In modern processors, to improve performance, the CPU often overlaps the fetch, decode, and execute stages of multiple instructions. This overlapping is known as:
Instruction Pipelining
✅ Example:
Instruction 1: Being executed
Instruction 2: Being decoded
Instruction 3: Being fetched
This overlapping allows multiple instructions to be processed simultaneously at different stages of the pipeline, improving throughput.
Cache memory is highly effective due to its ability to take advantage of the locality of reference. This refers to the tendency of programs to access a relatively small portion of memory repeatedly during execution.
✅ Explanation of Options:
Memory Localization: Not the correct answer, as it's a general concept related to memory organization.
Locality of Reference: The correct answer! This refers to the tendency of a program to repeatedly access the same memory locations, which cache memory leverages to speed up data access.
Memory Size: Cache memory is small, and its size is actually one of the factors that makes it faster, but size alone does not determine its effectiveness.
None of the Mentioned: This option is incorrect because "locality of reference" is the main reason cache memory is effective.
✅ Final Answer:
The most effective reason for cache memory is the Locality of Reference.
The fastest means of memory access for the CPU refers to the storage that allows the quickest retrieval of data. This is crucial for efficient processing and performance.
✅ Explanation of Options:
Registers: Registers are the fastest form of memory access because they are directly in the CPU. However, they are very small and not used for regular memory storage.
Cache: Cache memory is the most effective and frequently used type of memory, as it stores frequently accessed data for fast retrieval. It is still slower than registers but much faster than main memory.
Main Memory: Main memory (RAM) is slower than both cache and registers, but it provides larger storage for currently active processes.
Stack: The stack is used for storing function calls and local variables. While it is quick, it still doesn't surpass cache memory in terms of speed.
✅ Final Answer:
The fastest means of memory access for the CPU is Registers.
To fetch data from secondary memory, certain registers are used to handle the addresses and manage the data flow between secondary memory and the CPU.
✅ Explanation of Options:
Program Counter (PC): The Program Counter holds the address of the next instruction to execute, not used for fetching data from secondary memory.
Memory Address Register (MAR):This is the correct answer! The MAR holds the address in memory from which data will be fetched or written, including from secondary storage. It is responsible for managing the memory access.
Memory Buffer Register (MBR): The MBR temporarily holds data being transferred to or from memory but does not directly fetch data from secondary memory.
Accumulator: The Accumulator holds intermediate results of arithmetic or logical operations, not used for fetching data from secondary memory.
✅ Final Answer:
The register used to fetch data from secondary memory is the Memory Address Register (MAR).
Binary multiplication is done similarly to decimal multiplication, where each bit is multiplied individually. Let's break down 002×112 step by step.
✅ Step 1: Understanding Binary Multiplication
We multiply each digit in the first binary number by each digit in the second binary number. The multiplication follows the same rules as decimal multiplication but with only 0's and 1's.
✅ Step 2: Perform the Multiplication
Let's multiply the two binary numbers:
First step:0×1=0
Second step:0×1=0
Third step:0×1=0
✅ Step 3: Adding the Results
Since all the results are 0, the final multiplication result is also 0.
Consider a computer system with speed of 106 instructions per second. A program P, having 2n2 steps is run on this system, where n is the input size. If n = 10000, what is the execution time for P?
Programmed I/O: In program-controlled I/O, the processor program controls the complete data transfer. So only when an I/O transfer instruction is executed, the transfer could take place. It is required to check that device is ready/not for the data transfer in most cases. Usually, the transfer is to & from a CPU register & peripheral. Here, CPU constantly monitors the peripheral. Here, until the I/O unit indicates that it is ready for transfer, the CPU wait & stays in a loop. It is time-consuming as it keeps the CPU busy needlessly.
Warming - The word ‘warming’ refers to ‘make or become warm'. This has a very different meaning to the given word. It is not the required synonym. So, this is an incorrect option.
Touching - The word ‘touching’ refers to ‘arousing feelings of sympathy or gratitude'. This has a completely different meaning to the given word. It is not its synonym. So, this is an incorrect option.
Glittering - The word ‘glittering’ refers to ‘shining with a shimmering or sparkling light'. This word has the exact same meaning as the given word. It is the synonym of ‘scintillating’. So, this is the correct option.
The word "impounded" refers to the action of taking something into legal custody, often by authorities, due to a violation or legal reason. In the context of the sentence:
"The car driver was arrested for rash driving and his license was impounded by the police."
However, "impounded" is typically used for physical objects (like a car) rather than abstract things (like a driver's license).
