Mind and Integrity College, Inc.

San Cristobal, Calamba City

In collaboration with
Department of Education
Region IV – CALABARZON

JAVA 2
Quarter 4 – Module 2:
LOGIC GATES

SELF LEARNING MODULE

GRADE 11

Development Team:
Writer: Randy T. Mercado
Reviewer: Marife P. De Castro
Layout: Paulo Stephen Cadawas
Management: Dr. Edwin T. Casila, MCL – Principal
Christian D. Manalansan – President

Mind and Integrity College, Inc.

Selina-Liz Bldg. National Hi-way, San Cristobal, Calamba City, Laguna
Contact #: 049-531-1604 / 0908-965-0010
Email Address: mai.school@yahoo.com

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Dear Parents,

Mind and Integrity College, Inc. is one with every Filipino family in coping with the
demands of our modern times amidst the threat of COVID-19 pandemic.

The school initiated the distribution of a Self-Learning Module (SLM) in order to meet the
essential learning competencies required to be learned by your child whether your child opts for
online, modular, or blended learning modality. The learning activities in this SLM are arranged
chronologically from simple to complex that will lead your child to think critically, act skillfully,
and reflect deeply on each lesson and to practice them into real life settings. Most importantly,
this SLM promotes self-paced learning as your child can always review the least understood
lessons as often as he/she pleases.

Thank you in advance for being one with us! Together, let us envision that, by the end of
this school year, we will see your child as one responsible young person with a heart and mind
for humanity, for nature, for the country, and for God.

Dear Learner,

Welcome to a brand-new year of learning!

This is our gift to you. The school initiated the distribution of Self-Learning Modules
(SLM) that will help you keep up with the lesson whether you opted for online, modular, or
blended learning as a modality.

Please take time to read and do the activities in these SLM as if you are reporting in
school. Set a regular study schedule for you as much as possible, but keep in mind that these
SLM will enable you to learn at your own pace. If you do not understand a lesson, the SLM
would not mind you flipping back the pages repeatedly for review. Also, remember to keep in
touch with your teachers. Send them a message through your online sessions or write them a
note as you do your modular activities.

We wish you good luck in your studies, and we hope that you will remain happy and
enthusiastic in learning!

NOTE: Prepare yellow pad papers where you would write all your outputs for this
module. Do not forget to label your works properly corresponding to the title of each
activity. Also, please label your work with module number and module title. Do not forget
to write your name, section and the date of first entry.

Make sure to clip/staple your works so that they will not easily be separated. It is advised
to take down notes about the important information from each lesson because of the
modules will be returned at the end of every week. Please do not write anything on
module.

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What This Module is About
Fast and efficient processing of two-dimensional arrays is essential in land-change modeling
because of the substantial computational effort expended by some computer land change models in
processing raster-graphic images and other two-dimensional arrays. Elapsed, wall-clock runtimes
for spatially explicit land-change models often span days or weeks, so improvements in the speed
and efficiency of a land-change model’s executable computer code can reduce its runtime by hours
or even days. The speed of execution can make the difference between a model that is fast enough
to be used and one that is not. Computational speed and efficiency in array processing are
fundamental, threshold concerns in land-change modeling and other areas of scientific
computation.

Icons of this Module

What I Need to This part contains learning objectives that are set for you
Know to learn as you go along the module.

What I know This is an assessment as to your level of knowledge

to the subject matter at hand, meant specifically to
gauge prior related to
Knowledge

What’s In This part connects previous lesson with that of the current
one.

What’s New An introduction of the new lesson through various

activities, before it will be presented to you

What is It These are discussions of the activities as a way to

deepen your discovery and under- standing of the
concept.

What’s More These are follow-up activities that are in- tended for you
to practice further in order to master the competencies.

What I Have Activities designed to process what you have

Learned learned from the lesson

What I can do These are tasks that are designed to show- case your
skills and knowledge gained and applied into real-life
concerns and situations.

Assessment This is a task which aims to evaluate your level of mastery

in achieving the learning competency

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Lesson 1: Logic Gates

What I Need to Know

Gates
 A device that performs a basic operation on electrical signals.
Circuits
 Gates combined to perform more complicated tasks.

How do we describe the behavior of gates and circuits?

Boolean expressions
 Uses Boolean algebra, a mathematical notation for expressing two-valued logic
Logic diagrams
 A graphical representation of a circuit; each gate has its own symbol
Truth tables
 A table showing all possible input value and the associated output values.
Six types of gates
 NOT
 AND
 OR
 XOR
 NAND
 NOR
Typically, logic diagrams are black and white with gates distinguished only by their shape
We use color for emphasis (and fun)

NOT GATE
A NOT gate accepts one input signal (0 or 1) and returns the opposite signal as output.

Figure 4.1. Various representations of a NOT gate

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AND GATE
 An AND gate accepts two input signals
 If both are 1, the output is 1; otherwise, the output is 0

Figure 4.2. Various representations of an AND gate

OR GATE
 An OR gate accepts two input signals
 If both are 0, the output is 0; otherwise, the output is 1

Figure 4.3. Various representations of a OR gate

XOR GATE
 An XOR gate accepts two input signals
 If both are the same, the output is 0; otherwise, the output is 1.

Figure 4.4. Various representations of an XOR gate

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Note the difference between the XOR gate and the OR gate; they differ only in one input situation
When both input signals are 1, the OR gate produces a 1 and the XOR produces a 0.

XOR is called the exclusive OR.

NAND GATE
 The NAND gate accepts two input signals
 If both are 1, the output is 0; otherwise, the output is 1.

Figure 4.5. Various representations of a NAND gate

NOR GATE
 The NOR gate accepts two input signals
 If both are 0, the output is 1; otherwise, the output is 0.

SUMMARY:
 A NOT gate inverts its single input
 An AND gate produces 1 if both input values are 1
 An OR gate produces 0 if both input values are 0
 An XOR gate produces 0 if input values are the same

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  A NAND gate produces 0 if both inputs are 1
 A NOR gate produces a 1 if both inputs are 0

ASSESSMENT
INSTRUCTION: Label these basic logic gates and fill in their truth tables. (5pts. each)

1. 2.

What Logic gate is this? __________.

INPUT A INPUT B OUTPUT
What Logic gate is this? __________.
0 0 INPUT A INPUT B OUTPUT
0 1 0 0
1 0 0 1
1 1 1 0

1 1

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3. 4.

What Logic gate is this? __________.

INPUT A INPUT B OUTPUT

0 0

0 1

1 0

1 1
What Logic gate is this? __________.
INPUT A INPUT B OUTPUT

0 0

0 1

1 0

1 1

5. 6.

What Logic gate is this? __________.

What Logic gate is this? __________.
INPUT A INPUT B OUTPUT
INPUT A INPUT B OUTPUT
0 0
0 0
0 1
0 1
1 0
1 0
1 1
1 1

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