Download the full version and explore a variety of test banks

or solution manuals at https://testbankbell.com

Solution Manual for Fundamentals of Logic Design

7th Edition by Roth

_____ Follow the link below to get your download now _____

http://testbankbell.com/product/solution-manual-for-
fundamentals-of-logic-design-7th-edition-by-roth/

Access testbankbell.com now to download high-quality

test banks or solution manuals
We have selected some products that you may be interested in
Click the link to download now or visit testbankbell.com
for more options!.

Solution Manual for Programming Logic & Design,

Comprehensive, 9th Edition Joyce Farrell

http://testbankbell.com/product/solution-manual-for-programming-logic-
design-comprehensive-9th-edition-joyce-farrell/

Solution Manual for Just Enough Programming Logic and

Design, 2nd Edition

http://testbankbell.com/product/solution-manual-for-just-enough-
programming-logic-and-design-2nd-edition/

Solution Manual for Fundamentals of Machine Component

Design, 7th Edition Robert C. Juvinall Kurt M. Marshek

http://testbankbell.com/product/solution-manual-for-fundamentals-of-
machine-component-design-7th-edition-robert-c-juvinall-kurt-m-marshek/

Solution Manual for Corporate Finance: A Focused Approach,

6th Edition, Michael C. Ehrhardt, Eugene F. Brigham

http://testbankbell.com/product/solution-manual-for-corporate-finance-
a-focused-approach-6th-edition-michael-c-ehrhardt-eugene-f-brigham/
Test Bank for Worlds Together, Worlds Apart 5th by Adelman

http://testbankbell.com/product/test-bank-for-worlds-together-worlds-
apart-5th-by-adelman/

Test Bank for Olds’ Maternal-Newborn Nursing and Women’s

Health Across the Lifespan 8th Edition

http://testbankbell.com/product/test-bank-for-olds-maternal-newborn-
nursing-and-womens-health-across-the-lifespan-8th-edition/

Test Bank Virtual Clinical Excursions Medical-Surgical

Nursing Lewis 9th Edition

http://testbankbell.com/product/test-bank-virtual-clinical-excursions-
medical-surgical-nursing-lewis-9th-edition/

Test Bank for Human Anatomy and Physiology, 8th Edition,

Elaine N. Marieb

http://testbankbell.com/product/test-bank-for-human-anatomy-and-
physiology-8th-edition-elaine-n-marieb/

Solution Manual for Structural Steel Design 5th Edition by

McCormac

http://testbankbell.com/product/solution-manual-for-structural-steel-
design-5th-edition-by-mccormac/
Test Bank for Williams’ Nutrition for Health, Fitness and
Sport, 12th Edition, Eric Rawson, David Branch, Tammy
Stephenson
http://testbankbell.com/product/test-bank-for-williams-nutrition-for-
health-fitness-and-sport-12th-edition-eric-rawson-david-branch-tammy-
stephenson/
Solution Manual for Fundamentals of Logic Design
7th Edition by Roth
Full download at: https://testbankbell.com/product/solution-manual-for-fundamentals-of-
logic-design-7th-edition-by-roth/

I: INTRODUCTION
The text, Fundamentals of Logic Design,7th edition, has been designed so that it
can be used either for a standard lecture course or for a self-paced course. The text is divided
into 20 study units in such a way that the average study time for each unit is about the same.
The units have undergone extensive class testing in a self-paced environment and have been
revised based on student feedback. The study guides and text material are sufficient to allow
almost all students to achieve mastery of all of the objectives. For example, the material on
Boolean algebra and algebraic simplification is 2½ units because students found this topic
difficult. There is a separate unit on going from problem statements to state graphs because
this topic is difficult for many students.

The textbook contains answers for all of the problems that are assigned in the study
guides. This Instructor’s Manual contains complete solutions to these problems. Solutions
to the remaining homework problems as well as all design and simulation exercises are also
included in this manual. In the solutions section of this manual, the abbreviation FLD stands
for Fundamentals of Logic Design (7th ed.).

Information on the self-paced course as previously taught at the University of Texas

using an earlier edition of the textbook is available from Prof. Charles H. Roth, croth@
austin.rr.com. In addition to the textbook and study guides, teaching a self-paced course
requires that a set of tests be prepared for each study unit. This manual contains a sample
test for each unit.

1.1 Using the Text in a Lecture Course

Even though the text was developed in a self-paced environment, the text is well
suited for use in a standard lecture course. Since the format of the text differs somewhat from
a conventional text, a few suggestions for using the text in a lecture course may be
appropriate. Except for the inclusion of objectives and study guides, the units in the text differ
very little from chapters in a standard textbook. The study guides contain very basic
questions, while the problems at the end of each unit are of a more comprehensive nature.
For this reason, we suggest that specific study guide questions be assigned for students to
work through on their own before working out homework problems selected from those
at the end of the unit. The unit tests given in Part IV of this manual provide a convenient
source of additional homework assignments or a source of quiz problems. The text contains
many examples that are completely worked out with detailed step-by-step explanations.
Discussion of these detailed examples in lecture may not be necessary if the students study
them on their own. The lecture time is probably better spent discussing general principles
1
© 2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
 and applications as well as providing help with some of the more difficult topics. Since all
of the units have study guides, it would be possible to assign some of the easier topics for
self-study and devote the lectures to the more difficult topics.

At the University of Texas a class composed largely of Electrical Engineering and

Computer Science sophomores and juniors covers 18 units (all units except 6 and 19) of
the text in one semester. Units 8, 10, 12, 16, 17, and 20 contain design problems that are
suitable for simulation and lab exercises. The design problems help tie together and review
the material from a number of preceding units. Units 10, 17, and 20 introduce the VHDL

2
© 2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
 hardware description language. These units may be omitted if desired since no other units depend
on them.

