Bissoy.com
Doctors Medicines MCQs Q&A

Based on the paragraph given below answer the following question: The traditional methods of combinational circuits involve simplification and realization using gates. Using these methods, complex functions have been integrated and are easily available in IC form. There is an attractive array of devices like a multiplexer, demultiplexer, decoders, comparators, parity generators/checkers, which significantly reduce IC package count there by reducing the system cost. The system design is greatly simplified because the laborious and time-consuming simplification methods are generally not required with these devices. This also improves the reliability of the system by reducing the number of external wired connections. But they have some limitations as well. Different memories like ROM, PROM can also be used to implement combinational circuits without much simplification.   A ROM is to be used to implement a “Squarer”, which outputs the square of a 3-bit number. What must be the size of the ROM?

Based on the paragraph given below answer the following question: The traditional methods of combinational circuits involve simplification and realization using gates. Using these methods, complex functions have been integrated and are easily available in IC form. There is an attractive array of devices like a multiplexer, demultiplexer, decoders, comparators, parity generators/checkers, which significantly reduce IC package count there by reducing the system cost. The system design is greatly simplified because the laborious and time-consuming simplification methods are generally not required with these devices. This also improves the reliability of the system by reducing the number of external wired connections. But they have some limitations as well. Different memories like ROM, PROM can also be used to implement combinational circuits without much simplification.   A ROM is to be used to implement a “Squarer”, which outputs the square of a 3-bit number. What must be the size of the ROM? Correct Answer 3 - address lines and 6 data lines

ROM (Read only Memory):

[ src="//storage.googleapis.com/tb-img/production/20/04/F1_S.B_Deepak_14.04.2020_D19.png" style="width: 91px; height: 139px;">

For each combination of inputs on the ‘n’ input lines, the corresponding pattern of 0’s & 1’s (a word) is generated on the ‘m’ output lines.

3-bit squarer:

Truth Table:

Inputs

Outputs

Decimal Equivalent

A2

A1

A0

B5

B4

B3

B2

B1

B0

0

0

0

0

0

0

0

0

0

0

0

0

1

0

0

0

0

0

1

1

0

1

0

0

0

0

1

0

0

4

0

1

1

0

0

1

0

0

1

9

1

0

0

0

1

0

0

0

0

16

1

0

1

0

1

1

0

0

1

25

1

1

0

1

0

0

1

0

0

36

1

1

1

1

1

0

0

0

1

49

 

[ alt="F1 S.B Deepak 14.04.2020 D20" src="//storage.googleapis.com/tb-img/production/20/04/F1_S.B_Deepak_14.04.2020_D20.png" style="width: 169px; height: 169px;">

∴ ROM has 3 input lines & 6 output lines.

