DOCSLIB.ORG

Scientific Calculator Apps As Alternative Tool in Solving

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Scientific Calculator Apps As Alternative Tool in Solving INTERNATIONAL JOURNAL OF RESEARCH IN TECHNOLOGY AND MANAGEMENT (IJRTM) ISSN 2454-6240 www.ijrtm.com SCIENTIFIC CALCULATOR APPS AS ALTERNATIVE TOOL IN SOLVING TRIGONOMETRY PROBLEMS Maria Isabel Lucas, EdD, Pamantasan ng Lungsod ng Maynila, Manila, Philippines [email protected] ABSTRACT Mark Prensky (2001), the originator of the term digital The present 21st century students belong to the post- natives (Generation Y and Z) and digital immigrants, the millennial generation or Gen Z. They are considered predecessors of the millennials, cited that mathematics have to digital natives who have high penchant on ICT gadgets be reengineered to match the characteristics of the 21st century learners: particularly on smartphones which have already formed In math, for example, the debate must no longer be about part of their daily necessities. The teachers who are digital whether to use calculators and computers – they are a part of immigrants may capitalize this by integrating technology the Digital Natives‟ world – but rather how to use them to as a tool for teaching and learning to cater their learning instill the things that are useful to have internalized, from key needs and interests. Free applications are available both skills and concepts to the multiplication tables. We should be for android and iOS operating systems such as scientific focusing on “future math” – approximation, statistics, binary calculator apps. This study verifies whether the use of the thinking. (p.5) mobile application in computing Trigonometry problems is Practically, not all students in the local university where a good alternative to the commonly used handheld this study was conducted can afford to buy the commercial calculators using a quasi-experiment among 50 students of handheld calculator due to its relatively high cost. The school a local university in the Philippines. Results of the paired- caters to poor but deserving students who are mostly residents samples t-test showed that the mean rating of the students of the local government unit that subsidizes only their school in their summative tests is significantly higher with their tuition and matriculation fees. School materials and other ratings using the handheld calculators. The researcher expenses are still shouldered by their parents, relatives, recommends that teachers may allow their students to use benefactors or by the students themselves through acquiring the mobile calculator apps in solving math exercises and part-time and even full-time jobs. Given this scenario, students tests. Aside from being cost efficient, it will also bring more with very limited funds for schooling are less capable of convenience to students since they do not need to bring two purchasing the best scientific calculator and would result to gadgets in their bags or pockets. Its ergonomics is also students’ failure in the examinations and graded exercises. Hence, these students have likelihood of suffering more favorable as the smartphones size matches the hand ’ psychological inflexibities (PI) during class hours. These are dexterities of the users. With their daily usage of the “rigid attempts to control psychological reactions to discomfort gadgets, the digital natives have already developed in them at the expense of values-guided actions” (Tavakoli, Broyles, attachment and familiarity. The automaticity that they Reid, Sandoval, Correa-Fernández, 2019. p.1). Having no acquired over time facilitates easier navigations on the calculator to be used in solving math problems would result to touch screens which allow faster calculations as compared student’s discomfort brought by worries of failing the subject. to its handheld counterpart. As such, they may attempt to control this by copying answers of their seatmates and hence, they compromise the values of a Keywords- Mobile apps; ICT; smartphone; Generation Z; true scholar. So as to be relieved from this problem, some digital natives; digital immigrants; trigonometry teachers even purchase many units of calculators and lend them to their students. I. INTRODUCTION Another practical benefit on the use of Scientific Calculator Apps is its convenience. Students, as well as teachers, need not While most test problems in Mathematics can be solved bring two gadgets in their classes. Since smartphones have manually, many teachers prefer to employ the most appropriate become a necessity among the present generation of students, tools to help make student s life easier. Considering that ’ their potentials as an aid for learning could be maximized by mathematics, specifically Trigonometry, is not an easy subject teachers. Smartphones, as compared to its analogue for many students, teachers need to be innovative so that their predecessors, have gone extra miles by giving every user students will develop liking instead of aversion to the subject. tremendous benefits through applications from android or iOS Positive correlations between enjoyment of subjects and directory. These applications (native, web, or hybrid) are increased academic performance have already been established capable of performing tasks that made life easier ranging from in many researches. gaming, business, lifestyle, entertainment, utility, and One learning innovation that could be adopted by any math educational apps. Most importantly, many of these applications teacher is the use of Scientific Calculator Mobile Application often go for free only with some annoying advertisements or Apps in solving math problems as an alternative to the