Computing power doubled
Publish: 2021-04-24 14:06:09
1. First of all, "the difference in speed mainly comes from the difference in architecture" is a superficial explanation. Yes, the architecture is different. But is this difference determined by the current situation of the choice of various manufacturers, or by the nature of the reasons? Can CPU add cores? Why doesn't GPU need cache
first of all, can CPU remove cache like GPU? no way. There are two key factors for GPU to get rid of cache: the particularity of data (high alignment, pipeline processing, not conforming to localization assumption, rarely writing back data), and high speed bus. For the latter problem, CPU is subject to the backward data bus standard, which can be changed in theory. For the former problem, it is very difficult to solve in theory. Because the CPU to provide versatility, it can not limit the type of processing data. That's why GPU can never replace CPU
secondly, can CPU add many cores? no way. First, the cache takes up the area. Secondly, the CPU needs to increase the complexity of each core in order to maintain cache consistency. In addition, in order to make better use of cache and deal with data that are not aligned and need a lot of write back, CPU needs complex optimization (branch prediction, out of order execution, and some vectorization instructions and long pipeline simulating GPU). Therefore, the complexity of a CPU core is much higher than that of GPU, and the cost is higher (not that the etching cost is high, but the complexity reces the film rate, so the final cost will be high). So CPU can't add core like GPU
as for the control ability, the current situation of GPU is worse than CPU, but it is not an essential problem. However, control like recursion is not suitable for highly aligned and pipeline processed data, which is essentially a data problem.
first of all, can CPU remove cache like GPU? no way. There are two key factors for GPU to get rid of cache: the particularity of data (high alignment, pipeline processing, not conforming to localization assumption, rarely writing back data), and high speed bus. For the latter problem, CPU is subject to the backward data bus standard, which can be changed in theory. For the former problem, it is very difficult to solve in theory. Because the CPU to provide versatility, it can not limit the type of processing data. That's why GPU can never replace CPU
secondly, can CPU add many cores? no way. First, the cache takes up the area. Secondly, the CPU needs to increase the complexity of each core in order to maintain cache consistency. In addition, in order to make better use of cache and deal with data that are not aligned and need a lot of write back, CPU needs complex optimization (branch prediction, out of order execution, and some vectorization instructions and long pipeline simulating GPU). Therefore, the complexity of a CPU core is much higher than that of GPU, and the cost is higher (not that the etching cost is high, but the complexity reces the film rate, so the final cost will be high). So CPU can't add core like GPU
as for the control ability, the current situation of GPU is worse than CPU, but it is not an essential problem. However, control like recursion is not suitable for highly aligned and pipeline processed data, which is essentially a data problem.
2. The main reason for GPU's strong computing power is that most of its circuits are arithmetic units. In fact, adders and multipliers are relatively small circuits. Even if they do many such operation units, they will not occupy too much chip area. And because other parts of GPU occupy a small area, it can also have more registers and caches to store data. On the one hand, CPU is so slow because it has a large number of units for processing other programs, such as branch loops, and because CPU processing requires a certain degree of flexibility, the structure of arithmetic logic unit of CPU is also much more complex. In short, in order to improve the processing speed of branch instructions, many components of CPU are used to do branch prediction, and correct and recover the results of Alu when the branch prediction error occurs. These greatly increase the complexity of the device
in addition, the current CPU design is also learning from GPU, that is, adding floating-point operation units with parallel computing and not so many control structures. For example, Intel's SSE Instruction set can perform four floating-point operations at the same time, and many registers have been added. In addition, if you want to learn GPU computing, you can download a CUDA SDK, which has very detailed instructions
in addition, the current CPU design is also learning from GPU, that is, adding floating-point operation units with parallel computing and not so many control structures. For example, Intel's SSE Instruction set can perform four floating-point operations at the same time, and many registers have been added. In addition, if you want to learn GPU computing, you can download a CUDA SDK, which has very detailed instructions
3. 1. If there are multiple cubes in your cube, then follow the mouse model, use ray on the model, and the cube touched by ray changes (such as color darkening)
2. Draw multiple cubes, arrange them in order, name them, and remove the meshender attribute (no rendering), which is equivalent to drawing a grid, which is easy to understand
3. It's troublesome to judge the range with two-dimensional array (mainly integer), The simple way is that the computer obtains the original coordinates of the model (such as the center point of the model). When the absolute value of the x value (and y value) of the mouse's real-time coordinates minus the original coordinates is equal to the side length of the square, the square (or other dry points) will be displayed with the real-time coordinates as the center, The real-time coordinates are used as the original coordinates for the next step
