In this assignment, students compose a variety of functions. Using Python, students create functions that perform a wide range of tasks (from calculating the height of an individual to the manipulation of strings) that emphasize the use of loops.

In this assignment, students use Pair Programming to compose a collection of functions and a tip calculator. Using Python, students create three functions and a program that calculates the tip for a bill.

In this assignment, students compose functions and develop graphics. Using Python, students practice writing four various functions using a set of criteria, as well as create graphics using the Calico graphics library.

This lab has two main parts. In the first part (Steps 1 through 5), students use test-driven development to finish three programs that the students will use to practice storing and manipulating data in structs and arrays, as well as general debugging. In the second part (Steps 6 through 9), students extend a program that reads in airport data from a file, and reports to the user the easternmost airport. Students add code to the program to determine the westernmost, southernmost and northernmost airports in the United States.

In this assignment, students write four functions, each of which solve real-world problems such as converting inches to centimeters. Through this assignment students practice writing functions and passing and using parameters.

In this lab, students work to explore the basics of working with an integrated development environment (IDE). Using the Eclipse IDE, students create a project, add a package, insert some code, implement some methods, and do some refactoring.

In this lab, students work to design, develop, and debug a game. In particular, students must use UML and pseudocode to create 'Connect 4' (a popular board game). The methods should be designed to handle the complexity of the potential game moves and the student must clearly illustrate how their program design accounts for the various conditions under which this scenario occurs.

In this lab, students work to create a square with Turtle graphics and pseudocode. Using the Turtle class in Java, students must create a 'filled-in square.' To start, students must create the program using pseudocode and then, after the algorithm for creating the shape has been defined, write the actual algorithm.

In this lab, students work to create a 'painting' program. The Java program must use variables and methods to store values and perform actions, respectively, for painting. To abstract this idea beyond custom methods, students must create interfaces. Specifically, students are to create an interface where the user can (and must) implement all methods in that interface.

In this lab, students work collaboratively to create graphical representations of class relationships. Using UML and Java, students must build containment diagrams (shows an instance or instances of classes that are contained, or instantiated, within the class) and inheritance diagrams (shows how one or more class extends, or inherits, from the class to which the arrow is pointing).