  Incorporating computer programming exercises into introductory physics is a
delicate task that involves a number of choices that may have an effect on
student learning. We present a "hybrid" approach that speaks to a number of
common concerns regarding cognitive load which arise when using programming
exercises in introductory physics classes where many students are absolute
beginner programmers. This "hybrid" approach provides the student with a highly
interactive web-based visualization, not unlike a PhET or Physlet interactive,
but importantly the student is shown only the subset of the code where the
initial conditions are set and the system variables are evolved. We highlight
results from a coding activity that resembles the classic game Asteroids. The
goals of this activity are to show how a simple 1D code can be modified into a
2D code, and to reinforce ideas about the relationship between force, velocity,
and acceleration vectors. Survey results from four semesters of introductory
physics classes at the Ohio State University's Marion campus, in which a high
percentage of the students are weak or absolute beginner programmers, provide
evidence that most students can complete coding tasks without severe
difficulty. Other survey results are promising for future work where conceptual
learning will be assessed in a direct way using metrics like the Animated Force
Concept Inventory (Dancy & Beichner 2006). The exercise highlighted here and
others from our group are available for general use at
http://compadre.org/PICUP
