Education:
56%
Bachelor's Degree
30%
Doctoral Degree
Chemists
This is a sub-career of
Chemist or Materials Scientist
More sub-careers
Select a specialized sub-career for more details.
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Job Outlook:
Faster than average
Education:
Bachelor's degree
Salary
High:
$139,200.00
Average:
$90,530.00
Hourly
Average:
$43.53
What they do:
Conduct qualitative and quantitative chemical analyses or experiments in laboratories for quality or process control or to develop new products or knowledge.
On the job, you would:
- Develop, improve, or customize products, equipment, formulas, processes, or analytical methods.
- Analyze organic or inorganic compounds to determine chemical or physical properties, composition, structure, relationships, or reactions, using chromatography, spectroscopy, or spectrophotometry techniques.
- Induce changes in composition of substances by introducing heat, light, energy, or chemical catalysts for quantitative or qualitative analysis.
Important Qualities
Analytical skills. Chemists and materials scientists need to evaluate the results of experiments to ensure accuracy in their research.
Communication skills. Chemists and materials scientists must be able to convey information clearly in reports and presentations for both technical and nontechnical audiences.
Interpersonal skills. Chemists and materials scientists typically work on teams and need to be cooperative. Chemists and material scientists who serve as team leaders must be able to motivate and direct others.
Math skills. Chemists and materials scientists regularly use calculus, algebra, statistics, and other math for calculations.
Organizational skills. Chemists and materials scientists must document processes carefully when conducting experiments, tracking outcomes, and analyzing results.
Perseverance. Chemists and materials scientists must persist in the trial-and-error demands of research. They must be self-motivated to avoid becoming discouraged.
Problem-solving skills. Chemists’ and materials scientists’ work involves posing questions during research and finding answers through results.
Time-management skills. Chemists and materials scientists usually need to meet deadlines and must be able to prioritize tasks while maintaining quality.
Personality
| A3 | Your Strengths | Importance |
Characteristics of this Career |
|---|---|---|---|
|
|
90% | Analytical Thinking - Job requires analyzing information and using logic to address work-related issues and problems. | |
|
|
85% | Attention to Detail - Job requires being careful about detail and thorough in completing work tasks. | |
|
|
84% | Integrity - Job requires being honest and ethical. | |
|
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84% | Independence - Job requires developing one's own ways of doing things, guiding oneself with little or no supervision, and depending on oneself to get things done. | |
|
|
83% | Dependability - Job requires being reliable, responsible, and dependable, and fulfilling obligations. | |
|
|
79% | Cooperation - Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude. | |
|
|
76% | Persistence - Job requires persistence in the face of obstacles. | |
|
|
75% | Stress Tolerance - Job requires accepting criticism and dealing calmly and effectively with high-stress situations. | |
|
|
74% | Achievement/Effort - Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks. | |
|
|
74% | Initiative - Job requires a willingness to take on responsibilities and challenges. | |
|
|
72% | Leadership - Job requires a willingness to lead, take charge, and offer opinions and direction. | |
|
|
71% | Self-Control - Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations. | |
|
|
69% | Adaptability/Flexibility - Job requires being open to change (positive or negative) and to considerable variety in the workplace. | |
|
|
65% | Innovation - Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems. | |
|
|
59% | Concern for Others - Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job. |
| A3 | Your Strengths | Importance |
Strengths |
|---|---|---|---|
|
|
100% | Investigative - Work involves studying and researching non-living objects, living organisms, disease or other forms of impairment, or human behavior. Investigative occupations are often associated with physical, life, medical, or social sciences, and can be found in the fields of humanities, mathematics/statistics, information technology, or health care service. |
| A3 | Your Strengths | Importance |
Values of the Work Environment |
|---|---|---|---|
|
|
78% | Achievement - Occupations that satisfy this work value are results oriented and allow employees to use their strongest abilities, giving them a feeling of accomplishment. Corresponding needs are Ability Utilization and Achievement. | |
|
|
72% | Independence - Occupations that satisfy this work value allow employees to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy. | |
|
|
70% | Working Conditions - Occupations that satisfy this work value offer job security and good working conditions. Corresponding needs are Activity, Compensation, Independence, Security, Variety and Working Conditions. | |
|
|
67% | Recognition - Occupations that satisfy this work value offer advancement, potential for leadership, and are often considered prestigious. Corresponding needs are Advancement, Authority, Recognition and Social Status. | |
|
