Organization of the ibm personal computerswarda aziz
The Solution manual of COAL
Chapter NO 3. exercise
if anyone has Questions Regarding this exercise.
contact me on my given Email-ID.
i will guide you. Thank you!
Introduction to ibm pc assembly languagewarda aziz
The Solution manual of COAL
Chapter NO 4. exercise
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Chapter 5The proessor status and the FLAGS registerswarda aziz
solution manual to COMPUTER ORGANIZATION AND ASSEMBLY LANGUAGE CHAPTER 5.
If you find any mistake in the manual please share with me ... it will be appreciated
Chap 8 The stack and introduction to procedures & Chapter 9 multiplication an...warda aziz
this pdf covers solution to chapter 8 and 9 of assembly language and organization of the IBM PC. if you find any mistakes in my writing , please disccuss with me.
Organization of the ibm personal computerswarda aziz
The Solution manual of COAL
Chapter NO 3. exercise
if anyone has Questions Regarding this exercise.
contact me on my given Email-ID.
i will guide you. Thank you!
Introduction to ibm pc assembly languagewarda aziz
The Solution manual of COAL
Chapter NO 4. exercise
if anyone has Questions Regarding this exercise.
contact me on my given Email-ID.
i will guide you. Thank you!
Chapter 5The proessor status and the FLAGS registerswarda aziz
solution manual to COMPUTER ORGANIZATION AND ASSEMBLY LANGUAGE CHAPTER 5.
If you find any mistake in the manual please share with me ... it will be appreciated
Chap 8 The stack and introduction to procedures & Chapter 9 multiplication an...warda aziz
this pdf covers solution to chapter 8 and 9 of assembly language and organization of the IBM PC. if you find any mistakes in my writing , please disccuss with me.
chapter 7 Logic, shift and rotate instructionswarda aziz
this is a solution to exercise of chapter 7 from Assembly language programming and organization of the IBM PC.
If you find any mistakes in my solution , please discuss with me. as i am also a human and can do mistakes.
Assembly Language Programming and Organization of the IBM PC
By Yu and Marut
Solution Manual
( Ch.1 to ch.10 )
Written by :
Eng. Amer Mohammed Al-khsabah
For Online Tutorial :
http://sh.st/QaM4Z
Solution manual of assembly language programming and organization of the ibm ...Tayeen Ahmed
This introduction to the organization and programming of the 8086 family of microprocessors used in IBM microcomputers and compatibles is comprehensive and thorough. Includes coverage of I/O control, video/graphics control, text display, and OS/2. Strong pedagogy with numerous sample programs illustrates practical examples of structured programming.
chapter 7 Logic, shift and rotate instructionswarda aziz
this is a solution to exercise of chapter 7 from Assembly language programming and organization of the IBM PC.
If you find any mistakes in my solution , please discuss with me. as i am also a human and can do mistakes.
Assembly Language Programming and Organization of the IBM PC
By Yu and Marut
Solution Manual
( Ch.1 to ch.10 )
Written by :
Eng. Amer Mohammed Al-khsabah
For Online Tutorial :
http://sh.st/QaM4Z
Solution manual of assembly language programming and organization of the ibm ...Tayeen Ahmed
This introduction to the organization and programming of the 8086 family of microprocessors used in IBM microcomputers and compatibles is comprehensive and thorough. Includes coverage of I/O control, video/graphics control, text display, and OS/2. Strong pedagogy with numerous sample programs illustrates practical examples of structured programming.
Reviewing number systems involves understanding various ways in which numbers can be represented and manipulated. Here's a brief overview of different number systems:
Decimal System (Base-10):
This is the most common number system used by humans.
It uses 10 digits (0-9) to represent numbers.
Each digit's position represents a power of 10.
For example, the number 245 in decimal represents (2 * 10^2) + (4 * 10^1) + (5 * 10^0).
Binary System (Base-2):
Used internally by almost all modern computers.
It uses only two digits: 0 and 1.
Each digit's position represents a power of 2.
For example, the binary number 1011 represents (1 * 2^3) + (0 * 2^2) + (1 * 2^1) + (1 * 2^0) in decimal, which equals 11.
Octal System (Base-8):
Less commonly used, but still relevant in some computer programming contexts.
It uses eight digits: 0 to 7.
Each digit's position represents a power of 8.
For example, the octal number 34 represents (3 * 8^1) + (4 * 8^0) in decimal, which equals 28.
Hexadecimal System (Base-16):
Widely used in computer science and programming.
