Assertion (A): In KVL equations involving mutually coupled circuits the sign of M terms can be positive or negative.Reason (R): Dot convention helps in determining sign of M terms in KVL equations.p> ?->(Show Answer!)

1. Assertion (A): In KVL equations involving mutually coupled circuits the sign of M terms can be positive or negative.Reason (R): Dot convention helps in determining sign of M terms in KVL equations.

Write Comment

Comments

Tags

Show Similar Question And Answers

QA->Which is electrical circuits used to get smooth de output from a rectified circuit called?....

QA->A byte addressable computer has memory capacity of 4096 KB and can perform 64 operations. An instruction involving 3 memory operands and one operator needs:....

QA->With which Economic growth is usually coupled?....

QA->Economic growth is usually coupled with....

QA->Dot Matrix is a type of ..........?....

MCQ->Assertion (A): In KVL equations involving mutually coupled circuits the sign of M terms can be positive or negative.Reason (R): Dot convention helps in determining sign of M terms in KVL equations.

....

MCQ-> Analyse the following passage and provide appropriate answers for the follow. Popper claimed, scientific beliefs are universal in character, and have to be so if they are to serve us in explanation and prediction. For the universality of a scientific belief implies that, no matter how many instances we have found positive, there will always be an indefinite number of unexamined instances which may or may not also be positive. We have no good reason for supposing that any of these unexamined instances will be positive, or will be negative, so we must refrain from drawing any conclusions. On the other hand, a single negative instance is sufficient to prove that the belief is false, for such an instance is logically incompatible with the universal truth of the belief. Provided, therefore, that the instance is accepted as negative we must conclude that the scientific belief is false. In short, we can sometimes deduce that a universal scientific belief is false but we can never induce that a universal scientific belief is true. It is sometimes argued that this 'asymmetry' between verification and falsification is not nearly as pronounced as Popper declared it to be. Thus, there is no inconsistency in holding that a universal scientific belief is false despite any number of positive instances; and there is no inconsistency either in holding that a universal scientific belief is true despite the evidence of a negative instance. For the belief that an instance is negative is itself a scientific belief and may be falsified by experimental evidence which we accept and which is inconsistent with it. When, for example, we draw a right-angled triangle on the surface of a sphere using parts of three great circles for its sides, and discover that for this triangle Pythagoras' Theorem does not hold, we may decide that this apparently negative instance is not really negative because it is not a genuine instance at all. Triangles drawn on the surfaces of spheres are not the sort of triangles which fall within the scope of Pythagoras' Theorem. Falsification, that is to say, is no more capable of yielding conclusive rejections of scientific belief than verification is of yielding conclusive acceptances of scientific beliefs. The asymmetry between falsification and verification, therefore, has less logical significance than Popper supposed. We should, though, resist this reasoning. Falsifications may not be conclusive, for the acceptances on which rejections are based are always provisional acceptances. But, nevertheless, it remains the case that, in falsification, if we accept falsifying claims then, to remain consistent, we must reject falsified claims. On the other hand, although verifications are also not conclusive, our acceptance or rejection of verifying instances has no implications concerning the acceptance or rejection of verified claims. Falsifying claims sometimes give us a good reason for rejecting a scientific belief, namely when the claims are accepted. But verifying claims, even when accepted, give us no good and appropriate reason for accepting any scientific belief, because any such reason would have to be inductive to be appropriate and there are no good inductive reasons.According to Popper, the statement "Scientific beliefs are universal in character" implies that....

MCQ-> DIRECTIONS for the following questions:These questions are based on the situation given below: A robot moves on a graph sheet with x and y-axes. The robot is moved by feeding it with a sequence of instructions. The different instructions that can be used in moving it, and their meanings are: Instruction Meaning GOTO(x,y) move to point with coordinates (x, y) no matter where you are currently WALKX(P) Move parallel to the x-axis through a distance of p, in the positive direction if p is positive, and in the negative direction if p is negative WALKY(P) Move parallel to the y-axis through a distance of p, in the positive direction if p is positive, and in the negative direction if p is negative.The robot reaches point (6, 6) when a sequence of three instructions is executed, the first of which is a GOTO(x, y) instruction, the second is WALKX(2) and the third is WALKY(4). What are the values of x and y?
....

MCQ-> Analyse the following passage and provide appropriate answers for questions that follow. The understanding that the brain has areas of specialization has brought with it the tendency to teach in ways that reflect these specialized functions. For example, research concerning the specialized functions of the left and right hemispheres has led to left and right hemisphere teaching. Recent research suggests that such an approach neither reflects how the brain learns, nor how it functions once learning has occurred. To the contrary, in most ‘higher vertebrates’ brain systems interact together as a whole brain with the external world. Learning is about making connections within the brain and between the brain and outside world. What does this mean? Until recently, the idea that the neural basis for learning resided in connections between neurons remained a speculation. Now, there is direct evidence that when learning occurs, neuro – chemical communication between neurons is facilitated, and less input is required to activate established connections over time. This evidence also indicates that learning creates connections between not only adjacent neurons but also between distant neurons, and that connections are made from simple circuits to complex ones and from complex circuits to simple ones As connections are formed among adjacent neurons to form circuits, connections also begin to form with neurons in other regions of the brain that are associated with visual, tactile, and even olfactory information related to the sound of the word. Meaning is attributed to ‘sounds of words’ because of these connections. Some of the brain sites for these other neurons are far from the neural circuits that correspond to the component sounds of the words; they include sites in other areas of the left hemisphere and even sites in the right hemisphere. The whole complex of interconnected neurons that are activated by the word is called a neural network. In early stages of learning, neural circuits are activated piecemeal, incompletely, and weakly. It is like getting a glimpse of a partially exposed and blurry picture. With more experience, practice, and exposure, the picture becomes clearer and more detailed. As the exposure is repeated, less input is needed to activate the entire network. With time, activation and recognition become relatively automatic, and the learner can direct her attention to other parts of the task. This also explains why learning takes time. Time is needed to establish new neutral networks and connections between networks. Thi suggests that the neutral mechanism for learning is essentially the same as the products of learning. Learning is a process that establishes new connections among networks. The newly acquired skills or knowledge are nothing but formation of neutral circuits and networks.It can be inferred that, for a nursery student, learning will ...
....

MCQ->The value of x in the following equation is: $$0.\dot{3}+0.\dot{6}+0.\dot{7}+0.\dot{8}=x$$ ....