2. Draw multiple cubes, arrange them in order, name them, and remove the meshender attribute (no rendering), which is equivalent to drawing a grid, which is easy to understand
3. It's troublesome to judge the range with two-dimensional array (mainly integer), The simple way is that the computer obtains the original coordinates of the model (such as the center point of the model). When the absolute value of the x value (and y value) of the mouse's real-time coordinates minus the original coordinates is equal to the side length of the square, the square (or other dry points) will be displayed with the real-time coordinates as the center, The real-time coordinates are used as the original coordinates for the next step
4. The ratio increasing method and the equal difference increasing method are two methods to calculate the rent in the leasing business. According to its basic formula, we can dece and calculate that if the rent is calculated and paid according to the equal proportion increasing method, the actual rent rate will drop, or even drop by a large margin, resulting in the loss of the interests of the lessor; If the rent is calculated according to the equal difference increasing method, the actual rent rate is always equal to the nominal rent rate, and the calculation is simple. Therefore, the equal difference incremental method is more fair, reasonable and practical than the equal ratio incremental method
with the continuous deepening of China's middle school teaching reform, the Shanghai primary and secondary school mathematics curriculum standard (Trial draft) proposes to vigorously promote the digital mathematics activity (Dima) based on modern information technology, and establish the digital mathematics activity system based on computers and calculators (including scientific calculators Function calculator and graphic calculator) as the support, has intelligent software and rich courseware, connection information network Dima platform. Using this platform, we can improve the processing and presentation of mathematics content, and let students learn independently in the information technology environment, and carry out experiments, exploration and research
today, when we vigorously promote the universal application of information technology in the teaching process and promote the integration of information technology and subject curriculum, our school is also implementing the curriculum reform, and the graphic calculator is also applied to the classroom of mathematics expansion course. For this reason, we designed a teaching case of "using graphic calculator to study several methods of expressing arithmetic and proportional sequence"< Teaching background:
in the chapter of sequence, when explaining the concepts of arithmetic sequence and arithmetic sequence, the content is relatively simple and easy for students to master. It is the basis of learning sequence, which is helpful to cultivate students' observation ability and inction ability. The contents of the equal ratio sequence and the equal difference sequence are completely parallel, including the definition, the nature, the formula of the general term, the equal ratio (difference) median of two numbers, etc
after more than half a year of using graphic calculators, senior one students have a preliminary understanding of using graphic calculators to analyze, construct and explore mathematical problems. They felt that the use of graphic calculator not only changed their way of learning mathematics, but also increased their interest in learning mathematics. They like this "do math" way of learning very much
Graphic Calculator has many functions to use sequence, such as the use of general formula and recursive formula of sequence, sequence image and image tracking function, expression function of sequence operation table, iteration function of sequence, programming function of sequence, etc. All these have played a great role in learning the basic knowledge of sequence, correctly understanding sequence, making students experience the cognitive process of formula, understand the mathematical thinking method, and improve the ability of problem-solving in the effective attempt to guess, reasonable inction, simplified operation and verification operation< The design concept of the lesson is the core of the whole series knowledge learning. Conjecture, inction, recursion, analogy and other mathematical ideas are fully reflected in the learning of these two basic knowledge, which can be described as "although a sparrow is small, it has all five internal organs". However, it is difficult to fully and correctly show these in the traditional sequence teaching. This will lead to students' one-sided understanding of what they have learned, which will have a negative impact on the follow-up study of sequence. The graphic calculator has many functions to use the sequence, such as the use of the general formula and recursive formula, the image and image tracking function, the expression function of the operation table, the iteration function and the programming function of the sequence. All these have played a great role in learning the basic knowledge of sequence, correctly understanding sequence, making students experience the cognitive process of formula, understand the mathematical thinking method, and improve the ability of problem-solving in the effective attempt to guess, reasonable inction, simplified operation and verification operation. Therefore, we envisage that students can have a clear understanding of the two conventional series by studying and expressing the series with graphic calculator. At the same time, we also want to cultivate students' initiative and inquiry spirit and improve their mathematics learning ability through this learning process<
Design and Implementation:
