Scientific

Calculator
 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.
 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.
• FUNCTIONS TO BE PROVIDED:
• The system will be user friendly and completely menu driven so that the users shall have no
• problem in using all options.
• • The system will be efficient and fast in response.
• • 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.
FLOW CHART:
 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();
intsquareroot();
int absolute();
intnaturallogarithm();
intexponentiallogarithm();
intdecimaltobinary();
intbinarytodecimal();
int sine();
int cosine();
inttann();
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()
{
Inta,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()
{
Inta,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()
{
inta,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()
{
inta,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()
{
inta,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()
{
intn,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()
{
intbase,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()
{
inta,result;
printf("perform square operation\n");
printf("enter a\n");
scanf("%d",&a);
result=a*a;
printf("result = %d\n",result);
}
intsquareroot()
{
inta,result;
printf("performing squareroot operation\n");
printf("enter a\n");
scanf("%d",&a);
result=sqrt(a);
printf("result = %d\n",result);
}
int absolute()
{
inta,result;
printf("perform absolute operation\n");
printf("enter a\n");
scanf("%d",&a);
result=abs(a);
printf("result %d\n",result);
}
intnaturallogarithm()
{
double a,result;
printf("performing natural logarithm operation\n");
printf("enter a\n");
scanf("%lf",&a);
result=log10(a);
printf("result = %lf",result);
}
intexponentiallogarithm()
{
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);
}
inttann()
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);
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");
 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.
 TESTING

• Testing is the major control measure used during software development.

• Its basic function is to detect errors in the software. During requirement
• analysis and design, the output is a document that is usually textual and
no
• executable. After the coding phase, computer programs are available that
• can be executed for testing purpose. This implies that testing not only, has
• to uncover errors introduced during coding, but also errors introduced
• during previous phase. Thus the goal of testing is to uncover the
• requirements, design and coding errors in the programs. TheSourcecode
• declared above for the program of Scientific Calculator has been tested
• and it has been found that the above source code is okay and correct.The
• program involves many type of conversions. These conversions has to
• done carefully.
thank you