Read the following passage carefully and answer the question that follow:
It is said with truth that the function of a university is to prepare the young to take their place in human society. It must provide Its members with the knowledge and skill necessary to make them efficient citizens. But is the whole duty of man exhausted by the acquisition of knowledge and professional training? Is a university only an institution for higher learning, a factory which churns out clerks and technicians able to run the machinery of the State? Mere knowledge which gratifies curiosity is different from culture which refines personality. Culture is not remembering a mass of serious details about the dates of birth of the great heroes of the world or the interesting names of the fastest ships which cross the Atlantic or entertaining odds and ends gathered from the latest who's who. A well-known institution of this country has for Its motto sa vidya yavimuchyate: that is, knowledge which is designed for salvation, for the development of the soul, is the best. Such an idea is not merely an Indian idiosyncrasy. Plato said long ago that the culture of soul is "the first and fairest thing that the best of men can ever have. According to Goethe, the object of education is to form tastes and not simply to communicate knowledge. A man's culture Is not judged by the amount of tabulated information which he has at his command, but by the quality of mind which he brings to bear on the facts of life. Education is not cramming the mind with a host of technical details, putting sight, as it were, into blind eyes. The eye of the soul Is never blind, only its gaze may be turned to the false and the fleeting. Too often the vision may be dragged downwards by the "leaden weights" of pride and prejudice, of passion and desire. The function of the teacher is not to add to the "leaden weights" but remove them and liberate the soul from the encumbrance so that it may follow its native impulse to soar upwards. The student at a university does not merely learn something, but becomes something by being exposed, in the most elastic period of his life, to transforming influences, such as the constant clash of mind with mind, the interchange of ideas, the testing of opinions, and the growth of knowledge of human nature.
Mere knowledge and culture may be distinguished from each other in that
Read the following passage carefully and answer the question that follow:
It is said with truth that the function of a university is to prepare the young to take their place in human society. It must provide Its members with the knowledge and skill necessary to make them efficient citizens. But is the whole duty of man exhausted by the acquisition of knowledge and professional training? Is a university only an institution for higher learning, a factory which churns out clerks and technicians able to run the machinery of the State? Mere knowledge which gratifies curiosity is different from culture which refines personality. Culture is not remembering a mass of serious details about the dates of birth of the great heroes of the world or the interesting names of the fastest ships which cross the Atlantic or entertaining odds and ends gathered from the latest who's who. A well-known institution of this country has for Its motto sa vidya yavimuchyate: that is, knowledge which is designed for salvation, for the development of the soul, is the best. Such an idea is not merely an Indian idiosyncrasy. Plato said long ago that the culture of soul is "the first and fairest thing that the best of men can ever have. According to Goethe, the object of education is to form tastes and not simply to communicate knowledge. A man's culture Is not judged by the amount of tabulated information which he has at his command, but by the quality of mind which he brings to bear on the facts of life. Education is not cramming the mind with a host of technical details, putting sight, as it were, into blind eyes. The eye of the soul Is never blind, only its gaze may be turned to the false and the fleeting. Too often the vision may be dragged downwards by the "leaden weights" of pride and prejudice, of passion and desire. The function of the teacher is not to add to the "leaden weights" but remove them and liberate the soul from the encumbrance so that it may follow its native impulse to soar upwards. The student at a university does not merely learn something, but becomes something by being exposed, in the most elastic period of his life, to transforming influences, such as the constant clash of mind with mind, the interchange of ideas, the testing of opinions, and the growth of knowledge of human nature.
What is the function of education according to the ancient Indian philosophers?
Read the following passage carefully and answer the question that follow:
It is said with truth that the function of a university is to prepare the young to take their place in human society. It must provide Its members with the knowledge and skill necessary to make them efficient citizens. But is the whole duty of man exhausted by the acquisition of knowledge and professional training? Is a university only an institution for higher learning, a factory which churns out clerks and technicians able to run the machinery of the State? Mere knowledge which gratifies curiosity is different from culture which refines personality. Culture is not remembering a mass of serious details about the dates of birth of the great heroes of the world or the interesting names of the fastest ships which cross the Atlantic or entertaining odds and ends gathered from the latest who's who. A well-known institution of this country has for Its motto sa vidya yavimuchyate: that is, knowledge which is designed for salvation, for the development of the soul, is the best. Such an idea is not merely an Indian idiosyncrasy. Plato said long ago that the culture of soul is "the first and fairest thing that the best of men can ever have. According to Goethe, the object of education is to form tastes and not simply to communicate knowledge. A man's culture Is not judged by the amount of tabulated information which he has at his command, but by the quality of mind which he brings to bear on the facts of life. Education is not cramming the mind with a host of technical details, putting sight, as it were, into blind eyes. The eye of the soul Is never blind, only its gaze may be turned to the false and the fleeting. Too often the vision may be dragged downwards by the "leaden weights" of pride and prejudice, of passion and desire. The function of the teacher is not to add to the "leaden weights" but remove them and liberate the soul from the encumbrance so that it may follow its native impulse to soar upwards. The student at a university does not merely learn something, but becomes something by being exposed, in the most elastic period of his life, to transforming influences, such as the constant clash of mind with mind, the interchange of ideas, the testing of opinions, and the growth of knowledge of human nature.
