0 - 4 - 6 - 2 counted as
How mathematically calculated 2 3 1 and counted as 4 6 2.
What's the math of this? There's no trick, is there?

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Don't overthink it.

What is the relationship between each number in the sequence

0, 2, 3, 1

and the corresponding number in the sequence

0, 4, 6, 2

It's a simple question, with a simple answer, with profound implications for your original problem. But let's worry about that after you answer the question.

 

Don't overthink it.

What is the relationship between each number in the sequence

0, 2, 3, 1

and the corresponding number in the sequence

0, 4, 6, 2

It's a simple question, with a simple answer, with profound implications for your original problem. But let's worry about that after you answer the question.

So what's the logic of this for odd numbers, 7 5 3?

 

So what's the logic of this for odd numbers, 7 5 3?

Stop getting ahead of yourself!

You keep jumping around without learning the fundamentals, which is why you can't ever figure out the answers for yourself. I'm trying to help you start to learn some of the fundamental concepts so that you will start being able to do so.

Please just answer the question that I asked.

 

Stop getting ahead of yourself!

You keep jumping around without learning the fundamentals, which is why you can't ever figure out the answers for yourself. I'm trying to help you start to learn some of the fundamental concepts so that you will start being able to do so.

Please just answer the question that I asked.

I couldn't find the exact answer to your question.

 

I couldn't find the exact answer to your question.

You never answered my question.

Here is another question:

What do you see that is common in these numbers?

0 2 4 6 8 10 12

 

Look at this table

0 1 2 3 4... <- row in table/state
? ? ? ? ?... <- operation/ function
0 2 4 6 8... <- desired output

What operation/function (noted by ‘?’) is necessary to use the first set of numbers to get the second set of numbers? Take it one step/ number at a time.

 

I couldn't find the exact answer to your question.

What do you mean by "find" the exact answer? Were you doing some kind of Google search?

Let's say I have a block box that when I put a number in, it gives me a number out.

If I put in 0, it spits out 0.
If I put in 3, it spits out 6.
If I put in 2, it spits out 4.
If I put in 1, it spits out 2.

What is the most obvious thing that is happening inside that box? What it would you expect it to spit out if I put in 4? Or 10?

 

Gosh, that’s exactly what I was trying to say. Except WBahn said it better, as usual.

 

dj,

I'm sure this isn't the first time WBahn had to use that analogy. Associative learning ... in action.

Therein lies the problem of Learn, Test, and Flush methodology in learning. Standard testing doesn't mean teach the test, it means teach the material.

 

dj,

I'm sure this isn't the first time WBahn had to use that analogy. Associative learning ... in action.

Therein lies the problem of Learn, Test, and Flush methodology in learning. Standard testing doesn't mean teach the test, it means teach the material.

I believe that people are becoming increasingly field-dependent and that it's largely because of changes in how we access and use information. While there are advantages to being field dependent, it is generally not a good match for the kind of problem solving encountered in engineering disciplines.

One of the traits of strong field dependence is the inability to easily apply knowledge gained in one context to a very different context, which makes associative learning much more difficult.

 

You never answered my question.

Here is another question:

What do you see that is common in these numbers?

0 2 4 6 8 10 12

having an even number

 

What do you mean by "find" the exact answer? Were you doing some kind of Google search?

Let's say I have a block box that when I put a number in, it gives me a number out.

If I put in 0, it spits out 0.
If I put in 3, it spits out 6.
If I put in 2, it spits out 4.
If I put in 1, it spits out 2.

What is the most obvious thing that is happening inside that box? What it would you expect it to spit out if I put in 4? Or 10?

He's taking two multipliers?

If you put four, it would be eight.

 

having an even number

0 2 4 6 8 10 12
So they are even numbers.
What can you say about the binary representation of these numbers 0 2 4 6 8 10 12?

What can you say about these numbers 0 1 2 3 4 5 6?
What can you say about the binary representation of these numbers 0 1 2 3 4 5 6?
What can you say about the similarity between 0 1 2 3 4 5 6 and 0 2 4 6 8 10 12?

 

He's taking two multipliers?

If you put four, it would be eight.

Good, so by shifting the signals one place to the left, the values that are displayed are twice the values they were before the shift.

Now, let's go the other direction.