1.2 Some Remarks About the Text

In this text, students are taught how to use Boolean algebra effectively, in contrast with
many texts that present Boolean algebra and a few examples of its application and then leave it to
the student to figure out how to use it effectively. For example, use of the theorem x + yz = (x + y)
(x + z) in factoring and multiplying out expressions is taught explicitly, and detailed guidelines are
given for algebraic simplification.

Sequential circuits are given proper emphasis, with over half of the text devoted to this
subject. The pedagogical strategy the text uses in teaching sequential circuits has proven to be very
effective. The concepts of state, next state, etc. are first introduced for individual flip-flops, next
for counters, then for sequential circuits with inputs, and finally for more abstract sequential circuit
models. The use of timing charts, a subject neglected by many texts, is taught both because it is
a practical tool widely used by logic design engineers and because it aids in the understanding of
sequential circuit behavior.

The most important and often most difficult part of sequential circuit design is formulating
the state table or graph from the problem statement, but most texts devote only a few paragraphs
to this subject because there is no algorithm. This text devotes a full unit to the subject, presents
guidelines for deriving state tables and graphs, and provides programmed exercises that help the
student learn this material. Most of the material in the text is treated in a fairly conventional manner
with the following exceptions:
(1) The diagonal form of the 5-variable Karnaugh map is introduced in Unit 5. (We find
that students make fewer mistakes when using the diagonal form of 5-variable map in
comparison with the side-by-side form.) Unit 5 also presents a simple algorithm for finding
all essential prime implicants from a Karnaugh map.
(2) Both the state graph approach (Unit 18) and the SM chart approach (Unit 19) for designing
sequential control circuits are presented.
(3) The introduction to the VHDL hardware description language in Units 10, 17, and 20
emphasizes the relation between the VHDL code and the actual hardware.

1.3 Using the Text in a Self-Paced Course

This section introduces the personalized system of self-paced instruction (PSI) and offers
suggestions for using the text in a self-paced course. PSI (Personalized System of Instruction)
is one of the most popular and successful systems used for self-paced instruction. The essential
features of the PSI method are
(a) Students are permitted to pace themselves through the course at a rate commensurate with
their ability and available time.
(b) A student must demonstrate mastery of each study unit before going onto the next.
(c) The written word is stressed; lectures, if used, are only for motivation and not for
transmission of critical information.
(d) Use of proctors permits repeated testing, immediate scoring, and significant personal
interaction with the students.
These factors work together to motivate students toward a high level of achievement in a well-
3
© 2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
 designed PSI course.

The PSI method of instruction and its implementation are described in detail in the following
references:
1. Keller, Fred S. and J. Gilmour Sherman, The Keller Plan Handbook, W. A. Benjamin, Inc.,
1974.
2. Sherman, J.G., ed., Personalized System of Instruction: 41 Germinal Papers, W. A.
Benjamin, Inc., 1974.
3. Roth, C. H., The Personalized System of Instruction – 1962 to 1998, presented at the 1999
ASEE Annual Conference. (Go to http://search.asee.org and search under Conference
Papers for “The Personalized System of Instruction”.)

Results of applying PSI to a first course in logic design of digital systems are described in
Roth, C.H., Continuing Effectiveness of Personalized Self-Paced Instruction in Digital Systems
Engineering, Engineering Education, Vol. 63, No. 6, March 1973.

The instructor in charge of a self-paced course will serve as course manager in addition to
his role in the classroom. For a small class, he may spend a good part of his time acting as proctor
in the classroom, but as class size increases he will have to devote more of his time to supervision
of course activities and less time to individual interaction with students. In his managerial role, the
instructor is responsible for organizing the course, selection and training of proctors, supervision
of proctors, and monitoring of student progress. The proctors play an important role in the success
of a self-paced course, and therefore their selection, training, and supervision is very important.
After an initial session to discuss proper ways of grading readiness tests and interacting with
students, weekly proctor meetings to discuss course procedures and problems may be appropriate.

A progress chart showing the units completed by each student is very helpful in
monitoring student progress through the course. The instructor may wish to have individual
conferences with students who fall too far behind. The instructor needs to be available in the
classroom to answer individual student questions and to assist with grading of readiness tests
as needed. He should make a special point to speak with the weak or slow students and give
them a word of encouragement. From time to time he may need to settle differences which arise
between proctors and students.

Various strategies for organizing a PSI course are described in the Keller Plan
Handbook. The procedures previously used for operating the self-paced digital logic course
at the University of Texas are described in “Unit 0”, which is available from Prof. Charles H.
Roth, [email protected]. At the first class meeting, we handed out a copy of Unit 0. The
students were asked to read through Unit 0 and take a short test on the course procedures.
This test was immediately evaluated so that the student could complete Unit 0 before the
end of the first class period. In this way, the student was exposed to the basic way the course
operated and was ready to proceed immediately with Unit 1 in the textbook.

During a typical class period, some of the students spent their time studying but most
of the students came prepared to take a unit test. At the beginning of the period, the instructor
or a proctor was available to answer student questions on an individual basis. Later in the

4
© 2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
 period, most of the time was spent evaluating unit tests. We found that a standard 50 minute
class period was not long enough for a PSI session. We usually scheduled sessions of 1½ or
2 hours or longer depending on class size. This allowed adequate time for students to have
their questions answered, take a unit test, and have their tests graded. Interactive grading of
the tests with the student present is an important part of the PSI system and adequate time must
be allowed for this activity. If you have a large number of students and proctors, you may
wish to prepare a manual for guidance of your proctors. The procedures that we used for
evaluating unit tests are described in a Proctor’s Manual, which can be obtained by writing
to Professor Charles H. Roth.

