any hobbies or crafts that require fine
handwork?
Are you good with tools?
Do you play a musical instrument?

25

Exploring Careers
Suggested Activities
Arrange a tour of a radio or TV station for yourself or
your class. Prepare questions for the employees about
their work.
Listen to the radio. Pick out the recorded voices (such as
repeated commercials and jingles) from the live voices


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26
Federal Reserve Bank of St. Louis

(disc jockeys and news announcers). Try to imagine
how the recordings were made and how they are
played during the program. This activity may be easier
after doing the preceding one.
Listen to AM radio at two different times of day, once
during daylight (say, 4 p.m.) and once after dark (say,
9 p.m.). Each time pick a dozen or so stations, listing

Scientific and Technical Occupations
the call letters (such as WDAD or KMOM), location,
and, if possible, frequency (number on the dial) of
each. Do you notice a difference between the two lists?
The stations on the daytime list are likely to be broad­
casting from a much shorter distance away than those
on the night list. Investigate the reason for this.
Build a crystal radio set. You can get help from books at
your school or public library.
Become a ham radio operator. (Ham radios should not
be confused with citizen’s band, or CB, radios. With
CB you can communicate only by voice and only over
short distances. With a ham radio you use Morse code
as well as voice, and you can broadcast all over the
world.) To get your first license, you must demonstrate
knowledge of radio concepts and the ability to under­
stand Morse code at the rate of 5 words per minute.
For full information, write to the American Radio
Relay League, 225 Main Street, Newington, Ct. 06111.
Prepare a report for your science class. Answer the
following questions in your report: What do AM and
FM stand for? What is the difference between the two?
What are the advantages of each? How and when did
each come into existence? What are some of the other
bands, and how are they used? Include in your report
a diagram and an explanation of how sounds travel
from a source to the listener’s radio.
If you are a Girl Scout, see if your local troop has the
From Dreams to Reality program of career explora­
tion. Troops may also offer opportunities to test career
interests through proficiency badges in a number of
areas including Radio and Television.

Office, Federal Communications Commission, 1919
M Street, N.W., Washington, D.C. 20554. For infor­
mation on technical careers, write to Technical Ca­
reers, Box 111, Washington, D.C. 20044.

Related Occupations
Does a career as a broadcast technician interest you?
“Yes and no,” you may say. Or, “I’m not sure.” You
might find it worth looking into other occupations that
are similar to broadcast technician.
If you like the idea of working in radio but don’t want
such a technical job, picture yourself behind the micro­
phone. As a radio announcer or disc jockey, you would
talk to the listening audience. Your work might include
announcing and playing records; reading commercial
and public service messages; and doing news broadcasts
and interviews.
Or maybe you’d rather work in television. As a TV
production technician, you would engineer a TV broad­
cast much the way Edna engineered a radio program.
You might also enjoy capturing the action as a video
camera operator.
You may not have thought about it, but the music
industry employs technicians, too. As a recording engi­
neer, you would set up microphones in a studio and
operate the sound equipment while a singer or an or­
chestra made a recording. The recording is made in
several different parts, or tracks. As a recording mixer,
you would adjust the tracks and blend them together in
the way that would sound best on the finished record.

If you are a Boy Scout, try for merit badges in Com­
munications, Electronics, Public Speaking, and Radio.
Join a Broadcasting, Electronics, Amateur Radio, or
Communications Explorer Post if there is one in your
area. Exploring is open to young men and women
aged 14 through 20. To find out about Explorer posts
in your area, call “Boy Scouts of America” listed in
your phone book, and ask for the “Exploring Divi­
sion.”
Write for information on careers to the National Asso­
ciation of Broadcasters, 1771 N Street, N.W., Wash­
ington, D.C. 20036 or to the Corporation for Public
Broadcasting, 1111 16th Street, N.W., Washington,
D.C. 20036. For information on the Radiotelephone
Operator’s License, write to the Consumer Assistance



