SHRI SHIVAJI POLYTECHNIC INSTITUTE ,PARBHANI-

431401
A MICRO-PROJECT REPORT ON

“DEVELOP A PYTHON APPLICATION ON SCIENTIFIC

CALCULATOR”
SUBMITTED BY

Mr. Prem Anantrao Bharose Enrolment No 2015530102

Mr. Vishal Arun Sarode Enrollment No 2015530252
Mr. Syed Mudabbir Enrollment No 2015530109

UNDER THE GUIDANCE OF

Mr. Shaikh. S

IN PARTIAL FULFILMENT OF

DIPLOMA IN COMPUTER ENGINEERING

Course: Programming with Python Course Code: 22616

MAHARASHTRA STATE BOARD OF TECHNICAL EDUCATION

 CERTIFICATE

This is to certify that the micro-project entitled

“Develop a python application on Scientific Calculator”
SUBMITTED BY

Sr.no Name Enrollment No.

1 Prem Anantrao Bharose 2015530102

2 Vishal Arun Sarode 2015530252
3 Syed Mudabbir 2015530109

Has been successfully completed as per the requirements of the

Maharashtra State Board of Technical Education, Mumbai in partial
fulfillment of diploma in Computer Engineering. For the academic year
2022-2023

Mr. Shaikh. S Prof. Choudhari Prof. Shahid Thekiya

(GUIDE) (HOD) (PRINCIPAL)
 Micro project Evaluation Sheet

Name of Student :Prem Anantrao Bharose Enrollment No : 2015530102

Name of Programme : Computer Engineering Semester : 6th Sem
Course Title : PWP Code : 22616
Title of the Micro-Project : Develop a python application on Scientific
Calculator.
Course Outcomes Achieved :-
a) Display message on screen using python script on IDE
b) Develop python program to demonstrate use of Operations.
c) Develop function for given problems.
d) Design class for given problem.

Sr. Characteristic to be assessed Poor Average Good Excellent

No ( Marks 1 ( Marks 4 - ( Marks 6 - ( Marks 9- 10 )
-3) 5) 8)
1 Relevance to the course

2 Literature Review/information
collection
3 Literature Review/information
collection
4 Analysis of Data and
representation
5 Completion of the Target as per
project proposal
6 Report Preparation

7 Presentation of the Micro

project
8 Presentation of the Micro
project

Process and Product Assessment Individual Presentation/Viva Total Marks

(6 marks) (4 marks) 10

Comments/Suggestions about team work/leadership/inter-personal communication (if any)

………………………………………………………………………………………………

Name and designation of the Teacher :Shaikh .S

Dated Signature…………………………………………………………
 Micro-Project Report
Develop an application on Scientific Calculator
1.0 Aim of the Micro project
It is a scientific. it is used the math functions easily. In this application two types of calculators are
there 1. standard calculator 2. scientific calculator
First one is very simple to solve arithmetic operations and also convert the result into either integer or
float pointing number and these second one is scientific notation type math function are there like sin,
cos, tan, log etc. it is very useful to solve the odd math calculation in less time and in simple manner
and also easily to use.
Especially I used menu bar with items one is standard and second one is scientific after clicking the
standard item. It will show the standard calculator after clicking the scientific item it will shows the
scientific calculator with standard also.
By using Tkinter in python I developed this application it is also converted into.exe file by using
pyinstaller the it is now desktop application.