1.4. Use of Computer Software

Three software packages are included on the CD that accompanies the textbook. The first
is a logic simulator program called SimUaid, the second is a basic computer-aided logic design
program called LogicAid, and the third is a VHDL Simulator called DirectVHDL. In addition, we
use the Xilinx ISE software for synthesizing VHDL code and downloading to CPLD or FPGA circuit
boards. The Xilinx ISE software is available at nominal cost through the Xilinx University Program
(for information, go to www.xilinx.com/university/index.htm). A “Webpack” version of the Xilinx
software is also available for downloading from the Xilinx.com website.

SimUaid provides an easy way for students to test their logic designs by simulating them.
We first introduce SimUaid in Unit 4, where we ask the students to design a simple logic circuit such
as problem 4.13 or 4.14, and simulate it. SimUaid is easy to learn, and it is highly interactive so that
students can flip a simulated switch and immediately observe the result. In Unit 8, students design a
multiple-output combinational logic circuit using NAND and NOR gates and test its operation using
SimUaid. Students can use the simulator to help them understand the operation of latches and flip-flops
in Unit 11. In Unit 12, we ask them to design a counter and simulate it (one part of problem 12.10). In
Unit 16, students use SimUaid to test their sequential circuit designs. They can also generate VHDL
code from their SimUaid circuit, synthesize it, and download it to a circuit board for hardware testing.
In Unit 18, students can use the advanced features of SimUaid to simulate a multiplier or divider
controlled by a state machine.
LogicAid provides an easy way to introduce students to the use of the computer in the logic
design process. It enables them to solve larger, more practical design problems than they could by
hand. They can also use LogicAid to verify solutions that they have worked out by hand. Instructors
can use the program for grading homework and quizzes. We first introduce LogicAid in Unit 5. The
program has a Karnaugh Map Tutorial mode that is very useful in teaching students to solve Karnaugh
map problems. This tutorial mode helps students learn to derive minimum solutions from a Karnaugh
map by informing them at each step whether that step is correct or not. It also forces them to choose
essential prime implicants first. When in the KMap tutor mode, LogicAid prints “KMT” at the top of
each output page, so you can check to see if the problems were actually solved in the tutorial mode.

Students can use LogicAid to help them solve design problems in Units 8, 16, 18, 19 and other
units. For designing sequential circuits, they can input a state graph, convert it to a state table, reduce
the state table, make a state assignment, and derive minimized logic equations for outputs and flip-flop
inputs.

The LogicAid State Table Checker is useful for Units 14 and 16, and for other units in which
students construct state tables. It allows students to check their solutions without revealing the correct

5
© 2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
 answers. If the solution is wrong, the program displays a short input sequence for which the student’s
table fails. The LogicAid folder on the CD contains encoded copies of solutions for most of the state
graph problems in Fundamentals of Logic Design, 7th Ed. If you wish to create a password-protected
solution file for other state table problems, enter the state table into LogicAid, syntax check it, and
then hold down the Ctrl key while you select Save As on the file menu. The Partial Graph Checker
serves as a state graph tutor that allows a student to check his work at each step while constructing
a state graph. If the student makes a mistake, it provides feedback so that the student can correct his
answer. The partial graph checker works with any state graph problem for which an encoded state table
solution file is provided.

The DirectVHDL simulator helps students learn VHDL syntax because it provides immediate
visual feedback when they make mistakes. Our students use it for simulating VHDL code in Units 10,
17, and 20. Students can simulate and debug their code at home and then bring the code into lab for
synthesis and hardware testing.

1.5. Suggested Equipment for Laboratory Exercises

Many types of logic lab equipment are available that are adequate to perform the lab
exercises. Since most logic design is done today using programmable logic instead of individual
ICs, we now recommend use of CPLDs or FPGAs for hardware implementation of logic circuit
designs. At the University of Texas, we are presently using the XILINX Spartan-3 FPGA boards,
which are available from Digilent. The Spartan-3 FPGA has more than an adequate number of
logic cells to implement the lab exercises in the text. The board has 8 switches, 4 pushbuttons, 8
single LEDs, and four 7-segment LEDs.. Information about this board and other CPLD and FPGA
boards made by Digilent can be found on their website, www.digilentinc.com. We use the board
in conjunction with the Xiliinx ISE software mentioned earlier.

6
© 2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
 6
© 2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Unit 1 Solutions
II. SOLUTIONS TO HOMEWORK PROBLEMS
Unit 1 Problem Solutions
1.1 (a) 757.2510 1.1 (b) 123.1710
16 | 757 0.25 16 | 123 0.17
16 | 47 r5 16 16 | 7 r11 16
16 | 2 r15=F16 (4).00 0 r7 (2).72
0 r2 16
(11).52

∴ 757.2510 = 2F5.4016 16
= 0010 1111 0101.0100 00002 (8).32
2 F 5 4 0
1.1 (c) 356.89 ∴123.1710 = 7B.2B16
2
10
16 | 356 0.89 = 0111 1011.0010 1011

7 B 2 B
16 | 22 r4 16
16 | 1 r6 (14).24 1.1 (d) 1063.510
0 r1 16 16 | 1063 0.5
(3).84 16 | 66 r7 16
16 16 | 4 r2 (8).00
(13).44 0 r4
16
(7).04 ∴1063.510 = 427.816
= 0100 0010 0111.10002
∴ 356.8910 = 164.E316 4 2 7 8

= 0001 0110 0100.1110 00112

1 6 4 E 3
1.2 (a) EB1.616 = E × 162 + B × 161 + 1 × 160 + 6 × 16–1 1.2 (b) 59D.C16 = 5 × 162 + 9 × 161 + D × 160 + C × 16–1

= 14 × 256 + 11 × 16 + 1 + 6/16 = 3761.37510 = 5 × 256 + 9 × 16 + 13 + 12/16 =

1110 1011 0001.011(0)2 1437.7510
E B 1 6 0101 1001 1101.110016
5 9 D C
7261.38 = 7 × 83 + 2 × 82 + 6 × 81 + 1 + 3 × 8–1 2635.68 = 2 × 83 + 6 × 82 + 3 × 81 + 5 × 80 + 6 × 8–1

