A set of munipulations that are performed on 1 or 2 bits to get a predefined output. Based on the bit/s loaded into the Logic Gate you get a 1 or true reply if they fit the standard set by the gate.

Here is a demonstration of the chosen keyword using an and gate.

#include "and.h"
 
bool AND::getX()
{
     bool tmp = false;
 
     if((A == true) && (B == true))
     {
          tmp = true;
     }
 
     return tmp;
}

Here is an example of the output.

Lab46:~/src/cpu/example$ ./andtest
---------------
TRUE is: 1
FALSE is: 0
---------------

 a | b | x
---+---+---
 0 | 0 | 0
 0 | 1 | 0
 1 | 0 | 0
 1 | 1 | 1
-----------
Lab46:~/src/cpu/example$

A set of munipulations that are performed on 1 or 2 bits to get a predefined output. Based on the bit/s loaded into the Logic Gate you get a 1 or true reply if they fit the standard set by the gate, which are the oppisite of your typical Logical Gates.

Here is a demonstration of the chosen keyword using a nand gate.

#include "nand.h"
 
NAND::NAND()
{
        myandgate = new AND();
        mynotgate = new NOT();
}
 
bool NAND::getX()
{
        bool tmp = true;
 
        myandgate -> setA(A);
        myandgate -> setB(B);
 
        tmp = myandgate -> getX();
 
        mynotgate -> setA(tmp);
 
        tmp = mynotgate -> getX();
 
        return(tmp);
}

Here is an example of the output.

--------------------
TRUE is: 1
FALSE is: 0
--------------------

 a | b | x 
---+---+---
 0 | 0 | 1
 0 | 1 | 1
 1 | 0 | 1
 1 | 1 | 0
-----------

These are the commands used by the microprocessor. They determine what kind of process is going to be performed. There are two typical types of sets that are used. RISC is one of these. It's more compact in an attempt to stream line the processes. CISC is the other commonly used format. The set is much longer, but also more robust.

In class earlier in the year we came up with a theoretical instruction set. It is 32 bits and has five basic manipulations and there corresponding instructions. It was going to only address memory and registers. The five manipulations are and, not, or, move and branch(Which would include if).

Put table here.

These are number system just like the base ten system we all now. Except Binary is a base two system and Hexadecimal is a base 16 system. Binary being a base two number system you only need two characters to write out any number. The two most commonly used are '0' and '1'. Hexadecimal however needs 15 characters to represent every number we know. They are '0', '1', '2', '3', '4', '5', '6', '7', '8', '9', 'A', 'B', 'C', 'D', 'E'. A would = the number 10 in base ten and so on.

For example the number twenty in the base ten we know would look much different in binary or hexadecimal.

20 in binary = 1010

20 in hex = 14

Also known as input/output. This is the munipulation of data performed by a source outside of the computer.

Here is an example of me inputing data via the keyboard and the result being output to a monitor.

lab46:~/datastr$ ./homework 

1.  To build the list.
2.  To view the list.
3.  To clear the list.
4.  To insert a number into the list.
5.  To append a number into the list.
6.  To delete a number.
7.  To sort the list.
8.  To exit.

Please make your selection: 1
Enter a value (-1 to quit): 2
Enter a value (-1 to quit): 4
Enter a value (-1 to quit): 6
Enter a value (-1 to quit): 8
Enter a value (-1 to quit): -1

1.  To build the list.
2.  To view the list.
3.  To clear the list.
4.  To insert a number into the list.
5.  To append a number into the list.
6.  To delete a number.
7.  To sort the list.
8.  To exit.

Please make your selection: 2
LIST(fwd): 2 -> 4 -> 6 -> 8 -> NULL
LIST(rev): 8 -> 6 -> 4 -> 2 -> NULL

1.  To build the list.
2.  To view the list.
3.  To clear the list.
4.  To insert a number into the list.
5.  To append a number into the list.
6.  To delete a number.
7.  To sort the list.
8.  To exit.

Identification of chosen keyword (unless you update the section heading above).

Definition (in your own words) of the chosen keyword.

Demonstration of the chosen keyword.

If you wish to aid your definition with a code sample, you can do so by using a wiki code block, an example follows:

/*
 * Sample code block
 */
#include <stdio.h>
 
int main()
{
    return(0);
}

Alternatively (or additionally), if you want to demonstrate something on the command-line, you can do so as follows:

lab46:~$ cd src
lab46:~/src$ gcc -o hello hello.c
lab46:~/src$ ./hello
Hello, World!
lab46:~/src$ 

Identification of chosen keyword (unless you update the section heading above).

Definition (in your own words) of the chosen keyword.

Demonstration of the chosen keyword.

If you wish to aid your definition with a code sample, you can do so by using a wiki code block, an example follows:

/*
 * Sample code block
 */
#include <stdio.h>
 
int main()
{
    return(0);
}

Alternatively (or additionally), if you want to demonstrate something on the command-line, you can do so as follows:

lab46:~$ cd src
lab46:~/src$ gcc -o hello hello.c
lab46:~/src$ ./hello
Hello, World!
lab46:~/src$ 

Identification of chosen keyword (unless you update the section heading above).

Definition (in your own words) of the chosen keyword.

Demonstration of the chosen keyword.

If you wish to aid your definition with a code sample, you can do so by using a wiki code block, an example follows:

/*
 * Sample code block
 */
#include <stdio.h>
 
int main()
{
    return(0);
}

Alternatively (or additionally), if you want to demonstrate something on the command-line, you can do so as follows:

lab46:~$ cd src
lab46:~/src$ gcc -o hello hello.c
lab46:~/src$ ./hello
Hello, World!
lab46:~/src$ 

State the course objective

In your own words, define what that objective entails.

State the method you will use for measuring successful academic/intellectual achievement of this objective.

Follow your method and obtain a measurement. Document the results here.

Reflect upon your results of the measurement to ascertain your achievement of the particular course objective.

• How did you do?
• Is there room for improvement?
• Could the measurement process be enhanced to be more effective?
• Do you think this enhancement would be efficient to employ?
• Could the course objective be altered to be more applicable? How would you alter it?