Read the following passage carefully and answer the question that follow:
It is said with truth that the function of a university is to prepare the young to take their place in human society. It must provide Its members with the knowledge and skill necessary to make them efficient citizens. But is the whole duty of man exhausted by the acquisition of knowledge and professional training? Is a university only an institution for higher learning, a factory which churns out clerks and technicians able to run the machinery of the State? Mere knowledge which gratifies curiosity is different from culture which refines personality. Culture is not remembering a mass of serious details about the dates of birth of the great heroes of the world or the interesting names of the fastest ships which cross the Atlantic or entertaining odds and ends gathered from the latest who's who. A well-known institution of this country has for Its motto sa vidya yavimuchyate: that is, knowledge which is designed for salvation, for the development of the soul, is the best. Such an idea is not merely an Indian idiosyncrasy. Plato said long ago that the culture of soul is "the first and fairest thing that the best of men can ever have. According to Goethe, the object of education is to form tastes and not simply to communicate knowledge. A man's culture Is not judged by the amount of tabulated information which he has at his command, but by the quality of mind which he brings to bear on the facts of life. Education is not cramming the mind with a host of technical details, putting sight, as it were, into blind eyes. The eye of the soul Is never blind, only its gaze may be turned to the false and the fleeting. Too often the vision may be dragged downwards by the "leaden weights" of pride and prejudice, of passion and desire. The function of the teacher is not to add to the "leaden weights" but remove them and liberate the soul from the encumbrance so that it may follow its native impulse to soar upwards. The student at a university does not merely learn something, but becomes something by being exposed, in the most elastic period of his life, to transforming influences, such as the constant clash of mind with mind, the interchange of ideas, the testing of opinions, and the growth of knowledge of human nature.
Read the following passage carefully and answer the question that follow:
It is said with truth that the function of a university is to prepare the young to take their place in human society. It must provide Its members with the knowledge and skill necessary to make them efficient citizens. But is the whole duty of man exhausted by the acquisition of knowledge and professional training? Is a university only an institution for higher learning, a factory which churns out clerks and technicians able to run the machinery of the State? Mere knowledge which gratifies curiosity is different from culture which refines personality. Culture is not remembering a mass of serious details about the dates of birth of the great heroes of the world or the interesting names of the fastest ships which cross the Atlantic or entertaining odds and ends gathered from the latest who's who. A well-known institution of this country has for Its motto sa vidya yavimuchyate: that is, knowledge which is designed for salvation, for the development of the soul, is the best. Such an idea is not merely an Indian idiosyncrasy. Plato said long ago that the culture of soul is "the first and fairest thing that the best of men can ever have. According to Goethe, the object of education is to form tastes and not simply to communicate knowledge. A man's culture Is not judged by the amount of tabulated information which he has at his command, but by the quality of mind which he brings to bear on the facts of life. Education is not cramming the mind with a host of technical details, putting sight, as it were, into blind eyes. The eye of the soul Is never blind, only its gaze may be turned to the false and the fleeting. Too often the vision may be dragged downwards by the "leaden weights" of pride and prejudice, of passion and desire. The function of the teacher is not to add to the "leaden weights" but remove them and liberate the soul from the encumbrance so that it may follow its native impulse to soar upwards. The student at a university does not merely learn something, but becomes something by being exposed, in the most elastic period of his life, to transforming influences, such as the constant clash of mind with mind, the interchange of ideas, the testing of opinions, and the growth of knowledge of human nature.