= 7 × 512 + 2 × 64 + 6 × 8 + 1 + 3/8 = 3761.37510 = 2 × 512 + 6 × 64 + 3 × 8 + 5 + 6/8 =

111 010 110 001.011 1437.7510
7 2 6 1 3 8 010 110 011 101.1108
2 6 3 5 6
1.3 3BA.2514 = 3 × 142 + 11 × 141 + 10 × 140 + 2 × 14–1
+ 5 ×14–2 1.4 (b) 1457.1110
= 588 + 154 + 10 + 0.1684 = 752.168410 16 | 1457 0.11
16 | 91 r1 16
6 | 752 0.1684 16 | 5 r11=B16 (1).76
6 | 125 r2 6 0 r5 16
6 | 20 r5 (1).0104 (12).16
6|3 r2 6 ∴ 14
57.1110 = 5B1.1C16
0 r3 (0).0624
5 B 1 1 C (2)
6
(0).3744 .2
6

7
© 2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Unit 1 Solutions
464
6 5B1.1C16 = 010110110001.00011100 2=2661.070 8
(1).4784 2 6 6 1 0 7 0

1.4 (c) 5B1.1C16 = 11 23 01.01 304

5 B 1 1 C
1.4 (d) DEC.A = D × 162 + E × 161 + C × 160 + A× 16–1
∴ 3BA.2514 = 752.168410 = 3252.10026 16
= 3328 + 224 + 12 + 0.625 =3564.625
10

8
© 2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Unit 1 Solutions
1.5 (a) 1 11
1111 (Multiply) 1.5 (b, c) See FLD p. 730 for solutions.
1111 (Add) ×1010
+1010 0000
11001 1111 1.6, 1.7, See FLD p. 730 for solutions.
11110 1.8, 1.9
1111 (Sub) 0000
1.10 (a) 1305.37510
−1010 011110
0101 1111 16 | 1305 0.375
10010110 16 | 81 r9 16
5 r1 (6).000

1.10 (b) 11.3310 ∴ 1305.37510 = 519.60016

16 | 111 0.33 = 0101 0001 1001.0110 0000 00002

6 r15 = F16 16 5 1 9 6 0 0
(5).28 1.10 (c) 301.1210
16 16 | 301 0.12
(4).48 16 | 18 r13 16
1 r2 (1).92
∴ 111.3310 = 6F.5416 16

= 0110 1111.0101 01002 (14).72

6 F 5 4 ∴ 301.1210 = 12D.1E16

= 0001 0010 1101.0001 11102

1 2 D 1 E
1.10 (d) 1644.87510 1.11 (a) 101 111 010 100.101 2 = 5724.58
16 | 1644 0.875 = 5 × 83 + 7 × 82 + 2 × 81 + 4 × 80 + 5 × 8–1
16 | 102 r12 16 = 5 × 512 + 7 × 64 + 2 × 8 + 4 + 5/8
6 r6 (14).000 = 3028.62510

∴ 1644.87510 = 66C.E0016 1011 1101 0100.10102 = BD4.A16

= 0110 0110 1100.1110 0000 00002 B × 162 + D × 161 + 4 × 160 + A × 16–1
6 6 C E 0 0 11 × 256 + 13 × 16 + 4 + 10/16
= 3028.62510
1.11 (b) 100 001 101 111.0102 = 4157.2 8 1.12 (a) 375.548 = 3 × 64+ 7 × 8 + 5 + 5/8 + 4/64
= 4 × 83 + 1 × 82 5 × 81 + 7 × 80 + 2 × 8–1 = 253.687510
= 4 × 512 + 1 × 64 + 5 × 8 + 7 + 2/8 3 | 253 0.69
= 2159.2510 3 | 84 r1 3
3 | 28 r0 (2).07
1000 0110 1111.01002 = 86F.416 3|9 r1 3
= 8 × 162 + 6 × 161 + F × 160 × 4 × 16–1 3|3 r0 (0).21
= 8 × 256 + 6 × 16 + 15 + 4/16 3|1 r0 3
= 2159.2510 0 r1 (0).63
3
(1).89
∴ 375.548 = 100101.20013
1.12 (b) 384.74 1.12 (c) A52.A411 = 10 × 121 + 5 × 11 + 2 + 10/11 + 4/121
10 10
4 | 384 0.74 = 1267.94
4 | 96 r0 4
4 | 24 r0 (2).96 9 | 1267 0.94
4|6 r0 4 9 | 140 r7 9

9
© 2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Unit 1 Solutions
4|1 r2 (3).84 9 | 15 r5 (8).46
0 r1 4 9|1 r6 9
(3).36 0 r1 (4).14

∴ 384.7410 = 12000.2331134...
∴ A52.A411 = 1267.9410 = 1657.84279...

10
© 2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Unit 1 Solutions
1.13 544.1 = 5 × 92 + 4 × 91 + 4 × 90 + 1 × 9–1 1.14 (a), (c) 16 | 97 .7
9
= 5 × 81 + 4 × 9 + 4 + 1/9 (b), (c) 16 | 6 r1 16
= 445 1/910 0 r6 (11).2
16 | 445 1/9 16
16 | 27 r13 16 (3).2
16 | 1 r11 (1)7/9 ∴ 97.710 = 61.B3333....16
0 r1 16 (a) 61.B3333..16
(12)4/9 = 110 0001.1011 0011 0011 0011 0011... 2
16 (b) 1 100 001.101 100 110 011 001 100 11... 2
(7)1/9 = 141.5 4631 4631.... 8

∴ 544.19 = 1BD.1C716
= 1 1011 1101.0001 1100 01112...

