When an interrupt occurs, control must be transferred from the currently executing program to a subroutine that handles the activity required to service the interrupt. For each interrupt, a "context switch" is said to occur. In addition to transferring control, a context switch includes the saving and restoration of any required registers. Assume that it takes 1000 clock cycles to perform each context switch when an I/O device triggers an interrupt. The interrupt handler subroutine takes an additional 8,000 cycles to service the device request. Once the device has been serviced, another 1000 cycles are required to perform the context switch needed to return from the interrupt handler back to the program that was running. The processor's clock rate is 2 GHz.

a) (5) What is the maximum number of requests per second that a device can generate if the system must complete every activity associated with each interrupt, including the context switches, before the next interrupt occurs?

b) (5) The registers used in managing exceptions and interrupts on our MIPS processor are described in the sub-module "2.2 Interrupt Driven Input/Output" as well as in section A.7 of the textbook. Write down a short sequence of MIPS true-op assembly language instructions that reads the current exception code and places just the code right justified into CPU register $t0. No CPU registers other than $t0 should be modified or saved by the instruction sequence.

c) (5) Suppose that interrupt driven I/O is used and a device issues 10000 evenly spaced requests per second to transfer 1 byte per request. If each instruction takes one clock cycle, how many instructions, other than those related to I/O, can the CPU perform each second?

d) (5) Suppose that instead of interrupt driven I/O, DMA is used to transfer a 10000-byte data block each second. If each instruction takes one clock cycle, how many instructions, other than those required for I/O, can the CPU perform each second?

4. The dean of the math department wants to determine what portion of stat 1 students would be interested in taking stat 2. A simple random sample o of them f 152 student who have taken stat 1 finds that 68 of them would be interested in stat 2. Construct a 95% confidence interval for the proportion of students who took stat 1 that would be interested in stat 2 based on this sample.Envelope 1 contains s, Stat 134 stickers and di Stat 140 stickers. Envelope 2 contains s2 Stat 134 stickers and d, Stat 140 stickers. Your friend chooses one envelope uniformly at random and hands it to you. You pick one sticker out uniformly at random and it is a Stat 134 sticker. Without replacing the sticker you just picked, what is the chance that the next sticker you pick (also uniformly at random) from the same envelope is a Stat 140 sticker?A) Select all of the following variables for which a pie chart would be a valid visual Group of answer choices - final letter grades for students in STAT 2300 - the gender of students enrolled in STAT 2300 - the number of Economics majors taking STAT 2300 - final scores for students in STAT 2300 B) Select all of the following variables that could be displayed using a Pareto chart. Group of answer choices - the eye color of a student in STAT 2300 - the age of a student in STAT 2300 - the anticipated year of graduation for a student in STAT 2300 - the classification (freshman, sophomore, etc.) of a student in STAT 2300Question 5 0.5 pts Make the conlcusion: Test Stat = 2.2 , Dist = Z, n = 50, significance level = .02, > Test Critical Value = [ Select ] conclusion = [Select ] Select Test Stat = 2.2 2.05 -2.3 and 2.3 el = .02, / Test 2.3 Critical Value = -2.05 conclusion = [ Select ] -2.3 2.05 and 2.05 Test Stat = -2.2 , DISt = Z, 1 = JU, signincance revel = .01 , Test Critical Value = [ Select ] conclusion = [ Select ] Test Stat = 2.3 , Dist = t, n = 50, significance level = .02 , * Test Critical Value = [ Select ] v conclusion = [ Select ] Test Stat = -2.3 , Dist = t, n = 50, significance level = .01,