San José State University Department of Electrical Engineering EE 166, Design of CMOS Digital Integrated Circuits, Section 01, Fall, 2009 Instructor: David Wahlgren Parent Office Location: ENGR 355 Telephone: (408) 924-3963 Email: [email protected] Office Hours: M 12:45-3:15, T 12:45-3:15 Class Days/Time: MW 10:30-11:45 Classroom: ENGR 401 Prerequisites: EE 128 or instructor’s consent Course Description Analysis and design of MOS based combinational and sequential digital integrated circuits. Industry standard CAD tools (Cadence) will be used extensively in homework and a group final project. Course Goals and Student Learning Objectives 1. Prepare students to be productive members of an industrial digital circuit design team. 2. Prepare students for graduate study or carry out a senior design project in the VLSI field. 3. Provide an environment where students learn to think critically. 4. Provide an environment where students learn to enjoy the design and learning processes. 5. Have students internalize the culture of the design engineer. ThisGE/SJSU Studies Learning Outcomes (LO), if applicable Upon successful completion of this course, students will be able to: LO1 Demonstrate an understanding of the fundamentals of Electrical Engineering, including its mathematical and scientific principles, analysis and design. LO2 Demonstrate the ability to apply the practice of Engineering in real-world problems. Course Content Learning Outcomes To be productive members of an industrial digital circuit design team students should be able to: • analyze circuits using both analytical and CAD tools (k, l)• use a design flow to design a CMOS integrated circuit in a team environment. (k, l) • interpret a design specification (c) To be prepared for graduate study in the VLSI area students should be able to: • derive basic analytical MOS circuit equations (a) • locate information not presented in class in the library (i) Students who can think critically can: • design test benches that can prove that a design meet a specification (b, e) • identify regions where circuit models are valid (e) It is my hope that students learn to enjoy the learning/design process through a “hands on” approach to CMOS IC design. ABET outcomes The letters in parentheses in the course learning objectives refer to ABET criterion 3 outcomes satisfied by the course. These are listed below as a reference: (a) An ability to apply knowledge of mathematics, science, and engineering (b) An ability to design and conduct experiments, as well as to analyze and interpret data (c) An ability to design a system, component, or process to meet desired needs (d) An ability to function on multi-disciplinary teams (e) An ability to identify, formulate, and solve engineering problems (f) An understanding of professional and ethical responsibility (g) An ability to communicate effectively (h) The broad education necessary to understand the impact of engineering solutions in a global and societal context (i) A recognition of the need for, and an ability to engage in life-long learning (j) A knowledge of contemporary issues (k) An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice (l) Specialization in one or more technical specialties that meet the needs of companies (m) Knowledge of probability and statistics, including applications to electrical engineering (n) Knowledge of advanced mathematics, including differential and integral equations, linear algebra, complex variables, and discrete mathematics(o) Basic sciences, computer science, and engineering sciences necessary to analyze and design complex electrical and electronic devices, software, and systems containing hardware and software components Required Texts/Readings Textbook The main book for this course is CMOS DIGITAL INTEGRATED CIRCUITS by Kang and Leblebici, ISBN: 0072460539, San Francisco, McGraw-Hill (2002). Other Readings Other Texts are used as well especially for tri-state logic and clocking. In addition, it can be helpful to read the same material, but from a different perspective to learn difficult concepts. Furthermore, most authors use different examples to drive home concepts. • DIGITAL INERGRATED CIRCUITS, by T. DeMassa and Z. Ciccone, ISBN 0-471-10805-7, New York, John Wiley & Sons, (1996) • AN INTRODUCTION TO VLSI PHYSICAL DESIGN, by M. Arrafzadeh, and C. K. Wong, ISBN 0-07-057194-5, San Francisco, McGRaw-Hill (1996). • INTERGRATED CIRCUIT DESIGN, FABRICATION AND TEST, by P. Shepherd, ISBN 0-07-057278-X, San Francisco, McGRaw-Hill (1996). • CMOS DIGITAL CIRCUIT TECHNOLOGY, by M. Shoji, ISBN 0-13-138850-9, New Jersey, Prentice Hall, (1988). • ANALYSISIS AND DESIGN OF DIGITAL INTERGRATED CIRCUITS, by D. Hodges and H. Jackson, ISBN 0-07-029158-6, San Francisco, McGRaw-Hill (1988). • DIGITAL CMOS CIRCUIT DESIGN, by M. Annaratone, ISBN 0-89838-224-6, Norwell MA, Kluwer Press (1986). Classroom Protocol Cell Phones: Students will turn their cell phones off or put them on vibrate mode while in class. They will not answer their phones in class. Students whose phones disrupt the course and do not stop when requested by the instructor will be referred to the Judicial Affairs Officer of the University. Computer Use: In the classroom, students are allowed to use computers only for class-related activities. These include activities such as taking notes on the lecture underway, following the lecture on Web-based PowerPoint slides that the instructor has posted, and finding Web sites to which the instructor directs students at the time of the lecture. Students who use their computers for other activities or who abuse the equipment in any way, at a minimum, will be asked to leave the class and will lose participation points for the day, and, at a maximum, will be referred to the Judicial Affairs Officer of the University fordisrupting the course. (Such referral can lead to suspension from the University.) Students are urged to report to their instructors computer use that they regard as inappropriate (i.e., used for activities that are not class related). Academic Honesty: Faculty will make every reasonable effort to foster honest academic conduct in their courses. They will secure examinations and their answers so that students cannot have prior access to them and proctor examinations to prevent students from copying or exchanging information.