Many groups have been calling for a change in the way undergraduate biology is taught. The prevailing belief now is that students learning more, retain knowledge longer, and are better able to apply it if they are taught using active, inquiry-based learning techniques. A great deal of research supports this thesis. Even so, most undergraduate biology courses remain didactic. There is a passive lecture followed by lab experiences. This book serves as a model of how many different topics commonly taught in undergraduate biology courses can be turned into inquiry-based experiences - and taught to sections with many students.