But scientists and engineers should learn how to deal with the 'unknown'. * finding the 3 solutions for X ^3 = -27 (there is a simple graphical approach -> new thread)ĭon´t get me wrong: Not every person in the world needs go this far. why the error gets bigger after the multiply operation. Equivalent fractional decimal number would be the result obtained in. Divide each digit from right side of radix point till the end by 2 1, 2 2, 2 3, respectively. B) Convert the fractional part of binary to decimal equivalent. I want to convert the data in a wire to an integer.

And especially for engineers it encourages to think about the expectable errors. Equivalent integral decimal number would be the result obtained in step 2. It teaches you to decide - on your own - what precision you need. So this - hopefully - teaches you how to deal with this problem. In the results this time you can see the counter variable in binary and also in unsigned decimal counting up to 1001 (binary) and 9 (decimal), then returning. In the given problem they talk about 0.9 (decimal) to be represented as fractional binary.īut 0.9 never can exactly be represented by a fractional binary. Teacher or pupils maybe have to rephrase it: What happens when if I have 6 apples and want to divide them equally to 4 kids?. When we start with math we learn that one can not divide 6 by 4.īut I think it´s valid to ask this question to pupils. Problems not known and never tought.Īdditionally this encourages to re check your math: I don´t get the expected or the perfect answer: So why is this the case? ’A separator, single quote, not a backtick signedIndicates if the value is signed. On the other hand it teaches how to deal with problems. So if you don´t teach people to look ahead, then this prevents new inventions. On the one hand you can not look into the future.

Click to expand.While I understand this opinion, I don´t fully agree with it.

Verilog binary to decimal