It uses sixteen digits: 0 to 9 followed by A to F (representing 10 to 15).
Each digit's position represents a power of 16.
Often used to represent memory addresses and binary data more compactly.
For example, the hexadecimal number 2F represents (2 * 16^1) + (15 * 16^0) in decimal, which equals 47.
Each number system has its own advantages and applications. Decimal is intuitive for human comprehension, binary is fundamental in computing due to its simplicity for electronic systems, octal and hexadecimal are often used for human-readable representations of binary data in programming, particularly when dealing with memory addresses and byte-oriented data.
Understanding these number systems is essential for various fields such as computer science, electrical engineering, and mathematics, as they provide different perspectives on how numbers can be represented and manipulated.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
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Antifertility, Toxicity studies as per OECD guidelines
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Digital Tools and AI for Teaching Learning and Research
Representation of numbers and characters
1. A solution manual to
Assembly language
Programming
and the organization of
the IBM PC
Chapter 2
Representation of numbers and
characters
BY:- Ytha Yu & Charles Marut
prepared by :
Warda Aziz
Wardaaziz555@gmail.com
2. Question 1:
In many applications , it saves time to memorize the conversions
among small binary, decimal, and hex numbers. Without referring to
the table , fill in the blanks in the following table
binary decimal hex
1001 9 9
1010 10 A
1101 13 D
1100 12 C
1110 14 E
1011 11 B
Question 2:
Convert the following numbers into decimal:
A) 1110
B) 100101011101
C) 46Ah
D) FAE2Ch
Solution:
1110:
=1*23
+ 1*22
+ 1*21
+ 0*20
=8 + 4 + 2 + 0
=14
100101011101:
=(1*211
)+(0*210
)+(0*29
)+(1*28
)+(0*27
)+(1*26
)+(0*25
)+(1*24
)+(1*23
)+(1*22
)+(0
*21
) +(1*2 0
)
=2048 + 0 + 0 + 256 + 0 + 64 + 0 + 16 + 8 +
4 + 0 +1
2397
46Ah:
=4*162
+ 6*161
+ A*160
=4*256+ 6*16 +10*1
=1024 + 96 +10
=1130
FAE2Ch:
=F*164
+ A* 163
+ E*162
+ 2*161
+C*160
=15*65536 + 10* 4096 + 14*256 +2*16 +12*1
=983040 + 40960 +3584 +32+12
=1027628
Question 3:
Convert the following decimal numbers:
a) 97 to binary
b) 627 to binary
3. c) 921 to hex
d) 6120 to hex
Solution:
97 to binary
;LCM with 2, remaining bits are in binary
=1110 0001
627 to binary
=0010 0111 0011
921 to hex
LCM with 16, remaining digits are in hex form
=399
6120 to hex
=17E8
Question 4:
Convert the following numbers:
a) 1001011 to hex
b) 1001010110101110 to hex
c) A2Ch to binary
d) B34Dh to binary
Solution:
a) 1001011 to hex
1001011=0100 1011(byte complete)
As we know 0100=4 and 1011=B
=4B
b) 1001010110101110 to hex
=95AE
c) A2Ch to binary
A=10d=1010(binary)
2=0010(binary)
C=12d=1100(binary)
=1010 0010 1100b
d) B34Dh to binary
B=11(decimal)=1011(binary),
3=0011(binary)
4=0100(binary)
D=1101(binary)
=1011 0011 0100 1101b
Question 5:
Perform the following addition:
a. 100101b + 10111b
b. 100111101b + 10001111001b
c. B23CDh + 17912h
d. FEFFEh + FBCADh
Solution:
4. 100101b + 10111b
100101
+10111
111100
100111101b + 10001111001b
100111101
+ 10001111001
10110110110
B23CDh + 17912h
B23CD
+17912
C9CDF
FEFFEh + FBCADh
Solving from the right most values i.e., Eh+Dh=14d+13d=27d
27d=1Bh(solving through LCM method)
B is written below and 1 is given carry to the left bit.