usual which are tolerable anyway. A variety of scientific calculators handheld commercial calculator. Some advantages of the are available for free both in android and iOS operating adoption of this innovation on the part of students are reduction systems. In fact, the leading brand of handheld calculator has a of expenses, convenience, and utility. On the other hand, free application in the android having equal capability and teachers will no longer experience the nuisances of performance. admonishing students who do not have calculators during class Current norms dictate the necessity of smart phones in times and reason out that they forgot to bring their handheld everyday life and this includes the students. While primary and calculators or they really do not own one. secondary schools have restrictions for the usage of phones, 1 Volume 5 Issue 6, DECEMBER 2019 INTERNATIONAL JOURNAL OF RESEARCH IN TECHNOLOGY AND MANAGEMENT (IJRTM) ISSN 2454-6240 www.ijrtm.com tertiary levels are more lax with it, allowing students to bring While the modern learners’ characteristics may seem them to classrooms for various purposes. It is unlikely to harmful for the instructor, such as advance knowledge on the encounter a student without a smartphone and this has been a topic being discussed, this could also be advantageous like stepping point for the researcher’s study. minimization of time on explaining the concepts. Instead, Many educational applications which are available on the actual class hours could be used for inquiry, activities, and two operating systems (OS) are of great help for both teachers assessments. Teaching strategies, such as flipped classroom, and students when they are maximized for academic purposes. can be employed to maximize learning hours on the three In teaching the 21st century learners who belong to Generation aforementioned activities. Z (born 1995-2009), there is a need to integrate specialized In the Philippines, there have been numerous programs that learning tools in consonance to their learning needs and attempt to improve the delivery of teaching through the use of interests as digital natives. Although most educators now are instructional materials in the classroom setting. The digital immigrants, it is still necessary for them to integrate Department of Education (DepEd) has been consistently trying Information Communication Technology (ICT) and upgrade to ride on the technological wave by integrating ICT which is their teaching strategies by using technologies that provide defined as “basic information handling tools, a varied set of exchange of information through gadgets capable for academic goods, applications, and services that are used to produce, purposes. store, process, distribute, and exchange information” From a teacher’s standpoint, this also holds a way to (Nwokeafor, 2015, p. xix). Even with the attempts to integrate improve the delivery of information to their students through ICT to improve upon current learning paraphernalia, there is the advancement of instructional materials (IMs). It is an still a distinct lack of knowledge about the realm of umbrella term for two things: teaching aids, or anything that possibilities held by ICT. Technology is a broad spectrum and assists the information and message delivery to learners, and there are advancements that are found every day, which makes learning materials, or the things that learners directly learn the common instructor unable to keep up with the rising trends from (Forsyth, Jolliffe, Stevens, 2002). “With Generation Z as in practical knowledge. Agostinho, Oliver, Harper, Hedberg the present student population in colleges and universities, it is and Wills (2002, p.36) agreed that ICT foster high quality imperative that instructors meet their educational needs and learning “but there is also a pressing need to provide them with expectations with regard to learning with technology”, advise tools to assist them to assess whether their learning designs can Schnackenberg and
Load more

Recommended publications
  • Implementation and Design of Calculator
    Implementation and Design of Calculator Submitted To: Sir. Muhammad Abdullah Submitted By: Muhammad Huzaifa Bashir 2013-EE-125 Department of Electrical Engineering University of Engineering and Technology, Lahore Contents Abstract ........................................................................................................................................... 2 Introduction ..................................................................................................................................... 3 Input Unit: ................................................................................................................................... 3 Processing Unit: .......................................................................................................................... 3 Output Unit: ................................................................................................................................ 3 Interfacing and Implementation ...................................................................................................... 4 LCD: ........................................................................................................................................... 4 Hardware Interfacing: ............................................................................................................. 4 Problem and Solution of hardware interfacing: ...................................................................... 4 Software Interfacing: .............................................................................................................
