Raptor programming

EngineeringComputer ScienceComputer Science questions and answersUse Raptor programming tool for: The factorial of a number n isdefined as F(n) = 1 × 2 × … × (n-2) × (n-1) × n. Define analgorithm to get a number n as input and output its factorial.(Must include Raptor programming tool Flow Chart)This problem has been solved!You'll get a detailed solution from a subject matter expert that helps you learn core concepts.See AnswerQuestion: Use Raptor programming tool for: The factorial of a number n isdefined as F(n) = 1 × 2 × … × (n-2) × (n-1) × n. Define analgorithm to get a number n as input and output its factorial.(Must include Raptor programming tool Flow Chart)Use Raptor programming tool for: The factorial of a number n isdefined as F(n) = 1 × 2 × … × (n-2) × (n-1) × n. Define analgorithm to get a number n as input and output its factorial.(Must include Raptor programming tool Flow Chart)Here’s the best way to solve it.Here’s how to approach this questionThis AI-generated tip is based on Chegg's full solution. Sign up to see more!To get started on the first step of the algorithm, ensure you have a way to input the number .Previous question Next question

Create free flowcharts for programming studentsRAPTOR - Flowchart Interpreter is a free program developed for the Windows operating system, including Windows XP. Designed to help students visualize their algorithms, RAPTOR - Flowchart Interpreter provide visual support and helps new programmers trace the execution through the use of flowcharts. These flowcharts are proven to help student create better algorithms than by using traditional language or written flowcharts alone. For new students or those that are still developing the basics of programming, RAPTOR is one of the most useful tools available.Create successful algorithmsFor beginner or introductory programming students, creating accurate and successful algorithms can be a challenge without the aid of instructions or written flowcharts. Unfortunately, these flowcharts can sometimes prove to be satisfactory at best and not helpful to those who are in the earliest stages of programming. RAPTOR - Flowchart Interpreter, however, provides visually superior flowcharts that students prefer and result in more successful and accurate algorithms. Students can trace the execution through the flowchart visually and required syntax is kept to a minimum.Perfect for beginnersRAPTOR - Flowchart Interpreter stands head and shoulders above writing flowcharts or traditional language by providing students with a visual cue. In fact, RAPTOR has different modes. By default, students begin in Novice mode that has a single global namespace for variable. From there, they can move up to Intermediate and Object-Oriented modes that feature more comprehensive support.PROSCreate more successful algorithmsProvides a visual aid when programmingCONSOnly supported on WindowsVisually outdated for newer OSRAPTOR is a flowchart-based programming environment, designed specifically to help students visualize their algorithms and avoid syntactic baggage. RAPTOR programs are created visually and executed visually by tracing the execution through the flowchart. Required syntax is kept to a minimum. Students prefer using flowcharts to express their algorithms, and are more successful creating algorithms using RAPTOR than using a traditional language or writing flowcharts without RAPTOR.It's free and easy to use for everybody. A lot of school using this software. Similar programs are usually not free, but this is - this is best difference. It's free, but very good.

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RAPTOR: Introducing Programming to Non-Majors with FlowchartsMartin C. Carlisle, Terry A. Wilson, Jeffrey W. Humphries, Steven M. HadfieldUnited States Air Force AcademyDepartment of Computer Science2354 Fairchild Dr, Suite 6G149USAFA, CO 80840-6234{Martin.Carlisle,Jeffrey.Humphries,Steven.Hadfield}@usafa.af.milABSTRACTWhen students are learning to develop algorithms, they very often spend more time dealing with issues of syntax than solving the problem. Additionally, the textual nature of most programming environments works against the learning style of the majority of students. RAPTOR is a flowchart-based programming environment, designed specifically to help students visualize their algorithms and avoid syntactic baggage. RAPTOR programs are created visually and executed visually by tracing the execution through the flowchart. Required syntax is kept to a minimum. Students preferred using flowcharts to express their algorithms, and were more successful creating algorithms using RAPTOR than using a traditional language or writing flowcharts without RAPTOR.Categories and Subject DescriptorsD.1.7 [Visual Programming]General TermsLanguages, Algorithms.KeywordsFlowcharts, Visual Programming, Programming Environments, Problem Solving.1. INTRODUCTIONShackelford and LeBlanc[6] previously observed that the use of a particular programming language in an introduction to computing course tends to “annoy and distract attention from the core issue of algorithmic problem solving.” In our experience, it also distracts attention from the teaching of algorithmic problem solving. Instructors spend class time where they expect students to have the most difficulty. Consequently, they often focus on syntactic difficulties that they expect students will encounter (e.g. the inappropriate use of “=” instead of “==” in C-based languages, or the improper placement of a semicolon).Furthermore, Felder [2] notes that most students are visual learners and that instructors tend to present information verbally. Studies [5,8] estimate that between 75% and 83% of our students are visual learners. Because of their highly textual rather than visual nature, the use of either traditional programming languages or pseudo-code provides a counter-intuitive framework for expressing algorithms to the majority of our students.RAPTOR, the Rapid Algorithmic Prototyping Tool for Ordered Reasoning, was designed specifically to address the shortcomings of syntactic difficulties and non-visual environments. RAPTOR