If I take a circuit that displays the values from the original problem, namely

0 -> 6 -> 4 -> 2

and I shift the signals going to the display one position to the RIGHT, what would the displayed sequence become?

HINT: If shifting the signals one place to the left multiplied the values in the sequence by 2, what will shifting them one place to the right do to them?

 

0 2 4 6 8 10 12
So they are even numbers.
What can you say about the binary representation of these numbers 0 2 4 6 8 10 12?

What can you say about these numbers 0 1 2 3 4 5 6?
What can you say about the binary representation of these numbers 0 1 2 3 4 5 6?
What can you say about the similarity between 0 1 2 3 4 5 6 and 0 2 4 6 8 10 12?

0 0000
2 0010
4 0100
6 0110
8 1000
10 1010
12 1100

0 0000
1 0001
2 0010
3 0011
4 0100
5 0101
6 0110

 

Good, so by shifting the signals one place to the left, the values that are displayed are twice the values they were before the shift.

Now, let's go the other direction.

If I take a circuit that displays the values from the original problem, namely

0 -> 6 -> 4 -> 2

and I shift the signals going to the display one position to the RIGHT, what would the displayed sequence become?

HINT: If shifting the signals one place to the left multiplied the values in the sequence by 2, what will shifting them one place to the right do to them?

swiping right divides in half

It becomes 321.

 

swiping right divides in half

It becomes 321.

Essentially correct, but you have FOUR numbers in the sequence. If you divide 0 by 2, you still have 0 and you still have four numbers in the sequence. You can't just forget about that output just because it happens to represent zero (you've done that a few times, get out of the habit).

So the sequence is 0->3->2->1

You are nearing the end of your journey.

So now let's say that I give you a block box containing a circuit that takes a clock as the input and outputs two signals, Q1 and Q0, such that the number formed by Q1 Q0 goes through the sequence 0->3->2->1.

What would you do to take the output of that box and get the 7-seg display to show the sequence 0->6->4->2?

Assuming that you accomplish that, now let's say that I take my black box back. Could you design a circuit that can do what the black box did?

If so, your problem is solved.

 

Essentially correct, but you have FOUR numbers in the sequence. If you divide 0 by 2, you still have 0 and you still have four numbers in the sequence. You can't just forget about that output just because it happens to represent zero (you've done that a few times, get out of the habit).

So the sequence is 0->3->2->1

You are nearing the end of your journey.

So now let's say that I give you a block box containing a circuit that takes a clock as the input and outputs two signals, Q1 and Q0, such that the number formed by Q1 Q0 goes through the sequence 0->3->2->1.

What would you do to take the output of that box and get the 7-seg display to show the sequence 0->6->4->2?

Assuming that you accomplish that, now let's say that I take my black box back. Could you design a circuit that can do what the black box did?

If so, your problem is solved.

first of all thank you for your education.

Is it unnecessary to count 6-4-2 do with 3 flip flops? Ideal for using 2 flip flops?

So what's the logic of this for odd numbers, 7 5 3?

 

first of all thank you for your education.

Is it unnecessary to count 6-4-2 do with 3 flip flops? Ideal for using 2 flip flops?

So what's the logic of this for odd numbers, 7 5 3?

Focus, focus, FOCUS!!

Stop jumping ship -- you clearly aren't ready yet. Let's get to the dock first. we can deal with odd numbers once we get THIS problem solved.

I clearly tried to take you too far in my last request, so let's break it down further.

Your goal is to display 0->6->4->2 on the 7-segment display.

I give you a circuit that produces the sequence 0->3->2->1

How can you connect that circuit to the display in order to produce the sequence that is your goal?

I'm not going any further until you answer that question.

 

Focus, focus, FOCUS!!

Stop jumping ship -- you clearly aren't ready yet. Let's get to the dock first. we can deal with odd numbers once we get THIS problem solved.

I clearly tried to take you too far in my last request, so let's break it down further.

Your goal is to display 0->6->4->2 on the 7-segment display.

I give you a circuit that produces the sequence 0->3->2->1

How can you connect that circuit to the display in order to produce the sequence that is your goal?

I'm not going any further until you answer that question.

I could not fully understand the question, will we count the counter that outputs 0-6-4-2 as 3-2-1?