|
61% | Support - Occupations that satisfy this work value offer supportive management that stands behind employees. Corresponding needs are Company Policies, Supervision: Human Relations and Supervision: Technical. |
Aptitude
| A3 | Your Strengths | Importance |
Abilities | Cognitive, Physical, Personality |
|---|---|---|---|
|
|
75% | Deductive Reasoning - The ability to apply general rules to specific problems to produce answers that make sense. | |
|
|
75% | Inductive Reasoning - The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events). | |
|
|
75% | Oral Expression - The ability to communicate information and ideas in speaking so others will understand. | |
|
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75% | Written Expression - The ability to communicate information and ideas in writing so others will understand. | |
|
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75% | Oral Comprehension - The ability to listen to and understand information and ideas presented through spoken words and sentences. | |
|
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75% | Written Comprehension - The ability to read and understand information and ideas presented in writing. | |
|
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72% | Category Flexibility - The ability to generate or use different sets of rules for combining or grouping things in different ways. | |
|
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72% | Problem Sensitivity - The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing that there is a problem. | |
|
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72% | Information Ordering - The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations). | |
|
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72% | Near Vision - The ability to see details at close range (within a few feet of the observer). | |
|
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69% | Mathematical Reasoning - The ability to choose the right mathematical methods or formulas to solve a problem. | |
|
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66% | Number Facility - The ability to add, subtract, multiply, or divide quickly and correctly. | |
|
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60% | Flexibility of Closure - The ability to identify or detect a known pattern (a figure, object, word, or sound) that is hidden in other distracting material. | |
|
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56% | Speech Recognition - The ability to identify and understand the speech of another person. | |
|
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53% | Fluency of Ideas - The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity). | |
|
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53% | Perceptual Speed - The ability to quickly and accurately compare similarities and differences among sets of letters, numbers, objects, pictures, or patterns. The things to be compared may be presented at the same time or one after the other. This ability also includes comparing a presented object with a remembered object. | |
|
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53% | Speech Clarity - The ability to speak clearly so others can understand you. | |
|
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53% | Visual Color Discrimination - The ability to match or detect differences between colors, including shades of color and brightness. |
| A3 | Your Strengths | Importance |
Skills | Cognitive, Physical, Personality |
|---|---|---|---|
|
|
73% | Science - Using scientific rules and methods to solve problems. | |
|
|
71% | Reading Comprehension - Understanding written sentences and paragraphs in work-related documents. | |
|
|
66% | Writing - Communicating effectively in writing as appropriate for the needs of the audience. | |
|
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64% | Mathematics - Using mathematics to solve problems. | |
|
|
61% | Critical Thinking - Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions, or approaches to problems. | |
|
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61% | Active Learning - Understanding the implications of new information for both current and future problem-solving and decision-making. | |
|
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59% | Speaking - Talking to others to convey information effectively. | |
|
|
59% | Complex Problem Solving - Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions. | |
|
|
57% | Active Listening - Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times. | |
|
|
55% | Monitoring - Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action. |
Job Details
Responsibilities
Analyze chemical compounds or substances.
Develop new or advanced products or production methods.
Collaborate on research activities with scientists or technical specialists.
Supervise scientific or technical personnel.
Analyze chemical compounds or substances.
Establish standards for products, processes, or procedures.
Prepare scientific or technical reports or presentations.
Research methods to improve food products.
Prepare compounds or solutions for products or testing.
Maintain laboratory or technical equipment.
Test quality of materials or finished products.
Monitor operational procedures in technical environments to ensure conformance to standards.
Manage scientific or technical project resources.