I enjoyed programming in RAPTOR.5.1 – Mildly Agree8) Being able to view the contents of variables helped me to test and debug my programs.6.0 – Agree9) My teacher gave me enough instruction on using RAPTOR so that I could use it effectively to create programs.5.7 – Mildly Agree to AgreeQuestions 1 and 2 dealt directly with ease-of-use and averaged mildly positive responses. Questions 3 and 4 addressed the RAPTOR Help System which was still evolving with this initial use of RAPTOR. Questions 5 and 6 had more positive responses and indicated that the students perceived RAPTOR to be effective in helping the students develop problems skills and understanding the computer. Question 7 results indicated that the students tended to enjoy using RAPTOR which is viewed as an important result as it shows that RAPTOR tended to engage the student. This same conclusion was supported by anecdotal feedback from the students to their instructor. Question 8 results support the conclusion that variable watch features in RAPTOR were beneficial. Question 9 results were promising in that the instructor spent only twelve hours in class time with programming in RAPTOR to cover comprehensive use of the environment; sequential, conditional, and iterative control; nesting control structures, use of all the RAPTOR graphics routines, and one- and two-dimensional array manipulation. Of these twelve hours, less than two were spent on syntax and use of the environment. Unfortunately, we did not have a baseline survey from the Spring 2003 offering using Ada and MATLAB for comparison. However, we were encouraged by these results and have since implemented a number of additional ease-of-use features including most of the suggestions provided by students on the narrative portion of the survey.5. FUTURE WORKOur summer experiment showed very promising results using RAPTOR, although the sample size was very small. We intend to continue to track results using RAPTOR on a group of approximately 600 cadets during the Fall 2003 semester.Additionally, we will continue to improve the error message facilities in RAPTOR, and add features to the environment. 6. CONCLUSIONSRAPTOR provides a simple environment for students to experiment with developing algorithms.

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Error message and be required to fix the arithmetic expression before leaving the assignment box.Commenting is done by right-clicking on a flowchart symbol and selecting “comment”. The comment appears as a “talking bubble” next to the flowchart symbol. The comments can be clicked and dragged to improve the aesthetic of the flowchart.RAPTOR has over 40 built-in functions and procedures which allow the student to generate random numbers, perform trigonometric computations, draw graphics (including circles, boxes, lines, etc.), and interface with pointing devices. As seen in Figure 2, RAPTOR will automatically suggest completions to procedure names.
Figure 2: Entering a procedure call.In addition, RAPTOR will automatically search the current folder for an instructor provided dynamically linked library named “plugins.dll”. If such a file is present, the student will be allowed to call those procedures from within the flowchart, and those procedures will appear in the suggestion list. This allows the instructor to create more interesting assignments by raising the level of abstraction. In Figure 2, “Draw_Board” is from the Tic-Tac-Toe sample plug-in.During execution, the student can select to single step through the flowchart, or run continuously. The speed of execution is adjustable by moving the slider shown at the top of Figure 1. At each step, the currently executing flowchart symbol is shown in green. Additionally, the state of all of the variables is shown in a watch window at the bottom left corner of the screen.4. EXPERIMENTAL RESULTSThe two primary goals of developing and using RAPTOR were to improve student problem solving skills while reducing the syntactical burden inherent in most programming languages. In order to initially assess the achievement of the goal of improving student problem solving skills, we compared the results of three algorithmic design questions on the final exam across the Spring 2003 and Summer 2003 offerings of our ”Introduction to Computing” course, which is required of all students. The Spring 2003 offering consisted of 365 students with 15 classes using Ada and 4 classes using MATLAB. For the Summer 2003 offering, there were 16 students and RAPTOR was used as the programming language. Of special note is