27

Exploring Careers
Job Facts

There isn’t room in this book for a story about every scientific and technical
occupation. However, you’ll find some important facts about 28 of them in the
following section. If you want additional information about any of these
occupations, you might begin by consulting the Department of Labor’s
O c c u p a tio n a l O u tlo o k H a n d b o o k , which should be available in your school or
public library.
O c cu p a tio n

N a tu r e a n d P la c e s o f W o r k

T ra in in g a n d Q u a lifica tio n s

O th e r In fo rm a tio n

A graduate degree is necessary.
A bachelor’s degree in biochem­
istry or chemistry may lead to a
job as a research assistant or
technician. People with jobs as
biochemists, especially in re­
search or teaching, generally
have a graduate degree in bio­
chemistry.

The great majority of bio­
chemists hold research positions,
rather than managerial or other
positions.

LIFE SCIENCE OCCUPATIONS
Biochemists


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28
Federal Reserve Bank of St. Louis

About half of all biochemists
work for colleges and universi­
ties, while a fourth work for pri­
vate companies. The rest work
for government agencies, private
research institutes, or for them­
selves.

Scientific and Technical Occupations
O c cu p a tio n

N a tu r e a n d P la c e s o f W o rk

T ra in in g a n d Q u a lifica tio n s

O th e r In fo rm a tio n

Life Scientists

Most life scientists work for col­
leges and universities as teachers
and researchers. Many do re­
search in hospitals and other
medical institutions. The drug,
chemical, and food processing
industries employ large numbers
of life scientists, as do Federal,
State, and local government
agencies.

A bachelor’s degree in biology
may lead to a job as a research
assistant or technician; a career
as a life scientist, however, gen­
erally requires a graduate degree.

Life scientists specialize in a wide
variety of subjects. They may
concentrate on either plants or
animals, or even study just one
kind of plant or animal. Some
study breeding while others in­
vestigate diseases. Still others ex­
amine drugs and their effects on
living things. Life scientists per­
form many different kinds of
work, from research and teach­
ing to advising, managing, and
writing.

PHYSICAL SCIENTISTS
Astronomers

Most astronomers teach and do
research in colleges and univers­
ities. Many others work for the
Federal Government and for pri­
vate observatories.

A doctoral degree in astronomy
is necessary for most jobs. To
qualify for a graduate program
in astronomy, a student should
have a bachelor’s degree in as­
tronomy, physics, or math.

The majority of astronomers
spend most of their time working
in offices or classrooms, rather
than at telescopes.

Chemists

About three-fourths of all chem­
ists work in private industry.
Chemical manufacturers employ
almost half of these, and the rest
work for food, scientific instru­
ment, petroleum, and other in­
dustries. Quite a few chemists
work for colleges and universi­
ties.

A college education is necessary.
Beginning jobs are open to peo­
ple with a bachelor’s degree in
chemistry, but a graduate degree
is necessary for some research
and teaching positions, and is
useful for advancement.

Most chemists perform basic re­
search or research and develop­
ment. In basic research, a chem­
ist explores the properties of mat­
ter and the combination of ele­
ments. A chemist in research and
development creates or improves
products for direct use.

Food Scientists

Food scientists work all over the
country for companies in the
food processing industry as well
as for Federal and State agencies,
colleges and universities, and
other organizations.

A college education is necessary.
A bachelor’s degree in food sci­
ence, biology, or chemistry is the
minimum requirement for begin­
ning positions. Many jobs, espe­
cially teaching and research, re­
quire a graduate degree.

Many food scientists work in re­
search and development of new
food products and processing
techniques.

Physicists

Nearly half of all physicists teach
or perform research at colleges
and universities. Many others
work in chemical, electrical
equipment, aircraft and missile,
and other manufacturing com­
panies.

Graduate study in physics is es­
sential for most beginning posi­
tions and for all advanced ones.

