Natural and Physical Sciences is the field concerned with understanding, describing, measuring and explaining phenomena in the natural world through systematic observation, experimentation, mathematical analysis and scientific investigation.
The field includes disciplines such as chemistry, geology, geophysics, hydrology, biology, biochemistry, biotechnology, zoology, mathematics and statistics. In South Africa, many of these disciplines fall within the professional fields recognised by the South African Council for Natural Scientific Professions (SACNASP), including Chemical Science, Geological Science, Biological Science, Mathematical Science, Statistical Science, Water Resources Science and Zoological Science.
What problems does this field exist to solve?
Natural and Physical Sciences exists to establish reliable explanations of natural phenomena and to produce knowledge that can be applied to practical problems. The field addresses questions such as:
- What substances are made of and how they react;
- how the Earth formed and how geological processes operate;
- where minerals, groundwater and other natural resources occur;
- how living organisms function;
- how organisms interact with their environments;
- how biological and chemical processes can be measured or modified;
- how natural systems change over time;
- how physical or biological samples can be analysed;
- how uncertainty and variation can be quantified;
- how patterns in data can be identified;
- how mathematical models can represent real systems;
- how natural resources can be investigated and managed; and
- how scientific evidence can be used to test explanations or predictions.
The problems differ substantially between disciplines. A chemist may investigate the composition, properties and reactions of substances. A geologist may investigate rocks, geological structures, mineral deposits, groundwater systems or Earth's history. A biologist or zoologist may study organisms, populations, ecosystems, genetics or biological processes. A biochemist investigates chemical processes occurring within living organisms. A hydrologist investigates the occurrence, movement, distribution and properties of water. A mathematician develops or applies mathematical methods to describe and solve abstract or practical problems. A statistician develops or applies methods for collecting, analysing and interpreting data.
What are the main subjects, theories and concepts in this field?
There is no single curriculum for the whole field because the disciplines become increasingly specialised. However, several scientific foundations recur across them.
Chemistry
Chemistry commonly includes:
- atomic structure;
- chemical bonding;
- stoichiometry;
- chemical reactions;
- thermodynamics;
- kinetics;
- equilibrium;
- acids and bases;
- organic chemistry;
- inorganic chemistry;
- analytical chemistry;
- physical chemistry; and
- laboratory analysis.
A typical chemistry degree also requires mathematics and frequently physics because quantitative scientific principles underpin higher-level chemistry. The Wits BSc Chemistry curriculum, for example, combines Chemistry with mathematics and recommends Physics, with progression into advanced chemistry courses.
Geology and Earth Science
Important areas include:
- mineralogy;
- petrology;
- sedimentology;
- structural geology;
- tectonics;
- geochemistry;
- palaeontology;
- economic geology;
- geological mapping;
- hydrogeology; and
- mineral exploration.
Wits Geological Sciences progresses into advanced petrology, economic geology and ore petrology, structural geology, tectonics, geological mapping, exploration methods, GIS, remote sensing and hydrogeology.
Geophysics
Geophysics applies physical principles and quantitative methods to investigate the Earth. It can include:
- seismic methods;
- gravity;
- magnetics;
- electrical methods;
- electromagnetic methods;
- geophysical inversion;
- subsurface imaging; and
- exploration geophysics.
Hydrology and Water Science
This includes the hydrological cycle, rainfall, evaporation, surface water, groundwater, catchments, streamflow, infiltration, groundwater movement, water balance, water-resource assessment and hydrological modelling. SACNASP formally recognises Water Resources Science, including Hydrological Science and Water Science, as a natural-science field of practice.
Biology
Biology examines living organisms and biological systems. Common subjects include:
- cell biology;
- genetics;
- evolution;
- ecology;
- physiology;
- biodiversity;
- molecular biology;
- organismal biology; and
- population biology.
UCT's Biology curriculum, for example, begins with cell biology, biological diversity, chemistry, mathematics and statistics and progresses into ecology, evolution, functional biology, conservation and quantitative biology.
Biochemistry
Biochemistry combines chemistry and biology. It includes:
- proteins;
- enzymes;
- carbohydrates;
- lipids;
- DNA and RNA;
- metabolism;
- molecular interactions;
- cellular processes; and
- biochemical analysis.
Biotechnology
Biotechnology applies biological systems or components to develop products, processes or technologies. Areas can include:
- molecular biology;
- genetics;
- microbiology;
- cell culture;
- genetic modification;
- bioprocessing;
- bioinformatics; and
- laboratory biotechnology.