the teaching content of the new textbook pays more attention to the integration of function thought and computer technology. From the beginning of this chapter, the textbook puts the number sequence in the context of function and gives the definition: the number sequence is a function with a positive integer set (or its finite subset) as the domain of definition. When the independent variable values in the order from small to large, the corresponding function value is the term of the number sequence. Sequence is a kind of discrete function. In the allocation of exercises, teaching materials are often compared with function teaching. The general term formula, recurrence formula and image of arithmetic sequence and proportional sequence are the main contents of our research in this lesson. We imagine that with the help of graphic calculator, we can make students have a vivid, comprehensive and correct understanding of sequence knowledge by doing mathematics, so as to improve students' mathematical thinking ability and cultivate students' correct mathematical view, Really improve students' interest in mathematics learning
case 1 (1) find the 11th term of the arithmetic sequence - 121, - 110, - 99, - 88,...
2) write the general term formula and recurrence formula of the sequence
for this problem, in fact, according to its basic law, you can calculate the result. But using graphic calculator can make us think about the solution of the problem from many angles, which is concive to students' comprehensive and correct understanding of the characteristics of arithmetic sequence, so as to simplify the calculation
method 1: use the numerical iteration function (as shown in Figure 1):
①
method 2: use the array function of the graphic calculator (as shown in Figure 2):
②
method 3: use the recursive function of the calculator
Figure 3: Use & iquest on the premise of setting the function function function; Key, which is the same as Figure 1< Method 4: guess the recurrence formula and the general term formula of the sequence, check whether the recurrence formula and the general term formula of the sequence are correct through the sequence related function of the calculator, and calculate the 11th term of the sequence:
Figure 4 guesses the recurrence formula of the sequence according to the characteristics of the sequence, Using the function of figure calculator, using Y & # 39; Draw a table
④
Fig. Then, we also use y & # 39; Draw a table< Note: while solving this problem, we can also verify that "the general term formula of arithmetic sequence is a special first-order function" through graphic calculator
as shown in Figure 7, we can get that the image of sequence is a discrete point on a straight line, from which we can see that sequence is a special function< Method 5: because the number sequence is a special function, we use the function of graphic calculator to think about the problem.
figure 8 is under the cognitive condition of "the number sequence is a special function", we use the function of calculator to get the function y = - 121 + 11 (x-1), and use the connection between the function and the number sequence an = - 121 + (n-1) to think about the related problems of the number sequence< Method 6: make full use of the function fitting function of the graphic calculator to get the general term formula of the sequence through the combination of number and shape
Figure 9: use the linear regression function of the graphic calculator to list the table of the sequence first, and then connect the general term formula of the arithmetic sequence with the first-order function according to the data in the table, By using the fitting function of graphic calculator, the function relation is obtained, and the general term formula of sequence is obtained< Method 7: use the programming function of graphic calculator to solve the problem of sequence (as shown in Figure 10)
10
comments: Method 1 and method 2 use the iterative function of calculator, but method 2 shows the corresponding relationship between the serial number and the value of the item in the sequence, from which we initially realize that the sequence is a special function
the fourth method is to guess the recurrence formula and general term formula of the sequence, under the support of the sequence function of the calculator, from the operation table of the sequence or the tracking of the image of the sequence to verify whether your guess is correct, and get the answer to the problem to be solved. This kind of learning method is helpful to cultivate students' ability of analysis, conjecture, demonstration and inction. This is what we lack in our regular learning, and the use of graphic calculator has built us such a learning method platform
method 6 and method 7 are both under the condition that the number sequence is a special function. Supported by the function function of the calculator, we find a way to solve the problem by guessing or fitting the analytic formula of the function, which is helpful for students to learn the knowledge of the number sequence and understand the characteristics of the number sequence, Method 8 adopts the programming function of graphic calculator, which can't be achieved in general mathematics teaching. It reveals the essence of arithmetic sequence from another perspective< (3) is 209 the item in the sequence, and if so, what is it< Method 1, array method 2, table method 3, image method 4, equation solving method the purpose of setting this question is: on the basis of the first question, using the functions of operation, tracking and equation solving of graphic calculator to cultivate students' reverse thinking and improve their mathematical thinking ability
it should be pointed out that the sequence we discussed above is tolerance D & gt; 0, for beginners, they often have certain thinking set, such as: "tolerance D & gt; In order to avoid similar problems, we especially remind students to pay attention to the differences between the following two types of sequence
(1) constant sequence (2) arithmetic sequence with negative tolerance
- 2, - 2,... 3, 1, - 1, - 3, ...