Physicists usually specialize in a
particular area, such as nuclear
physics, optics, or acoustics.

A college education is necessary
in this occupation. While a bach­
elor’s degree is enough for some
starting jobs, a graduate degree
is helpful for promotion.

Geologists may work outdoors
much of the time, depending
upon their specialty. They often
work in offices and laboratories,
however.

ENVIRONMENTAL SCIENTISTS
Geologists

Most geologists work in private
industry, for petroleum, mining,
quarrying, and other companies.
Many work for Federal and State
agencies and colleges and univer­
sities.




29

Exploring Careers
O c c u p a tio n

N a tu r e a n d P la c e s o f W o rk

T ra in in g a n d Q u a lifica tio n s

O th e r In fo rm a tio n

Geophysicists

Most geophysicists work in pri­
vate industry, for petroleum, nat­
ural gas, mining, and other com­
panies. Most of the others are
employed by Federal and State
government agencies or by col­
leges and universities.

A college education is necessary
in this occupation. A bachelor’s
degree in geophysics is sufficient
for most beginning jobs. A de­
gree in a related field is also ad­
equate, as long as the student has
taken certain courses. For higher
positions in research, explora­
tion, and teaching, a graduate
degree is desirable.

Many geophysicists work out­
doors and travel extensively.
Some work at research stations
in remote areas or on ships or
aircraft.

Meteorologists

The National Oceanic and At­
mospheric Administration, pri­
vate industry, and colleges and
universities all employ meteorol­
ogists. The Department of De­
fense employs civilian meteorol­
ogists in addition to those in the
military services.

A college degree is necessary. A
bachelor’s degree in meteorology
or a related science is the mini­
mum requirement for starting
jobs. A graduate degree is impor­
tant for promotion, and essential
for research and college teaching
jobs.

Not all meteorologists forecast
the daily weather. Some work in
climatology, the study of long­
term weather trends; others ad­
minister programs or teach.

Oceanographers

About half of all oceanographers
teach or do research at colleges
and universities. A fourth work
for Federal agencies. The rest
work for other government agen­
cies and for private industry.

A college education is necessary.
Most beginning positions require
a bachelor’s degree in oceanog­
raphy, biology, earth or physical
sciences, mathematics, or engi­
neering. For many advanced po­
sitions, however, an advanced
degree in oceanography or a
basic science is desirable.

Some oceanographers are away
from home for weeks or months
at a time while on ocean research
voyages.

MATHEMATICS OCCUPATIONS
Mathematicians

About three-fourths of all math­
ematicians work in colleges and
universities, the majority of them
as teachers. Most others are em­
ployed in government and pri­
vate industry.

A graduate degree usually is nec­
essary. While a bachelor’s degree
may lead to a beginning job, pro­
motional opportunities are lim­
ited without graduate study. A
person seeking work as an ap­
plied mathematician in a field
such as physics or economics
needs training in that field as
well as in mathematics.

Mathematicians can work in the­
oretical (pure) or applied math­
ematics. Theoretical mathemati­
cians develop new mathematical
techniques and knowledge with­
out necessarily having a practical
use in mind. Applied mathema­
ticians use that knowledge to
solve everyday problems in phys­
ics, engineering, business, eco­
nomics, and other fields.

Statisticians

Most statisticians work for insur­
ance Firms, finance companies,
public utilities, manufacturers,
and
research organizations.
Many others work for Federal,
State, and local government
agencies.

A college education is necessary.
Most beginning positions require
a bachelor’s degree either with a
major in math or statistics or with
a major in an applied field, such
as economics, and a minor in
statistics. Graduate training is
necessary for teaching positions
and helpful for promotion in
other areas.

Because the science of statistics
is used so widely in other fields,
statisticians often work under
other titles. A statistician work­
ing with information on the
economy, for example, may have
the title of economist.


