Subject name and code:OOP ACADEMIC YEAR: 2024-2025

Course Name: IF. SEMESTER: Third

A STUDY ON:
Scientific Calculator
MICRO PROJECT REPORT

BY THE GROUP OF STUDENTS

SR.NO ROLL NAME OF STUDENT ENROLLMENT SEAT NO.
NO. NO.
1 25 Tayade Vivek Kishor 23112090652
2 26 Sonawale Gaurav Suresh 23112090653
3 27 Gorale Kaushalya Mangal 23112090654
4 28 Khetade Mayuri Shatrughana 23112090655

UNDER THE

GUIFDANCE OF

MRS.TEJAL BHOIR

SECOND YEAR OF DIPLOMA PROGRAM IN ENGINEERING AND

TECHNOLOGY MAHARASHTRA STATE BOARD OF TECHNICAL
EDUCATION, MUMBAI
AT

SHIVAJIRAO S. JONDHALE POLYTECHNIC, ASANGOAN

 MAHARASHTRA STATE BOARD OF TECHNICAL EDUCATION

MUMBAI

CERTIFICATE

This To Certificate That Tayade Vivek Kishor Roll No. 226 Of Third
Semister Of Information Technology Diploma Programme In Engineering And
Technology At Shivajirao S. Jondhale Polytechnic Asangoan Has Complete The
Micro Project Satisfactorily In The Subject Dbms In The Acadamic Year 2024-
2025 As Per The Msbte Prescribed Curriculum Of “K” Scheme

PLACE: ASANGOAN ENROLLMENT NO.: 23112090652

DATE: 19/10/2024 EXAM SEAT NO.:

 MAHARASHTRA STATE BOARD OF TECHNICAL EDUCATION

MUMBAI

CERTIFICATE

This To Certificate That Sonawale Gaurav Kishor Roll No. 26 Of

Third Semister Of Information Technology Diploma Programme In
Engineering And Technology At Shivajirao S. Jondhale Polytechnic
Asangoan Has Complete The Micro Project Satisfactorily In The Subject
Dbms In The Acadamic Year 2024-2025 As Per The Msbte Prescribed
Curriculum Of “K” Scheme

PLACE: ASANGOAN ENROLLMENT NO.: 23112090653

DATE: 19/10/2024 EXAM SEAT NO.:

 MAHARASHTRA STATE BOARD OF TECHNICAL EDUCATION

MUMBAI

CERTIFICATE

This To Certificate That Gorale Kaushalya Mangal Roll No. 27 Of Third

Semister Of Information Technology Diploma Programme In Engineering And
Technology At Shivajirao S. Jondhale Polytechnic Asangoan Has Complete The
Micro Project Satisfactorily In The Subject Dbms In The Acadamic Year 2024-
2025 As Per The Msbte Prescribed Curriculum Of “K” Scheme

PLACE: ASANGOAN ENROLLMENT NO.: 23112090654

DATE: 19/10/2024 EXAM SEAT NO.:

 MAHARASHTRA STATE BOARD OF TECHNICAL EDUCATION

MUMBAI

CERTIFICATE

This To Certificate That Khetade Mayuri Shatrughna Roll No. 28 Of

Third Semister Of Information Technology Diploma Programme In Engineering
And Technology At Shivajirao S. Jondhale Polytechnic Asangoan Has Complete
The Micro Project Satisfactorily In The Subject Dbms In The Acadamic Year 2024-
2025 As Per The Msbte Prescribed Curriculum Of “K” Scheme

PLACE: ASANGOAN ENROLLMENT NO.: 23112090655

DATE: 19/10/2024 EXAM SEAT NO.:

PROJECT REPORT
ON

Scientific
Calculator
TABLE OF CONTENTS
1.Introduction

2.Basic function

3.Proposed system

a. Description
b. System requirements

4.System Design

5.Source code

6.Testing

7.Future scope of project

INTRODUCTION
Scientific Calculator :
The calculator was written by Rolf Howarth in early 1996.

A fully featured scientific calculator with proper operator

precedence is implemented, including trig functions and
logarithms, factorials, 12 levels of parentheses, logs to base 2 (a
handy function for information entropists!), bitwise logical
operators, hex, octal, binary and ASCII display.

The calculator is written in JavaScript and you are welcome to

view the JavaScript source (visible within the HTML page) for
personal educational purposes as long as you recognize that it
is copyrighted and not in the public domain. This calculator is
now available as part of Hummingbird's Enterprise Information
Portal. All enquiries regarding licensing the calculator should
be directed to Hummingbird Ltd.