students should have a correct understanding of the dialectical relationship between general and special<
case 2: make up a topic of equal ratio series, and study the related properties of equal ratio series
find out typical problems from students' many problems, and study them together with teachers and students, including the examples in the book
(in real life, such as loan to buy a house, population growth and the change of housing area - pay attention to the hot issues around the people, Pay attention to guide students to apply their knowledge to related subjects, life and proction practice, so that students can develop their thinking ability while acquiring and applying knowledge, so that students can use existing knowledge to communicate, and abstract practical problems into mathematical problems and establish mathematical models.)
such as "a foot of the hammer, half of the day, never exhausted", and asked to say its mathematical model, find out its general formula
(both new and old textbooks and textbooks are being compiled, etc.)
with the continuous deepening of China's middle school teaching reform, the Shanghai primary and secondary school mathematics curriculum standard (Trial draft) proposes to vigorously promote the digital mathematics activity (Dima) based on modern information technology, and establish the digital mathematics activity system based on computers and calculators (including scientific calculators Function calculator and graphic calculator) as the support, has intelligent software and rich courseware, connection information network Dima platform. Using this platform, we can improve the processing and presentation of mathematics content, and let students learn independently in the information technology environment, and carry out experiments, exploration and research
today, when we vigorously promote the universal application of information technology in the teaching process and promote the integration of information technology and subject curriculum, our school is also implementing the curriculum reform, and the graphic calculator is also applied to the classroom of mathematics expansion course. For this reason, we designed a teaching case of "using graphic calculator to study several methods of expressing arithmetic and proportional sequence"< Teaching background:
in the chapter of sequence, when explaining the concepts of arithmetic sequence and arithmetic sequence, the content is relatively simple and easy for students to master. It is the basis of learning sequence, which is helpful to cultivate students' observation ability and inction ability. The contents of the equal ratio sequence and the equal difference sequence are completely parallel, including the definition, the nature, the formula of the general term, the equal ratio (difference) median of two numbers, etc
after more than half a year of using graphic calculators, senior one students have a preliminary understanding of using graphic calculators to analyze, construct and explore mathematical problems. They felt that the use of graphic calculator not only changed their way of learning mathematics, but also increased their interest in learning mathematics. They like this "do math" way of learning very much
Graphic Calculator has many functions to use sequence, such as the use of general formula and recursive formula of sequence, sequence image and image tracking function, expression function of sequence operation table, iteration function of sequence, programming function of sequence, etc. All these have played a great role in learning the basic knowledge of sequence, correctly understanding sequence, making students experience the cognitive process of formula, understand the mathematical thinking method, and improve the ability of problem-solving in the effective attempt to guess, reasonable inction, simplified operation and verification operation< The design concept of the lesson is the core of the whole series knowledge learning. Conjecture, inction, recursion, analogy and other mathematical ideas are fully reflected in the learning of these two basic knowledge, which can be described as "although a sparrow is small, it has all