| A3 | Your Strengths | Importance |
Attributes & Percentage of Time Spent |
|---|---|---|---|
|
|
98% | Electronic Mail - How often do you use electronic mail in this job? | |
|
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95% | Indoors, Environmentally Controlled - How often does this job require working indoors in environmentally controlled conditions? | |
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94% | Wear Common Protective or Safety Equipment such as Safety Shoes, Glasses, Gloves, Hearing Protection, Hard Hats, or Life Jackets - How much does this job require wearing common protective or safety equipment such as safety shoes, glasses, gloves, hard hats or life jackets? | |
|
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94% | Face-to-Face Discussions - How often do you have to have face-to-face discussions with individuals or teams in this job? | |
|
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92% | Importance of Being Exact or Accurate - How important is being very exact or highly accurate in performing this job? | |
|
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86% | Freedom to Make Decisions - How much decision making freedom, without supervision, does the job offer? | |
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78% | Structured versus Unstructured Work - To what extent is this job structured for the worker, rather than allowing the worker to determine tasks, priorities, and goals? | |
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74% | Work With Work Group or Team - How important is it to work with others in a group or team in this job? | |
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71% | Telephone - How often do you have telephone conversations in this job? | |
|
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71% | Contact With Others - How much does this job require the worker to be in contact with others (face-to-face, by telephone, or otherwise) in order to perform it? | |
|
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70% | Time Pressure - How often does this job require the worker to meet strict deadlines? | |
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70% | Responsible for Others' Health and Safety - How much responsibility is there for the health and safety of others in this job? | |
|
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66% | Exposed to Hazardous Conditions - How often does this job require exposure to hazardous conditions? | |
|
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66% | Frequency of Decision Making - How frequently is the worker required to make decisions that affect other people, the financial resources, and/or the image and reputation of the organization? | |
|
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64% | Coordinate or Lead Others - How important is it to coordinate or lead others in accomplishing work activities in this job? | |
|
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64% | Impact of Decisions on Co-workers or Company Results - What results do your decisions usually have on other people or the image or reputation or financial resources of your employer? | |
|
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63% | Level of Competition - To what extent does this job require the worker to compete or to be aware of competitive pressures? | |
|
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62% | Importance of Repeating Same Tasks - How important is repeating the same physical activities (e.g., key entry) or mental activities (e.g., checking entries in a ledger) over and over, without stopping, to performing this job? | |
|
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62% | Responsibility for Outcomes and Results - How responsible is the worker for work outcomes and results of other workers? | |
|
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61% | Consequence of Error - How serious would the result usually be if the worker made a mistake that was not readily correctable? | |
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53% | Exposed to Contaminants - How often does this job require working exposed to contaminants (such as pollutants, gases, dust or odors)? | |
|
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52% | Spend Time Sitting - How much does this job require sitting? | |
|
|
52% | Physical Proximity - To what extent does this job require the worker to perform job tasks in close physical proximity to other people? | |
|
|
61% | Duration of Typical Work Week - Number of hours typically worked in one week. |
| A3 | Your Strengths | Importance |
Tasks & Values |
|---|---|---|---|
|
|
85% | Documenting/Recording Information - Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form. | |
|
|
80% | Analyzing Data or Information - Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts. | |
|
|
77% | Getting Information - Observing, receiving, and otherwise obtaining information from all relevant sources. | |
|
|
77% | Making Decisions and Solving Problems - Analyzing information and evaluating results to choose the best solution and solve problems. | |
|
|
77% | Identifying Objects, Actions, and Events - Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events. | |
|
|
76% | Updating and Using Relevant Knowledge - Keeping up-to-date technically and applying new knowledge to your job. | |
|
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74% | Evaluating Information to Determine Compliance with Standards - Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards. | |
|
|
73% | Communicating with Supervisors, Peers, or Subordinates - Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person. | |
|
|
72% | Processing Information - Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data. | |
|
|
71% | Working with Computers - Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information. | |
|
|
70% | Organizing, Planning, and Prioritizing Work - Developing specific goals and plans to prioritize, organize, and accomplish your work. | |
|
|
69% | Interpreting the Meaning of Information for Others - Translating or explaining what information means and how it can be used. | |
|
|
69% | Monitoring Processes, Materials, or Surroundings - Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems. | |
|
|
68% | Inspecting Equipment, Structures, or Materials - Inspecting equipment, structures, or materials to identify the cause of errors or other problems or defects. | |
|
|
64% | Estimating the Quantifiable Characteristics of Products, Events, or Information - Estimating sizes, distances, and quantities; or determining time, costs, resources, or materials needed to perform a work activity. | |
|
|
63% | Scheduling Work and Activities - Scheduling events, programs, and activities, as well as the work of others. | |
|
|
62% | Training and Teaching Others - Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others. | |
|
|
60% | Judging the Qualities of Objects, Services, or People - Assessing the value, importance, or quality of things or people. | |
|
|
59% | Developing and Building Teams - Encouraging and building mutual trust, respect, and cooperation among team members. | |
|
|
59% | Thinking Creatively - Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions. | |
|
|
56% | Controlling Machines and Processes - Using either control mechanisms or direct physical activity to operate machines or processes (not including computers or vehicles). | |
|
|
55% | Developing Objectives and Strategies - Establishing long-range objectives and specifying the strategies and actions to achieve them. | |
|
|
55% | Coordinating the Work and Activities of Others - Getting members of a group to work together to accomplish tasks. | |
|
|
54% | Establishing and Maintaining Interpersonal Relationships - Developing constructive and cooperative working relationships with others, and maintaining them over time. | |
|
|
52% | Coaching and Developing Others - Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills. | |
|
|
52% | Handling and Moving Objects - Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things. |
What Chemists and Materials Scientists Do
Most chemists and materials scientists work as part of a team.