1.14 (d) 3 | 97 .7 1.15 1110212.202113

3 |32 r1 3 01 11 02 12.20 21 10 = 1425.6739
3 |10 r2 (2).1 Base 3 Base 9
3 |3 r1 3
00 0
3 |1 r0 (0).3
0 r1 3 01 1
(0).9 02 2
3 10 3
(2).7
∴ 97.710 = 10121.2002....3 11 4
12 5
1.14 (e) 5 | 97 .7 20 6
5 |19 r2 5 21 7
5 |3 r4 (3).5
0 r3 5 22 8
(2).5
∴ 97.710 = 342.322..5
1.16 (a) 2983 63/64 =
10
1.16 (b) 93.7010
8 | 2983 0.984 8 | 93 0.70
8 | 372 r7 8 8 | 11 r5 8
8 | 46 r4 (7).872 8|1 r3 (5).60
9|5 r6 8 0 r1 8
0 r5 (6).976 (4).80

∴ 2983 63/6410 = 5647.768 (or 5647.778) ∴ 93.7010 = 135.548 = 001 011 101.101 1002
= 101 110 100 111.111 1102
(or 101 110 100 111.111 1112)

1.16 (c) 1900 31/3210 1.16 (d) 109.3010

8 | 1900 0.969 8 | 109 0.30
8 | 273 r4 8 8 | 13 r5 8
8 | 29 r5 (7).752 8|1 r5 (2).40
9|3 r5 8 0 r1 8
0 r3 (6).016 (3).20

∴ 1900 31/3210 = 3554.768 ∴ 109.3010 = 155.238

= 011 101 101 100.111 1102 = 001 101 101.010 0112

11
© 2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Unit 1 Solutions
1.17 (a) 111 111 1.17 (b) 1 11 11
1111 (Add) 1111 (Subtract) 1101001(Add) 1101001 (Sub)
1001 1001 110110 110110
11000 0110 10011111 110011

1111 (Multiply) 1101001 (Mult)

1001 110110
1111 0000000
0000 1101001
01111 11010010
0000 1101001
001111 1001110110
1111 0000000
10000111 1001110110
1101001
100100000110
1101001
1011000100110
1.17(c) 1 111 1
110010 (Add) 110010 (Sub) 1.18 1 1 1 1 1
11101 11101 (a) 10100100 (b) 10010011
1001111 10101 01110011 01011001
0110001 00111010
110010 (Mult)
11101 11
110010 (c) 11110011
000000 10011110
0110010 01010101
110010
11111010
110010
1010001010
110010
10110101010

1.19(a) 101110 Quotient 1.19(b) 11011 Quotient

101 )11101001 1110 )110000001
101 1110
1001 10100
101 1110
1000 11000
101 1110
110 10101
101 1110

11 Remainder 111 Remainder

1.19(c) 1100 Quotient 1.20(a) 10111 Quotient

1001 )1110010 110 )10001101
1001 110
1010 1011
1001 110
110 Remainder 1010
110
12
© 2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Unit 1 Solutions
10
01
1
1
0
1
1
R
e
m
a
i
n
d
e
r

13
© 2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Unit 1 Solutions
1.20(b) 100011 Quotient 1.20(c) 1011 Quotient
1011 )110000011 1010 )1110100
1011 1010
10001 10010
1011 1010
1101 10000
1011 1010
10 Remainder 110 Remainder

1.21 (a) 4 + 3 is 10 in base 7, i.e., the sum digit is 1.22 If the binary number has n bits (to the right of the
0 with a carry of 1 to the next column. 1 + 5 + radix point), then its precision is (1/2n+1). So to
4 is 10 in base 7. 1 + 6 + 0 is 10 in base 7. This have the same precision, n must satisfy
overflows since the correct sum is 10007.
(b) 4 + 3 + 3 + 3 = 13 in base 10 and 23 in base (1/2n+1) < (1/2)(1/104) or n > 4/(log 2) = 13.28 so n
5. Try base 10. 1 + 2 + 4 + 1 + 3 = 11 in base 10 so must be 14.
base 10 does not produce a sum digit of 2. Try base
5. 2 + 2 + 4 + 1 + 3 = 22 in base 5 so base 5 works.
1.23
(c) 4 + 3 + 3 + 3 = 31 in base 4, 21 in base 6,
.363636....
and 11 in base 12. Try base 12. 1 + 2 + 4 + 1 + 3 =
= (36/102)(1 + 1/102 + 1/104 + 1/106 + …)
B in base 12 so base 12 does not work. Try base 4.
= (36/102)[1/(1 – 1/102)] = (36/102)[102/99]
3 + 2 + 4 + 1 + 3 = 31 in base 4 so base 4 does not
= 36/99 = 4/11
work. Try base 6. 2 + 2 + 4 + 1 + 3 = 20 so base 6
8(4/11) = 2 + 10/11
is correct.
8(10/11) = 7 + 3/11
8(3/11) = 2 + 2/11
8(2/11) = 1 + 5/11
1.24 (a) Expand the base b number into a power series
8(5/11) =3 + 7/11
N = d3k-1b3k-1 + d3k-2b3k-2 + d3k-3b3k-3 + …. + d5b5
8(7/11) = 5+ 1/11
+ d4b4 + d3b3 + d2b2 + d1b1 + d0b0 + d-1b-1 + d b- 8(1/11) = 0 + 8/11
-2
2 + d-3b-3 + …. + d-3m+2b-3m+2 + d-3m+1b-3m+1 8(8/11) = 5 + 9/11
+ d-3mb-3m where each di has a value from 0 to 8(9/11) = 6 + 6/11
(b-1). (Note that 0’s can be appended to the number 8(6/11) = 4 + 4/11
so that it has a multiple of 3 digits to the left and 8(4/11) = 2 + 10/11
right of the radix point.) Factor b3 from each group Repeats: .27213505642…….
of 3 consecutive digits of the number to obtain
N = (d3k-1b2 + d3k-2b1 + d3k-3b0)(b3)(k-1) + ….
1.24 (b) Expand the base b3 number into a power series
+ (d5b2 + d4b1 + d3b0)(b3)1 + (d2b2 + d1b1 +
N = dk(b3)k + dk-1(b3)k-1 + … + d1(b3)1 + d0(b3)0
d0b0 )(b3)0 + (d-1b2 + d-2b1 + d-3b0)(b3)-1 + …. +
+ d-1(b3)-1 + …. + d-m(b3)-m
(d-3m+2b2 + d-3m+1b1 + d-3mb0)(b3)-m where each di has a value from 0 to (b3 -1).
Each (d3i-1b2 + d3i-2b1 + d3i-3b0) has a value from Consequently, di can be represented as a base b
0 to [(b-1)b2 + (b-1)b1 + (b-1)b0] number in the form
= (b-1)( b2 + b1 + b0) = (b3-1) (e3i-1b2 + e3i-2b1 + e3i-3b0) Where each e
j
so it is a valid digit in a base b3 number. has a value from 0 to (b-1). Substituting these
Consequently, the last expression is the power expressions for the di produces a power series
series expansion for a base b3 number. expansion for a base b number.

