This is a team-based classroom activity using Process-Oriented Guided Inquiry Learning. Teams of 3-4 students work together to learn about unit testing in general, JUnit in particular, and effective test strategies.

The attached files are the student's versions of the activities. Please contact the author for the teacher's versions with solutions and additional information.

This is a team-based classroom activity using Process-Oriented Guided Inquiry Learning (POGIL). Teams of 3-4 students work together to learn about HTML documents and links. Part 1 of the activity focuses on markup in general, HTML markup in particular, and related issues.

The attached file is the student's version of the activity. Please contact the author for the teacher's version with solutions and additional information.

This is a team-based classroom activity using Process-Oriented Guided Inquiry Learning (POGIL). Teams of 3-4 students work together to learn about markup in general, HTML markup in particular, and related issues. Part 2 of the activity focuses on HTML documents and links.

This is the first of five programming assignments in a semester-long CS-1-like course named DNA to introduce students to programming within the context of genomics. This assignment requests a Python program to perform an introductory analysis of a "snip" of DNA that includes some upstream (intergenic) sequence and the beginning (but not all) of a gene (genic sequence). A "Starter Kit" includes a template of a Python source file that shows, by example, good introductory and inline documentation, the use of good (camelCase) variable names, and a healthy dose of print statements that produce meaningful and neat output. 

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 is a team-based classroom activity using Process-Oriented Guided Inquiry Learning. I use this the first day of CS1, and sometimes the first week of CS2 (depending on students). Teams of 3-4 students work together to identify and evaluate several strategies (algorithms) to solve a Hi-Lo number guessing game. In doing so, they learn about tradeoffs between difficulty and efficiency, and are introduced to complexity analysis, although the activity does not use O() notation.

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.