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30
Federal Reserve Bank of St. Louis

Scientific and Technical Occupations
N a tu r e a n d P la c e s o f W o r k

T ra in in g a n d Q u a lifica tio n s

O th e r In fo rm a tio n

Aerospace Engineers

Most aerospace engineers work
for the aircraft and parts indus­
try. Many others are employed
by the National Aeronautics and
Space Administration and by the
Department of Defense.

A bachelor’s degree in engineer­
ing is required for most begin­
ning jobs. Some engineering jobs
are filled by people trained in the
appropriate natural science or in
mathematics. Graduate study is
increasingly important for ad­
vancement.

Aerospace engineers often spe­
cialize in one area, such as struc­
tural design, navigation systems,
or production methods. They
may also specialize in a particu­
lar product line, such as passen­
ger planes, helicopters, or satel­
lites.

Agricultural
Engineers

Most agricultural engineers work
for manufacturers and distribu­
tors of farm equipment and sup­
plies or for electric utility com­
panies serving rural areas. Many
do farm consulting work inde­
pendently or for consulting
firms. Others work for the U.S.
Department of Agriculture, for
colleges and universities, and for
State and local government
agencies.

A bachelor’s degree in engineer­
ing is required for most begin­
ning jobs. Some engineering jobs
are filled by people trained in the
appropriate natural science or in
mathematics. Graduate study is
increasingly important for ad­
vancement.

The work of agricultural engi­
neers covers many different as­
pects of agriculture: Conserving
and managing soil and water re­
sources, designing farm equip­
ment, and improving techniques
for producing, processing, and
distributing food.

Biomedical Engineers

Most biomedical engineers teach
and do research in colleges and
universities. Some work for Fed­
eral and State agencies or for
private industry.

A bachelor’s degree in engineer­
ing is required for most begin­
ning jobs. Some engineering jobs
are filled by people trained in the
appropriate natural science or in
mathematics. Graduate study is
increasingly important for ad­
vancement. Biomedical engi­
neers need some background in
mechanical, electrical, industrial,
or chemical engineering, as well
as specialized biomedical train­
ing.

The small size of this occupation
means that there are relatively
few job openings each year.

Ceramic Engineers

Most ceramic engineers work in
the stone, clay, and glass indus­
tries. Many others work in the
iron and steel, electrical equip­
ment, aerospace, chemical, and
other industries that produce or
use ceramic products.

A bachelor’s degree in engineer­
ing is required for most begin­
ning jobs. Some engineering jobs
are filled by people trained in the
appropriate natural science or in
mathematics. Graduate study is
increasingly important for ad­
vancement.

Ceramic engineers generally spe­
cialize in particular products,
such as heat-resistant material,
porcelain, building material,
glass, or cement.

Chemical Engineers

Most chemical engineers work
for chemical, petroleum, and re­
lated manufacturers. Others are
employed by colleges and uni­
versities and by government
agencies.

A bachelor’s degree in chemical
engineering is required for most
beginning jobs. Graduate study
is increasingly important for ad­
vancement.

Chemical engineering is a broad
field with many specialties.

O c cu p a tio n

ENGINEERS




31

Exploring Careers
O c cu p a tio n

N a tu r e a n d P la c e s o f W o r k

T ra in in g a n d Q u a lifica tio n s

O th e r In fo rm a tio n

Civil Engineers

Most civil engineers work for
government agencies or in the
construction industry. Others
provide engineering advice for
consulting or architectural firms.
Still others work for public utili­
ties, railroads, and manufac­
turers.

A bachelor’s degree in engineer­
ing is required for most begin­
ning jobs. Some engineering jobs
are filled by people trained in the
appropriate natural science or in
mathematics. Graduate study is
increasingly important for ad­
vancement.

Civil engineers may specialize in
such areas as structural, hy­
draulic, sanitary, and transpor­
tation systems.

Electrical Engineers

Electrical engineers are em­
ployed in private industry by
manufacturers of many different
products, particularly electrical
and electronic equipment, air­
craft and parts, and business ma­
chines. Others work for public
utilities, government agencies,
and colleges and universities.

