Returning to loops, students learn to draw images by looping simple sequences of instructions. In the previous plugged lesson, loops were used to traverse a maze and collect treasure. Here, loops are creating patterns. At the end of this stage, students will be given the opportunity to create their own images using loops.

This lesson was originally created for the Hour of Code, alongside the Minecraft team. Students will get the chance to practice ideas that they have learned up to this point, as well as getting a sneak peek at conditionals!

Building on the concept of repeating instructions from "Getting Loopy," this stage will have students using loops to help BB-8 traverse a maze more efficiently than before.

Watch student faces light up as they make their own gorgeous designs using a small number of blocks and digital stickers! This lesson builds on the understanding of loops from previous lessons and gives students a chance to be truly creative. This activity is fantastic for producing artifacts for portfolios or parent/teacher conferences.

In this online activity, students will have the opportunity to push their understanding of loops to a whole new level. Playing with the Bee and Plants vs Zombies, students will learn how to program a loop to be inside of another loop. They will also be encouraged to figure out how little changes in either loop will affect their program when they click `Run`.

Now that students know how to layer their loops, they can create so many beautiful things. This lesson will take students through a series of exercises to help them create their own portfolio-ready images using Anna and Elsa's excellent ice-skating skills!

This video segment explains centripetal force and illustrates how roller coasters rely on it to give you a thrilling ride.

This course will provide a gentle, yet intense, introduction to programming using Python for highly motivated students with little or no prior experience in programming. The course will focus on planning and organizing programs, as well as the grammar of the Python programming language.
The course is designed to help prepare students for 6.01 Introduction to EECS I. 6.01 assumes some knowledge of Python upon entering; the course material for 6.189 has been specially designed to make sure that concepts important to 6.01 are covered.
This course is offered during the Independent Activities Period (IAP), which is a special 4-week term at MIT that runs from the first week of January until the end of the month.

This course is an introduction to software engineering, using the Java™ programming language. It covers concepts useful to 6.005. Students will learn the fundamentals of Java. The focus is on developing high quality, working software that solves real problems.
The course is designed for students with some programming experience, but if you have none and are motivated you will do fine. Students who have taken 6.005 should not take this course. Each class is composed of one hour of lecture and one hour of assisted lab work.
This course is offered during the Independent Activities Period (IAP), which is a special 4-week term at MIT that runs from the first week of January until the end of the month.

Students will watch the video Banana, Banana, Meatball to introduce the concept of loops. Afterwards, they will identify loops in song lyrics and perform a deep dive into the importance using loops when programming.

This book will teach you how to make graphical computer games in the Python programming language using the Pygame library.This book assumes you know a little bit about Python or programming in general. If you don’t know how to program, you can learn by downloading the free book "Invent Your Own Computer Games with Python" from http://inventwithpython.com. Or you can jump right into this book and mostly pick it up along the way. This book is for the intermediate programmer who has learned what variables and loops are, but now wants to know, "What do actual game programs look like?" There was a long gap after I first learned programming but didn’t really know how to use that skill to make something cool. It’s my hope that the games in this book will give you enough ideas about how programs work to provide a foundation to implement your own games.

This course covers the following topics: models of manufacturing systems, including transfer lines and flexible manufacturing systems; calculation of performance measures, including throughput, in-process inventory, and meeting production commitments; real-time control of scheduling; effects of machine failure, set-ups, and other disruptions on system performance.

Students continue working on their cities in their collaborative groups, focusing on using loops and stamping to build buildings.
The class discusses the importance of the cycle of iterative development: testing and revising, testing and revising.
Students end the session by reflecting on what sort of feedback they might like from other groups about their project.

In this project/lab, students will create a program using TurtleStitch, a Snap-based, block programing website, to embroider a pattern on a t-shirt or piece of fabric.  Students will complete a series of lessons to better understand the block language and create their program.