Zoology
Zoology concentrates on animals and can include:
- animal diversity;
- anatomy;
- physiology;
- evolution;
- ecology;
- behaviour;
- taxonomy;
- conservation; and
- population biology.
Mathematics
Mathematics can include:
- calculus;
- algebra;
- differential equations;
- discrete mathematics;
- mathematical modelling;
- numerical methods;
- probability;
- optimisation; and
- mathematical analysis.
Statistics
Statistics concerns learning from data under uncertainty. Core concepts include:
- probability;
- sampling;
- estimation;
- hypothesis testing;
- regression;
- experimental design;
- statistical modelling;
- multivariate analysis;
- time-series analysis; and
- interpretation of uncertainty.
What does a typical student or professional in this field spend most of their time doing?
As a student, natural-science students typically divide their time between:
- lectures;
- tutorials;
- laboratory practicals;
- calculations;
- fieldwork;
- data analysis;
- scientific reading;
- scientific report writing;
- problem-solving exercises;
- computer-based analysis;
- research projects;
- group practicals; and
- examinations.
The balance depends heavily on the discipline. A chemistry student may spend substantial time in laboratories conducting experiments and analysing samples. A geology student may undertake laboratory work as well as geological mapping and field investigations. A biology or zoology student may work in laboratories and undertake field sampling. A mathematics student generally spends more time solving proofs, equations and mathematical problems than performing physical laboratory work. A statistics student spends substantial time working with datasets, statistical models and computer software.
UCT's undergraduate Biology curriculum demonstrates this quantitative component by requiring or recommending mathematics, statistics and study design alongside biological science.
As a professional
Professional activities vary greatly.
A chemist
A chemist may:
- prepare samples;
- conduct laboratory tests;
- operate analytical instruments;
- analyse results;
- develop or test materials;
- document experiments; and
- prepare scientific reports.
A geologist
A geologist may:
- undertake geological mapping;
- examine rock and core samples;
- analyse geological data;
- assess mineral resources;
- interpret geological structures;
- conduct field investigations; and
- use GIS and geological modelling systems.
A hydrologist
A hydrologist may:
- collect rainfall, groundwater or streamflow data;
- analyse water systems;
- develop hydrological models;
- assess water resources; and
- prepare technical reports.
A biologist or zoologist
A biologist or zoologist may:
- collect biological samples;
- undertake field surveys;
- conduct laboratory experiments;
- identify organisms;
- analyse ecological or genetic data; and
- report research findings.
A statistician
A statistician may:
- design studies;
- determine appropriate sampling methods;
- prepare datasets;
- construct statistical models;
- test hypotheses;
- interpret results; and
- communicate findings.
A mathematician may develop mathematical models, algorithms or analytical methods and apply them to scientific, commercial, financial, technological or industrial problems.
What kinds of assignments, projects, research or practical work are common?
Scientific education usually requires students to generate, analyse and interpret evidence. Typical work includes:
- laboratory experiments;
- laboratory reports;
- field surveys;
- geological mapping;
- specimen identification;
- sample collection;
- chemical analysis;
- microscopy;
- statistical analysis;
- mathematical problem sets;
- mathematical modelling;
- experimental design;
- research proposals;
- literature reviews;
- scientific presentations;
- data-analysis projects; and
- final-year research projects.
Chemistry practical work
Students may be required to:
- prepare reagents;
- conduct an experiment;
- collect measurements;
- calculate results;
- evaluate experimental error; and
- write a scientific laboratory report.
Geological work
Typical work may include:
- identifying rocks and minerals;
- interpreting geological maps;
- mapping geological formations;
- analysing structural data;
- examining drill core;
- using GIS;
- analysing geochemical information; and
- interpreting exploration data.
Wits explicitly includes geological mapping, exploration methods, GIS, remote sensing and hydrogeology in advanced Geological Sciences.
Biology and zoology work
Students may:
- undertake ecological sampling;
- examine specimens;
- use microscopes;
- classify organisms;
- analyse populations;
- conduct laboratory experiments; and
- analyse ecological or genetic datasets.
Statistics work
Students commonly receive datasets and are required to move through question formulation, method selection, analysis, assumption testing, interpretation and reporting.
What knowledge must a person understand before they can progress in this field?