    [Show full text]
  • Computing Systems
    EECS 151/251A Homework 1 Due Friday, January 26th, 2018 Problem 1: Computing Systems A wide range of computing systems are currently in production. Consider the following devices when answering the questions below: a laptop, a digital watch, a scientific calculator, a supercomputer, and a smartphone. (a) Sketch a curve showing computational performance of all these systems as a function of their cost. Put performance on the y-axis (arbitrary units), and cost on the x-axis (dollar estimate). (b) Similarly, show a curve that relates computational performance to system power con- sumption, with performance on the y-axis (arbitrary units), and power consumption on the x-axis (watt estimate). In the case of the smartphone, ignore the power consumption of the radio. (a) Performance (IPS)! 1.E+16! Supercomputer! 1.E+14! 1.E+12! Laptop! 1.E+10! 1.E+08! Smartphone! 1.E+06! 1.E+04! 1.E+02! Scientific Calculator! Digital Watch! 1.E+00! 1.E+00! 1.E+01! 1.E+02! 1.E+03! 1.E+04! 1.E+05! 1.E+06! 1.E+07! 1.E+08! 1.E+09! Cost ($)! (b) Performance (IPS)! 1.E+16! Supercomputer! 1.E+14! 1.E+12! Laptop! 1.E+10! 1.E+08! Smartphone! 1.E+06! 1.E+04! Scientific Calculator! 1.E+02! Digital Watch! 1.E+00! 1.E-08! 1.E-06! 1.E-04! 1.E-02! 1.E+00! 1.E+02! 1.E+04! 1.E+06! Power Consumption (W)! EECS 151/251A Homework 1 2 Problem 2: Logic Consider the circuit below.
    [Show full text]
  • Samsung Galaxy J3 V J327V User Manual
    User guide. User guide. User usuario. Guía del Guía GH68-47432D Printed in USA Galaxy J7_COLL-78600-UG-PO-CVR-6x4-V3-F-R2R.indd All Pages 2/2/17 11:00 AM SMARTPHONE User Manual Please read this manual before operating your device and keep it for future reference. Table of Contents Special Features . 1 Navigation . 28 Side Speaker . 2 Entering Text . 30 Getting Started . 3 Multi Window . 33 Set Up Your Device . 4. Emergency Mode . 35 Assemble Your Device . .5 Apps . 37 Start Using Your Device . 10 Using Apps . 38 Set Up Your Device . 11 Applications Settings . 41 Learn About Your Device . .15 Calculator . 45 Front View . 16 Calendar . 46 Back View . .18 Camera and Video . 49 Home Screen . .19 Clock . 54 VZW_J727V_EN_UM_TN_QB1_031717_FINAL Contacts . 57 Connections . 104 Email . 64 Wi‑Fi . 105 Gallery . .67 Bluetooth . 108 Google Apps . 71 Data Usage . 111 Message+ . .74 Airplane Mode . 113 Messages . .77 Mobile Hotspot . .114 My Files . 82 Tethering . 117 Phone . 84 Mobile Networks . 117 S Health . 94 Location . 118 Samsung Gear . 96 Advanced Calling . .119 Samsung Notes . 97 Nearby Device Scanning . .121 Verizon Apps . 99 Phone Visibility . .121 Settings . 101 Printing . .121 How to Use Settings . 102 Virtual Private Networks (VPN) . .121 Change Carrier . 123 Table of Contents iii Data Plan . 123 Smart Alert . 133 Sounds and Vibration . 124 Display . 134 Sound Mode . 125 Screen Brightness . 135 Easy Mute . 125 Screen Zoom and Font . 135 Vibrations . 125 Home Screen . 136 Volume . 126. Easy Mode . 136 Ringtone . .127 Icon Frames . .137 Notification Sounds . 128 Status Bar . .137 Do Not Disturb . 128 Screen Timeout .
    [Show full text]
  • Calculating Solutions Powered by HP Learn More
    Issue 29, October 2012 Calculating solutions powered by HP These donations will go towards the advancement of education solutions for students worldwide. Learn more Gary Tenzer, a real estate investment banker from Los Angeles, has used HP calculators throughout his career in and outside of the office. Customer corner Richard J. Nelson Learn about what was discussed at the 39th Hewlett-Packard Handheld Conference (HHC) dedicated to HP calculators, held in Nashville, TN on September 22-23, 2012. Read more Palmer Hanson By using previously published data on calculating the digits of Pi, Palmer describes how this data is fit using a power function fit, linear fit and a weighted data power function fit. Check it out Richard J. Nelson Explore nine examples of measuring the current drawn by a calculator--a difficult measurement because of the requirement of inserting a meter into the power supply circuit. Learn more Namir Shammas Learn about the HP models that provide solver support and the scan range method of a multi-root solver. Read more Learn more about current articles and feedback from the latest Solve newsletter including a new One Minute Marvels and HP user community news. Read more Richard J. Nelson What do solutions of third degree equations, electrical impedance, electro-magnetic fields, light beams, and the imaginary unit have in common? Find out in this month's math review series. Explore now Welcome to the twenty-ninth edition of the HP Solve Download the PDF newsletter. Learn calculation concepts, get advice to help you version of articles succeed in the office or the classroom, and be the first to find out about new HP calculating solutions and special offers.