Related Questions

Based on the paragraph given below answer the following question: The traditional methods of combinational circuits involve simplification and realization using gates. Using these methods, complex functions have been integrated and are easily available in IC form. There is an attractive array of devices like a multiplexer, demultiplexer, decoders, comparators, parity generators/checkers, which significantly reduce IC package count there by reducing the system cost. The system design is greatly simplified because the laborious and time-consuming simplification methods are generally not required with these devices. This also improves the reliability of the system by reducing the number of external wired connections. But they have some limitations as well. Different memories like ROM, PROM can also be used to implement combinational circuits without much simplification.   Consider the following digital circuits. 1. Multiplexers 2. Read Only Memories 3. D-latch 4. Circuit as shown in figure below Which of these come under the class of combinational circuits?
Based on the paragraph given below answer the following question: The traditional methods of combinational circuits involve simplification and realization using gates. Using these methods, complex functions have been integrated and are easily available in IC form. There is an attractive array of devices like a multiplexer, demultiplexer, decoders, comparators, parity generators/checkers, which significantly reduce IC package count there by reducing the system cost. The system design is greatly simplified because the laborious and time-consuming simplification methods are generally not required with these devices. This also improves the reliability of the system by reducing the number of external wired connections. But they have some limitations as well. Different memories like ROM, PROM can also be used to implement combinational circuits without much simplification. The minimum number of selection lines required for selecting one of the 16 inputs are:
Based on the paragraph given below answer the following question: The traditional methods of combinational circuits involve simplification and realization using gates. Using these methods, complex functions have been integrated and are easily available in IC form. There is an attractive array of devices like a multiplexer, demultiplexer, decoders, comparators, parity generators/checkers, which significantly reduce IC package count there by reducing the system cost. The system design is greatly simplified because the laborious and time-consuming simplification methods are generally not required with these devices. This also improves the reliability of the system by reducing the number of external wired connections. But they have some limitations as well. Different memories like ROM, PROM can also be used to implement combinational circuits without much simplification. A logic circuit required for converting BCD Code to 7 segment Code is known as:
Based on the paragraph given below answer the following question: The traditional methods of combinational circuits involve simplification and realization using gates. Using these methods, complex functions have been integrated and are easily available in IC form. There is an attractive array of devices like a multiplexer, demultiplexer, decoders, comparators, parity generators/checkers, which significantly reduce IC package count thereby reducing the system cost. The system design is greatly simplified because the laborious and time-consuming simplification methods are generally not required with these devices. This also improves the reliability of the system by reducing the number of external wired connections. But they have some limitations as well. Different memories like ROM, PROM can also be used to implement combinational circuits without much simplification. In a BCD Subtractor if the sum of minuend and the nine’s complement of the subtrahend is not a valid BCD Code, then which binary number is added to the sum to get the correct answer?
Read the passage carefully and select the best answer to each question out of the given four alternatives. By practicing mindfulness and other principles, we become more aware of and present to our fears and others fears, bearing witness as a way of healing andempowering. We see the spiritual path as intertwined with the path of social action, with contemplation and action parts of the same whole, each nourishing andguiding the other. Acknowledging that our well-being depends on others makes caring for others well-being a moral responsibility.
Through a “mindful citizen” exercise, we create a story articulating who we are as individuals who are also part of communities. This exercise helps us move beyond cynicism, complacency, and despair, instead infusing us with a sense of purpose. We embrace our gifts, resolving to do our part to promote a sense of common humanity as a means toward social justice.
With this exercise, I believe we can help students bridge their divides and replace anger and distrust with compassionate connections – just as I witnessed betweenShirley and Tiffany.
Shirley returned to class after a brief hiatus, keeping a cool distance from Tiffany. But over the weeks spent together they gradually came to know each other. They practiced seeing and listening, sharing stories so different that they felt bewildered as to how they could overcome the gap. But they found that acknowledging their
differences led them to discover a place of deep connection in commonalities, such as being raised by grandmothers, and even wounds, including childhood trauma,that they never imagined existed.
In assessments of these classes, students say that these small groups become “healing communities,” where we overcome victimization and claim agency. Healingoccurs as we transcend an “us vs. them” mentality, crossing borders and forging connections. These communities show a way of reducing intergroup prejudice andfostering inclusion based in psychology research and pedagogical practice. What makes the others well-being a moral responsibility for us?
Read the passage carefully and select the best answer to each question out of the given four alternatives. By practicing mindfulness and other principles, we become more aware of and present to our fears and others fears, bearing witness as a way of healing andempowering. We see the spiritual path as intertwined with the path of social action, with contemplation and action parts of the same whole, each nourishing andguiding the other. Acknowledging that our well-being depends on others makes caring for others well-being a moral responsibility.
Through a “mindful citizen” exercise, we create a story articulating who we are as individuals who are also part of communities. This exercise helps us move beyond cynicism, complacency, and despair, instead infusing us with a sense of purpose. We embrace our gifts, resolving to do our part to promote a sense of common humanity as a means toward social justice.
With this exercise, I believe we can help students bridge their divides and replace anger and distrust with compassionate connections – just as I witnessed betweenShirley and Tiffany.
Shirley returned to class after a brief hiatus, keeping a cool distance from Tiffany. But over the weeks spent together they gradually came to know each other. They practiced seeing and listening, sharing stories so different that they felt bewildered as to how they could overcome the gap. But they found that acknowledging their differences led them to discover a place of deep connection in commonalities, such as being raised by grandmothers, and even wounds, including childhood trauma,that they never imagined existed.