five internal organs". However, it is difficult to fully and correctly show these in the traditional sequence teaching. This will lead to students' one-sided understanding of what they have learned, which will have a negative impact on the follow-up study of sequence. The graphic calculator has many functions to use the sequence, such as the use of the general formula and recursive formula, the image and image tracking function, the expression function of the operation table, the iteration function and the programming function of the sequence. All these have played a great role in learning the basic knowledge of sequence, correctly understanding sequence, making students experience the cognitive process of formula, understand the mathematical thinking method, and improve the ability of problem-solving in the effective attempt to guess, reasonable inction, simplified operation and verification operation. Therefore, we envisage that students can have a clear understanding of the two conventional series by studying and expressing the series with graphic calculator. At the same time, we also want to cultivate students' initiative and inquiry spirit and improve their mathematics learning ability through this learning process<
Design and Implementation:
the teaching content of the new textbook pays more attention to the integration of function thought and computer technology. From the beginning of this chapter, the textbook puts the number sequence in the context of function and gives the definition: the number sequence is a function with a positive integer set (or its finite subset) as the domain of definition. When the independent variable values in the order from small to large, the corresponding function value is the term of the number sequence. Sequence is a kind of discrete function. In the allocation of exercises, teaching materials are often compared with function teaching. The general term formula, recurrence formula and image of arithmetic sequence and proportional sequence are the main contents of our research in this lesson. We imagine that with the help of graphic calculator, we can make students have a vivid, comprehensive and correct understanding of sequence knowledge by doing mathematics, so as to improve students' mathematical thinking ability and cultivate students' correct mathematical view, Really improve students' interest in mathematics learning
case 1 (1) find the 11th term of the arithmetic sequence - 121, - 110, - 99, - 88,...
2) write the general term formula and recurrence formula of the sequence
for this problem, in fact, according to its basic law, you can calculate the result. But using graphic calculator can make us think about the solution of the problem from many angles, which is concive to students' comprehensive and correct understanding of the characteristics of arithmetic sequence, so as to simplify the calculation
method 1: use the numerical iteration function (as shown in Figure 1):
①
method 2: use the array function of the graphic calculator (as shown in Figure 2):
②
method 3: use the recursive function of the calculator
Figure 3: Use & iquest on the premise of setting the function function function; Key, which is the same as Figure 1< Method 4: guess the recurrence formula and the general term formula of the sequence, check whether the recurrence formula and the general term formula of the sequence are correct through the sequence related function of the calculator, and calculate the 11th term of the sequence:
Figure 4 guesses the recurrence formula of the sequence according to the characteristics of the sequence, Using the function of figure calculator, using Y & # 39; Draw a table
④
Fig. Then, we also use y & # 39; Draw a table< Note: while solving this problem, we can also verify that "the general term formula of arithmetic sequence is a special first-order function" through graphic calculator
as shown in Figure 7, we can get that the image of sequence is a discrete point on a straight line, from which we can see that sequence is a special function< Method 5: because the number sequence is a special function, we use the function of graphic calculator to think about the problem.
