You are a helpful assistant generating synthetic data that captures *System 1* and *System 2* thinking, *creativity*, and *metacognitive reflection*. Follow these steps in sequence, using tags [sys1] and [end sys1] for *System 1* sections and [sys2] and [end sys2] for *System 2* sections.

1. *Identify System 1 and System 2 Thinking Requirements:*
   - Carefully read the text.
   - Identify parts of the text that require quick, straightforward responses (*System 1*). Mark these sections with [sys1] and [end sys1].
   - Identify parts that require in-depth, reflective thinking (*System 2*), marked with [sys2] and [end sys2].

2. *Apply Step-by-Step Problem Solving with Creativity and Metacognitive Reflection for System 2 Sections:*

   *2.1 Understand the Problem:*
   - Objective: Fully comprehend the issue, constraints, and relevant context.
   - Reflection: "What do I understand about this issue? What might I be overlooking?"
   - Creative Perspective: Seek hidden patterns or possibilities that could reveal deeper insights or innovative connections.

   *2.2 Analyze the Information:*
   - Objective: Break down the problem logically.
   - Reflection: "Am I considering all factors? Are there any assumptions that need challenging?"
   - Creative Perspective: Explore unique patterns or overlooked relationships in the data that could add depth to the analysis.

   *2.3 Generate Hypotheses:*
   - Objective: Propose at least 10 hypotheses, each with a Confidence Score (0.0 to 1.0) and Creative Score (0.0 to 1.0), reflecting originality, surprise, and utility.
   - Reflection: "Have I explored all possible explanations or approaches, both conventional and unconventional?"
   - Creative Perspective: Consider novel angles that might provide unexpected insights.

   *2.4 Anticipate Future Steps and Obstacles:*
   - Objective: Make predictions, accounting for potential outcomes and obstacles.
   - Reflection: "What challenges might I face? Is my plan flexible for different scenarios?"
   - Creative Perspective: Visualize unforeseen outcomes and adapt plans to make use of them effectively.

   *2.5 Evaluate Hypotheses:*
   - Objective: Assess hypotheses based on feasibility, risk, and potential impact.
   - Evaluation: Refine Confidence and Creative Scores as needed.
   - Reflection: "Am I unbiased in my assessment? Which options fit best with the overall objectives?"
   - Creative Perspective: Identify hidden opportunities or overlooked details in each hypothesis.

   *2.6 Select the Best Hypothesis:*
   - Objective: Choose the most promising, strategic hypothesis.
   - Reflection: "Why does this hypothesis stand out? How does it uniquely address the issue?"
   - Creative Perspective: Consider any underutilized potential in the selected approach.

   *2.7 Implement the Hypothesis:*
   - Objective: Outline actionable steps for testing the hypothesis.
   - Reflection: "Is this plan practical? What resources or preparation are required?"
   - Creative Perspective: Refine steps to maximize effectiveness and yield unexpected benefits.

   *2.8 Monitor and Review Progress:*
   - Objective: Review progress, noting areas for improvement.
   - Reflection: "What’s working well? What could be improved?"
   - Creative Perspective: Look for emerging patterns that could refine future approaches.

   *2.9 Reflect and Capture Insights:*
   - Objective: Summarize lessons learned and insights gained for future reference.
   - Reflection: "What new understanding has emerged from this process?"
   - Creative Perspective: Identify innovative insights or patterns that could be applied to similar challenges.

3. *Generate Text Output with Interleaved System 1 and System 2 Responses:*
   - Use the tags [sys1] and [sys2] throughout.
   - Aim for a lengthier, detailed response. Combine both direct, straightforward *System 1* insights and reflective, deeply analytical *System 2* segments to capture a blend of quick observations and thoughtful analysis.

---

### *Example Input Text:*

You are tasked with analyzing a sudden shift in customer preferences in a tech market. There has been a noticeable decline in demand for physical devices, with customers increasingly interested in digital-only options. The challenge is to understand this shift, generate hypotheses for why it might be occurring, and explore potential strategies for adapting to this new trend.

---

### *Processed Output with System 1 and System 2 Thinking:*

The tech market is experiencing a shift in customer demand, moving away from physical devices toward digital-only options.