According to the passage, the function of the teacher is :
Read the following passage carefully and answer the question that follow:
It is said with truth that the function of a university is to prepare the young to take their place in human society. It must provide Its members with the knowledge and skill necessary to make them efficient citizens. But is the whole duty of man exhausted by the acquisition of knowledge and professional training? Is a university only an institution for higher learning, a factory which churns out clerks and technicians able to run the machinery of the State? Mere knowledge which gratifies curiosity is different from culture which refines personality. Culture is not remembering a mass of serious details about the dates of birth of the great heroes of the world or the interesting names of the fastest ships which cross the Atlantic or entertaining odds and ends gathered from the latest who's who. A well-known institution of this country has for Its motto sa vidya yavimuchyate: that is, knowledge which is designed for salvation, for the development of the soul, is the best. Such an idea is not merely an Indian idiosyncrasy. Plato said long ago that the culture of soul is "the first and fairest thing that the best of men can ever have. According to Goethe, the object of education is to form tastes and not simply to communicate knowledge. A man's culture Is not judged by the amount of tabulated information which he has at his command, but by the quality of mind which he brings to bear on the facts of life. Education is not cramming the mind with a host of technical details, putting sight, as it were, into blind eyes. The eye of the soul Is never blind, only its gaze may be turned to the false and the fleeting. Too often the vision may be dragged downwards by the "leaden weights" of pride and prejudice, of passion and desire. The function of the teacher is not to add to the "leaden weights" but remove them and liberate the soul from the encumbrance so that it may follow its native impulse to soar upwards. The student at a university does not merely learn something, but becomes something by being exposed, in the most elastic period of his life, to transforming influences, such as the constant clash of mind with mind, the interchange of ideas, the testing of opinions, and the growth of knowledge of human nature.
What are the hindering factors in the liberation and development of the soul?
Read the following passage carefully and answer the question that follow:
It is said with truth that the function of a university is to prepare the young to take their place in human society. It must provide Its members with the knowledge and skill necessary to make them efficient citizens. But is the whole duty of man exhausted by the acquisition of knowledge and professional training? Is a university only an institution for higher learning, a factory which churns out clerks and technicians able to run the machinery of the State? Mere knowledge which gratifies curiosity is different from culture which refines personality. Culture is not remembering a mass of serious details about the dates of birth of the great heroes of the world or the interesting names of the fastest ships which cross the Atlantic or entertaining odds and ends gathered from the latest who's who. A well-known institution of this country has for Its motto sa vidya yavimuchyate: that is, knowledge which is designed for salvation, for the development of the soul, is the best. Such an idea is not merely an Indian idiosyncrasy. Plato said long ago that the culture of soul is "the first and fairest thing that the best of men can ever have. According to Goethe, the object of education is to form tastes and not simply to communicate knowledge. A man's culture Is not judged by the amount of tabulated information which he has at his command, but by the quality of mind which he brings to bear on the facts of life. Education is not cramming the mind with a host of technical details, putting sight, as it were, into blind eyes. The eye of the soul Is never blind, only its gaze may be turned to the false and the fleeting. Too often the vision may be dragged downwards by the "leaden weights" of pride and prejudice, of passion and desire. The function of the teacher is not to add to the "leaden weights" but remove them and liberate the soul from the encumbrance so that it may follow its native impulse to soar upwards. The student at a university does not merely learn something, but becomes something by being exposed, in the most elastic period of his life, to transforming influences, such as the constant clash of mind with mind, the interchange of ideas, the testing of opinions, and the growth of knowledge of human nature.
What is the object of education according to Goethe?
Read the following passage carefully and answer the question that follow:
It is said with truth that the function of a university is to prepare the young to take their place in human society. It must provide Its members with the knowledge and skill necessary to make them efficient citizens. But is the whole duty of man exhausted by the acquisition of knowledge and professional training? Is a university only an institution for higher learning, a factory which churns out clerks and technicians able to run the machinery of the State? Mere knowledge which gratifies curiosity is different from culture which refines personality. Culture is not remembering a mass of serious details about the dates of birth of the great heroes of the world or the interesting names of the fastest ships which cross the Atlantic or entertaining odds and ends gathered from the latest who's who. A well-known institution of this country has for Its motto sa vidya yavimuchyate: that is, knowledge which is designed for salvation, for the development of the soul, is the best. Such an idea is not merely an Indian idiosyncrasy. Plato said long ago that the culture of soul is "the first and fairest thing that the best of men can ever have. According to Goethe, the object of education is to form tastes and not simply to communicate knowledge. A man's culture Is not judged by the amount of tabulated information which he has at his command, but by the quality of mind which he brings to bear on the facts of life. Education is not cramming the mind with a host of technical details, putting sight, as it were, into blind eyes. The eye of the soul Is never blind, only its gaze may be turned to the false and the fleeting. Too often the vision may be dragged downwards by the "leaden weights" of pride and prejudice, of passion and desire. The function of the teacher is not to add to the "leaden weights" but remove them and liberate the soul from the encumbrance so that it may follow its native impulse to soar upwards. The student at a university does not merely learn something, but becomes something by being exposed, in the most elastic period of his life, to transforming influences, such as the constant clash of mind with mind, the interchange of ideas, the testing of opinions, and the growth of knowledge of human nature.
