ELECTRONICS CAREER www.ecatn.blogspot.com BARC SAMPLE QUESTION PAPER FOR ELECTRONICS If you like my site please support us by sharing website (www.ecatn.blogspot.com) to your friends 1. Differential amplifiers are used in a. instrumentation amplifiers b. voltage followers c. voltage regulators d. buffers 2. The output voltage Vo of the above circuit is a. -6V b. -5V c. -1.2V d. -0.2V 3. The ideal OP-AMP has the following characteristics. a) Ri=∞ ‚A=∞ ‚R0=0 b) Ri=0 ‚A=∞ ‚R0=0 c) Ri=∞ ‚A=∞ ‚R0=∞
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am–11.15 am 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 Total Marks TIME 2 hours. INSTRUCTIONS TO CANDIDATES Write your Centre Number and Candidate Number in the spaces provided at the top of this page. Write your answers in the spaces provided in this question paper. Answer all nineteen questions. Any working should be clearly shown in the spaces provided since marks may be awarded for partially correct solutions. You may use a calculator for this paper. INFORMATION FOR CANDIDATES
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Successful Module Papers Your Section Instructor will lead a discussion about the paper topic. The Discussion Section is designed to explore the issues that we think are important‚ but probably not to come to any specific conclusion. So take careful notes in section to understand the range of the issues which the Instructor raises‚ and try to think of the pro’s and con’s of various options. In most business situations there are no right or wrong answers‚ but instead a range of possible solutions
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The Federalist No. 10‚ The Utility of the Union as a Safeguard Against Domestic Faction and Insurrection (continued) was first published in the Daily Advertiser on November 22‚ 1787‚ written by James Madison. Madison explains that a strong constitution most be able to control violence and hostility caused by passionate citizens. Madison explains that these factions can be dangerous to a democratic government; an example of this is the Shay’s Rebellion. However‚ Madison is aware that these factions
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SAMPLE PAPER – I Class: XII Subject Psychology Time: 3 Hours Maximum Marks: 70 General Instructions: (i) All questions are compulsory. (ii) Marks for each question are indicated against it. (iii) Answers should be brief and to the point. (iv) PART- A has 10 Learning Checks carrying one mark each. You are required to answer them as directed. (v) Questions 11 to 16 in PART- B are Very Short Answer type questions carrying 2 marks each. Answer to each
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270 14 310 12 340 25 360 21 440 28 450 24 580 32 620 43 Scatter Plot showing number of calories versus total fat sandwiches (in 45 40 Total Fat (in grams) /Totale vetinhoud (in gram) 35 30 25 20 15 10 NOTE: • The English and Afrikaans diagrams are different in size • The point (300 ; 34) is from 1.4. Do not penalise for this point in question 1.1. • The learner may have other points due to trying to draw the least squares regression line
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Life Styles Inventory – Personal Results Please note this paper is not perfect. It is provided as a sample to help you get started. Please not there are a number of grammar‚ APA and editing errors in this paper. It remains your responsibility to ensure your paper does not contain these errors. Student Sample Jere Ferguson GM591 XXX‚ XX ‚ 2009 Life Styles Inventory – Personal Results Introduction Brian was mildly trepid about viewing the results of the Life Styles Inventory
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Solved Paper−1 Class 9th‚ Mathematics‚ SA−2 Time: 3hours Max. Marks 90 General Instructions 1. All questions are compulsory. 2. Draw neat labeled diagram wherever necessary to explain your answer. 3. Q.No. 1 to 8 are of objective type questions‚ carrying 1 mark each. 4. Q.No.9 to 14 are of short answer type questions‚ carrying 2 marks each. 5. Q. No. 15 to 24 carry 3 marks each. Q. No. 25 to 34 carry 4 marks each. 1. Point (–3‚ 5) lies in the (A) first quadrant (C) third quadrant (B) second quadrant
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SAMPLE REFLECTION PAPER (submitted by a student in CRIM 1006E‚ Fall term 2003) I found the article written by Sonia Bodi was very informative and interesting. Although many of the ideas she presented I agreed with‚ there were also a few points that I’d like to argue against. First I would like to answer the question that was proposed in the title of this article: How do we bridge the gap between what we ( professors) teach and what they ( students) do? To fill in that gap‚ both sides need to work
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How to critically appraise a paper How to review a paper 1 Checklist for a qualitative research paper 3 Checklist for material provided by a pharmaceutical company representative 4 Checklist for a paper that claims to validate a diagnostic or screening test 4 Checklist for a set of clinical guidelines 4 Checklist for a systematic review or meta-analysis 4 Checklist for an economic analysis 5 Checklist for health care organisations working towards an evidence based culture
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