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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.   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? Correct Answer 1 and 2

Concept:

Combinational Circuits

Sequential Circuits

Its output is determined by the present values of its input only.

Its output is determined by the present input as well as past output values

It does not have a memory and feedback path from output to input

It has a memory element and a feedback path from output to input

Its circuit is simpler than that of a sequential circuit.

Its circuit is more complex than that of combinational circuits.

Ex: Adder, subtractor, multiplexer, de-multiplexer, decoder, encoder etc.

Ex: Latches, flip flops, counters, shift registers

 

 

 

 

 

 

 

 

 

 

 

Application:

1. A multiplexer is a combinational circuit as the output doesn’t depend on past output.

2. For Read Only Memories (ROM), the input is only the memory location selector, and the output is the byte at the selected location. It does not depend on past inputs. It is a combinational circuit.

3. The output of a D-latch doesn’t depend on the past output as the output follows the input irrespective of the past output. But it is not a combinational circuit as the output of the D-latch changes state only when the clock input goes high, otherwise, the output will be the same as the previous output. Thus, it is a sequential circuit.

4.

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In the given logic circuit, the output is depending on both present input and the past output. So, it is not a combinational circuit.

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.   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 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 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 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?
Read the following passage and answer the item that follows. Your answers to this item should be based on the passage only. Many farmers use synthetic pesticides to kill infesting insects. The consumption of pesticides in some of the developed countries is touching 3000 grams/hectare. Unfortunately, there are reports that these compounds possess inherent toxicities that endanger the health of the farm operators, consumers and the environment. Synthetic pesticides are generally persistent in environment. Entering in food chain they destroy the microbial diversity and cause ecological imbalance. Their indiscriminate use has resulted in development of resistance among insects to insecticides, upsetting of balance in nature and resources of treated populations. Natural pest control using the botanical pesticides is safer to the user and the environment because they break down into harmless compounds within hours or days in the presence of sunlight. Plants with pesticidal properties have been in nature for millions of years without any ill or adverse effects on the ecosystem. They are easily decomposed by many microbes common in most soils. They help in the maintenance of biological diversity of predators and human health hazards. Botanical pesticides formulated from plants are biodegradable and their use in crop protection is a practical sustainable alternative. Which of the following statements is/are correct regarding biopesticides? 1. They are not hazardous to human health. 2. They are persistent in environment. 3. They are essential to maintain the biodiversity of any ecosystem. Select the correct answer using the code given below.