[sys1]
Customer demand has shifted from physical devices to digital-only options.
We need to understand why this change is happening and find strategies to address it.
Key factors may include cost, convenience, and technological trends.
[end sys1]

[sys2]
**2.1 Understand the Problem:**
The goal is to understand the underlying reasons for the shift in demand from physical devices to digital-only options, then develop a strategy to adapt.

*Reflection:* 
"I understand that preferences are changing, but what might be driving this? Is it primarily cost, or are there other factors such as convenience or sustainability?"

*Creative Perspective:* 
"Could there be a larger trend in digital minimalism or a preference for eco-friendly solutions that we’re missing? What unseen motivations might explain this shift?"

**2.2 Analyze the Information:**
There are multiple possible factors driving this shift, from economic influences to cultural shifts. It’s essential to isolate each factor and understand its impact.

*Reflection:* 
"Am I fully considering the various economic and social influences? Could there be a technological factor, like better internet speeds, that makes digital-only products more accessible?"

*Creative Perspective:* 
"Are there patterns or trends in other markets that could shed light on this shift? Could this be part of a larger trend toward virtual experiences?"

**2.3 Generate Hypotheses:**
1. Customers prefer digital options due to lower costs. (Confidence: 0.8, Creative: 0.4)
2. There’s a growing trend toward minimalism and reduced physical clutter. (Confidence: 0.7, Creative: 0.7)
3. Digital products offer greater flexibility and ease of use. (Confidence: 0.6, Creative: 0.6)
4. Environmental concerns are pushing consumers away from physical goods. (Confidence: 0.6, Creative: 0.8)
5. Advances in tech make digital-only options more functional. (Confidence: 0.8, Creative: 0.5)
6. Pandemic-era remote work increased demand for digital solutions. (Confidence: 0.7, Creative: 0.6)
7. Media coverage of the environmental impact of physical devices affects preferences. (Confidence: 0.5, Creative: 0.7)
8. There’s an increase in global digital literacy, expanding market access. (Confidence: 0.6, Creative: 0.6)
9. Customers view digital as more convenient and scalable for future needs. (Confidence: 0.7, Creative: 0.5)
10. Younger consumers prefer the aesthetics and convenience of digital products. (Confidence: 0.6, Creative: 0.6)

*Reflection:* 
"Have I considered all possible influences? Are there any surprising factors that could explain this shift?"

*Creative Perspective:* 
"Could specific social trends, like the rise of influencer culture or digital-first lifestyles, be influencing customer choices?"

**2.4 Anticipate Future Steps and Obstacles:**
*Objective:* Anticipate possible challenges, such as resistance from segments still preferring physical products.

*Reflection:* 
"What market obstacles might we face if we shift our focus to digital-only? Are there sub-segments that still prioritize physical products?"

*Creative Perspective:* 
"Could expanding digital options help us reach a more global audience? Are there emerging trends that we could leverage in our strategy?"

[end sys2]

[sys1]
To address this shift, consider a strategy that incorporates both digital-only offerings and educational campaigns about the benefits of digital solutions.
Use insights from customer feedback and current trends to guide product development.
Focus on flexibility and adaptation to cater to different customer segments.
[end sys1]


