This set of labs should help you firm up your knowledge of Java's 'built-in' types and 'library' functions.
You may do Programming Exercise P4.1 for (Level 1).
You may do Programming Exercise P4.2 for (Level 1).
You may do Programming Exercise P4.4 for (Level 2).
You may do Programming Exercise P4.5 for (Level 1.5).
You may do Programming Exercise P4.6 for (Level 1.5).
(Note that the use of Integer.MIN_VALUE and INTEGER.MAX_VALUE is not really a good idea here. Responsibly, you should use the user's first value as both the minimum and maximum. The problem is that the branching structure you would need to do this isn't covered until Chapter 5. I'll give you an extra (Level 1.5) to look ahead to either ifs or ?:s and use a boolean member variable to track if you've added a first value from the user yet (or not).)
You may do Programming Exercise P4.7 for (Level 0.5).
You may do Programming Exercise P4.8 for (Level 1).
You may do Programming Exercise P4.9 for (Level 1).
You may do Programming Exercise P4.11 for (Level 1.5).
You may do Programming Exercise P4.13 for (Level 1.5).
You may do Programming Exercise P4.14 for (Level 1.5). (Note that it would be of interest to have methods which returned a boolean value such as isImaginary and isRepeated to inform the interested programmer using your class about the nature of their quadratic's solutions.)
You may do Programming Exercise P4.15 for (Level 1.5). Dealing with the case where the user's times are 'out of order' is NOT extra credit. It must be handled. And, it must be handled without using any form of branching structure! (That is, no ifs or ?:s.)
You may do Programming Exercise P4.16 for (Level 1).
You may do Programming Exercise P4.18 for (Level 1).
I'll even throw in an extra (Level 1) if you write a description of just how horrible of a solution to this particular problem that this exercise represents.
And if you'd like to look ahead to either arrays or switches to implement a much better, cleaner, and more manageable solution, I'll throw in another (Level 1.5).
You may do Programming Project 4.1 for (Level 2).
You may do Programming Project 4.2 for (Level 3).
This space reserved to add more labs...maybe...
Your target level for this lab set is (Level 5). Please, choose from the core choices to meet this goal. After you've met it, you may decide to improve the level total by selecting from the boosters below.
You may do any Programming Exercise or Project from the Core Choices which you didn't already do for its listed level.
You may do Programming Exercise P4.3 for (Level 5). Note that this is far more than the book's suggested difficulty of 'star-star'. My reasoning is that the problem is incompletely stated. My experience of ice cream cones — which has been quite extensive, I might add! — leads me to believe that you need some idea of how much the 'sphere' and the 'cone' overlap in order to calculate both the surface area and the volume! Let's call this factor generosity (based on the scooper's personal style and/or the store's policies on the scooping process).
(Yes, the problem is still under-stipulated. But at least you have a conceptual hook upon which to complete your analysis. And I bumped the level to compensate. *smile*)
You may do Programming Exercise P4.10 for (Level 4). This is another case of a sorely underspecified problem. We have no idea as to the elasticity of the balloon material! Augment your solution with this concept and a little research and the extra level is yours! *grin*
You may do Programming Exercise P4.17 for (Level 0.5).
You may do Programming Exercise P4.19 for (Level 1).
I'll throw in another (Level 2) to research why this algorithm works and to give the variables better names — that is, appropriate to how/why the algorithm works — than the author has.
This space reserved to add more boosters...