    [Show full text]
  • Calculator Policy
    CALCULATOR POLICY 1. Examination Candidates may take a non-programmable calculator into any component of the examination for their personal use. 2. Instruction booklets or cards (eg reference cards) on the operation of calculators are NOT permitted in the examination room. Candidates are expected to familiarise themselves with the calculator’s operation beforehand. 3. Calculators must have been switched off for entry into the examination room. 4. Calculators will be checked for compliance with this policy by the examination invigilator or observer. 5. Features of approved calculators: 5.1. In addition to the features of a basic (four operation) calculator, a scientific calculator typically includes the following: 5.1.1. fraction keys (for fraction arithmetic) 5.1.2. a percentage key 5.1.3. a π key 5.1.4. memory access keys 5.1.5. an EXP key and a sign change (+/-) key 5.1.6. square (x²) and square root (√) keys 5.1.7. logarithm and exponential keys (base 10 and base e) 5.1.8. a power key (ax, xy or similar) 5.1.9. trigonometrical function keys with an INVERSE key for the inverse functions 5.1.10. a capacity to work in both degree and radian mode 5.1.11. a reciprocal key (1/x) 5.1.12. permutation and/or combination keys ( nPr , nCr ) 5.1.13. cube and/or cube root keys 5.1.14. parentheses keys 5.1.15. statistical operations such as mean and standard deviation 5.1.16. metric or currency conversion 6. Features of calculators that are NOT permitted include: 6.1.
    [Show full text]
  • The Demise of the Slide Rule (And the Advent of Its Successors)
    OEVP/27-12-2002 The Demise of the Slide Rule (and the advent of its successors) Every text on slide rules describes in a last paragraph, sadly, that the demise of the slide rule was caused by the advent of the electronic pocket calculator. But what happened exactly at this turning point in the history of calculating instruments, and does the slide rule "aficionado" have a real cause for sadness over these events? For an adequate treatment of such questions, it is useful to consider in more detail some aspects like the actual usage of the slide rule, the performance of calculating instruments and the evolution of electronic calculators. Usage of Slide Rules During the first half of the 20th century, both slide rules and mechanical calculators were commercially available, mass-produced and at a reasonable price. The slide rule was very portable ("palmtop" in current speak, but without the batteries), could do transcendental functions like sine and logarithms (besides the basic multiplication and division), but required a certain understanding by the user. Ordinary people did not know how to use it straight away. The owner therefore derived from his knowledge a certain status, to be shown with a quick "what-if" calculation, out of his shirt pocket. The mechanical calculator, on the other hand, was large and heavy ("desktop" format), and had addition and subtraction as basic functions. Also multiplication and division were possible, in most cases as repeated addition or subtraction, although there were models (like the Millionaire) that could execute multiplications directly. For mechanical calculators there was no real equivalent of the profession-specific slide rule (e.g.
    [Show full text]
  • Scale Drawings, Similar Figures, Right Triangle Trigonometry
    SCALE DRAWINGS, SIMILAR FIGURES, RIGHT TRIANGLE TRIGONOMETRY In this unit, you will review ratio and proportion and solve problems related to scale drawings and similar figures. You will then investigate right triangle trigonometry. You will examine how trigonometry is derived from the angles and sides of right triangles and then apply “trig” functions to solve problems. Proportions Applications of Proportions Scale Drawings and Map Distances Similar Polygons Trigonometric Ratios Table of Trigonometric Ratios Map of Ohio Proportions A ratio is a comparison of two quantities and is often written as a fraction. For example, Emily is on the basketball team and during her first game she made 14 out of 20 shots. You can make a ratio out of shots made and shots attempted. shots made 14 7 == shots attempted 20 10 A proportion is any statement that two ratios are equal. For example, if Rachel is on the same basketball team as Emily, and she made 21 out of 30 baskets, Rachel’s ratio can be written as: shots made 21 7 == shots attempted 30 10 14 21 It can now be said that Emily’s ratio and Rachel’s ratio are equal. To prove this 20 30 we will use the “cross products property”. For all real numbers a, b, c, and d, where b ≠ 0 and d ≠ 0 . ac = if ad= bc bd Let’s take a look at Emily and Rachel’s ratios and use the cross product property to make sure they are equal. 14 21 = 20 30 14×=× 30 20 21 420= 420 true Use cross products to determine if the two ratios are proportional.