Process goes so on and we get;
FEFFE
+FBCAD
1FACAB
Question 6:
Perform the following subtraction:
a) 11011 - 10110
b) 10000101 - 111011
c) 5FC12h - 3ABD1h
d) F001Eh - 1FF3Fh
Solution:
11011 - 10110
11011
- 10110
00101
10000101 - 111011
10000101
- 111011
1001010
5FC12h - 3ABD1h
;borrow carries
0101 1111 1100 0001 0010 (5FC12h)
- 0011 1010 1011 1101 0001 (3ABD1)
0010 0101 0000 0100 0001 (binary)
=25041(hex)
F001Eh - 1FF3Fh
1111 0000 0000 0001 1110
- 0001 1111 1111 0011 1111
1101 0000 0000 1101 1111
5. =D00DF
Question 7:
Give the 16 bit representation of each of the following decimal
integers . write answers in hex.
a. 234d
b. -16d
c. 31634d
d. -32216d
Solution:
234
Bin= 0000 0000 1110 1010
Hex=00EAh
-16
Bin=0000 0000 0001 0000
2’s compliment:
1111 1111 1110 1111
+ 1
1111 1111 1111 0000
=FFF0h
Hex=FFF0h
31634
bin= 0111 1011 1001 0010b
Hex=7B92h
-32216
Same as Q7(part e)
Bin=1000 0010 0010 1000b
Hex=8228h
Question 8:
Do the following binary and hex subtractions by two’s compliment
addition.
a) 10110100b - 10010111b
b) 10001011b - 11110111b
c) FE0Fh - 12ABh
d) 1ABCh - B3EAh
Solution:
Note:
if the resulting bit has a carry 1 , neglect the carry
if the result has no carry take 2’s compliment again with a negative sign.
10110100 - 10010111
Two’s compliment= 01101000+1=01101001
10110100
+ 01101001
6. 1 00011101
Dropping the resulting carry bit we get the answer 0001 1101b or 11101b
10001011 - 11110111
2’s compliment 11110111=00001000+1=00001001
1000 1011
+0000 1001
1001 0100
Taking 2’s compliment again and put a negative sign
01101011
+1
01101100
Ans -1101100
FE0Fh - 12ABh
FE0Fh - 12ABh=1111111000001111b-1001010101011b
Take 2’s compliment of 0001 0010 1010 1011b;
1110 1101 0101 0100b+1b=1110 1101 0101 0101b
1111 1110 0000 1111
+1110 1101 0101 0101
1 1110 1011 0110 0100
Ans: =1110 1011 0110 0100b
=EB64h
1ABCh - B3EAh
Same as Q8(3,2)
Ans: -992Eh
Question 9:
Give the signed and unsigned interpretations of each of the following
16 bit or 8 bit numbers.
a. 7FFEh
b. 8543h
c. FEh
d. 7Fh
Solution:
7FFEh
Signed: 32766 ; as the MSB is 0(in binary)
Unsigned: 32766
8543h
Signed: -31421 ; as the MSB is 1
Unsigned: 34115
FEh
Signed: -2 ; as the MSB is 1 (see table 2.4B)
Unsigned: 254
7Fh
Signed: 127 ; as the MSB is 0
7. Unsigned: 127
Question 10:
Show how the decimal integer -120 would be represented
a) In 16 bits
b) In 8 bits
As we know 120d=0111 1000(binary)
-120=2’s compliment
ANS:
16 bit:
(0000 0000 1000 0111)16 + 1= (1111 1111 1000 1000)16
8 bit:
(1000 0111)8 + 1= (1000 1000)8
;2’s compliment because we are solving for negative value i.e., -120
Question 11:
For each of the following numbers ,tell whether it could be stored
(a)as a 16 bit number or (b) as an 8 bit number?
a. 32767
b. -40000
c. 65536
d. 257
e. -128
ANS:
Number Bit storage
32767 16 bit
-40000 Bigger than 16 bit
65536 Bigger than 16 bit
257 16 bit
-128 both
Question 12:
For each of the following 16 bit numbers, tell whether it is positive or
negative?
ANS:
Signed number polarity
1010010010010100b negative
783E3h positive
CB33h negative
807Fh negative
9AC4h negative
Question 13:
8. If the character string “$12.75” is being stored in memory starting at
address 0, give the hex contents of byte 0-5.
Data string Data
$ $ 24
1 1 31
2 2 32
. . 2E
7 7 37
5 5 35
ANS: The content at address 5 is 35.
Question 14:
Translate the message of ASCII
41 74 74 61 63 6B 20 61 74 20 44 61 77 6E
ANS: Attack at Dawn
Question 15:
Suppose that a byte contains the ASCII code of an upper case letter.
What hex number should be added to it to convert it to lower case?
ANS: 20h
Question 16:
Suppose a byte contains a decimal digit that is “0”….“9” . what hex
number should be subtracted from the byte to convert it to the
numerical form of chracters?
Ans:30h