figure 8 is under the cognitive condition of "the number sequence is a special function", we use the function of calculator to get the function y = - 121 + 11 (x-1), and use the connection between the function and the number sequence an = - 121 + (n-1) to think about the related problems of the number sequence< Method 6: make full use of the function fitting function of the graphic calculator to get the general term formula of the sequence through the combination of number and shape
Figure 9: use the linear regression function of the graphic calculator to list the table of the sequence first, and then connect the general term formula of the arithmetic sequence with the first-order function according to the data in the table, By using the fitting function of graphic calculator, the function relation is obtained, and the general term formula of sequence is obtained< Method 7: use the programming function of graphic calculator to solve the problem of sequence (as shown in Figure 10)
10
comments: Method 1 and method 2 use the iterative function of calculator, but method 2 shows the corresponding relationship between the serial number and the value of the item in the sequence, from which we initially realize that the sequence is a special function
the fourth method is to guess the recurrence formula and general term formula of the sequence, under the support of the sequence function of the calculator, from the operation table of the sequence or the tracking of the image of the sequence to verify whether your guess is correct, and get the answer to the problem to be solved. This kind of learning method is helpful to cultivate students' ability of analysis, conjecture, demonstration and inction. This is what we lack in our regular learning, and the use of graphic calculator has built us such a learning method platform
method 6 and method 7 are both under the condition that the number sequence is a special function. Supported by the function function of the calculator, we find a way to solve the problem by guessing or fitting the analytic formula of the function, which is helpful for students to learn the knowledge of the number sequence and understand the characteristics of the number sequence, Method 8 adopts the programming function of graphic calculator, which can't be achieved in general mathematics teaching. It reveals the essence of arithmetic sequence from another perspective< (3) is 209 the item in the sequence, and if so, what is it< Method 1, array method 2, table method 3, image method 4, equation solving method the purpose of setting this question is: on the basis of the first question, using the functions of operation, tracking and equation solving of graphic calculator to cultivate students' reverse thinking and improve their mathematical thinking ability
it should be pointed out that the sequence we discussed above is tolerance D & gt; 0, for beginners, they often have certain thinking set, such as: "tolerance D & gt; In order to avoid similar problems, we especially remind students to pay attention to the differences between the following two types of sequence
(1) constant sequence (2) arithmetic sequence with negative tolerance
- 2, - 2,... 3, 1, - 1, - 3, ...
students should have a correct understanding of the dialectical relationship between general and special<
case 2: make up a topic of equal ratio series, and study the related properties of equal ratio series
find out typical problems from students' many problems, and study them together with teachers and students, including the examples in the book
(in real life, such as loan to buy a house, population growth and the change of housing area - pay attention to the hot issues around the people, Pay attention to guide students to apply their knowledge to related subjects, life and proction practice, so that students can develop their thinking ability while acquiring and applying knowledge, so that students can use existing knowledge to communicate, and abstract practical problems into mathematical problems and establish mathematical models.)
such as "a foot of the hammer, half of the day, never exhausted", and asked to say its mathematical model, find out its general formula
(both new and old textbooks and textbooks are being compiled, etc.)
5. GPU is mainly used for graphics rendering.
some people say that the performance of GPU is 40 times that of CPU, which is not comprehensive.
if we just say that the performance of GPU is 40 times that of CPU in parallel and intensive floating-point operations, this may be feasible. (I don't think it's so exaggerated. It's amazing that the best GPU can achieve 10 times that of the best CPU. Moreover, now CPU has multi-core, This greatly improves the CPU operation, and GPGPU seems to be limited to single core, but it is groundless in full operation.
in fact, it is still very difficult to use GPU as a general processor, and the most important thing is that GPU is specially designed to process graphics, so its programming language architecture and programming environment are difficult to be universal. When GPU runs non graphic programs, it often needs to rely on extremely complex algorithms and more tortuous processes. The powerful computing potential of GPU is often exhausted in such a circuitous process
in addition, e to the lack of unified API and driver support, GPU program developers have to develop corresponding software versions for each GPU architecture, which makes it more difficult to promote GPU as a common processor project.
some people say that the performance of GPU is 40 times that of CPU, which is not comprehensive.
if we just say that the performance of GPU is 40 times that of CPU in parallel and intensive floating-point operations, this may be feasible. (I don't think it's so exaggerated. It's amazing that the best GPU can achieve 10 times that of the best CPU. Moreover, now CPU has multi-core, This greatly improves the CPU operation, and GPGPU seems to be limited to single core, but it is groundless in full operation.
in fact, it is still very difficult to use GPU as a general processor, and the most important thing is that GPU is specially designed to process graphics, so its programming language architecture and programming environment are difficult to be universal. When GPU runs non graphic programs, it often needs to rely on extremely complex algorithms and more tortuous processes. The powerful computing potential of GPU is often exhausted in such a circuitous process
in addition, e to the lack of unified API and driver support, GPU program developers have to develop corresponding software versions for each GPU architecture, which makes it more difficult to promote GPU as a common processor project.