Chemists and materials scientists research and analyze the chemical properties of substances to develop new materials, products, or knowledge.
Duties
Chemists and materials scientists typically do the following:
- Plan and carry out research projects, such as development of products and of testing methods
- Direct technicians and other staff in chemical processing and testing, including for ingredients, mixing times, and operating temperatures
- Collaborate with engineers and other scientists on experiments, product development, and production processes
- Prepare solutions, compounds, and reagents used in laboratory procedures
- Analyze substances to determine their composition and concentration of elements
- Conduct tests on materials and other substances to ensure that safety and quality standards are met
- Write technical reports that detail methods and findings
- Present research findings to scientists, engineers, and other colleagues
Chemists and materials scientists work usually work in either basic or applied research. In basic research, chemists and materials scientists investigate the properties, composition, and structure of matter. They also experiment with combinations of elements and the ways in which they interact. In applied research, chemists and materials scientists investigate developing new products or improving existing ones, such as medications, batteries, and cleaners.
Chemists and materials scientists use computers and other laboratory equipment for modeling, simulation, and analysis. For example, chemists may use three-dimensional modeling software to study the structure and properties of complex molecules.
Most chemists and materials scientists work as part of a team that may include physicists, microbiologists, and engineers. For example, chemists in pharmaceutical research may work with biochemists and biophysicists or chemical engineers to develop new drugs and with industrial engineers to design ways to mass-produce the drugs.
Chemists may work in interdisciplinary fields, such as biochemistry or geochemistry. They also may specialize in a particular field. The following are examples of types of chemists:
Analytical chemists identify elements and compounds in a substance to determine its structure, composition, and nature. They also study the interactions between parts of compounds. Some analytical chemists specialize in developing new methods of evaluation. Their research has a range of applications, including food safety and pollution control.
Forensic chemists aid in criminal investigations by testing and analyzing evidence, such as DNA. These chemists work primarily in laboratories but may testify in court as expert witnesses to explain the results of their analyses.
Inorganic chemists study the structure, properties, and reactions of substances that do not contain carbon, such as metals. They work to understand the behavior and the characteristics of inorganic substances, such as ceramics and superconductors, for modifying, separating, or using in products or for other purposes.
Medicinal chemists research and develop chemical compounds to create and test new drug products. They also help develop and improve manufacturing processes to effectively produce new drugs on a large scale.
Organic chemists study the structure, properties, and reactions of molecules that contain carbon. They also design and make organic substances for use in developing new commercial products, such as medicine and plastics.
Physical chemists study how matter behaves and how chemical reactions occur. From their analyses, physical chemists may develop theories, such as how complex structures are formed, and research potential uses for new materials.
Theoretical chemists investigate abstract methods that predict the outcomes of chemical experiments. Their specializations may incorporate different branches of computer science, such as artificial intelligence. Some examples of theoretical chemists are computational chemists, mathematical chemists, and chemical informaticians.
Materials scientists typically specialize in the material they work with most often. Examples include ceramics, metals, polymers, and semiconductors.
Work Environment
Chemists held about 87,100 jobs in 2022. The largest employers of chemists were as follows:
| Chemical manufacturing | 30% |
| Research and development in the physical, engineering, and life sciences | 21 |
| Testing laboratories | 9 |
| Federal government, excluding postal service | 7 |
| Administrative and support and waste management and remediation services | 4 |
Materials scientists held about 7,900 jobs in 2022. The largest employers of materials scientists were as follows:
| Research and development in the physical, engineering, and life sciences | 36% |
| Architectural, engineering, and related services | 12 |
| Chemical manufacturing | 11 |
| Colleges, universities, and professional schools; state, local, and private | 8 |
| Computer and electronic product manufacturing | 5 |
Chemists and materials scientists typically work in laboratories and offices, where they conduct experiments and analyze their results. Some chemists and materials scientists work in industrial manufacturing facilities.
Chemists and materials scientists who work for manufacturing companies, especially ones with multiple facilities, may travel occasionally.
Injuries and Illnesses
Chemists and materials scientists may be exposed to health or safety hazards when handling certain chemicals. They wear protective clothing, such as goggles and masks, and follow safety procedures to reduce the risk of injury or illness.