2.0Rationale:
A calculator can be a very powerful tool in the classroom. It can help students solve a
problem, but may cause the students to became too dependent on the calculator; this may increase
problems. Therefore, mathematics teachers are torn between mix opinions and views about calculators.
Calculators are viewed to be a beneficial tool but can also be seen as harmful device. Some questions
are raised about the use of calculators in the classroom, which will be examined throughout the
Literature Review: The evolution of calculators and which model is more common to be used,
calculator polices teachers enforce, the benefits and risks of students using calculators, and the
professional opinion about calculators. These questions will be answered and synthesized from
multiple research findings which comes with a variety of perspectives and main points.
The use of calculators come with a variety of benefits for the students. Calculators
allow students to think more conceptually versus computational. Conceptual thinking allows students
to think “outside the box”. Hembree and Dessart (1986) states an example when students experience a
computational advantage and become confident in their mathematical skills, “a simple four-function
calculator will allow students to use whatever operation is appropriate in a problem, regardless of a
4
whether they are confident of their own skill at carrying out that operation” (as cited in McCauliff,
2003, p.3). Students can spend less time computing a problem, and spend more time to reflect and
analyze the answer.
Another benefit is that calculators allow students to become more confident in their
mathematic skills. Trouche (2005) from the University of Montpellier II in France reveals calculators
“increase the confidence and enthusiasm associated with the use of the tool” (as cite in Guin, Ruthven
& Touché, p.16). When students compute any mathematical problem into a calculator, they are sure
that their answer is correct, or when their answer they computed on paper matches the answer in the
calculator they are reassuring their math abilities. In result, their confidence in their math skills will be
increased. This argument is also supported by Erin McCauliff when she explains that researchers have
discovered that students who used calculators had more confidence and a better attitude towards math
than students who did not use calculators (2003, p.4). Therefore, students gain confidence when they
have the privilege of using calculators.

3.0 Course Outcomes Integrated

a) Display message on screen using python script on IDE
b) Develop python program to demonstrate use of Operations.
c) Develop function for given problems.
d) Design class for given problem.

4.0 Literature Review:

Educators believe that calculators are an easy and beneficial tool for students to use instead of a
computer. Thomas Romberg (1994) a professor from University of Wisconsin explains, graphing
calculators are fast, easy to use, and appealing to students who might be intimidate by a computer, and
they are much cheaper than a computer or piece of software (as cite in Bright, Waxman & Williams,
p.17). This demonstrates that calculators are a beneficial tool in the classroom rather than students
being exposed to computer for mathematics since they are cheaper, faster, and more appealing.
​ In conclusion, the use of calculators can be a beneficial tool or a harmful tool to a student’s
education. Calculators have evolved over time from a simple adding machine with a few functions to
a calculator who graphs in colour and consists of many functions. The TI-84 calculator can be seen as
the most common calculator in the classroom but has a strong competitor with cell phone calculator
applications. Teachers enforce policies on calculator use in the classroom. Some teachers have
enforced restrictions on calculators and some teachers have no restrictions at all.
5
 The use of calculators can bring benefits and risks to a student’s learning experience. Some teachers
view that calculators can bring a positive impact to a student’s learning and others view the calculator
as a negative impact. This is important because a child’s education is what creates the future. Society
can use this information to inform themselves about the good or bad effects calculators bring to a
student’s education
A number of teachers see calculators as a negative tool towards their teaching. Teachers
find teaching the techniques and uses of calculators to the students a time-consuming burden. George
Bright from the University of North Carolina mentions that teachers find the “integration of
calculators difficult, since they . . . view the calculator use as another ‘add on’ to the curriculum” (as
cite in Bright, Waxman & Williams, 1994, p.29). Teachers become overwhelmed with the lesson
plans they have originally set up and then the teaching of calculators become another extra burden for
the teachers to include in their lesson plans. They believe there is not enough time to to integrate the
teaching of calculators into their lesson plans.
​ Lastly, teachers believe that calculators help students improve their number sense by understanding
number patterns and relationships on the calculator. Randall Charles (1999), a professor from San
Jose State University, explains, "Making and testing conjectures about counting patterns helps
children understand number relationships, develops flexibility with numbers, and promotes the
development of mental and paper-and-pencil computational strategies. For example, students a use a
calculator to skip count by 5’s (press 0+5=, and so on). Students can try the same process with other
number sand try to figure out what patterns emerge, and make predictions."
Calculators can be used to a student’s advantage since they can visualize and discover numerical
patterns effectively on a calculator and understand further into their mathematical lessons.

