As students of biology begin their studies in biological physics, an effective first lesson strives to develop a “feeling for the numbers” of biology [Phillips and Milo, PNAS, 106, 21465-21471 (2009)], in which students become acquainted with the length, time, and energy scales associated with systems of interest and begin thinking quantitatively. The next crucial step is to use these numbers to make more general inferences. To this end, it is both instructive and useful to perform estimates on biological systems in the spirit of “Fermi problems.” Though detailed calculations are unnecessary, estimation often requires extensive physical insight. While the student will ultimately learn the requisite physical principles, the task of performing estimates can initially prove daunting. An important too in nearly all physical contexts, dimensional analysis gives the comfort of being formulaic, yet still requires thought about what parameters might be important, without necessarily requiring deep physical understanding. This provides a gentler, though effective, introduction to physical reasoning for the uninitiated biologist. Furthermore, the process of performing dimensional analysis can expose interesting questions about what physical information is necessary, providing student-discovered segues into further physical topics. We successfully used this technique in a course for biology graduate students at the Max Planck Institute of Molecular Cell Biology and Genetics in Dresden, Germany. In this talk, I will discuss our approach to teaching dimensional analysis to biologists and discuss case studies in Brownian motion, cytoplasmic mixing, interpretation of single-molecule motor experiments, and microtubule buckling [Brangwynne, et al., J. Cell Biol., 173, 733-741 (2006)].