    [Show full text]
  • EL-531W Scientific Calculator Operation Guide
    SSCCIIEENNTTIIFFIICC CCAALLCCUULLAATTOORR OOPPEERRAATTIIOONN GGUUIIDDEE <W Series> CO NTENTS HOW TO OPERATE Read Before Using Key layout/Reset switch 2 Display pattern 3 Display format 3 Exponent display 4 Angular unit 5 Function and Key Operation O N/O FF, entry correction keys 6 Data entry keys 7 Random key 8 Modify key 9 Basic arithmetic keys, parentheses 10 Percent 11 Inverse, square, cube, xth power of y, square root, cube root, xth root of y 12 10 to the power of x, common logarithm 13 e to the power of x, natural logarithm 14 Factorials 15 Permutations, combinations 16 Time calculation 17 Fractional calculations 18 Memory calculations ~ 19 Last answer memory 20 Trigonometric functions 21 Arc trigonometric functions 22 Hyperbolic functions 23 Coordinate conversion 24 Binary, pental, octal, decimal, and hexadecimal operations (N-base) 25 STATISTICS FUNCTION Data input and correction 26 “ANS” keys for 1-variable statistics 27 “ANS” keys for 2-variable statistics 31 1 H ow to O pe ra te ≈Read B efore Using≈ This operation guide has been written based on the EL-531W , EL-509W , and EL-531W H models. Some functions described here are not featured on other models. In addition, key operations and symbols on the display may differ according to the model. 1 . K E Y L AY O U T 2nd function key Pressing this key will enable the functions written in orange above the calculator buttons. ON/C, OFF key D irect function 2nd function <Power on> <Power off> W ritten in orange above the O N/C key Mode key This calculator can operate in three different modes as follows.
    [Show full text]
  • Online Calculators in the Test Delivery System
    Online Calculators in the Test Delivery System 2021–2022 Updated June 29, 2021 Prepared by Cambium Assessment, Inc. Descriptions of the operation of Cambium Assessment, Inc. (CAI) systems are property of Cambium Assessment, Inc. and are used with the permission of CAI. Table of Contents About Calculators in the Test Delivery System ........................................................................................................ 3 Standard Calculator ............................................................................................................................... 3 Scientific Calculator ............................................................................................................................... 3 Full Function Calculator ......................................................................................................................... 3 Accessing the Sample Calculators ............................................................................................................................ 4 Open a Sample Calculator on Windows/Mac/Linux .............................................................................. 4 Open a Sample Calculator on iPads ....................................................................................................... 6 2 About Calculators in the Test Delivery System Students are able to use an online calculator for some grades and subjects of the RISE Assessments as an alternative to handheld calculators, as allowed by the Utah State Board of Education. Starting
    [Show full text]
  • Scientific Calculator Operation Guide
    SSCIENTIFICCIENTIFIC CCALCULATORALCULATOR OOPERATIONPERATION GGUIDEUIDE < EL-W535TG/W516T > CONTENTS CIENTIFIC SSCIENTIFIC HOW TO OPERATE Read Before Using Arc trigonometric functions 38 Key layout 4 Hyperbolic functions 39-42 Reset switch/Display pattern 5 CALCULATORALCULATOR Coordinate conversion 43 C Display format and decimal setting function 5-6 Binary, pental, octal, decimal, and Exponent display 6 hexadecimal operations (N-base) 44 Angular unit 7 Differentiation calculation d/dx x 45-46 PERATION UIDE dx x OPERATION GUIDE Integration calculation 47-49 O G Functions and Key Operations ON/OFF, entry correction keys 8 Simultaneous calculation 50-52 Data entry keys 9 Polynomial equation 53-56 < EL-W535TG/W516T > Random key 10 Complex calculation i 57-58 DATA INS-D STAT Modify key 11 Statistics functions 59 Basic arithmetic keys, parentheses 12 Data input for 1-variable statistics 59 Percent 13 “ANS” keys for 1-variable statistics 60-61 Inverse, square, cube, xth power of y, Data correction 62 square root, cube root, xth root 14 Data input for 2-variable statistics 63 Power and radical root 15-17 “ANS” keys for 2-variable statistics 64-66 1 0 to the power of x, common logarithm, Matrix calculation 67-68 logarithm of x to base a 18 Exponential, logarithmic 19-21 e to the power of x, natural logarithm 22 Factorials 23 Permutations, combinations 24-26 Time calculation 27 Fractional calculations 28 Memory calculations ~ 29 Last answer memory 30 User-defined functions ~ 31 Absolute value 32 Trigonometric functions 33-37 2 CONTENTS HOW TO
