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I found the article from Breckler et al. (2013), titled “Using a Physics Experiment in a Lecture Setting to Engage Biology Students with the Concepts of Poiseuille’s Law,” thought provoking. The authors’ aim was to test the effect of a new physics experiment on student learning of Poiseuille’s law, and they found that watching a physics experiment as a lecture demonstration may be more useful to biology students with lower math ability (Breckler et al., 2013). This connection between physics and biology excited me, because I believe Poiseuille’s law is one of the important symbols of the interplay between physics and biology, especially basic medical sciences. “Transdisciplinary” means beyond the disciplines, not starting within any particular discipline but with a problem or issue, and then bringing various disciplines to bear on solving the problem or addressing the issue (Meeth, 1978). During the 18th century and the first half of the 19th century, the transdisciplinary research of several physicians led to the proposals of the basic laws of hydrodynamics, such as Bernoulli’s and Poiseuille’s laws. I posit that three physicians (Bernoulli, Young, and Poiseuille) changed our understanding of the natural world, because of their distinctive educational experiences, which I describe below. Daniel Bernoulli (1700–1782), who revolutionized our understanding of hydrodynamics, was a scientist whose family included three generations of accomplished physicists and mathematicians (Dietz and Heesterbeek, 2002). If we examine the life of the Bernoullis, we can see that scientific competition in the family and their unique training might have led to the development of important laws of hydrodynamics. Bernoulli’s graduate thesis focused on respiratory mechan-

Transdisciplinary Training between Physics and Biology Led to the Development of the Hydrodynamics Laws