A bachelor’s degree in engineer­
ing is required for most begin­
ning jobs. Some engineering jobs
are filled by people trained in the
appropriate natural science or in
mathematics. Graduate study is
increasingly important for ad­
vancement.

Electrical engineers generally
specialize in a major area such as
computers, communications, in­
tegrated circuits, or power distri­
bution.

Industrial Engineers

Industrial engineers are em­
ployed by a greater variety of
industries than any other type of
engineer. Most work for manu­
facturing firms, but many work
for hospitals, insurance compa­
nies, banks, and consulting firms.

A bachelor’s degree in engineer­
ing is required for most begin­
ning jobs. Some engineering jobs
are filled by people trained in the
appropriate natural science or in
mathematics. Graduate study is
increasingly important for ad­
vancement.

Industrial engineers concern
themselves more with people, or­
ganizations, and business meth­
ods than do other kinds of engi­
neers.

Mechanical
Engineers

Most mechanical engineers are
employed by manufacturers of
metals, machinery, transporta­
tion and electrical equipment,
and other products.

A bachelor’s degree in engineer­
ing is required for most begin­
ning jobs. Some engineering jobs
are filled by people trained in the
appropriate natural science or in
mathematics. Graduate study is
increasingly important for ad­
vancement.

Mechanical engineers specialize
in such areas as automotive en­
gineering, marine equipment,
heating and air-conditioning,
and instrumentation.

Metallurgical
Engineers

Most metallurgical engineers are
employed by the iron and steel
and other metalworking indus­
tries. Many work in the mining
industry or for firms that manu­
facture electrical equipment, ma­
chinery, and aircraft.

A bachelor’s degree in engineer­
ing is required for most begin­
ning jobs. Some engineering jobs
are filled by people trained in the
appropriate natural science or in
mathematics. Graduate study is
increasingly important for ad­
vancement.

Most metallurgical engineers
specialize in one of three areas:
Extracting metals from ore and
refining them; studying the prop­
erties of metals and developing
uses for them; and working and
shaping metals into final prod­
ucts.

Mining Engineers

Most mining engineers are em­
ployed in the mining industry.
Others work for mining equip­
ment manufacturers, colleges
and universities, and govern­
ment.

A bachelor’s degree in engineer­
ing is required for most begin­
ning jobs. Some engineering jobs
are filled by people trained in the
appropriate natural science or in
mathematics. Graduate study is
increasingly important for ad­
vancement.

Mining engineers often specialize
in the mining of a specific min­
eral, such as coal.


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32
Federal Reserve Bank of St. Louis

Scientific and Technical Occupations
O c cu p a tio n

N a tu r e a n d P la c e s o f W o rk

T ra in in g a n d Q u a lifica tio n s

O th e r In fo rm a tio n

Petroleum Engineers

Most petroleum engineers are
employed by oil companies and
by drilling equipment manufac­
turers. Almost three-fourths
work in Texas, Oklahoma,
Louisiana, and California, where
most of the oil and gas is found.

A bachelor’s degree in engineer­
ing is required for most begin­
ning jobs. Some engineering jobs
are filled by people trained in the
appropriate natural science or in
mathematics. Graduate study is
increasingly important for ad­
vancement.

Most petroleum engineers con­
cern themselves with ways of in­
creasing the amount of oil and
gas that can be removed from the
ground.

Broadcast
Technicians

Broadcast technicians are em­
ployed by radio and television
stations. Most technicians work
in large metropolitan areas.

A First Class Radiotelephone
Operator License from the Fed­
eral Communications Commis­
sion (FCC) is required for most
positions. For some jobs, a Third
Class License is sufficient. High
school courses in algebra, trigo­
nometry, physics, electronics,
and other sciences provide good
background for this occupation.

A technician’s range of duties de­
pends upon the size of the sta­
tion. Large stations may assign
each technician a specific duty,
while at small stations a techni­
cian may perform any task nec­
essary.