1.25(a) (5 - 1) = 45, (52 - 1) = 445 and (53 - 1) = 4445 1.26(a) (b + 1)2 = b2 + 2b + 1 so (11b)2 = 121b if b > 2.

This mial expansion for the

1.25(b) (bn-1) = (b - 1)(bn-1) + bn-1 express base b number with n digits (b - 1)(b - 1) … (b - 1)
= (b - 1)bn-1 + (b - 1)bn-2 + bn-2 ion is
= (b - 1)bn-1 + (b - 1)bn-2 + … the
+ (b - 1)b + (b - 1) polyno
14
© 2014 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Exploring the Variety of Random
Documents with Different Content
 PLEASE READ THIS BEFORE YOU DISTRIBUTE OR USE THIS WORK

To protect the Project Gutenberg™ mission of promoting the free

distribution of electronic works, by using or distributing this work (or
any other work associated in any way with the phrase “Project
Gutenberg”), you agree to comply with all the terms of the Full
Project Gutenberg™ License available with this file or online at
www.gutenberg.org/license.

Section 1. General Terms of Use and

Redistributing Project Gutenberg™
electronic works
1.A. By reading or using any part of this Project Gutenberg™
electronic work, you indicate that you have read, understand, agree
to and accept all the terms of this license and intellectual property
(trademark/copyright) agreement. If you do not agree to abide by all
the terms of this agreement, you must cease using and return or
destroy all copies of Project Gutenberg™ electronic works in your
possession. If you paid a fee for obtaining a copy of or access to a
Project Gutenberg™ electronic work and you do not agree to be
bound by the terms of this agreement, you may obtain a refund
from the person or entity to whom you paid the fee as set forth in
paragraph 1.E.8.

1.B. “Project Gutenberg” is a registered trademark. It may only be

used on or associated in any way with an electronic work by people
who agree to be bound by the terms of this agreement. There are a
few things that you can do with most Project Gutenberg™ electronic
works even without complying with the full terms of this agreement.
See paragraph 1.C below. There are a lot of things you can do with
Project Gutenberg™ electronic works if you follow the terms of this
agreement and help preserve free future access to Project
Gutenberg™ electronic works. See paragraph 1.E below.
1.C. The Project Gutenberg Literary Archive Foundation (“the
Foundation” or PGLAF), owns a compilation copyright in the
collection of Project Gutenberg™ electronic works. Nearly all the
individual works in the collection are in the public domain in the
United States. If an individual work is unprotected by copyright law
in the United States and you are located in the United States, we do
not claim a right to prevent you from copying, distributing,
performing, displaying or creating derivative works based on the
work as long as all references to Project Gutenberg are removed. Of
course, we hope that you will support the Project Gutenberg™
mission of promoting free access to electronic works by freely
sharing Project Gutenberg™ works in compliance with the terms of
this agreement for keeping the Project Gutenberg™ name associated
with the work. You can easily comply with the terms of this
agreement by keeping this work in the same format with its attached
full Project Gutenberg™ License when you share it without charge
with others.

1.D. The copyright laws of the place where you are located also
govern what you can do with this work. Copyright laws in most
countries are in a constant state of change. If you are outside the
United States, check the laws of your country in addition to the
terms of this agreement before downloading, copying, displaying,
performing, distributing or creating derivative works based on this
work or any other Project Gutenberg™ work. The Foundation makes
no representations concerning the copyright status of any work in
any country other than the United States.

1.E. Unless you have removed all references to Project Gutenberg:

1.E.1. The following sentence, with active links to, or other

immediate access to, the full Project Gutenberg™ License must
appear prominently whenever any copy of a Project Gutenberg™
work (any work on which the phrase “Project Gutenberg” appears,
or with which the phrase “Project Gutenberg” is associated) is
accessed, displayed, performed, viewed, copied or distributed:
 This eBook is for the use of anyone anywhere in the
United States and most other parts of the world at no
cost and with almost no restrictions whatsoever. You
may copy it, give it away or re-use it under the terms
of the Project Gutenberg License included with this
eBook or online at www.gutenberg.org. If you are not
located in the United States, you will have to check the
laws of the country where you are located before using
this eBook.

