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In 2004 Denmark introduced a compulsory integrated science course the mostpopular upper secondary study program. One of the nation-wide course aims arefor students to "achieve knowledge about some of the central scientific issuesand their social, ethical, and historical perspectives". This is to be done viacollaboration between the subjects, and often involves physics and anotherscientific subject. The official teaching plans further state that mathematicsmust be used for analysing data. We use network analysis to study six differentimplementations of the course in terms of the structure of different kinds ofteaching/learning activities. By creating networks maps of each lesson, we showthat teaching/learning activities in the course seldom tends to address howsciences can work together to solve a problem, but rather stages each naturalscience as a distinct and separate activity with a distinct identity.

Network maps of student work with physics, other sciences, and math in an integrated science course