5.0 Actual Procedure Followed

Write steps, Functional code, Screenshots etc
Actual Actual
Sr. Role and
Details of activity commenc Finish
No Responsible Persons
ementdate date
Collect data from different Prem Bharose,vishal
07-02-2023 14-02-2023
1. Sources (books/internet/etc.) Sarode,Syed Mudabbir
Prem Bharose,vishal
2. Collect data from similarSystems 14-02-2023 21-02-2023
Sarode,Syed Mudabbir

6
 Analysis of the collecteddata &
Prem Bharose,vishal
3. to generate useful 21-02-2023 28-02-2023
Sarode,Syed Mudabbir
information from it
Prepare required
Prem Bharose,vishal
detailed plan for execution of 28-02-2023 14-03-2023
4. Sarode,Syed Mudabbir
the work.
Present generatedinformation
Prem Bharose,vishal
visually in the form of 14-03-2023 21-03-2023
5. Sarode,Syed Mudabbir
appropriatecoding
Prem Bharose,vishal
6. Use of equipment’s 21-03-2023 28-03-2023
Sarode,Syed Mudabbir
Prem Bharose,vishal
7. Prepare the Micro-projectreport 28-03-2023 04-04-2023
Sarode,Syed Mudabbir
Prem Bharose,vishal
04-04-2023 04-04-2023
8. Prepare presentation Sarode,Syed Mudabbir

6.0 Actual Resources Used

Sr. Qty
Name of Resource Specification Remark
No. /Units

1 Operating System Windows 10 1 -

2 Microsoft Office Word 1 -

3 Software PyCharm, Python IDE 1 -

7.0 Outputs of the micro projects

Output of prototype, drawings (if any), charts ( if any), Presentations of collected data,observations,
Coding:
from tkinter import *
import math
import tkinter.messagebox
root = Tk()
root.title("Scientific Calculator")
root.configure(background='white')
root.resizable(width=False, height=False)
root.geometry("480x568+450+90")
calc = Frame(root)
calc.grid()
class Calc():
def __init__(self):
self.total = 0
7
 self.current = ''
self.input_value = True
self.check_sum = False
self.op = ''
self.result = False
def numberEnter(self, num):
self.result = False
firstnum = txtDisplay.get()
secondnum = str(num)
if self.input_value:
self.current = secondnum
self.input_value = False
else:

if secondnum == '.':
if secondnum in firstnum:
return
self.current = firstnum + secondnum
self.display(self.current)
def sum_of_total(self):
self.result = True
self.current = float(self.current)
if self.check_sum == True:
self.valid_function()
else:
self.total = float(txtDisplay.get())
def display(self, value):
txtDisplay.delete(0, END)
txtDisplay.insert(0, value)

def valid_function(self):
if self.op == "add":

self.total += self.current
if self.op == "sub":
self.total -= self.current
if self.op == "multi":
self.total *= self.current
if self.op == "divide":
self.total /= self.current
if self.op == "mod":
self.total %= self.current
self.input_value = True
self.check_sum = False
self.display(self.total)

def operation(self, op):

self.current = float(self.current)
if self.check_sum:
self.valid_function()
elif not self.result:
8
 self.total = self.current
self.input_value = True
self.check_sum = True
self.op = op
self.result = False

def Clear_Entry(self):
self.result = False
self.current = "0"
self.display(0)
self.input_value = True

def All_Clear_Entry(self):
self.Clear_Entry()
self.total = 0

def pi(self):
self.result = False
self.current = math.pi
self.display(self.current)

def tau(self):
self.result = False
self.current = math.tau
self.display(self.current)

def e(self):
self.result = False
self.current = math.e
self.display(self.current)

def mathPM(self):

self.result = False
self.current = -(float(txtDisplay.get()))
self.display(self.current)

def squared(self):
self.result = False
self.current = math.sqrt(float(txtDisplay.get()))
self.display(self.current)

def cos(self):
self.result = False
self.current = math.cos(math.radians(float(txtDisplay.get())))
self.display(self.current)

def cosh(self):
self.result = False
self.current = math.cosh(math.radians(float(txtDisplay.get())))
self.display(self.current)
9
def tan(self):
self.result = False
self.current = math.tan(math.radians(float(txtDisplay.get())))
self.display(self.current)

def tanh(self):
self.result = False
self.current = math.tanh(math.radians(float(txtDisplay.get())))
self.display(self.current)

def sin(self):
self.result = False
self.current = math.sin(math.radians(float(txtDisplay.get())))
self.display(self.current)

def sinh(self):
self.result = False
self.current = math.sinh(math.radians(float(txtDisplay.get())))
self.display(self.current)

def log(self):
self.result = False
self.current = math.log(float(txtDisplay.get()))
self.display(self.current)

def exp(self):
self.result = False
self.current = math.exp(float(txtDisplay.get()))
self.display(self.current)

def acosh(self):

self.result = False
self.current = math.acosh(float(txtDisplay.get()))
self.display(self.current)

def asinh(self):
self.result = False
self.current = math.asinh(float(txtDisplay.get()))
self.display(self.current)

def expm1(self):
self.result = False
self.current = math.expm1(float(txtDisplay.get()))
self.display(self.current)

def lgamma(self):
self.result = False
self.current = math.lgamma(float(txtDisplay.get()))
self.display(self.current)
10
 def degrees(self):
self.result = False
self.current = math.degrees(float(txtDisplay.get()))
self.display(self.current)

def log2(self):
self.result = False
self.current = math.log2(float(txtDisplay.get()))
self.display(self.current)

def log10(self):
self.result = False
self.current = math.log10(float(txtDisplay.get()))
self.display(self.current)

def log1p(self):
self.result = False
self.current = math.log1p(float(txtDisplay.get()))
self.display(self.current)

added_value = Calc()

txtDisplay = Entry(calc, font=('Helvetica', 20, 'bold'),

bg='black', fg='white',
bd=30, width=28, justify=RIGHT)
txtDisplay.grid(row=0, column=0, columnspan=4, pady=1)
txtDisplay.insert(0, "0")

numberpad = "789456123"
i=0

btn = []
for j in range(2, 5):
for k in range(3):
btn.append(Button(calc, width=6, height=2,
bg='black', fg='white',
font=('Helvetica', 20, 'bold'),
bd=4, text=numberpad[i]))
btn[i].grid(row=j, column=k, pady=1)
btn[i]["command"] = lambda x=numberpad[i]: added_value.numberEnter(x)
i += 1

btnClear = Button(calc, text=chr(67), width=6,

height=2, bg='powder blue',
font=('Helvetica', 20, 'bold')
, bd=4, command=added_value.Clear_Entry
).grid(row=1, column=0, pady=1)

btnAllClear = Button(calc, text=chr(67) + chr(69),

11
 width=6, height=2,
bg='powder blue',
font=('Helvetica', 20, 'bold'),
bd=4,
command=added_value.All_Clear_Entry
).grid(row=1, column=1, pady=1)

btnsq = Button(calc, text="\u221A", width=6, height=2,

bg='powder blue', font=('Helvetica',
20, 'bold'),
bd=4, command=added_value.squared
).grid(row=1, column=2, pady=1)

btnAdd = Button(calc, text="+", width=6, height=2,

bg='powder blue',
font=('Helvetica', 20, 'bold'),
bd=4, command=lambda: added_value.operation("add")
).grid(row=1, column=3, pady=1)

btnSub = Button(calc, text="-", width=6,

height=2, bg='powder blue',
font=('Helvetica', 20, 'bold'),
bd=4, command=lambda: added_value.operation("sub")
).grid(row=2, column=3, pady=1)

btnMul = Button(calc, text="x", width=6,

height=2, bg='powder blue',
font=('Helvetica', 20, 'bold'),
bd=4, command=lambda: added_value.operation("multi")
).grid(row=3, column=3, pady=1)

btnDiv = Button(calc, text="/", width=6,

height=2, bg='powder blue',

font=('Helvetica', 20, 'bold'),
bd=4, command=lambda: added_value.operation("divide")
).grid(row=4, column=3, pady=1)

btnZero = Button(calc, text="0", width=6,

height=2, bg='black', fg='white',
font=('Helvetica', 20, 'bold'),
bd=4, command=lambda: added_value.numberEnter(0)
).grid(row=5, column=0, pady=1)

btnDot = Button(calc, text=".", width=6,

height=2, bg='powder blue',
font=('Helvetica', 20, 'bold'),
bd=4, command=lambda: added_value.numberEnter(".")
).grid(row=5, column=1, pady=1)
btnPM = Button(calc, text=chr(177), width=6,
height=2, bg='powder blue', font=('Helvetica', 20, 'bold'),
12
 bd=4, command=added_value.mathPM
).grid(row=5, column=2, pady=1)

btnEquals = Button(calc, text="=", width=6,

height=2, bg='powder blue',
font=('Helvetica', 20, 'bold'),
bd=4, command=added_value.sum_of_total
).grid(row=5, column=3, pady=1)
# ROW 1 :
btnPi = Button(calc, text="pi", width=6,
height=2, bg='black', fg='white',
font=('Helvetica', 20, 'bold'),
bd=4, command=added_value.pi
).grid(row=1, column=4, pady=1)

btnCos = Button(calc, text="Cos", width=6,

height=2, bg='black', fg='white',
font=('Helvetica', 20, 'bold'),
bd=4, command=added_value.cos
).grid(row=1, column=5, pady=1)

btntan = Button(calc, text="tan", width=6,

height=2, bg='black', fg='white',
font=('Helvetica', 20, 'bold'),
bd=4, command=added_value.tan
).grid(row=1, column=6, pady=1)

btnsin = Button(calc, text="sin", width=6,

height=2, bg='black', fg='white',
font=('Helvetica', 20, 'bold'),
bd=4, command=added_value.sin
).grid(row=1, column=7, pady=1)

# ROW 2 :
btn2Pi = Button(calc, text="2pi", width=6,
height=2, bg='black', fg='white',
font=('Helvetica', 20, 'bold'),
bd=4, command=added_value.tau
).grid(row=2, column=4, pady=1)

btnCosh = Button(calc, text="Cosh", width=6,

height=2, bg='black', fg='white',
font=('Helvetica', 20, 'bold'),
bd=4, command=added_value.cosh
).grid(row=2, column=5, pady=1)

btntanh = Button(calc, text="tanh", width=6,

height=2, bg='black', fg='white',
font=('Helvetica', 20, 'bold'),
bd=4, command=added_value.tanh
).grid(row=2, column=6, pady=1)
13
btnsinh = Button(calc, text="sinh", width=6,
height=2, bg='black', fg='white',
font=('Helvetica', 20, 'bold'),
bd=4, command=added_value.sinh
).grid(row=2, column=7, pady=1)

# ROW 3 :
btnlog = Button(calc, text="log", width=6,
height=2, bg='black', fg='white',
font=('Helvetica', 20, 'bold'),
bd=4, command=added_value.log
).grid(row=3, column=4, pady=1)

btnExp = Button(calc, text="exp", width=6, height=2,

bg='black', fg='white',
font=('Helvetica', 20, 'bold'),
bd=4, command=added_value.exp
).grid(row=3, column=5, pady=1)

btnMod = Button(calc, text="Mod", width=6,

height=2, bg='black', fg='white',
font=('Helvetica', 20, 'bold'),
bd=4, command=lambda: added_value.operation("mod")
).grid(row=3, column=6, pady=1)

btnE = Button(calc, text="e", width=6,

height=2, bg='black', fg='white',
font=('Helvetica', 20, 'bold'),
bd=4, command=added_value.e
).grid(row=3, column=7, pady=1)

# ROW 4 :
btnlog10 = Button(calc, text="log10", width=6,
height=2, bg='black', fg='white',
font=('Helvetica', 20, 'bold'),
bd=4, command=added_value.log10
).grid(row=4, column=4, pady=1)

btncos = Button(calc, text="log1p", width=6,

height=2, bg='black', fg='white',
font=('Helvetica', 20, 'bold'),
bd=4, command=added_value.log1p
).grid(row=4, column=5, pady=1)

btnexpm1 = Button(calc, text="expm1", width=6,

height=2, bg='black', fg='white',
font=('Helvetica', 20, 'bold'),
bd=4, command=added_value.expm1
).grid(row=4, column=6, pady=1)
14
btngamma = Button(calc, text="gamma", width=6,
height=2, bg='black', fg='white',
font=('Helvetica', 20, 'bold'),
bd=4, command=added_value.lgamma
).grid(row=4, column=7, pady=1)
# ROW 5 :
btnlog2 = Button(calc, text="log2", width=6,
height=2, bg='black', fg='white',
font=('Helvetica', 20, 'bold'),
bd=4, command=added_value.log2
).grid(row=5, column=4, pady=1)

btndeg = Button(calc, text="deg", width=6,

height=2, bg='black', fg='white',
font=('Helvetica', 20, 'bold'),
bd=4, command=added_value.degrees
).grid(row=5, column=5, pady=1)

btnacosh = Button(calc, text="acosh", width=6,

height=2, bg='black', fg='white',
font=('Helvetica', 20, 'bold'),
bd=4, command=added_value.acosh
).grid(row=5, column=6, pady=1)

btnasinh = Button(calc, text="asinh", width=6,

height=2, bg='black', fg='white',
font=('Helvetica', 20, 'bold'),
bd=4, command=added_value.asinh
).grid(row=5, column=7, pady=1)

lblDisplay = Label(calc, text="Scientific Calculator",

font=('Helvetica', 30, 'bold'),

bg='black', fg='white', justify=CENTER)

lblDisplay.grid(row=0, column=4, columnspan=4)

def iExit():
iExit = tkinter.messagebox.askyesno("Scientific Calculator",
"Do you want to exit ?")
if iExit > 0:
root.destroy()
return

def Scientific():
root.resizable(width=False, height=False)
root.geometry("944x568+0+0")

15
 def Standard():
root.resizable(width=False, height=False)
root.geometry("480x568+0+0")

menubar = Menu(calc)

# ManuBar 1 :
filemenu = Menu(menubar, tearoff=0)
menubar.add_cascade(label='File', menu=filemenu)
filemenu.add_command(label="Standard", command=Standard)
filemenu.add_command(label="Scientific", command=Scientific)
filemenu.add_separator()
filemenu.add_command(label="Exit", command=iExit)

# ManuBar 2 :
editmenu = Menu(menubar, tearoff=0)
menubar.add_cascade(label='Edit', menu=editmenu)
editmenu.add_command(label="Cut")
editmenu.add_command(label="Copy")
editmenu.add_separator()
editmenu.add_command(label="Paste")

root.config(menu=menubar)

root.mainloop()
Output:

16
8.0 Skills Developed /learning out of this Micro-Project

A scientific calculator is an electronic calculator, either desktop or handheld, designed

to perform mathematical operations. They have completely replaced slide rules and are used in both
educational and professional settings. In some areas of study scientific calculators have been replaced
by graphing calculators and financial calculators which have the capabilities of a scientific calculator
along with the capability to graph input data.

Scientific calculators are used widely in situations that require quick access to certain
mathematical functions, especially those that were once looked up in mathematical tables, such as
trigonometric functions or logarithms. They are also used for calculations of very large or very small
numbers, as in some aspects of astronomy, physics, and chemistry. They are very often required for
math classes from the junior high school level through college, and are generally either permitted or
required on many standardized tests covering math and science subjects; as a result, many are sold
into educational markets to cover this demand, and some high-end models include features making it
easier to translate a problem on a textbook page into calculator input, e.g. by providing a method to
enter an entire problem in as it is written on the page using simple formatting tools.

9.0 Application of The Micro Project

Scientific calculators are used widely in situations that require quick access to certain
mathematical functions, especially those that were once looked up in mathematical tables, such as
trigonometric functions or logarithms. They are also used for calculations of very large or very small
numbers, as in some aspects of astronomy, physics, and chemistry.

17
 They are very often required for math classes from the junior high school level through
college, and are generally either permitted or required on many standardized tests covering math and
science subjects; as a result, many are sold into educational markets to cover this demand, and some
high-end models include features making it easier to translate a problem on a textbook page into
calculator input, e.g. by providing a method to enter an entire problem in as it is written on the page
using simple formatting tools.

10.0 Area of Future Improvement

Scientific calculators are used widely in situations that require quick access to certain
mathematical functions, especially those that were once looked up in mathematical tables, such as
trigonometric functions or logarithms. They are also used for calculations of very large or very small
numbers, as in some aspects of astronomy, physics, and chemistry.

They are very often required for math classes from the junior high school level through college, and
are generally either permitted or required on many standardized tests covering math and science
subjects; as a result, many are sold into educational markets to cover this demand, and some high-end
models include features making it easier to translate a problem on a textbook page into calculator
input, e.g. by providing a method to enter an entire problem in as it is written on the page using
simple formatting tools.

Bibliography: -
11. Web references: -
https://codewithcurious.com/projects/scientific-calculator-using-python/
https://www.geeksforgeeks.org/scientific-gui-calculator-using-tkinter-in-python/

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