    [Show full text]
  • Improving Calculus Learning Using a Scientific Calculator
    Open Education Studies, 2020; 2: 220–227 Research Article Miriam Dagan*, Pavel Satianov, Mina Teicher Improving Calculus Learning Using a Scientific Calculator https://doi.org/10.1515/edu-2020-0125 received July 2, 2020; accepted September 28, 2020. made possible with calculators. This includes not only the basic computational tools, but also their potential use in Abstract: This article discusses the use of a scientific enhancing conceptual understanding of mathematical calculator in teaching calculus by using representations concepts and approaches, essential for developing of mathematics notions in different sub-languages research and critical thinking by the student. (analytical, graphical, symbolical, verbal, numerical This is very important nowadays, because academic and computer language). Our long-term experience institutions have been dealing with the failure of students shows that this may have a positive and significant effect in the first year of their studies in general and especially on the enhancement of conceptual understanding of in mathematical courses (Lowe and Cook, 2003; Yorke and mathematical concepts and approaches. This transcends Longden, 2004). With technological advances and a large the basic computational uses, and implies a potential flow of students to STEM professions at universities and for real improvement in the learning success, cognitive colleges, there is a constant decline in the mathematical motivation and problem solving skills of the student. basic knowledge of the novice academic students (Gueudet, We illustrate the steps we have taken towards doing this 2013; Bosch, Fonseca & Gascon, 2004). Undergraduate through some examples. students have difficulties in understanding definitions and various representation of mathematical concepts. It is Keywords: scientific calculator; calculus teaching; because teaching and learning in high school is still based different representations; conceptual understanding; more on algorithmic exercises and memorization, rather cognitive motivation.
    [Show full text]
  • Foundation of Scientific Computing- SE371
    Foundation of Scientific Computing- SE371 Tapan K. Sengupta [email protected] High Performance Computing Laboratory, Department of Aerospace Engineering Indian Institute of Technology- Kanpur High Performance Computing Lab, Dept. of Aerospace Engg., I.I.T. Kanpur – p. 1/37 Foundation of Scientific Computing Contacts: email: [email protected], [email protected] Phone: X-7945/7253 Contact hours: Call and/or Just drop in! (In the afternoons) URL http://home.iitk.ac.in/ tksen Course URL http://spectral.iitk.ac.in/ Grading & Exams: Mid-Sems & End-Sem would account for 80% of marks Projects/ Home Assignments: Rest There is something fascinating about science. One gets such wholesale returns of conjectures out of such a trifling investment of fact - Mark Twain High Performance Computing Lab, Dept. of Aerospace Engg., I.I.T. Kanpur – p. 2/37 Relationship Between Computing & Science Applied computer science is now playing the role which mathematics did from seventeenth to twentieth centuries: providing an orderly formal framework and exploratory apparatus for other sciences - I. Foster (Nature, 440, March 2006) It is because science is becoming less reductionist and more integrative i.e. we are moving away from modeling. Move from models to actual dynamical system incorporating interactions of sub-systems. This requires high-fidelity simulations involving advanced technologies for hardware, software, algorithms and theoretical models. High Performance Computing Lab, Dept. of Aerospace Engg., I.I.T. Kanpur – p. 3/37 Relationship Between Computing & Science (cont.) Computational scientists should know: (i) principles of information handling; (ii) scope/ limitations of simulations; how large codes are written and tested.
    [Show full text]