BASIC FUNCTIONS
Addition

The addition (sum function) is used by clicking on the "+" button or using the keyboard. The
function results in a+b.
Subtraction

The subtraction (minus function) is used by clicking on the "-" button or using the keyboard.

The function results in a-b.

Multiplication

The multiplication (times function) is used by clicking on the "x" button or using the keyboard
"*" key. The function results in a*b.

Division

The division (divide function) is used by clicking on the "/" button or using the keyboard "/" key.
The function results in a/b.

Sign

The sign key (negative key) is used by clicking on the "(-)" button. The function results in -1*x.

Square

The square function is used by clicking on the "x^2" button or type "^2". The function results in
x*x.

Square Root

The square root function is used by clicking on the "x" button or type "sqrt()". This function
represents x^.5 where the result squared is equal to x.

Raise to the Power

The raise to the power (y raised to the x function) is used by clicking on the "y^x" button or type
"^".
Natural Exponential

The natural exponential (e raised to the x) is used by clicking on the "e^x" button or type
"exp()". The result is e (2.71828...) raised to x.

Logarithm

The logarithm (LOG) is used by clicking on the "LOG" button or type "LOG()".

Natural Logarithm

The Natural logarithm (LN) is used by clicking on the "LN" button or type "LN()".

Inverse

Multiplicative inverse (reciprocal function) is used by pressing the "1/x" button or typing
"inv()". This function is the same as x^-1 or dividing 1 by the number.

Exponent

Numbers with exponents of 10 are displayed with an "e", for example 4.5e+100 or 4.5e-100.
This function represents 10^x. Numbers are automatically displayed in the format when the
number is too large or too small for the display. To enter a number in this format use the
exponent key "EEX". To do this enter the mantissa (the non exponent part) then press "EEX" or
type"e" and then enter the exponent.

Factorial

The Factorial function is used by clicking the "!" button or type "!".

PI

PI is a mathematical constant of the ratio of a circle's circumference to its diameter.

PROPOSED SYSTEM
The following documentation is a project the “Name of the term paper allotted”. It is a detailed
summary of all the drawbacks of the old system and how the new proposed system overcomes
these shortcomings. The new system takes into account the various factors while designing a
new system. It keeps into the account the Economical bandwidth available for the new system.
The foremost thing that is taken care of is the Need and Requirements of the User.

DESCRIPTION

Before developing software we keep following things in mind that we can develop powerful and
quality software

PROBLEM STATEMENT

• Problem statement was to design a module:

• Which is user friendly

• Which will restrict the user from accessing other user’s data.

• Which will help user in viewing his data and privileges.

• Which will help the administrator to handle all the changes.

• The system will be customized according to needs.

SYSTEM REQUIRMENTS

Operating system: MS Windows XP or Windows 10

Language: C Language

Processor: Pentium IV Processor RAM: 512 MB Hard disk: 2 GB

SYSTEM DESIGN

Then we began with the design phase of the system. System design is a
solution, a “HOW TO” approach to the creation of a new system. It
translates system requirements into ways by which they can be made
operational. It is a translational from a user oriented document to a
document oriented programmers. For that, it provides the
understanding and procedural details necessary for the
implementation. Here we use Flowchart to supplement the working of
the new system. The system thus made should be reliable, durable and
above all should have least possible maintenance costs. It should
overcome all the drawbacks of the Old existing system and most
important of all meet the user requirements.
 Trignometry (sin,cos) inverse (1/x)

yes

Do you want
to continue?

NO

stop

CODING:
#include <stdio.h>
#include<stdlib.h> #include<math.h>
int addition(); int
subtraction(); int
multiplication(); int
division(); int modulus();
int factorial(); int power();
int square(); int
squareroot(); int
absolute(); int
naturallogarithm(); int
exponentiallogarithm();
int decimaltobinary(); int
binarytodecimal();
int sine();
int cosine();
int tann();
int cosec();
int sec(); int
cot();
int main()
{
int option;
printf("enter your option\n"); scanf("%d",&option);
switch(option)
{
case 1: addition(); break;
case 2: subtraction(); break;
case 3: multiplication(); break;
case 4: division(); break;
case 5: modulus();

break;
case 6: factorial();
break; case 7:
power(); break;
case 8: square();
break; case 9:
squareroot();
break; case 10:
absolute(); break;
case 11:
naturallogarithm();

break; case 12:

exponentiallogarithm(); break;
case 13: sine(); break; case 14:
cosine(); break; case 15:
tann(); break; case 16: cosec();
break; case 17: sec(); break;
case 18: cot(); break; case 19:
decimaltobinary(); break; case
20: binarytodecimal(); break;
default : return 0; break;
}
}
int addition()
{
int a,b,c;
printf("performing addition operation\n");
printf("enter a and b\n"); scanf("%d
%d",&a,&b); c=a+b; printf("addition =
%d\n",c);
}
int subtraction()
{
int a,b,c;
printf("performing subtraction operation\n"); printf("enter
a and b\n"); scanf("%d%d",&a,&b); c=a-b;
printf("subtraction = %d\n",c);
}
int multiplication()
{
int a,b,c;
printf("performing multiplication operation\n");
printf("enter a and b\n"); scanf("%d
%d",&a,&b); c=a*b;
printf("multiplication = %d\n",c);
}
int division()
{
int a,b,c;
printf("performing division operation\n");
printf("enter a and b\n"); scanf("%d
%d",&a,&b); c=a/b; printf("division %d\
n",c);
}
int modulus()
{
int a,b,c;
printf("performing modulus operation\n");
printf("enter a and b\n"); scanf("%d
%d",&a,&b); c=a%b;
printf("modulus %d\n",c);
}
int factorial()
{
int n,fact=1,i;
printf("performing factorial operation\n");
printf("enter n\n"); scanf("%d",&n);
for(i=1;i<=n;i++)
{
fact=fact*i;
}
printf("factorial %d\n",fact);
}
int power()
{
int base,exponential,result;
printf("performing power operation\n");
printf("enter base and exponential values\n");
scanf("%d%d",&base,&exponential);
result=pow(base,exponential);
printf("result = %d\n",result);
}
int square()
{
int a,result;
printf("perform square operation\n");
printf("enter a\n");
scanf("%d",&a); result=a*a;
printf("result = %d\n",result);
}
int squareroot()
{
int a,result;
printf("performing squareroot operation\n");
printf("enter a\n");
scanf("%d",&a);
result=sqrt(a); printf("result
= %d\n",result);
}
int absolute()
{
int a,result;
printf("perform absolute operation\n");
printf("enter a\n");
scanf("%d",&a);
result=abs(a); printf("result
%d\n",result);
}
int naturallogarithm()
{
double a,result;
printf("performing natural logarithm operation\n");
printf("enter a\n");
scanf("%lf",&a); result=log10(a);
printf("result = %lf",result);
}
int exponentiallogarithm()
{
double a,result;
printf("performing exponential logarithm operation\n");
printf("enter a\n");
scanf("%lf",&a);
result=log(a); printf("result
= %lf",result); }
int sine()
{
float x,result; printf("perform
sine operation\n"); printf("enter
x\n"); scanf("%f",&x); //30
result=sin(x*3.14/180);
printf("%.2f",result);
}
int cosine()
{
float x,result; printf("perform cosine
operation\n"); printf("enter x\n");
scanf("%f",&x);
result=cos(x*3.14/180);
printf("%.2f",result);
}
int tann()
{
float x,result; printf("perform tann
operation\n"); printf("enter x\n");
scanf("%f",&x);
result=tan(x*3.14/180);
printf("%.2f",result);
}
int cosec()
{
float x,result; printf("perform cosec
operation\n"); printf("enter x\n");
scanf("%f",&x);
result=(1/sin(x*3.14/180));
printf("%.2f",result);
}
int sec()
{
float x,result; printf("perform sec
operation\n"); printf("enter x\n");
scanf("%f",&x); //30
result=(1/cos(x*3.14/180));
printf("%.2f",result);
}
int cot()
{
float x,result; printf("perform cot
operation\n"); printf("enter x\n");
scanf("%f",&x); //30
result=(1/tan(x*3.14/180));
printf("%.2f",result);
}
int decimaltobinary()
{
int b[100],n,i=0,j;
printf("performing decimal to binary operation\n");
printf("enter n\n"); scanf("%d",&n);
while(n>0)
{
b[i]=n%2;
n=n/2; i++;
}
for(j=i-1;j>=0;j--)
{
printf("%d",b[j]);
}
}
int binarytodecimal()
{
int n,i,r,sum=0;
printf("performing binary to decimal operation\n");
printf("enter n\n");
scanf("%d",&n); i=0;
while(n>0)
{
r=n%10; sum=sum+r*pow(2,i);
n=n/10; i++;
}
printf("%d",sum);
}
 APPLICATIONS
In most countries, students use calculators for schoolwork. There was
some initial resistance to the idea out of fear that basic arithmetic
skills would suffer. There remains disagreement about the importance
of the ability to perform calculations "in the head", with some
curricula restricting calculator use until a certain level of proficiency
has been obtained, while others concentrate more on teaching
estimation techniques and problem-solving. Research suggests that
inadequate guidance in the use of calculating tools can restrict the
kind of mathematical thinking that students engage in. Others have
argued that calculator use can even cause core mathematical skills to
atrophy, or that such use can prevent understanding of advanced
algebraic concepts.
There are other concerns - for example, that a pupil could use the
calculator in the wrong fashion but believe the answer because that
was the result given. Teachers try to combat this by encouraging the
student to make an estimate of the result manually and ensuring it
roughly agrees with the calculated result. Also, it is possible for a child
to type in −1 × −1 and obtain the correct answer '1' without realizing
the principle involved. In this sense, the calculator becomes a crutch
rather than a learning tool, and it can slow down students in exam
conditions as they check even the most trivial result on a calculator.
 REFERENCES
 Thomas J. Bing, Edward F. Redish, Symbolic Manipulators Affect Mathematical Mindsets,
December 2007
1. ^ Mike Sebastian's calculator forensics algorithm is an example of such rounding errors -- the
algorithm's arcsin(arccos(arctan(tan(cos(sin(9)))))) should come out 9 on standard floating point
hardware, but for CORDIC it's a pathological case that produces different rounding errors on
each chip that it is implemented on. The algorithm is primarily used to identify the manufacturer
of a particular calculator's CPU, since it is usually reproducible between chips of the same
model.

