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We present case-study data of undergraduates describing the relationship between scientific disciplines. Rather than viewing biology, chemistry, and physics as existing in disconnected silos, or as overlapping only in narrow regions of common interest, these students exhibit a range of nuanced views about disciplinary relationships. Some students describe hierarchical arrangements that order the disciplines by degree of system complexity or by the scale used to examine a particular system. Indoi:10.1063/1.4789673 fatcat:oyiysirfnbdetmruqab2embbge