Drafters

Most drafters work in private in­
dustry. Almost one-third of these
work in engineering and archi­
tectural firms. The government
also employs many drafters.

Most positions require training
in drafting such as is available at
technical institutes, junior and
community colleges, university
extension services, and voca­
tional and technical high schools.
Courses in math, physical sci­
ences, mechanical drawing, and
drafting are important.

Drafters usually specialize in a
particular area, such as mechan­
ical, electrical, electronic, aero­
nautical, or architectural draft­
ing.

Engineering and
Science Technicians

Most technicians are employed
in private industry, though a
large number work in govern­
ment.

Most positions require technical
training in a particular specialty.
This is available through techni­
cal institutes, junior and com­
munity colleges, university ex­
tension services, and vocationaltechnical high schools. On-thejob experience, apprenticeship
programs, and correspondence
schools may also provide the nec­
essary training.

More than two-thirds of all tech­
nicians work in engineering.
Many work in the physical sci­
ences, and the rest work in the
life sciences.

Surveyors

The government employs many
surveyors. Other employers in­
clude construction companies,
engineering and architectural
firms, and surveying companies.

Post-high school courses in sur­
veying combined with extensive
on-the-job
training provide
enough background for many
positions. A degree in surveying
from a junior or community col­
lege, technical institute, or voca­
tional school is also sufficient.
High school courses in mathe­
matics, drafting, and mechanical
drawing are helpful.

Surveyors often specialize in sur­
veys for highways, real estate
boundaries, maps, or other pur­
poses.

TECHNICIANS




33

Exploring Careers
Answers to Related Occupations
BIOCHEMIST
1. a, 2. c, 3. a, 4. b, 5. b, 6. c, 7. a.
ELECTRICAL ENGINEER
1. Marine, 2. Mechanical, 3. Nuclear, 4. Aeronautical, 5. Ceramic, 6. Chemical,
7. Civil, 8. Transportation, 9. Automotive, 10. Optical.


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34
Federal Reserve Bank of St. Louis

Occupational
Outlook

Handbook
One of the most widely used resources in the field of vocational
guidance, the Handbook is an ‘‘encyclopedia of careers” covering
several hundred occupations. A new edition is published every 2 years.
The reader w find information on
ill




• What the work is like
• Job prospects
• Personal qualifications
• Education and training
requirements
• Earnings
• Related occupations
• Where to find additional
information.
Contact any of the
BLS Regional Offices
listed inside the back
cover for price and
ordering information.

Occupational
Outlook

Quarterly
A periodical to help students, job seekers, counselors, and education
planners keep up with occupational and employment developments.
The Quarterly is written in nontechnical language and illustrated in
color. Articles cover such topics as these:




• Job prospects for college
graduates
• How to look for a job
• Matching personal and job
characteristics
For sale by the
Superintendent of
Documents, U.S.
Government Printing
Office, Washington,
D.C. 20402. Subscrip­
tion price per year (4
issues) is $6 domestic,
$7.50 foreign, single
^|^co p y $1.75 •Prices
\ Z ^ a re subject to change.
& jii

Y'f U.S. GOVERNMENT PRINTING OFFICE : 198 0

0 — 2 7 4 -6 2 1

Bureau of Labor Statistics
Regional Offices

Region I
1603 JFK Federal Building
Government Center
Boston, Mass. 02203
Phone: (617) 223-6761

Region IV
1371 Peachtree Street, N.E.
Atlanta, Ga. 30309
Phone: (404) 881-4418

Region V
Region II
Suite 3400
1515 Broadway
New York, N.Y. 10036
Phone: (212) 944-3121

Region III
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P.O. Box 13309
Philadelphia, Pa. 19101
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Federal Office Building
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Phone: (214) 767-6971

Regions VII and VIII
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Regions IX and X
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Phone: (415) 556-4678