Several foundations support progression in natural science:
Mathematics
Mathematics is a major foundation across much of natural science. Its importance differs by discipline, but students commonly require some combination of algebra, functions, calculus, probability, statistics and quantitative reasoning. Geology programmes can also require substantial Mathematics and Physical Science preparation. For example, Wits currently specifies Mathematics Level 6 and Physical Science Level 5 for its Geological Sciences programme.
Scientific method
Students need to understand research questions, hypotheses, variables, measurement, experimentation, observation, evidence, replication, uncertainty, analysis and conclusions.
Measurement and units
Scientific work requires accurate measurement and understanding of units, significant figures, precision and measurement error.
Data analysis
Scientists need to understand how data should be collected, organised, summarised, analysed, interpreted and communicated.
Basic chemistry, physics and biology
The exact combination depends on specialisation. For example, a Biology major at UCT includes first-year Chemistry, Mathematics and Statistics because later biological work depends on these scientific foundations.
Research design
At more advanced levels, students must understand how to design scientific investigations that can answer a particular question reliably.
Scientific literature
Students need to learn how to read research papers, evaluate evidence and distinguish between supported findings and unsupported conclusions.
Scientific ethics and professional practice
Scientific professionals must understand appropriate conduct in areas such as data handling, reporting, research integrity, safety, environmental responsibility and professional accountability. In South Africa, professional natural scientists are regulated through SACNASP in recognised fields of practice.
Which parts of the field are theoretical, and which parts are practical?
The balance differs substantially between disciplines.
Theoretical components
These include:
- chemical theory;
- atomic and molecular models;
- thermodynamics;
- evolutionary theory;
- genetics;
- ecological theory;
- geological theory;
- plate tectonics;
- mathematical proofs;
- probability theory;
- statistical inference;
- hydrological theory; and
- mathematical modelling.
Theory explains why observed systems behave as they do.
Practical components
These include:
- laboratory experiments;
- chemical analysis;
- specimen examination;
- sample preparation;
- geological mapping;
- field surveys;
- water sampling;
- microscopy;
- instrument operation;
- statistical data analysis;
- computer modelling;
- GIS analysis; and
- scientific measurement.
The balance varies considerably. Mathematics is predominantly theoretical and computational. Statistics combines mathematical theory with extensive practical data analysis. Chemistry combines substantial theory with laboratory experimentation. Geology combines theoretical Earth science with fieldwork, laboratory analysis and mapping. Biology and zoology combine theory with laboratory and field investigation.
What tools, technologies, equipment or software are commonly used?
There is no single set of tools across natural science.
Laboratory equipment
Depending on discipline, equipment can include:
- balances;
- microscopes;
- centrifuges;
- spectrometers;
- chromatographic equipment;
- pH meters;
- pipettes;
- incubators;
- analytical instruments;
- laboratory glassware; and
- sample-preparation equipment.
Geological and field equipment
Geologists may use:
- geological hammers;
- compasses;
- GPS equipment;
- field notebooks;
- geological maps;
- sampling equipment;
- core-logging equipment; and
- remote-sensing data.
Geographic Information Systems
GIS is used for storing, analysing and displaying spatial information. Wits Geological Sciences specifically includes GIS and remote sensing in its curriculum.
Statistical software
Scientists may use packages or programming environments for statistical analysis, modelling, data visualisation and experimental analysis. Examples can include R, Python, SAS, SPSS and MATLAB. The specific platform varies by institution and workplace.
Mathematical and modelling software
Mathematicians, statisticians and other scientists may use mathematical computing software, numerical modelling tools, simulation software, programming languages and specialised scientific packages.
Scientific databases
Scientists use scientific literature databases, reference-management systems and specialist datasets to locate and manage research information.
Specialist software
Depending on the discipline, professionals may use geological modelling software, geophysical processing software, hydrological modelling software, molecular-analysis software, bioinformatics platforms or laboratory information-management systems.
What are the most important skills required to succeed in this field?
The most important skills include:
- Scientific reasoning: A scientist needs to distinguish observation from interpretation and use evidence to test explanations.
- Quantitative ability: Most natural sciences require the ability to work accurately with numbers, measurements, equations and data.
- Research skills: These include formulating research questions, reviewing existing literature, designing investigations, collecting evidence, analysing results and reporting findings.
- Data analysis: Scientists increasingly work with datasets and must be able to determine what conclusions the evidence supports.