1.E.2. If an individual Project Gutenberg™ electronic work is derived

from texts not protected by U.S. copyright law (does not contain a
notice indicating that it is posted with permission of the copyright
holder), the work can be copied and distributed to anyone in the
United States without paying any fees or charges. If you are
redistributing or providing access to a work with the phrase “Project
Gutenberg” associated with or appearing on the work, you must
comply either with the requirements of paragraphs 1.E.1 through
1.E.7 or obtain permission for the use of the work and the Project
Gutenberg™ trademark as set forth in paragraphs 1.E.8 or 1.E.9.

1.E.3. If an individual Project Gutenberg™ electronic work is posted

with the permission of the copyright holder, your use and distribution
must comply with both paragraphs 1.E.1 through 1.E.7 and any
additional terms imposed by the copyright holder. Additional terms
will be linked to the Project Gutenberg™ License for all works posted
with the permission of the copyright holder found at the beginning
of this work.

1.E.4. Do not unlink or detach or remove the full Project

Gutenberg™ License terms from this work, or any files containing a
part of this work or any other work associated with Project
Gutenberg™.

1.E.5. Do not copy, display, perform, distribute or redistribute this

electronic work, or any part of this electronic work, without
prominently displaying the sentence set forth in paragraph 1.E.1
with active links or immediate access to the full terms of the Project
Gutenberg™ License.

1.E.6. You may convert to and distribute this work in any binary,
compressed, marked up, nonproprietary or proprietary form,
including any word processing or hypertext form. However, if you
provide access to or distribute copies of a Project Gutenberg™ work
in a format other than “Plain Vanilla ASCII” or other format used in
the official version posted on the official Project Gutenberg™ website
(www.gutenberg.org), you must, at no additional cost, fee or
expense to the user, provide a copy, a means of exporting a copy, or
a means of obtaining a copy upon request, of the work in its original
“Plain Vanilla ASCII” or other form. Any alternate format must
include the full Project Gutenberg™ License as specified in
paragraph 1.E.1.

1.E.7. Do not charge a fee for access to, viewing, displaying,

performing, copying or distributing any Project Gutenberg™ works
unless you comply with paragraph 1.E.8 or 1.E.9.

1.E.8. You may charge a reasonable fee for copies of or providing

access to or distributing Project Gutenberg™ electronic works
provided that:

• You pay a royalty fee of 20% of the gross profits you derive
from the use of Project Gutenberg™ works calculated using the
method you already use to calculate your applicable taxes. The
fee is owed to the owner of the Project Gutenberg™ trademark,
but he has agreed to donate royalties under this paragraph to
the Project Gutenberg Literary Archive Foundation. Royalty
payments must be paid within 60 days following each date on
which you prepare (or are legally required to prepare) your
periodic tax returns. Royalty payments should be clearly marked
as such and sent to the Project Gutenberg Literary Archive
Foundation at the address specified in Section 4, “Information
 about donations to the Project Gutenberg Literary Archive
Foundation.”

• You provide a full refund of any money paid by a user who

notifies you in writing (or by e-mail) within 30 days of receipt
that s/he does not agree to the terms of the full Project
Gutenberg™ License. You must require such a user to return or
destroy all copies of the works possessed in a physical medium
and discontinue all use of and all access to other copies of
Project Gutenberg™ works.

• You provide, in accordance with paragraph 1.F.3, a full refund of

any money paid for a work or a replacement copy, if a defect in
the electronic work is discovered and reported to you within 90
days of receipt of the work.

• You comply with all other terms of this agreement for free
distribution of Project Gutenberg™ works.

1.E.9. If you wish to charge a fee or distribute a Project Gutenberg™

electronic work or group of works on different terms than are set
forth in this agreement, you must obtain permission in writing from
the Project Gutenberg Literary Archive Foundation, the manager of
the Project Gutenberg™ trademark. Contact the Foundation as set
forth in Section 3 below.

1.F.

1.F.1. Project Gutenberg volunteers and employees expend

considerable effort to identify, do copyright research on, transcribe
and proofread works not protected by U.S. copyright law in creating
the Project Gutenberg™ collection. Despite these efforts, Project
Gutenberg™ electronic works, and the medium on which they may
be stored, may contain “Defects,” such as, but not limited to,
incomplete, inaccurate or corrupt data, transcription errors, a
copyright or other intellectual property infringement, a defective or
damaged disk or other medium, a computer virus, or computer
codes that damage or cannot be read by your equipment.

1.F.2. LIMITED WARRANTY, DISCLAIMER OF DAMAGES - Except for

the “Right of Replacement or Refund” described in paragraph 1.F.3,
the Project Gutenberg Literary Archive Foundation, the owner of the
Project Gutenberg™ trademark, and any other party distributing a
Project Gutenberg™ electronic work under this agreement, disclaim
all liability to you for damages, costs and expenses, including legal
fees. YOU AGREE THAT YOU HAVE NO REMEDIES FOR
NEGLIGENCE, STRICT LIABILITY, BREACH OF WARRANTY OR
BREACH OF CONTRACT EXCEPT THOSE PROVIDED IN PARAGRAPH
1.F.3. YOU AGREE THAT THE FOUNDATION, THE TRADEMARK
OWNER, AND ANY DISTRIBUTOR UNDER THIS AGREEMENT WILL
NOT BE LIABLE TO YOU FOR ACTUAL, DIRECT, INDIRECT,
CONSEQUENTIAL, PUNITIVE OR INCIDENTAL DAMAGES EVEN IF
YOU GIVE NOTICE OF THE POSSIBILITY OF SUCH DAMAGE.

1.F.3. LIMITED RIGHT OF REPLACEMENT OR REFUND - If you

discover a defect in this electronic work within 90 days of receiving
it, you can receive a refund of the money (if any) you paid for it by
sending a written explanation to the person you received the work
from. If you received the work on a physical medium, you must
return the medium with your written explanation. The person or
entity that provided you with the defective work may elect to provide
a replacement copy in lieu of a refund. If you received the work
electronically, the person or entity providing it to you may choose to
give you a second opportunity to receive the work electronically in
lieu of a refund. If the second copy is also defective, you may
demand a refund in writing without further opportunities to fix the
problem.

