Wiley/Razavi/Fundamentals of Microelectronics [caite.info v. ]. June 30, at 1 (1). 1. Introduction to Microelectronics. Over the past five decades. 2nd Edition PDF by Berhad Razavi. Fundamentals of Microelectronics Second Edition. Behzad Razavi . Behzad Razavi November vi. Fundamentals of Microelectronics By Behzad Razavi – PDF Free Download Publisher: [email protected]; Language: English; ISBN ; ISBN
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RF Microelectronics. Pages·· MB· Downloads. Razavi, Behzad. RF microelectronics / Behzad Razavi.—2nd ed. A solutions manual is. ORG have the following pdf manual about Behzad Razavi Fundamentals Of File name: caite.info Behzad Razavi-Fundamentals of Microelectronics-Wiley ().pdf. Mj Jubeh . Behzad Razavi January v Preface to First Edition With the advances in the.
Solutions Manuals are available for thousands of the most popular college and high school textbooks in subjects such as Math, Science Physics , Chemistry , Biology , Engineering Mechanical , Electrical , Civil , Business and more. At the end of the lecture, I return the quizzes and mention that those with a red star need to work harder and interact with the teaching assistants and myself more extensively. Please enter your comment! The order in which the two species are presented is also debatable. A terse language would shorten the chapter but require that the students reread the material multiple times in their attempt to decipher the prose. You bet!
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Join With us. Today Updates. Statics and Dynamics By R. Hibbeler Book April Punmia, Ashok Kumar Jain, Arun April 8. April 7. Popular Files. January June 2. With the advances in the semiconductor and communication industries, it has become increasingly important for electrical engineers to develop a good understanding of micro- electronics.
This book addresses the need for a text that teaches microelectronics from a modern and intuitive perspective. Guided by my industrial, research, and academic expe- rience, I have chosen the topics, the order, and the depth and breadth so as to efficiently impart analysis and design principles that the students will find useful as they enter the industry or graduate school.
One salient feature of this book is its synthesis- or design-oriented approach. Rather than pulling a circuit out of a bag and trying to analyze it, I set the stage by stating a problem that we face in real life e. I then attempt to arrive at a solution using basic principles, thus presenting both failures and successes in the process. When we do arrive at the final solution, the student has seen the exact role of each device as well as the logical thought sequence behind synthesizing the circuit.
This approach both imparts a great deal of intuition and simplifies the analysis of large circuits. The two articles following this preface provide helpful suggestions for students and instructors. I hope these suggestions make the task of learning or teaching microelectronics more enjoyable. A set of Powerpoint slides, a solutions manual, and many other teaching aids are available for instructors. This book has taken four years to write and benefited from contributions of many indi- viduals.
Riggio, Jr. I am grateful to Naresh Shanbhag University of Illinois, Urbana-Champaign for test driving a draft of the book in a course and providing valuable feedback.
The fol- lowing UCLA students diligently prepared the solutions manual: Ning Wang also produced the Powerpoint slides for the entire book. I would like to thank them for their hard work. I thank my publisher, Catherine Shultz, for her dedication and exuberance. My wife, Angelina, typed the entire book and kept her humor as this project dragged on. My deepest thanks go to her. You are about to embark upon a journey through the fascinating world of microelectronics.
Fortunately, microelectronics appears in so many facets of our lives that we can readily gather enough motivation to study it. The reading, however, is not as easy as that of a novel; we must deal with analysis and design , applying mathematical rigor as well as engineering intuition every step of the way. This article provides some suggestions that students may find helpful in studying microelectronics. While quite abstract and bearing no apparent connection with real life, the concepts studied in these courses form the foundation for microelectronics—just as calculus does for engineering.
Our treatment of microelectronics also requires rigor but entails two additional com- ponents.
First, we identify many applications for the concepts that we study. Second, we must develop intuition , i. Without an intuitive understanding, the analysis of circuits becomes increasingly more difficult as we add more devices to perform more complex functions. As a simple example, suppose we have encountered the resistive divider shown in Fig. Now, if given the circuit in Fig. Reading and understanding 40 pages of the book each week requires concentration and discipline. You will face new material and detailed derivations on each page and should set aside two- or three-hour distraction-free blocks of time no phone calls, TV, email, etc.