Work Schedules
Most chemists and materials scientists work full time. Occasionally, they may have to work additional hours to meet project deadlines or perform time-sensitive laboratory experiments during off-hours.
Getting Started
How to Become a Chemist or Materials Scientist
Laboratory experience through internships, fellowships, or work–study programs in industry is useful.
To enter the occupation, chemists and materials scientists typically need at least a bachelor’s degree in chemistry or a related field. However, they may need a master’s degree or Ph.D. for some jobs, such as research positions.
Education
Chemists and materials scientists typically need a bachelor's degree in chemistry or a related physical science field. Some jobs require a master’s degree or Ph.D. and work experience. Chemists and materials scientists with a Ph.D. and postdoctoral experience may lead research teams.
Undergraduate chemistry programs typically require a number of courses in chemistry, most of which include a laboratory component. They also require courses in a variety of other subjects, including math, biological sciences, and physics.
Some chemistry programs offer materials science as a specialization, and some engineering programs offer a joint degree in materials science and engineering.
Graduate programs in chemistry commonly include specialization in a subfield, such as analytical chemistry or inorganic chemistry. For example, those interested in doing pharmaceutical research may choose to develop a strong background in medicinal or organic chemistry.
Combined programs, which offer an accelerated bachelor’s and master’s degree in chemistry, also are available.
Training
Laboratory equipment in the workplace is expensive and may differ from the equipment available in university laboratories. As a result, chemists and materials scientists may receive training after they are hired, with experienced chemists and materials scientists demonstrating proper use of their employers’ laboratory equipment.
Laboratory experience gained through internships, fellowships, or cooperative programs in industry is also useful.
Advancement
Chemists may advance as they gain experience, typically by receiving greater responsibility and independence in their work.
Another path to advancement is through further education. For example, Ph.D. chemists may lead research teams and take on larger, more complicated projects as they progress.
Some chemists and materials scientists advance to become natural sciences managers.
Job Outlook
Overall employment of chemists and materials scientists is projected to grow 6 percent from 2022 to 2032, faster than the average for all occupations.
About 7,200 openings for chemists and materials scientists are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire.
Employment
Demand for chemists and materials scientists is expected to stem from innovations in a variety of research areas, including nanotechnology and biomaterials.
Chemists will be needed to develop improved products and processes, such as new medicines and methods for ensuring food safety. Materials scientists will be needed to research and develop affordable, safe, high-quality materials for electronics, energy, transportation, and other uses.
Contacts for More Information
For information on career opportunities, earnings, and education for chemists and materials scientists, visit
For more information about certified degree programs in chemistry, visit
American Chemical Society Committee on Professional Training
For information about academic programs in green chemistry, visit
American Chemical Society Green Chemistry Academic Programs
To find job openings for chemists and materials scientists in the federal government, visit
Similar Occupations
This table shows a list of occupations with job duties that are similar to those of chemists and materials scientists.
| Occupation | Job Duties | Entry-Level Education | Median Annual Pay, May 2022 | |
|---|---|---|---|---|
|
Biochemists and Biophysicists |
Biochemists and biophysicists study the chemical and physical principles of living things and of biological processes. |
Doctoral or professional degree | $103,810 |
|
Chemical Engineers |
Chemical engineers apply the principles of chemistry, physics, and engineering to design equipment and processes for manufacturing products such as gasoline, detergents, and paper. |
Bachelor's degree | $106,260 |
|
Chemical Technicians |
Chemical technicians conduct laboratory tests to help scientists analyze the properties of materials. |
Associate's degree | $50,840 |
|
Environmental Scientists and Specialists |
Environmental scientists and specialists use their knowledge of the natural sciences to protect the environment and human health. |
Bachelor's degree | $76,480 |
|
Forensic Science Technicians |
Forensic science technicians aid criminal investigations by collecting and analyzing evidence. |
Bachelor's degree | $63,740 |
|
Geoscientists |
Geoscientists study the physical aspects of the Earth. |
Bachelor's degree | $87,480 |
|
High School Teachers |
High school teachers teach academic lessons and various skills that students will need to attend college and to enter the job market. |
Bachelor's degree | $62,360 |
|
Materials Engineers |
Materials engineers develop, process, and test materials used to create a wide range of products. |
Bachelor's degree | $100,140 |
|
Natural Sciences Managers |
Natural sciences managers supervise the work of scientists, including chemists, physicists, and biologists. |
Bachelor's degree | $144,440 |
|
Postsecondary Teachers |
Postsecondary teachers instruct students in a variety of academic subjects beyond the high school level. |
See How to Become One | $80,840 |