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At many physics departments a significant fraction of teaching is in supportof engineers and scientists in other majors. These service courses are thus anautomatic crucible of interdisciplinary interaction, and at times, strife. Forexample, the traditional algebra-based physics course is often considered byboth biology faculty and students as having little relevance to theirdiscipline. To address this issue, our multi-disciplinary multi-university teamhas been negotiating the role of a physics in the curriculum of life-sciencestudents; In NEXUS/Physics we have designed a class that stresses traditionalphysics skills but in contexts chosen to better meet the needs of life sciencestudents. Non-standard topics include chemical energy, diffusion and randommotion, and thermodynamics with careful discussions of entropy, enthalpy, andGibbs free energy. Explorations into how physics intertwines with an engineer'scurriculum suggests places where analogous negotiations could lead tosubstantial modifications of physics courses for engineers that substantiallyenhance their value for engineering students.

The role physics can play in a multi-disciplinary curriculum for non-physics scientists and engineers