I also suggest that you attempt each example before reading its solution. The problems begin at a relatively easy level and gradually become more challenging. Some problems may require that you return to the section and study the subtle points more carefully. The educational value provided by each problem depends on your persistence. The initial glance at the problem may be discouraging. But, as you think about it from different angles and, more importantly, re-examine the concepts in the chapter, you begin to form a path in your mind that may lead to the solution.
In fact, if you have thought about a problem extensively and still have not solved it, you need but a brief hint from the instructor or the teaching assistant. Also, the more you struggle with a problem, the more appealing and memorable the answer will be. While necessary, passive learning does not exercise your understanding, thus lacking depth.
You may highlight many lines of the text as important. You may even summarize the important concepts on a separate sheet of paper and you are encouraged to do so.
The problem sets at the end of each chapter serve this purpose. Homeworks and Exams Solving the problems at the end of each chapter also prepares you for homeworks and exams. Homeworks, too, demand distraction-free periods during which you put your knowledge to work and polish your understanding. An important piece of advice that I can offer here is that doing homeworks with your fellow students is a bad idea!
Unlike other subject matters that benefit from discussions, arguments, and rebuttals, learning microelectronics requires quiet concentration. After all, you will be on your own during the exam!
To gain more confidence in your answers, you can discuss the results with your fellow students, the instructor, or the teaching assistants after you have completed the homework by yourself. Time Management Reading the text, going through the problem sets, and doing the homeworks require a time commitment of at least 10 hours per week.
Due to the fast pace of the course, the material accumulates rapidly, making it difficult to keep up with the lectures if you do not spend the required time from the very first week.
In fact, the more you fall behind, the less interesting and useful the lectures become, thus forcing you to simply write down everything that the instructor says while not understanding much. With your other courses demanding similar time commitments, you can soon become overwhelmed if you do not manage your time carefully.
Time management consists of two steps: To improve the efficiency, you can take the following measures: Prerequisites Many of the concepts that you have learned in the circuit theory courses prove essential to the study of microelectronics.
Chapter 1 gives a brief overview to refresh your memory. With the limited lecture time, the instructor may not cover this material in the class, leaving it for you to read at home. Teaching undergraduate courses proves quite challenging—especially if the emphasis is on thinking and deduction rather than on memorization. Drawing upon more than one decade of teaching, this article provides suggestions that instructors of microelectronics may find helpful. Therapy The students taking the first microelectronics course have typically completed one or two courses on basic circuit theory.
To many, that experience has not been partic- ularly memorable. After all, the circuit theory textbook is most likely written by a person not in the field of circuits. Similarly, the courses are most likely taught by an instructor having little involvement in circuit design.
For example, the students are rarely told that node analysis is much more frequently used in hand calculations than mesh analysis is. Very few raise their hands. I further mention that some abstractness should also be expected in microelectronics as we complete the foundation for more advanced topics in circuit analysis and design. I then point out that 1 microelectronics is very heavily based on intuitive understanding, requiring that we go beyond simply writing KVLs and KCLs and interpret the mathematical expressions intuitively, and 2 this course offers many applications of microelectronic devices and circuits in our daily lives.
First Quiz Since different students enter each course with different levels of preparation, I have found it useful to give a minute quiz in the very first lecture. Pointing out that the quiz does not count towards their grade but serves as a gauge of their understanding, I emphasize that the objective is to test their knowledge rather than their intelligence.
After collecting the quizzes, I ask one of the teaching assistants to assign a binary grade to each: At the end of the lecture, I return the quizzes and mention that those with a red star need to work harder and interact with the teaching assistants and myself more extensively. The two examples of microelectronic systems described in Chapter 1 serve as the first step toward creating the context for the material covered in the book.
But, the big picture cannot stop here.
Each new concept may merit an application—however brief the mention of the application may be—and most of this burden falls on the lecture rather than on the book. The choice of the application must be carefully considered. If the description is too long or the result too abstract, the students miss the connection between the concept and the application. My general approach is as follows. Suppose we are to begin Chapter 2 Basic Semiconductor Physics.