In assessments of these classes, students say that these small groups become “healing communities,” where we overcome victimization and claim agency. Healingoccurs as we transcend an “us vs. them” mentality, crossing borders and forging connections. These communities show a way of reducing intergroup prejudice andfostering inclusion based in psychology research and pedagogical practice. How students can replace their anger and distrust?
Read the passage carefully and select the best answer to each question out of the given four alternatives. By practicing mindfulness and other principles, we become more aware of and present to our fears and others fears, bearing witness as a way of healing andempowering. We see the spiritual path as intertwined with the path of social action, with contemplation and action parts of the same whole, each nourishing andguiding the other. Acknowledging that our well-being depends on others makes caring for others well-being a moral responsibility.
Through a “mindful citizen” exercise, we create a story articulating who we are as individuals who are also part of communities. This exercise helps us move beyond cynicism, complacency, and despair, instead infusing us with a sense of purpose. We embrace our gifts, resolving to do our part to promote a sense of common humanity as a means toward social justice.
With this exercise, I believe we can help students bridge their divides and replace anger and distrust with compassionate connections – just as I witnessed betweenShirley and Tiffany.
Shirley returned to class after a brief hiatus, keeping a cool distance from Tiffany. But over the weeks spent together they gradually came to know each other. They practiced seeing and listening, sharing stories so different that they felt bewildered as to how they could overcome the gap. But they found that acknowledging their differences led them to discover a place of deep connection in commonalities, such as being raised by grandmothers, and even wounds, including childhood trauma,that they never imagined existed.
In assessments of these classes, students say that these small groups become “healing communities,” where we overcome victimization and claim agency. Healingoccurs as we transcend an “us vs. them” mentality, crossing borders and forging connections. These communities show a way of reducing intergroup prejudice andfostering inclusion based in psychology research and pedagogical practice. What was the reason behind the strong connection between Shirley and Tiffany?
Read the passage carefully and select the best answer to each question out of the given four alternatives. By practicing mindfulness and other principles, we become more aware of and present to our fears and others fears, bearing witness as a way of healing andempowering. We see the spiritual path as intertwined with the path of social action, with contemplation and action parts of the same whole, each nourishing andguiding the other. Acknowledging that our well-being depends on others makes caring for others well-being a moral responsibility.
Through a “mindful citizen” exercise, we create a story articulating who we are as individuals who are also part of communities. This exercise helps us move beyond cynicism, complacency, and despair, instead infusing us with a sense of purpose. We embrace our gifts, resolving to do our part to promote a sense of common humanity as a means toward social justice.
With this exercise, I believe we can help students bridge their divides and replace anger and distrust with compassionate connections – just as I witnessed betweenShirley and Tiffany.
Shirley returned to class after a brief hiatus, keeping a cool distance from Tiffany. But over the weeks spent together they gradually came to know each other. They practiced seeing and listening, sharing stories so different that they felt bewildered as to how they could overcome the gap. But they found that acknowledging their differences led them to discover a place of deep connection in commonalities, such as being raised by grandmothers, and even wounds, including childhood trauma,that they never imagined existed.
In assessments of these classes, students say that these small groups become “healing communities,” where we overcome victimization and claim agency. Healingoccurs as we transcend an “us vs. them” mentality, crossing borders and forging connections. These communities show a way of reducing intergroup prejudice andfostering inclusion based in psychology research and pedagogical practice. What does the “mindful citizen” exercise help us in?
Read the passage carefully and select the best answer to each question out of the given four alternatives. By practicing mindfulness and other principles, we become more aware of and present to our fears and others fears, bearing witness as a way of healing andempowering. We see the spiritual path as intertwined with the path of social action, with contemplation and action parts of the same whole, each nourishing andguiding the other. Acknowledging that our well-being depends on others makes caring for others well-being a moral responsibility.
Through a “mindful citizen” exercise, we create a story articulating who we are as individuals who are also part of communities. This exercise helps us move beyond cynicism, complacency, and despair, instead infusing us with a sense of purpose. We embrace our gifts, resolving to do our part to promote a sense of common humanity as a means toward social justice.
With this exercise, I believe we can help students bridge their divides and replace anger and distrust with compassionate connections – just as I witnessed betweenShirley and Tiffany.
Shirley returned to class after a brief hiatus, keeping a cool distance from Tiffany. But over the weeks spent together they gradually came to know each other. They practiced seeing and listening, sharing stories so different that they felt bewildered as to how they could overcome the gap. But they found that acknowledging their differences led them to discover a place of deep connection in commonalities, such as being raised by grandmothers, and even wounds, including childhood trauma,that they never imagined existed.
In assessments of these classes, students say that these small groups become “healing communities,” where we overcome victimization and claim agency. Healingoccurs as we transcend an “us vs. them” mentality, crossing borders and forging connections. These communities show a way of reducing intergroup prejudice andfostering inclusion based in psychology research and pedagogical practice. What do you mean by pedagogical practice?
In the following question, sentences of a paragraph have been jumbled and labeled as A, B, C, and D. You are required to rearrange the jumbled sentences in the right order to form a meaningful and coherent paragraph and mark your response accordingly by selecting the correct option. A. Thus, traditional food is food with a specific feature or features which distinguish it clearly from other similar products of the same category in terms of the use of “traditional ingredients” (raw material of primary products). B. Preparation methods of traditional foods are part of the folklore of a country or a region. C. The use of particular food ingredients and food preparation methods has been passed on from one generation to the next and are nowadays referred to as “traditional food”. D. It played a major role in the traditions of different cultures and regions for thousands of years, including foods that have been consumed locally and regionally for an extended time period.