Students often enter biology programs deficient in the math and computational skills that would enhance their attainment of a deeper understanding of the discipline. To address some of these concerns, I developed a series of spreadsheet simulation exercises that focus on some of the mathematical foundations of scientific inquiry and the benefits of mathematical modeling in understanding some of the fundamental concepts of ecology, including topics such as population growth, selection, competition, predation, and sustainability. In the example presented here, students collect data from a computer-generated study site and then use basic spreadsheet skills to calculate, graphically visualize, and compare sample means (± SE) to effectively discover why random and transect sampling are superior to biased sampling, and to explore the effects of sample size on the standard error of the mean. Pre- and post-exercise questionnaires suggest that spreadsheet models such as this one are effective in improving students' attainment of the target principles. Spreadsheet simulations can be used as a low-cost, easily accessible way to leverage technology to supplement lecture or laboratory content while fostering vital math and computer skills.

Using an interactive map-based PDF, students learn key concepts related to biodiversity while developing data-analysis and critical-thinking skills. The Bird Island lesson provides students with experience in translating geospatial data into bar graphs, then interpreting these graphs to compare biodiversity across ecoregions on a fictional island. When the lesson is extended to include real data for Puerto Rico, students can explore distributions of selected bird species based on environmental attributes, making connections between each species' adaptations, habitat requirements, and distribution across the island. This introductory lesson provides a jumping-off point for field and Web-based biodiversity investigations.

This bioacoustics activity combines concepts in invertebrate taxonomy, animal communication, and acoustical physics while providing a unique opportunity for physics and biology teachers to collaborate and introduce their students to an exciting, interdisciplinary research field. Here, we propose a lab- and fieldbased activity that uses hydrophones to explore how shrimp snapping behavior changes in response to different stimuli and introduces students to the process of scientific inquiry. Using free software, students use spectrograms to visualize and analyze their experimental data. Furthermore, we propose potential modifications to the lab for classrooms without easy access to marine environments or snapping shrimp.

Teaching population genetics provides a bridge between genetics and evolution by using examples of the mechanisms that underlie changes in allele frequencies over time. Existing methods of teaching these concepts often rely on computer simulations or hand calculations, which distract students from the material and are problematic for those with high math anxiety. We outline an exercise that engages students and provides real-time feedback through the use of classroom response devices. This exercise has been used with success and employs a conceptual-change approach to teach the fundamental, yet often misunderstood, concept of biological evolution.

The Biotechnology Discoveries and Applications guidebook aims to provide teachers with an overview of the recent advances in genetics and biotechnology, allowing them to share these findings with their students. The annual guidebook introduces a wealth of modern genomic discoveries and provides teachers with tools to integrate exciting content into the classroom. Released annually by the HudsonAlpha Institute for Biotechnology in Huntsville, Alabama, the guidebook presents new findings in jargon-free, student-friendly language. The guidebook is introduced along with strategies for classroom use.

Biology courses have thousands of words to learn in order to intelligently discuss the subject and take tests over the material. Biological fluency is an important goal for students, and practical methods based on constructivist pedagogies can be employed to promote it. We present a method in which pairs of students write dialogues from instructor-assigned word lists that the student pairs then present before the class. This method helps students understand the contextual meaning of the biological terms, achieving true fluency rather than just memorizing definitions.

Most teachers agree that writing is an important skill for students to master, yet not all teachers incorporate writing assignments in their courses. Employers agree that written communication is important for college graduates, yet in a survey, less than 10% of employers thought that colleges did a good job preparing students for work. Writing an animal species account for Animal Diversity Web ( http://animaldiversity.org) provides students with a real-world example of writing skills and provides resources to instructors who want to incorporate writing in their classes.

This article presents a tangible model used to help students tackle some misconceptions about enzyme actions, particularly the induced-fit model, enzymesubstrate complementarity, and enzyme inhibition. The model can simulate how substrates induce a change in the shape of the active site and the role of attraction force during enzyme—substrate binding. It can also be used to show how noncompetitive inhibitors work differently from competitive inhibitors. In addition, the model allows students to visualize the random collisions between enzymes and substrates. For kinesthetic learners, this tangible model is likely to foster better comprehension of the unobservable enzyme concepts than computer animations. Uses of the model in the classroom are suggested. The model is readily made using simple materials that school teachers can easily acquire, and detailed production tips are provided.