In your cellphone? In your laptop? In your digital camera?
Why do we need to learn these things? Analysis versus Synthesis Let us consider the background of the students entering a microelectronics course. On the other hand, an essential objective in teaching microelectronics is to develop specific circuit topologies that provide certain characteristics. Analyze it! Analysis by Inspection In their journey through microelectronics, students face increas- ingly more complex circuits, eventually reaching a point where blindly writing KVLs and KCLs becomes extremely inefficient and even prohibitive.
In addition to efficiency, analysis by inspection also provides great intuition. So go ahead and analyze it in its new form. For simple circuits, the students can be encouraged to consider several possible mod- ifications and determine the resulting behavior.
Consequently, the students feel much more comfortable with the original topology and understand why it is the only acceptable solution if that is the case. Numeric versus Symbolic Calculations In the design of examples, homeworks, and exams, the instructor must decide between numeric and symbolic calculations. The students may, of course, prefer the former type as it simply requires finding the corresponding equation and plugging in the numbers.
What is the value in numeric calculations? In my opinion, they may serve one of two purposes: As such, numeric calculations play a limited role in teaching and reinforcing concepts.
Symbolic calculations, on the other hand, can offer insight into the behavior of the circuit by revealing dependencies, trends, and limits. Also, the results thus obtained can be utilized in more complex examples.
Blackboard versus Powerpoint This book comes with a complete set of Powerpoint slides. However, I suggest that the instructors carefully consider the pros and cons of blackboard and Powerpoint presentations.
I can offer the following observations. For these reasons, even if the students have a hardcopy of the slides, this type of presentation proves quite ineffective. To improve the situation, one can leave blank spaces in each slide and fill them with critical and interesting results in real time.
I have tried this method using transparencies and, more recently, tablet laptops. The approach works well for graduate courses but leaves undergraduate students bored or bewildered. My conclusion is that the good old blackboard is still the best medium for teaching undergraduate microelectronics.
Discrete versus Integrated How much emphasis should a microelectronics course place on discrete circuits and integrated circuits? However, only a small fraction of the students taking such courses eventually become active in IC products, while many go into board-level design.
My approach in this book is to begin with general concepts that apply to both paradigms and gradually concentrate on integrated circuits. I also believe that even board-level de- signers must have a basic understanding of the integrated circuits that they use. Bipolar Transistor versus MOSFET At present, some controversy surrounds the in- clusion of bipolar transistors and circuits in undergraduate microelectronics. While this view may apply to graduate courses to some extent, it should be borne in mind that 1 as mentioned above, many undergraduate students go into board-level and discrete design and are likely to encounter bipolar devices, and 2 the contrasts and similarities between bipolar and MOS devices prove extremely useful in understanding the properties of each.
The order in which the two species are presented is also debatable. Extensive sur- veys conducted by Wiley indicate a split between instructors on this matter. On the other hand, the natural flow of the course calls for bipolar devices as an extension of pn junctions. In fact, if diodes are immediately followed by MOS devices, the students see little relevance between the two. My approach in this book is to first cover bipolar devices and circuits while building the foundation such that the MOS counterparts are subsequently taught with greater ease.
As explained below, the material can comfortably be taught even in one quarter with no sacrifice of details of either device type. Nonetheless, the book is organized so as to allow covering CMOS circuits first if the instructor so wishes.
The sequence of chapters for each case is shown below. Chapter 16 is written with the assumption that the students have not seen any amplifier design principles so that the instructor can seamlessly go from MOS device phyics to MOS amplifier design without having covered bipolar amplifiers.
Course Syllabi This book can be used in a two-quarter or two-semester sequence. Figure illustrates some possibilities. In a semester system, Syllabus I extends the first course to current mirrors and cascode stages and the second course to output stages and analog filters.
Syllabus II, on the other hand, includes digital circuits in the first course, moving current mirrors and cascodes to the second course and sacrificing the chapter on output stages. Figure shows the approximate length of time spent on the chapters as practiced at UCLA. In a semester system, the allotted times are more flexible. Coverage of Chapters The material in each chapter can be decomposed into three categories: Chapter 1: