Calculator

MINI PROJECT REPORT

Submitted by
Magesh R (ULK20EC2002)
Under the Guidance of
S. Radha

Dissertation submitted in partial fulfilment of the requirements

for the award of the degree of
BACHELOR OF TECHNOLOGY
ELECTRONICS AND COMMUNICATION ENGINEERING

SCHOOL OF
ENGINEERING AND TECHNOLOGY
KARUNYA INSTITUTE OF TECHNOLOGY AND SCIENCES
(Deemed to be university)
Karunya Nagar, Coimbatore - 641 114. INDIA
October 2021

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 BONAFIDE CERTIFICATE

This is to certify that the mini project report entitled, “Calculator” is a

bonafide record of work of the candidate who carried out the project work
under my supervision during the academic year 2021-2022

Magesh R (ULK20EC2002)

S. Radha Dr.D. Nirmal

SUPERVISOR Head of the department

Submitted for the Half Semester Viva Voce examination held on ……………………….

………………………. ……………………..
(Internal Examiner) (External Examiner)

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 ACKNOWLEDGEMENT

First and foremost, I would like to thank Almighty God for all the blessings He has
bestowed upon us to work thus far and finish this project. I are grateful to our most respected
founder (late) Dr. D.G.S. Dhinakaran, C.A.I.I.B, Ph.D., and honorable chancellor Dr. Paul
Dhinakaran, M.B.A, Ph.D., for their grace and blessing.

I express our gratitude to the Vice Chancellor Dr. P. Mannar Jawahar, Ph.D., Pro
Vice Chancellor Dr. Ridling Margarat Waller, Ph.D., Pro Vice Chancellor Dr. E. J. James
and the Registrar Dr. R. Elijah Blessing, Ph.D., Karunya University, for their enduring
leadership.

I extend my thanks to our Dean, School of Engineering and Technology, Dr. Prince
Arul Raj, Ph.D., Karunya University, for his excellent encouragements in course of this work.

I am very thankful to Dr. D. Nirmal Professor & Head i/c, Department of Electronics
and Communication Engineering for providing his constant readiness in providing help and
encouragement at all stages in my project.

My sincere and special thanks to my guide, S. Radha., Guide, for her immense help
and guidance. I would like to extend a thankful heart for her constant support through the entire
project.

I would take this opportunity to thank our S. Radha, Mentor, who had been always there
for us. I would like to convey gratitude to my Parents whose prayers and blessings were always
there with me. Last but not the least, I would like to thank my Friends and Others who directly
or indirectly helped in successful completion of this work.

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 CONTENTS

Chapter Page No

ABSTRACT 5

LIST OF FIGURES 6

LIST OF TABLES 6

1. INTRODUCTION

1.1 PREFACE 7

1.2 LITERATURE SURVEY 8

1.3 PROBLEM SEGMENT 9

1.4 OBJECTIVE 10

2.COMPONENTS REQUIRED 11

3.HARDWARE DESCRIPTION 11

3.1. SOFTWARE USED 15

4.WORKING 16

5.RESULTS & CONCLUSION 19

6.REFERENCES 20

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 ABSTRACT

➢ This work was centred on the Design and implementation of a simple

calculator for education organization. The study traced the calculator

system as a tool to completely change mathematical knowledge and

sophisticated problems solving strategies had advanced the field of

simulated engines in mathematics.

➢ This project work also focused principally on numbers and arithmetic

operation. This researcher investigated the manual system in detail with a

view to finding out the need to automate the system.

➢ Interestingly, the end result of the simple calculator system was its ability

to process numbers and operators, and provides a useful result.

➢ Therefore, this project will help immensely in the following way. Easy

calculation of tedious mathematical problems, easy retrieval of errors and

it will also be of a good assistance to any researcher on these topics.

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 LIST OF FIGURES

Fig.no Description Page no.

3.1 Arduino UNO R3 Board 13

3.2 4x4 matrix keypad 15

3.3 4x4 matrix keypad Internal diagram 15

3.4 16*2 Lcd Display PIN Configuration 16

4.1 Circuit diagram as simulated on Proteus 8 software 17

4.2 Flowchart of Calculator 18

4.3 Block Diagram of Calculator 19

5.1 The output of the Calculator Using Addition Operation 20

5.2 The output of the Calculator Using Subtraction Operation 21

5.3 The output of the calculator Using Multiplication Operation 21

5.4 The output of the calculator Using Divide Operation 22

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 LIST OF TABLES

Table no Description Page.no

3.1 Tech specification 14

3.2 4x4 keypad Pin configuration 15

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 1.INTRODUCTION

1.1 PREFACE

➢ A calculator is a machine which allows people to do math operations

more easily. For example, most calculators will add, subtract, multiply,

and divide. Some also do square roots, and more complex calculators can

help with calculus and draw function graphs. Calculators are found

everywhere. A smartphone or other computer can also act as a calculator.

➢ A calculator that helps people do arithmetic. Many calculators are

powered by solar cells. They are commonly seen in schools and

businesses and can be used quickly and efficiently for simple

mathematical problems. Other names are 'miniature calculator' or 'mini

calculator'.

➢ Theoretically, a modern computer is a calculator that works

with binary numbers and has a much larger memory. But in the practical

sense, a computer is far more than a mere calculator, because of the wide

variety of non-computational tasks it can perform.

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1.2 LITERATURE SURVEY

1.The Influence of Using a Calculator in learning fractions

Author and Year: sekesai bridget mutsvangwa, master of education with

specialisation in mathematics education, January 2016

the experimental group used a calculator as a learning aid while the control

group used the traditional paper pencil method.

2. The Impact of Electronic Calculators

Author and Year: Dennis M. Roberts, Review of Educational Research,

March 1980

Thirty-four empirical studies at the elementary, secondary, and college level were

reviewed concerning the impacts of electronic calculators on mathematics-related

achievement and attitudes.

3.Research on Graphing Calculators at the Secondary Level

Author and Year: by Signe Kastberg, Indiana University Purdue University

Indianapolis; & Keith Leatham, Brigham Young University, June2005

Traditionally, mathematics has been taught as a collection of rules and

procedures that make computations more efficient. Thus, it comes as little

surprise that in a context where the focus of mathematical activity is

computation access to tools that can perform many of these computations has

historically been restricted.

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4. Simple hand-held calculating unit to aid the visually impaired

Author and Year: ShreedeepGangopadhyay1, Molay Kumar Mondal1 and

Arpita Pramanick Department of Electronics & Communication Engineering,

September 2015

“For most of us, technology makes things easier; however, for a person with

disabilities, it makes things possible”. Mathematics cultivates thinking and

reasoning skills. It lays the foundation for systematic thinking through the

numerical and spatial aspects of the objects. As a subject, Mathematics plays an

important role in society and the school curriculum is formulated in such a way

that Mathematics is given a central and significant place in it.

1.3 PROBLEM SEGMENT

➢ A small mistake is sufficient to lead to the wrong answer. A student must

have the ability of estimating the correct answers or the student would not

cross check the problem. It is in the best interest of students to repeat all

the mathematical calculation once. Alternatively, if there is difference in

answers between the first and second calculation, the student must repeat

the operations again.

➢ There are many instants where a student or individual can make mistakes,

such as punching the wrong buttons, forgetting to change the mode,

incorrect rounding up of values and wrong methods of evaluating

brackets.

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1.4 OBJECTIVES

The prime objective of the calculator is

➢ to perform a number of calculations in response to user supplied input.

The possible number of calculations is pre-defined.

➢ The results of the calculations may be presented in summary or detailed

format.

➢ It is these outputs that are the main business functions of the calculator.

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 2.COMPONENT REQUIRED

➢ Arduino UNO R3

➢ 4×4 Matrix Keypad

➢ 16*2 Lcd Display

3.HARDWARE DESCRIPTION

Arduino Uno R3

Arduino Uno is a microcontroller board based on the ATmega328P It has 14

digital input/output pins (of which 6 can be used as PWM outputs),

➢ 6 analog inputs,

➢ 16 MHz ceramic resonator (CSTCE16M0V53-R0),

➢ USB connection,

➢ power jack,

➢ ICSP header

➢ reset button.

The Uno differs from all preceding boards in that it does not use the FTDI USB-

to-serial driver chip. Instead, it features the Atmega16U2 (Atmega8U2 up to

version R2) programmed as a USB-to-serial converter.

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It contains everything needed to support the microcontroller; simply connect it

to a computer with a USB cable or power it with an AC-to-DC adapter or

battery to get started. You can tinker with your Uno without worrying too much

about doing something wrong, worst-case scenario you can replace the chip for

a few dollars and start over again.

Fig:3.1. Arduino UNO R3 Board

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Operating Voltage 5V

Input Voltage 7-12V

Input Voltage (limits) 6-20V

Digital I/O Pins 14 (of which 6 provide PWM output)

Analog Input Pins 6

DC Current per I/O Pin 40 mA

DC Current for 3.3V Pin 50 mA

Flash Memory 32 KB of which 0.5 KB used by bootloader

SRAM 2 KB

EEPROM 1 KB

Clock Speed 16 MHz

Table 3.1. Tech specification

4×4 Matrix Keypad

A matrix keypad is the kind of keypad you see on microwave ovens, gas pumps,

and calculators. A matrix keypad you can connect to a breadboard is also great

for prototypes and inventions where things like codes, times, or other values

have to be entered.

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Fig 3.2. 4x4 matrix keypad Fig 3.3. 4x4 matrix keypad Internal diagram

Description

Keypad Rows Keypad Column

1 PIN1 is taken out from 1st ROW 5 PIN5 is taken out from 1st COLUMN

2 PIN2 is taken out from 2nd ROW 6 PIN6 is taken out from 2nd COLUMN

3 PIN3 is taken out from 3rd ROW 7 PIN7 is taken out from 3rd COLUMN

4 PIN4 is taken out from 4th ROW 8 PIN8 is taken out from 4th COLUMN

Table 3.2. 4X4 MATRIX KEYPAD Pin Configuration

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16*2 Lcd display

A 16x2 LCD means it can display 16 characters per line and there are 2 such

lines. In this LCD each character is displayed in 5x7 pixel matrix. The 16 x 2

intelligent alphanumeric dot matrix display is capable of displaying 224

different characters and symbols. This LCD has two registers, namely,

Command and Data.

Fig 3.4. 16*2 Lcd Display

3.1 SOFTWARE USED

➢ Proteus 8 Professional

➢ Arduino IDE

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 4.WORKING

Now as we have connected all the components together and uploaded the code

in the microcontroller, let’s test the calculator if it works fine or not. To test the

calculator, press any numeric key. After that press any numeric key. When you

have done this, the LCD will display the addition of both the numbers.

This was the whole procedure to make and test a calculator using Arduino.

Fig 4.1. Circuit diagram as simulated on Proteus 8 software

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 START

INPUT FIRST
OPERAND

INPUT
OPERATOR

IS
OPERATOR NO
REQUIRE
SECOND
VARIABLE

YES

INPUT SECOND
OPERAND

DETECTS
OPERATOR
AND
PERFORM
MATHEMATICAL
OPERATION

DISPLAY
RESULT

Fig:4.2. Flowchart of Calculator

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A Calculator is a device that is used to perform simple arithmetic operations to

complex mathematical calculations. The rise of calculators can be seen from

devices like Abacus to credit card sized complex electronic solid-state devices

in the modern-day usage.4×4 numeric keypad is used as input. User presses the

buttons on keypad to give input to Arduino calculator. Arduino calculator takes

two digits and an operator as input. Arduino calculator then identifies the

operator, computes result according to the operator and then displays the result

on 16×2 lcd screen.

lcd 16*2

Arduino UNO
4×4 Keypad
Matrix R3

Fig 4.3. Block diagram of calculator

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 5.RESULT AND CONCLUTION

Digital calculator is yet another simple device which can be used to calculate

simple 2-digit number, using Arduino interfaced with an LCD can perform

various operation which are highly accurate. Thus, this project is very suitable

for small scale as well as medium scale calculation.

Fig 5.1. The output of the calculator Using Addition Operation

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 Fig 5.2. The output of the calculator Using Subtraction Operation

Fig 5.3. The output of the calculator Using Multiplication Operation

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 Fig 5.4. The output of the calculator Using Divide Operation

6.REFERANCE

➢ Barman, Farshad. (2008). The mathematics of starry nights. American

Mathematical Association of Two-Year College

➢ Browning, C. & Garza-Kling, G. (2010). Graphing calculators as tools.

Mathematics Teaching in the Middle School

➢ Education technology: Overview. (2011). Retrieved April, 5, 2011, from

http://www.ti.com/corp/docs/company/history/timeline/popup.htm

➢ Ellington, A. (2003). A meta-analysis of the effects of calculators on

students’ achievement and attitude levels in precollege mathematics

classes. Journal for Research in Mathematics Education

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