6. 1. Spare wallet is a comprehensive and open online payment platform
through "transfer" or "code scanning payment", you can transfer money between any two spay mobile wallets to easily complete the transaction payment function
2. Spare wallet is an artifact of making money: circulation proces value - "making money never spent"
according to the economic principle of value generated by circulation, using blockchain technology, combined with the application of integral equation, operational research, multiplication and other sciences, as long as the "balance" in the wallet circulates, it can generate "points", and then increase compound interest and multiplication, so that your "money" can never be spent
3. Spare wallet is a wallet with the function of full return of consumption
for example, if business B wants to sell 1000 yuan worth of goods to customer a, then a can transfer the balance of 1000 yuan to customer B. in this way, when a gets the goods, it also
adds 800 points, and the points are released by 2 ‰ every day, which is equivalent to a full refund of consumption. Moreover, business B has obtained 800 balance and increased 200 points, which makes it more profitable<
4. The spare wallet is also a miner to excavate the digital assets of the spare:
the digital assets of the spare are mined through the circulation computing power. The balance circulation transfer in the spare wallet or our promotion and sharing is equivalent to opening the miner. The system releases corresponding points to each wallet every day according to our contribution value, and these points can be converted into our digital assets, It's like we g up new coins. So, the spare wallet is another miner.
through "transfer" or "code scanning payment", you can transfer money between any two spay mobile wallets to easily complete the transaction payment function
2. Spare wallet is an artifact of making money: circulation proces value - "making money never spent"
according to the economic principle of value generated by circulation, using blockchain technology, combined with the application of integral equation, operational research, multiplication and other sciences, as long as the "balance" in the wallet circulates, it can generate "points", and then increase compound interest and multiplication, so that your "money" can never be spent
3. Spare wallet is a wallet with the function of full return of consumption
for example, if business B wants to sell 1000 yuan worth of goods to customer a, then a can transfer the balance of 1000 yuan to customer B. in this way, when a gets the goods, it also
adds 800 points, and the points are released by 2 ‰ every day, which is equivalent to a full refund of consumption. Moreover, business B has obtained 800 balance and increased 200 points, which makes it more profitable<
4. The spare wallet is also a miner to excavate the digital assets of the spare:
the digital assets of the spare are mined through the circulation computing power. The balance circulation transfer in the spare wallet or our promotion and sharing is equivalent to opening the miner. The system releases corresponding points to each wallet every day according to our contribution value, and these points can be converted into our digital assets, It's like we g up new coins. So, the spare wallet is another miner.
7. GPU is mainly used for graphics rendering. Some people say that the performance of GPU is 40 times that of CPU, which is not comprehensive. If we just say that GPU is 40 times that of CPU in parallel and intensive floating-point operations, it may be feasible (I don't think it's such an exaggeration. It's amazing that the best GPU can be 10 times that of the best CPU. Moreover, now CPU has multi-core, This greatly improves the operation of CPU, and GPGPU seems to be limited to single core, but it is groundless to say so in terms of full operation. In fact, it is still very difficult to use GPU as a general processor, and the most important thing is that GPU is specially designed to process graphics, so its programming language architecture and programming environment are difficult to be universal. When GPU runs non graphic programs, it often needs to rely on extremely complex algorithms and more tortuous processes. The powerful computing potential of GPU is often exhausted in such a circuitous process. In addition, e to the lack of unified API and driver support, GPU developers have to develop the corresponding version for each GPU architecture, which makes it more difficult to promote the project of GPU as a common processor.
8. Don't devalue? You think about it, you play games to proce good equipment or something? Do you sell more or use more of these? If someone has a good set of equipment, they sell it. Then there are more and more things on the market, and the price of things will drop. Then the trade fluctuates. Finally, devaluation becomes inevitable.
9. GMC has a higher safety factor. Ford pays more attention to interior feel than driving safety. The most obvious thing is that the seats in the last row also have automatic inction headlights. Ford has no rear end buffer space, and the GMC engine is worse than the auto sensing headlight. I don't know if the latest Ford has been improved.
10.
GMC is a business car
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