2. ^ Georges Ifrah notes that humans learned to count on their hands. Ifrah shows, for example, a
picture of Boethius (who lived 480–524 or 525) reckoning on his fingers in Ifrah 2000, p. 48.

3. ^ According to Schmandt-Besserat 1981, these clay containers contained tokens, the total of
which were the count of objects being transferred. The containers thus served as a bill of lading
or an accounts book. In order to avoid breaking open the containers, marks were placed on the
outside of the containers, for the count. Eventually (Schmandt-Besserat estimates it took 4000
years) the marks on the outside of the containers were all that were needed to convey the
count, and the clay containers evolved into clay tablets with marks for the count.

4. ^ Lazos 1994

5. ^ Ancient Discoveries, Episode 11: Ancient Robots, History Channel, http://www.youtube.com/watch?

v=rxjbaQl0ad8, retrieved on 6 September 2008

6. ^ A Spanish implementation of Napier's bones (1617), is documented in Montaner i Simon 1887,

pp. 19-20.

7. ^ Kells, Kern & Bland 1943, p. 92

8. ^ Kells, Kern & Bland 1943, p. 82, as log(2)=.3010, or 4 places.

9. ^ Schmidhuber
 Thomas J. Bing, Edward F. Redish, Symbolic Manipulators Affect Mathematical Mindsets,
December 2007
10. ^ Mike Sebastian's calculator forensics algorithm is an example of such rounding errors -- the
algorithm's arcsin(arccos(arctan(tan(cos(sin(9)))))) should come out 9 on standard floating point
hardware, but for CORDIC it's a pathological case that produces different rounding errors on
each chip that it is implemented on. The algorithm is primarily used to identify the manufacturer
of a particular calculator's CPU, since it is usually reproducible between chips of the same
model.

11. ^ Georges Ifrah notes that humans learned to count on their hands. Ifrah shows, for example, a
picture of Boethius (who lived 480–524 or 525) reckoning on his fingers in Ifrah 2000, p. 48.

12. ^ According to Schmandt-Besserat 1981, these clay containers contained tokens, the total of
which were the count of objects being transferred. The containers thus served as a bill of lading
or an accounts book. In order to avoid breaking open the containers, marks were placed on the
 outside of the containers, for the count. Eventually (Schmandt-Besserat estimates it took 4000
years) the marks on the outside of the containers were all that were needed to convey the
count, and the clay containers evolved into clay tablets with marks for the count.

13. ^ Lazos 1994

14. ^ Ancient Discoveries, Episode 11: Ancient Robots, History Channel, http://www.youtube.com/watch?
v=rxjbaQl0ad8, retrieved on 6 September 2008

15. ^ A Spanish implementation of Napier's bones (1617), is documented in Montaner i Simon 1887,
pp. 19-20.

16. ^ Kells, Kern & Bland 1943, p. 92

17. ^ Kells, Kern & Bland 1943, p. 82, as log(2)=.3010, or 4 places.

18. ^ Schmidhuber