5) Assuming you have a 4 bit version of our ALU with the same instructions and control operations, write a sequence of instructions to perform the following C code. X, Y and Z are variables in memory. Z = X & (2+~Y);
5) Assuming you have a 4 bit version of our ALU with the same instructions and control operations, write a sequence of instructions to perform the following C code. X, Y and Z are variables in memory. Z = X & (2+~Y);
Database System Concepts
7th Edition
ISBN:9780078022159
Author:Abraham Silberschatz Professor, Henry F. Korth, S. Sudarshan
Publisher:Abraham Silberschatz Professor, Henry F. Korth, S. Sudarshan
Chapter1: Introduction
Section: Chapter Questions
Problem 1PE
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![Certainly! Below is the transcription of the image text, formatted for use on an educational website:
---
### Problem 5
Assuming you have a 4-bit version of our ALU with the same instructions and control operations, write a sequence of instructions to perform the following C code. X, Y, and Z are variables in memory.
\[ Z = X \& (2 + \sim Y); \]
### Problem 6
Imagine our ALU has been increased in size to work on 3-bit inputs and outputs, but has the same set of instructions as before. Follow the given instruction sequence to determine the 3-bit contents of each register A--C at the end of the code. If you know the bit is a 1 or 0, write a 1 or 0 respectively. If you know the bit is the middle bit of the original value of A, write \( A_1 \) for that bit (as opposed to \( A_2 \) or \( A_0 \)). For example, if the only instruction was ROLA, C would contain \( A_1A_0A_2 \).
#### Instruction Sequence:
- SWAP
- ROLA
- \( A \leftarrow C \)
- SWAP
- \( A \leftarrow 110_2 \)
- AND
#### Final Values Table:
| A | B | C |
|---|---|---|
| | | |
| | | |
| | | |
---
#### Detailed Explanation of Diagrams:
The diagram provided is a table with columns labeled A, B, and C. The table is meant to capture the final values of each register after following the sequence of instructions. Initially, the table is blank, indicating that the values are to be filled in by the student as they follow through the problem-solving process.](/v2/_next/image?url=https%3A%2F%2Fcontent.bartleby.com%2Fqna-images%2Fquestion%2Ff7b7809c-a044-47d2-b5f1-33e9a359878a%2F3ef9e88e-261f-4b09-903b-fe69f5dce682%2Fwikpe6m_processed.jpeg&w=3840&q=75)
Transcribed Image Text:Certainly! Below is the transcription of the image text, formatted for use on an educational website:
---
### Problem 5
Assuming you have a 4-bit version of our ALU with the same instructions and control operations, write a sequence of instructions to perform the following C code. X, Y, and Z are variables in memory.
\[ Z = X \& (2 + \sim Y); \]
### Problem 6
Imagine our ALU has been increased in size to work on 3-bit inputs and outputs, but has the same set of instructions as before. Follow the given instruction sequence to determine the 3-bit contents of each register A--C at the end of the code. If you know the bit is a 1 or 0, write a 1 or 0 respectively. If you know the bit is the middle bit of the original value of A, write \( A_1 \) for that bit (as opposed to \( A_2 \) or \( A_0 \)). For example, if the only instruction was ROLA, C would contain \( A_1A_0A_2 \).
#### Instruction Sequence:
- SWAP
- ROLA
- \( A \leftarrow C \)
- SWAP
- \( A \leftarrow 110_2 \)
- AND
#### Final Values Table:
| A | B | C |
|---|---|---|
| | | |
| | | |
| | | |
---
#### Detailed Explanation of Diagrams:
The diagram provided is a table with columns labeled A, B, and C. The table is meant to capture the final values of each register after following the sequence of instructions. Initially, the table is blank, indicating that the values are to be filled in by the student as they follow through the problem-solving process.
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