Let →a=2ˆi+ˆj+2ˆk , →b=ˆi−ˆj+2ˆk and →c=ˆi+ˆj−2ˆk are are three vectors. Then, a vector in the plane of →a and →c whose projection on →b is of magnitude 1√6 is
The probability of occurrence of two events E and F are 0.25 and 0.50, respectively. the probability of their simultaneous occurrence is 0.14. the probability that neither E nor F occur is
In a triangle, if the sum of two sides is x and their product is y such that (x+z)(x-z)=y, where z is the third side of the triangle , then triangle is
The lines px+qy=1 and qx+py=1 are respectively the sides AB, AC of the triangle ABC and the base BC is bisected at (p,q). Equation of the median of the triangle through the vertex A is
Suppose A1,A2,…,A30 are 30 sets each with five elements and B1,B2,B3,…,Bn are n sets (each with three elements) such that ⋃30i=1Ai=⋃nj=1Bi=S and each element of S belongs to exactly ten of the Ai's and exactly 9 of the B′j's. Then n=
The probability that a man who is x years old will die in a year is p. Then, amongst n persons A1,A2,…An each x year old now, the probability that A1 will die in one year and (be the first to die ) is
A company produces five different products. The sales of these five products (in lakh number of packs) during 2005 and 2010 are shown in the following bar – graph. Question is based on this graph. Sales (in lakh number of packs) of five different products of a company during 2005-2010.
The sales of Products a in 2010 was by that percent more than the sales of Product B in 2010? (rounded off to the nearest integer)
Study the following table carefully and answer the following question.
Subject (Full Marks 50)
40 and above
30 and above
20 and above
10 and above
0 and above
Physics
9
32
80
92
100
Chemistry
4
21
66
81
100
Aggregate
7
27
73
87
100
If it is known that at least 23 students were eligible for a Symposium on Chemistry, the minimum qualifying marks in Chemistry for eligibility to Symposium would lie in the range:
Since 66 students get 20 and above marks in Chemistry and out of these 21 students get 30 and above marks, therefore to select top 35 students in Chemistry, the qualifying marks should lie in the range 20-30.
In a certain code language, "do re me" means "he is late"; "fa me la" means "she is early" and "so ti do" means "he leaves soon". Which word in the language means 'late"?
Study the following table carefully and answer the following question.
Subject (Full Marks 50)
40 and above
30 and above
20 and above
10 and above
0 and above
Physics
9
32
80
92
100
Chemistry
4
21
66
81
100
Aggregate
7
27
73
87
100
If it is known that at least 23 students were eligible for a Symposium on Chemistry, the minimum qualifying marks in Chemistry for eligibility to Symposium would lie in the range:
There are six members in a family. A is the father of D, E is the grandfather of D. B is the daughter-in-law of C. F is the uncle of D. What is the relationship of C with F?
Study the following table carefully and answer the following question.
Subject (Full Marks 50)
40 and above
30 and above
20 and above
10 and above
0 and above
Physics
9
32
80
92
100
Chemistry
4
21
66
81
100
Aggregate
7
27
73
87
100
What is the difference between the number of students passed with 30 as cut – off marks in chemistry and those passed with 30 as cut – off marks in aggregate?
A company produces five different products. The sales of these five products (in lakh number of packs) during 2005 and 2010 are shown in the following bar – graph. Question is based on this graph. Sales (in lakh number of packs) of five different products of a company during 2005-2010.
During the period 2005-2010, the minimum rate of increase in sales is in the case of :
In a class of 50 students, Raghu's rank is twice that of Paul. There are 10 students who have ranked worse than that of Raghu. Paul's rank in the class is:
A company produces five different products. The sales of these five products (in lakh number of packs) during 2005 and 2010 are shown in the following bar – graph. Question is based on this graph. Sales (in lakh number of packs) of five different products of a company during 2005-2010.
The sales have increased by nearly 55% from 2005 to 2010 in case of :