Week 3:

1. Write a recursive procedure that draws a series of squares, each completely contained inside the last. Make sure the procedure stops after drawing an appropriate number of squares.
2. Write down a series of if/else statements that describe the decision making process you use to decide what to have for dinner as you leave work. You will probably want to consider variables such as the time of day, the contents of your refrigerator, whether or not your spouse and children will be eating with you, etc. Use parenthesis and indentation to make your answer easier to interpret. For example:

   ; Contributed by William Stenzel, 1/28/99
   
   if I take something out of the freezer in the morning
      eat that for dinner
   else
      if Julie has class
         if I go running after work
            eat pasta
         else
            eat leftovers
      else
         if we go to the health club
            eat pasta
         else
            order pizza
   

3. Write a procedure that takes two numbers as arguments and outputs the maximum of those two numbers.

Week 4:

1. Write a procedure that does the following:
   1. accepts two arguments,
   2. checks that the arguments are both numbers,
   3. uses the procedure you wrote last week to determine the maximum of those two numbers and
   4. prints a message saying which number is the maximum.
2. In the example given for last week's homework, there are two separate cases in which Mr. Stenzel eats pasta for dinner. Use an AND or OR operator (which one?) so that eat pasta only appears once in the decision tree. You may need to reorganize the decision tree to do this. The conclusions reached by your answer should be identical to those reached in Mr. Stenzel's example.
3. Write up a question you think might be appropriate for the first midterm exam. Examples include instructions to write a program, vocabulary questions, questions about LOGO commands or a program to trace or debug. In addition, write up a solution to the problem.

Week 5:

If you lost points on one of the first four homework assignments, you may redo the problems you lost points on. Correct answers will add half the credit lost to your homework grade (rounded up for each week.) Turn in a copy of the old, graded assignment along with your corrected answers.

Week 6:

1. Create a state transparent logo procedure RTTRI that uses the SQRT and ARCTAN operators to draw a right triangle given the lengths of two legs of the triangle.
2. Write a paragraph discussing one or more things you like about the LOGO language and how you would use these in your teaching.
3. Write a paragraph discussing the most difficult thing we have done so far in this class and how you would present it (or how and why you could avoid presenting it) in your teaching.

Week 7:

1. Write a recursive procedure with one argument, N, that computes the sum of the integers from 1 to N. Hint: If the sum of the numbers from 1 to N is written as sum(N), then sum(N) = N + sum(N-1).
2. Write down a description of a simple problem that can be solved using LOGO (e.g. determine if three numbers can represent lengths of the sides of a triangle, draw a picture of a cat, draw an N sided regular polygon), then write a program to solve it.
3. Write one or two pages describing a way in which you might use the XCOR and YCOR commands in your teaching. What mathematical lessons can students learn by examining the position of the turtle?

Week 8:

1. Use MAKE and FOR to write a procedure that adds the numbers from 1 to :N, where :N is an argument given to your procedure.
   
2. Imagine you are teaching LOGO to a group of students who know the commands REPEAT, FORWARD, BACK, LEFT and RIGHT but not much more. Choose a half hour lesson or project they can do using LOGO and create the materials you would use to teach it. If you would give the students a lecture, write down what you think you would say. If you would give the students a handout, write down a first draft of the handout. If you would give the students a question then help them answer it, write down the question and a list of examples of ways in which the students might need help.

   A typical lecture plan might look like:

   The Shapes of Letters

   This project uses LOGO to enforce students' ability to measure angles and distances.
   Materials needed: pencil, graph paper, protractors, computer, LOGO

   • Give students graph paper and ask them to draw their first initial on it.
   • Have students measure and record the lengths of the lines in their initial and the angles the turtle must turn through to draw the letter.
   • Make sure students understand how the turtle's starting position and angle will affect their drawing. Take questions and give suggestions on problems like crossing the top of a T.
   • Move to the computers and type in LOGO commands to draw the initial.
   • Discuss any lessons learned while programming; for example the importance of knowing which direction the turtle is headed so you know whether to turn right or left, the difference between exterior angles, interior angles, and turning angles, or methods of drawing curves in LOGO.

3. On a separate sheet of paper, carefully describe a problem that can be solved using LOGO. One of your classmates will be asked to solve the problem.
4. Write a procedure that uses MAKE, FOR, COUNT and ITEM to average the numbers in an array.
   

Week 9:

Week 10:

If you lost points on one of the homework assignments turned in since the last midterm, you may redo the problems you lost points on. Correct answers will add half the credit lost to your homework grade (rounded up for each week.) Turn in a copy of the old, graded assignment along with your corrected answers.

Week 11:

1. Write a LOGO program that uses the bubble sort algorithm to sort an array.
2. Write a proposal for a final project for this class.

Week 12:

Week 13:

Week 14:

1. Examine your experience as a student in this class and consider how LOGO programming might affect your own students. What skills are taught by LOGO programming lessons? What skills are needed to start programming in LOGO? What things have we done in this class that your students might not have the necessary skills for?

Week 15:

If you lost points on one of the homework assignments turned in since the second midterm, you may redo the problems you lost points on. Correct answers will add half the credit lost to your homework grade (rounded up for each week.) Turn in a copy of the old, graded assignment along with your corrected answers.