  This work examines how experiences in one disciplinary domain (biology) can
impact the relationship a student builds with another domain (physics). We
present a model for disciplinary relationships using the constructs of
identity, affect, and epistemology. With these constructs we examine an
ethnographic case study of a student who experienced a significant shift in her
relationship with physics. We describe how this shift demonstrates (1) a
stronger identification with physics, (2) a more mixed affective stance towards
physics, and (3) more expert-like ways of knowing in physics. We argue that
recruiting the students relationship with biology into experiences of learning
physics impacted her relationship with physics as well as her sense of how
physics and biology are linked.