1. Field of the Invention
The present invention relates to an integrated circuit and a resonance circuit.
2. Description of the Related Art
Following rapid development of mobile communication, radio waves of an extremely wide range of frequencies are required in recent years, and the frequencies of the radio waves employed for mobile communication are now shifting to the microwave band. Therefore, an amplifier employed for a portable terminal is formed by a monolithic microwave integrated circuit (MMIC) or a modularized microwave integrated circuit (MIC).
An amplifier for amplifying a signal of a desired frequency employs a bias circuit f or applying a prescribed dc bias to the gate or the drain of a field-effect transistor (FET) The amplifier is further provided with a feedback circuit for preventing the FET from oscillating in a low-frequency domain and improving the stability of the amplifier.
FIG. 23 is a circuit diagram showing an exemplary conventional bias circuit which is provided on an amplifier formed by an FET 200.
The bias circuit shown in FIG. 23 comprises a parallel resonance circuit 300 formed by an inductor L1 and a capacitor C1, which are connected in parallel with each other. This parallel resonance circuit 300 can apply a dc drain bias Vd to the drain of the FET 200 from a bias supply by adjusting the inductance value of the inductor L1 and the capacitance value of the capacitor C1, without passing a signal of a desired frequency.
When the amplifier is employed in the 1.5 GHz band, for example, the parallel resonance circuit 300 can apply the drain bias Vd to the drain of the FET 200 with no signal loss at the frequency of 1.5 GHz by setting the inductance value of the inductor L1 and the capacitance value of the capacitor Cl at 0.4 nH and 28 pF respectively.
FIG. 24 is a circuit diagram showing another exemplary bias circuit provided on an amplifier which is formed by an FET 200.
The bias circuit shown in FIG. 24 is formed by amicrostrip line MSL. This microstrip line MSL can apply a dc drain bias Vd to the drain of the FET 200 by setting its length at 1/4 the wavelength corresponding to a desired frequency, without passing a signal of the frequency.
FIG. 25 is a circuit diagram showing an exemplary conventional feedback circuit provided on an amplifier which is formed by an FET 200.
The feedback circuit shown in FIG. 25 is formed by a capacitor C2 and a resistor R1, which are serially connected between the drain and the gate of the FET 200. This feedback circuit feeds back a part of a high-frequency signal appearing on the drain of the FET 200 to the gate in a negative phase. Thus, the feedback circuit suppresses the gain mainly at a low frequency and prevents the FET 200 from oscillation. The capacitor C2 is so provided as to feed back no dc component to the gate of the FET 200.
The bias circuit shown in FIG. 23 formed by the parallel resonance circuit 300 requires at least two types of elements, i.e., the inductor L1 and the capacitor C1. When the amplifier is designed, therefore, a space for mounting the inductor L1 and the capacitor C1 must be provided on a substrate.
Particularly in case of an MMIC operating in a high-frequency region, a spiral inductor having a large occupied area is employed as the inductor L1. Therefore, the area of the parallel resonance circuit formed on a dielectric substrate is extremely increased.
On the other hand, a modularized MIC requires external parts called a chip capacitor and a chip inductor as the capacitor C1 and the inductor L1 respectively. In this case, it is necessary to consider a method of adjacently mounting the chip capacitor and the chip inductor in the vicinity of each other. Thus, the bias circuit occupies an extremely large area on a substrate, and exerts bad influence on the characteristics of the modularized MIC. Further, the chip inductor is considerably high-priced as compared with the chip capacitor.
In addition, a wire having a finite length is present for connecting the drain of the FET 200 with the bias supply. This wire is formed by a microstrip line on a dielectric substrate. Thus, the calculative resonance frequency of the parallel resonance circuit 300 deviates from the actual one due to the presence of the microstrip line. Therefore, the parallel resonance circuit 300 must be designed in consideration of the microstrip line.
In the bias circuit formed by the microstrip line MSL shown in FIG. 24, the length of the microstrip line MSL is disadvantageously increased. Assuming that a dielectric substrate has a thickness of 0.8 mm and a dielectric constant of 9 in case of employing the bias circuit at a frequency of 1.5 GHz, for example, the length equal to 1/4 the wavelength is about 20 mm.
The feedback circuit shown in FIG. 25 formed by the resistor R1 and the capacitor C2 requires at least two types of elements. If the resistance value of the resistor R1 is reduced in order to improve stability in this feedback circuit, the feedback amount is increased to disadvantageously reduce the gain. If the resistance value of the resistor Ri is increased, on the other hand, the feedback effect is reduced and the stability cannot be improved.
To this end, the feedback circuit may be provided with a parallel resonance circuit formed by an inductor and a capacitor, to be capable of feeding back only a signal of a frequency other than the desired frequency. Thus, reduction of the gain can be suppressed with respect to the signal of the desired frequency while reducing the resistance value of the resistor R1.
However, such provision of the parallel resonance circuit formed by the inductor and the capacitor results in a problem absolutely similar to that in the bias circuit shown in FIG. 23, and allows no miniaturization. Further, a wire having a finite length is necessarily present, in order to connect the drain and the gate of the FET 200. This wire is formed by a microstrip line on a dielectric substrate as hereinabove described, and hence the calculative resonance frequency of the parallel resonance circuit disadvantageously deviates from the actual one.