In this project, students merge their lab 2 code and add animation to explore the use of variables (and explore the process of merging two code bases together). The objectives for this project are:

1. Practice using Processing
2. Practice using simple primitives and shapes in Processing
3. Practice using methods to encapsulate parts of your code for re-use
4. Practice integrating two student’s code
5. Practice scaling and translating shapes into a single coordinate frame
6. Practice animating via transforms and variables
7. Practice developing your aesthetic
8. Make an interesting ‘story’ combining two existing designs and adding animation

This is the sixth lab in a course on computational art (CS1) using Processing (https://processing.org/overview/). In this lab, students write a program that creates an image using an implicit representation of geometry that is drawn using shapes to emulate paint strokes.

In this lab, students will:

1. Practice using a loop control structure to create an image made of strokes based on implicit lines.
2. Practice using implicit lines and implicit circles, and the distances from these equations, to create a scene or object.
3. Create new stroke styles using patterns of points, lines, and ellipses that model the textures seen in many impressionist paintings.
4. Practice translating mathematical functions into code. 

This is the fourth lab for computational art (CS1) where students write a program that creates two different images using Processing each of which are generated by an algorithm when the program is run. Each of the two different images must use repetition (that is, some visual elements that are repeated, but that may be slightly different) using loops and a function to draw the repeated element. The goals for this lab are:

1. Practice using a loop control structure to generate patterns/scenes
2. Practice using functions to re-draw parts of a scene
3. Practice using random to produce desirable colors and design layout
4. Practice using structured layout in 2D space
5. Consider the role of repetition in art

This is the third lab for computational art (CS1) using Processing where students write a program that creates an interactive sketch including a surrealist juxtaposition (i.e. the juxtaposition of two things that create a sense of surprise based on their presence in the same frame). The goals for this lab are:

1. Practice writing an interactive Processing program
2. Practice using conditionals in your program
3. Practice testing where the mouse is clicked within an area of your scene
4. Practice using variables to control appearance
5. Make an interactive program that visually changes when a mouse is clicked in a certain area
6. Learn about surrealism

This is the second lab for computational art (CS1) using Processing where students write a program that creates a scene that explores composition to convey story or mood.  The goals for this lab are:

1. Use a variable to control scale and position of a sketch component
2. Alter and explore the role of scale in a sketch’s composition
3. Practice using transforms (translate and scale) in a sketch to control scale of a portion of your design
4. Apply your knowledge of the 2D coordinate system in order to appropriately scale and translate a portion of your design
5. Study the composition and coloring used by the artist, Blexbolex
6. Copying composition and color to practice design 

First lab for computational art (CS1) using Processing where students write a program that creates a presentation of a creature in an expressionist style. The goals for this lab are:

1. Understand the Processing 2D coordinate systems
2. Practice creating shapes in Processing
3. Understand draw order and command ordering
4. Practicing using Processing
5. Learn about expressionism
6. Make a picture of a creature in an expressionist style 

This POGIL activity is intended as an in-class activity for a CS 1 course (Java), potentially replacing a lecture, lab, or recitation section. The activity introduces students to recursion. It also introduces students to the POGIL roles and requires students to reflect on their collaboration. Students should be familiar with writing methods, making method calls, and writing if-statements and loops. Students should understand factorials and summations. (If not, additional math explanations should replace the summation sign.)

This POGIL activity is intended as an in-class activity for a CS 1 course (Java), potentially replacing a lecture, lab, or recitation section. The activity introduces students to the Java operators % and /, and the difference between integer and floating-point division. It also introduces students to the POGIL roles and requires students to reflect on their collaboration.  This activity may be given on the first day of class in CS 1 (no Java experience necessary).

Model 1 was authored by Mark Morehouse; Models 2, 3 and 4 was authored by Helen Hu.

In this assignment students use dictionaries, lists, tuples, and functions and then create a tag cloud of transcripts from one of the 2012 U.S. Obama-Romney Presidential debates. The program must parse the information and create a tag cloud in an HTML document.

In this assignment (Homework 9) students use the design document from HW 8: Tracking the Greats of the NBA - Design Version to create a program that presents Top 10 NBA player data. Using real player data, the program students are required to create must display Top 10 data for total points scored, total minutes played, total rebounds, and total efficiency.