Why I Do What I Do
Why I became a scientist is a very long story. One of the most important prerequisites
for being a scientist is simple curiosity. I went into science because I wanted to
understand everything I could about how the natural world works. Some scientists are more
interested in technology (like my husband) and want to know how gadgets (things like
computers, stereo speakers and other devices) work and how to make them. Another important
quality is liking to solve problems. Most young children are naturally curious and many
like to solve puzzles. I was certainly no exception. My parents are both chemists and
were in graduate school when I was in elementary school. I learned at a very young age
that curiosity is a good thing, and that science is a life-long process of learning.
The Early Years
I didn't know exactly what I wanted to be at first. In kindergarten I remember that I
wanted to be a ballet dancer and work in a lab like my Dad. In third grade, at Hamilton
Park Elementary in Dallas, TX, I wanted to be a biologist. When my parents were helping
me make a butterfly collection, however, I cried when I found out that a butterfly I
caught had died. My father explained the butterflies were supposed to die, which didn't
make me feel any better. I decided then that if biology involved studying dead things, it
wasn't for me.
Then in fourth grade, I started going to the planetarium every Wednesday after school.
For the first time, I had a glimpse at the wonders of the universe. The planets, the
stars, the nebulae and the galaxies all seemed so beautiful, almost magical to me. I
wished I could reach out and touch them, and I wanted to understand them...to know why
they are the way they are and how they are related to one another. It was like a door
opened for me. I had never really realized just how much beauty and mystery existed in
the universe. The world I saw everyday took on new meaning for me, too. I began to look
through all of my parents' science books. I found I had a passion for geology, too. I
wanted to know why rocks look the way they do: particularly minerals, with all of their
different colors and crystal shapes.
After elementary school, I went to Richardson Junior High School. I knew I wanted to
be a scientist, but I still wasn't exactly sure what type. School had been very hard for
me up until that point. I have a learning disability and had trouble learning to read (I
couldn't until second grade), and even by seventh grade, spelling and actually doing math
were difficult for me. I could understand complex math fairly easily, but when doing
something as simple as arithmetic I had trouble because my brain would mix up the numbers
I saw. In time, school became much easier. When I did learn to read, I read everything I
could. I particularly enjoyed reading science fiction and fantasy books, as well as
science books. By seventh grade I was reading my parents college text books. With a lot
of effort, I learned to compensate for many of the other problems associated with my
learning disability. I also discovered new interests such as music and art, which made
school more fun. By the time I was in high school I was in all honors classes and on the
honor roll.
High School Years
I had decided by ninth grade that I definitely wanted to be a planetary scientist.
When Voyagers 1 and 2 made their historic encounters with Jupiter and Saturn, I had cut
out all of the photos and articles from the newspaper and saved them. Later, I went to
used book stores and bought all of the "National Geographic" magazines and others that
had articles about the planets. That year my grandparents bought me a telescope, I joined
the Astronomy book club, and then bought my first observation handbooks. I also subscribed
to "Astronomy" magazine. The next year I bought my first college-level planetary geology
book with babysitting money I had saved up. That single book, "An Introduction to
Planetary Geology" by Billy P. Glass, became my most prized possession. I still have it
today, even though I know it by heart, and a lot of the material is seriously out of date.
I went to high school at Berkner High, once again in Richardson, TX. My course load
was designed to prepare me for college majoring in anything from literature and history
to math and science. I had four years each of math, science (not including a semester of
psychology) and English, and three years of history. I only had time for one real
elective and that was choir. As it turned out, I am very grateful that I did have as
well-rounded an education as possible in high school. The college I chose to attend was
an all-science school and very weak in the humanities. I learned to write effectively in
high school, definitely not college. Mrs. Patton, my junior year English teacher,
certainly deserves most of the credit.