- Laboratory or field skills: Depending on discipline, this may include sample collection, experimental procedures, equipment operation, geological mapping, specimen handling and scientific measurement.
- Observation: Scientific work requires careful identification of patterns, changes, abnormalities and measurement differences.
- Problem-solving: Many scientific problems do not have immediately obvious solutions and require systematic investigation.
- Accuracy and attention to detail: Small errors in measurement, sample identification, calculations or experimental procedures can alter results.
- Scientific writing: Scientists need to communicate methods, results, limitations, interpretations and conclusions.
- Computer and data skills: Modern natural sciences increasingly depend on statistical software, programming, databases, GIS, modelling and scientific computing.
- Critical evaluation: Scientists must assess whether methods and evidence are sufficient to support a conclusion.
What skills can be developed through training, and which are expected at entry?
The answer differs by discipline and qualification.
Skills commonly developed through education and training
These include:
- laboratory techniques;
- geological mapping;
- field sampling;
- statistical modelling;
- programming;
- scientific data analysis;
- experimental design;
- specialist instrumentation;
- GIS;
- research methods;
- scientific writing;
- mathematical modelling;
- sample preparation;
- geophysical techniques;
- hydrological modelling; and
- specialised disciplinary knowledge.
Professional capability also develops through workplace experience. For example, SACNASP requires relevant scientific work experience for Professional Natural Scientist registration. A recognised NQF Level 8 qualification normally requires three years of appropriate work experience for that registration category; higher qualifications can reduce the required experience period.
Capabilities commonly expected at entry
At university entry, requirements differ between programmes but commonly include:
- mathematical literacy or Mathematics at the required programme level;
- scientific reasoning;
- reading comprehension;
- basic numerical ability;
- ability to interpret graphs and tables;
- ability to follow experimental instructions; and
- appropriate school-level Physical Sciences or Life Sciences where specified.
Students are generally not expected to enter university already knowing specialist laboratory instruments, advanced statistical modelling, geological mapping or professional scientific software. These are developed during training.
What personal qualities are commonly useful in this field?
Commonly useful qualities include:
- accuracy;
- attention to detail;
- curiosity;
- patience;
- objectivity;
- persistence;
- willingness to question assumptions;
- systematic thinking;
- willingness to record procedures accurately;
- responsibility when handling data and samples;
- ability to work independently;
- ability to collaborate;
- willingness to repeat or verify results; and
- integrity in reporting evidence.
These qualities are particularly relevant because scientific conclusions should be determined by evidence rather than by a preferred result. Professional conduct is also formally relevant in South Africa. SACNASP regulates practicing natural scientists and requires professional and ethical standards within recognised fields of practice.
Occupations identified as being in high demand in this field
According to the South African Department of Higher Education and Training's National List of Occupations in High Demand: 2024, and using the Natural and Physical Sciences grouping established for this project, the relevant occupations are:
- Research and Development Manager — OFO 2021-122301
- Chemist — OFO 2021-211301
- Manufacturing Research Chemist — OFO 2021-211302
- Geologist — OFO 2021-211401
- Geophysicist — OFO 2021-211402
- Hydrologist — OFO 2021-211406
- Mathematician — OFO 2021-212102
- Statistician — OFO 2021-212103
- General Biologist — OFO 2021-213102
- Biochemist — OFO 2021-213104
- Biotechnologist — OFO 2021-213105
- Zoologist — OFO 2021-213109
- Economist — OFO 2021-263101
- Chemistry Technician — OFO 2021-311101
- Geophysical Technician — OFO 2021-311704
- Forensic Technician (Biology, Toxicology) — OFO 2021-311901
The DHET document lists the core scientific occupations such as Chemist, Geologist, Geophysicist, Hydrologist, Mathematician, Statistician, General Biologist, Biochemist, Biotechnologist and Zoologist together with their associated minimum qualification signposts. It separately includes Chemistry Technician, Geophysical Technician and Forensic Technician among the technical occupations.
As with the previous fields, 'in high demand' does not mean that South Africa necessarily has a shortage of qualified people in each of these occupations. It means that the occupations met DHET's combined indicators of comparatively strong employment, wage and vacancy growth and anticipated employer recruitment in the medium term.
Next step
Want help deciding whether this field fits you and what to do next?
Book a career consultationBahayas provides educational information, resources, communities and structured programmes designed to build the capability and evidence you bring to the routes described here.