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  • Scientific Caculator

    Caricato da

    Er Sunny Mittal
    158 visualizzazioni5 pagine
    front page 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.

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    front page 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.

    Copyright:

    © All Rights Reserved
    Scarica in formato DOC, PDF, TXT o leggi online su Scribd
    Segnala contenuti inappropriati
    158 visualizzazioni5 pagine

    Scientific Caculator

    Caricato da

    Er Sunny Mittal
    front page 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.

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    © All Rights Reserved
    Scarica in formato DOC, PDF, TXT o leggi online su Scribd
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    di 5

    SCIENTIFIC CALCULATOR

    A Project Report
    Submitted by

    ANURADHA KUMARI
    In partial fulfillment for the award of the degree
    Of

    Diploma of Technology
    IN
    COMPUTER SCIENCE

    SRI GANGANAGAR POLYTECHNIC COLLEGE


    SRI GANGANAGAR
    March 2016

    Submitted To:-

    Submitted By:-

    Er. Bhavya Garg

    ANURADHA KUMARI

    (HOD CSE)

    Roll No. :Computer Science IIIrd Year

    CERTIFICATE

    This is to certify that the project report entitled SCIENTIFIC CALCULATOR


    IN CPP Submitted by ANURADHA KUMARI to the TANTIA University Sri
    ganganagar, Rajasthan in partial fulfillment for the award of Degree of Diploma of
    Technology in Computer Science is a bonafide record of the project work carried
    out by him/her under my supervision during the year 2016.

    Name
    Er.Bhavya Garg
    Designation
    HOD
    Department of Computer Science
    .

    SRI GANGANAGAR POLYTECHNIC COLLEGE


    SRI GANGANAGAR

    II

    ACKNOWLEDGEMENT

    We express our sincere thanks to our project guide, Er. Bhavya Mam,
    HOD(CSE),Sriganganagar polytechnic college, for guiding us right form the
    inception till the successful completion of the project. We sincerely acknowledge him
    for extending their valuable guidance, support for literature, critical reviews of project
    and the report and above all the moral support they had provided us with all stages of
    this project.

    Anuradha Kumari
    IIIrd year CSE

    III

    Abstract

    The calculator is an extension of a mathematician and it has opened up new possibilities


    within mathematics. It is a machine though, and it is only capable of doing what it is
    programmed to do. Accordingly, this project aims to develop the internal programmed
    computational code in the form of a computer program that a scientific calculator could use to
    compute functions such as square root, the exponential, and sine functions.
    1 The idea of this project assumes that that the programmer has already developed the very basic
    addition, subtraction, multiplication, division and integer
    2. Splicing functions. Then using these basic functions, the program will then compute other
    more complicated functions found on a typical scientific calculator such as the sine and
    logarithmic functions.
    Every programming language has advantages and disadvantages; because I was familiar with the
    C++ programming language and learning a new language was beyond the scope of this project, I
    chose to work within the C++ language. A few advantages with choosing this language are that
    the code is easily transferred into other programming languages and that it is universally known.
    I choose to use a Windows Console application due to its simplicity and my familiarity with it.

    IV

    TABLE OF CONTENTS

    S. No.

    Title

    1.

    Introduction

    2.

    Basic function

    Proposed system

    System Design

    Flow chart

    Applications

    Testing

    Screen Shots

    Future scope of project

    10

    Bibliography

    Page No.

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