1.F.4. Except for the limited right of replacement or refund set forth
in paragraph 1.F.3, this work is provided to you ‘AS-IS’, WITH NO
OTHER WARRANTIES OF ANY KIND, EXPRESS OR IMPLIED,
INCLUDING BUT NOT LIMITED TO WARRANTIES OF
MERCHANTABILITY OR FITNESS FOR ANY PURPOSE.

1.F.5. Some states do not allow disclaimers of certain implied

warranties or the exclusion or limitation of certain types of damages.
If any disclaimer or limitation set forth in this agreement violates the
law of the state applicable to this agreement, the agreement shall be
interpreted to make the maximum disclaimer or limitation permitted
by the applicable state law. The invalidity or unenforceability of any
provision of this agreement shall not void the remaining provisions.

1.F.6. INDEMNITY - You agree to indemnify and hold the Foundation,

the trademark owner, any agent or employee of the Foundation,
anyone providing copies of Project Gutenberg™ electronic works in
accordance with this agreement, and any volunteers associated with
the production, promotion and distribution of Project Gutenberg™
electronic works, harmless from all liability, costs and expenses,
including legal fees, that arise directly or indirectly from any of the
following which you do or cause to occur: (a) distribution of this or
any Project Gutenberg™ work, (b) alteration, modification, or
additions or deletions to any Project Gutenberg™ work, and (c) any
Defect you cause.

Section 2. Information about the Mission

of Project Gutenberg™
Project Gutenberg™ is synonymous with the free distribution of
electronic works in formats readable by the widest variety of
computers including obsolete, old, middle-aged and new computers.
It exists because of the efforts of hundreds of volunteers and
donations from people in all walks of life.

Volunteers and financial support to provide volunteers with the

assistance they need are critical to reaching Project Gutenberg™’s
goals and ensuring that the Project Gutenberg™ collection will
remain freely available for generations to come. In 2001, the Project
Gutenberg Literary Archive Foundation was created to provide a
secure and permanent future for Project Gutenberg™ and future
generations. To learn more about the Project Gutenberg Literary
Archive Foundation and how your efforts and donations can help,
see Sections 3 and 4 and the Foundation information page at
www.gutenberg.org.

Section 3. Information about the Project

Gutenberg Literary Archive Foundation
The Project Gutenberg Literary Archive Foundation is a non-profit
501(c)(3) educational corporation organized under the laws of the
state of Mississippi and granted tax exempt status by the Internal
Revenue Service. The Foundation’s EIN or federal tax identification
number is 64-6221541. Contributions to the Project Gutenberg
Literary Archive Foundation are tax deductible to the full extent
permitted by U.S. federal laws and your state’s laws.

The Foundation’s business office is located at 809 North 1500 West,

Salt Lake City, UT 84116, (801) 596-1887. Email contact links and up
to date contact information can be found at the Foundation’s website
and official page at www.gutenberg.org/contact

Section 4. Information about Donations to

the Project Gutenberg Literary Archive
Foundation
Project Gutenberg™ depends upon and cannot survive without
widespread public support and donations to carry out its mission of
increasing the number of public domain and licensed works that can
be freely distributed in machine-readable form accessible by the
widest array of equipment including outdated equipment. Many
small donations ($1 to $5,000) are particularly important to
maintaining tax exempt status with the IRS.

The Foundation is committed to complying with the laws regulating

charities and charitable donations in all 50 states of the United
States. Compliance requirements are not uniform and it takes a
considerable effort, much paperwork and many fees to meet and
keep up with these requirements. We do not solicit donations in
locations where we have not received written confirmation of
compliance. To SEND DONATIONS or determine the status of
compliance for any particular state visit www.gutenberg.org/donate.

While we cannot and do not solicit contributions from states where

we have not met the solicitation requirements, we know of no
prohibition against accepting unsolicited donations from donors in
such states who approach us with offers to donate.

International donations are gratefully accepted, but we cannot make

any statements concerning tax treatment of donations received from
outside the United States. U.S. laws alone swamp our small staff.

Please check the Project Gutenberg web pages for current donation
methods and addresses. Donations are accepted in a number of
other ways including checks, online payments and credit card
donations. To donate, please visit: www.gutenberg.org/donate.

Section 5. General Information About

Project Gutenberg™ electronic works
Professor Michael S. Hart was the originator of the Project
Gutenberg™ concept of a library of electronic works that could be
freely shared with anyone. For forty years, he produced and
distributed Project Gutenberg™ eBooks with only a loose network of
volunteer support.
Project Gutenberg™ eBooks are often created from several printed
editions, all of which are confirmed as not protected by copyright in
the U.S. unless a copyright notice is included. Thus, we do not
necessarily keep eBooks in compliance with any particular paper
edition.

Most people start at our website which has the main PG search
facility: www.gutenberg.org.

This website includes information about Project Gutenberg™,

including how to make donations to the Project Gutenberg Literary
Archive Foundation, how to help produce our new eBooks, and how
to subscribe to our email newsletter to hear about new eBooks.
back
Welcome to our website – the perfect destination for book lovers and
knowledge seekers. We believe that every book holds a new world,
offering opportunities for learning, discovery, and personal growth.
That’s why we are dedicated to bringing you a diverse collection of
books, ranging from classic literature and specialized publications to
self-development guides and children's books.

More than just a book-buying platform, we strive to be a bridge

connecting you with timeless cultural and intellectual values. With an
elegant, user-friendly interface and a smart search system, you can
quickly find the books that best suit your interests. Additionally,
our special promotions and home delivery services help you save time
and fully enjoy the joy of reading.

Join us on a journey of knowledge exploration, passion nurturing, and

personal growth every day!

testbankbell.com