Fundamentals of microelectronics behzad razavi 2nd edition pdf download

Fundamentals of microelectronics behzad razavi 2nd edition pdf download

Fundamentals of Microelectronics 2nd Edition - 2013 - Behzad Razavi,Account Options

8/04/ · Fundamentals of Microelectronics, 2nd Edition is designed to build a strong foundation in both design and analysis of electronic circuits this text offers conceptual Fundamentals of Microelectronics 2nd Edition - - Behzad Razavi Click the start the download DOWNLOAD PDF Report this file Description Fundamentals of Microelectronics, Fundamentals of Microelectronics, 2nd Edition is designed to build a strong foundation in both design and analysis of electronic circuits this text offers conceptual understanding and mastery Original Title: (Microelectronic Design) Behzad Razavi - Fundamentals of Microelectronics (2nd Ed ) blogger.com Uploaded by Skatoumpas Stathoumpas Copyright: © All Rights 11/12/ · · Title: Fundamentals of Microelectronics 2nd Edition Razavi Solutions Manual Author: Razavi Subject: Design of Analog CMOS Integrated Circuits (Behzad Razavi) ... read more

thinking and deduction rather than on memorization. With todays young minds used to playingfast-paced video games and clicking on the Internet toward their destination, it has becomeincreasingly more difficult to encourage them to concentrate for long periods of time and dealwith abstract concepts. Based on one decade of teaching, this article provides suggestions thatinstructors of microelectronics may find helpful. Therapy The students taking the first microelectronics course have typically completed oneor two courses on basic circuit theory. To many, that experience has not been particularly mem-orable. After all, the circuit theory textbook is most likely written by a person not in the field ofcircuits.

Similarly, the courses are most likely taught by an instructor having little involvementin circuit design. For example, the students are rarely told that node analysis is much more fre-quently used in hand calculations than mesh analysis is. Or, they are given little intuition withrespect to Thevenin and Norton theorems. With the foregoing issues in mind, I begin the first course with a five-minute therapy session. I ask how many came out of the circuit theory courses with a practical understanding. Veryfew raise their hands. I then ask, But how about your calculus courses? How many of youcame out of these courses with a practical understanding? Subsequently, I explain that circuittheory builds the foundation for microelectronics just as calculus does for engineering. I furtherpoint out that some abstractness should also be expected in microelectronics as we completethe 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 beyondsimply 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. Inother words, microelectronics is not as dry as arbitrary RLC circuits consisting of 1- resistors,1-H inductors, and 1-F capacitors. First Quiz Since different students enter each course with different levels of preparation, Ihave found it useful to give a minute quiz in the very first lecture. Pointing out that the quizdoes not count towards their grade but serves as a gauge of their understanding, I emphasize thatthe 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: those who would receive lessthan are marked with a red star. At the end of the lecture, I return the quizzes and mentionthat those with a red star need to work harder and interact with the teaching assistants and myselfmore extensively. The Big Picture A powerful motivational tool in teaching is the big picture, i. The two examples of microelectronic systems de-scribed 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 applicationhowever brief the mention of the application may beand most of this burden falls on the lecturerather than on the book. The choice of the application must be carefully considered. If the description is too long orthe 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 SemiconductorPhysics. I ask either What would our world look like without semiconductors? or Is there asemiconductor device in your watch? In your cellphone? In your laptop? In your digital camera? In the ensuing discussion, I quickly go over examples of semiconductor devices and where theyare used. Following the big picture, I provide additional motivation by asking, Well, but isnt this stuffold?

Why do we need to learn these things? I then briefly talk about the challenges in todaysdesigns and the competition among manufacturers to lower both the power consumption and thecost of portable devices. Analysis versus Synthesis Let us consider the background of the students entering a mi-croelectronics course. They can write KVLs and KCLs efficiently. They have also seen numerousrandom RLC circuits; i. On the other hand, an essential objective in teaching microelectronics is todevelop specific circuit topologies that provide certain characteristics.

We must therefore changethe students mentality from Heres a circuit that you may never see again in your life. to We face the following problem and we must create synthesize a circuit that solves theproblem. We can then begin with the simplest topology, identify its shortcomings, and continueto modify it until we arrive at an acceptable solution. This step-by-step synthesis approach a illustrates the role of each device in the circuit, b establishes a design-oriented mentality, and c engages the students intellect and interest.

Analysis by Inspection In their journey through microelectronics, students face increas-ingly more complex circuits, eventually reaching a point where blindly writing KVLs and KCLsbecomes extremely inefficient and even prohibitive. In one of my first few lectures, I show theinternal circuit of a complex op amp and ask, Can we analyze the behavior of this circuit bysimply writing node or mesh equations? It is therefore important to instill in them the concept ofanalysis by inspection. My approach consists of two steps. plus the resistance tied from the source to ground. In addition to efficiency, analysis by inspection also provides great intuition. As we covervarious examples, I emphasize to the students that the results thus obtained reveal the circuitsdependencies much more clearly than if we simply write KVLs and KCLs without mapping.

What If? Adventures An interesting method of reinforcing a circuits properties is to aska question like, What if we tie this device between nodes C andD rather than between nodesAand B? In fact, students themselves often raise similar questions. My answer to them is Dontbe afraid! The circuit doesnt bite if you change it like this. So go ahead and analyze it in its newform. For simple circuits, the students can be encouraged to consider several possible modificationsand determine the resulting behavior. Consequently, the students feel much more comfortablewith the original topology and understand why it is the only acceptable solution if that is thecase.

Numeric versus Symbolic Calculations In the design of examples, homeworks, and ex-ams, 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 andplugging in the numbers. What is the value in numeric calculations? In my opinion, they may serve one of two purposes: 1 make the students comfortable with the results recently obtained, or 2 give the students afeel for the typical values encountered in practice. As such, numeric calculations play a limitedrole in teaching and reinforcing concepts.

Symbolic calculations, on the other hand, can offer insight into the behavior of the circuit byrevealing dependencies, trends, and limits. Also, the results thus obtained can be utilized in morecomplex examples. Blackboard versus Powerpoint This book comes with a complete set of Powerpointslides. However, I suggest that the instructors carefully consider the pros and cons of blackboardand Powerpoint presentations. I can offer the following observations. For these reasons, even if the students have ahardcopy 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 criticaland interesting results in real time. I have tried this method using transparencies and, more re-cently, tablet laptops. The approach works well for graduate courses but leaves undergraduatestudents bored or bewildered. My conclusion is that the good old blackboard is still the best medium for teaching under-graduate microelectronics. Discrete versus Integrated How much emphasis should a microelectronics course placeon discrete circuits and integrated circuits? To most of us, the term microelectronics remainssynonymous with integrated circuits, and, in fact, some university curricula have graduallyreduced the discrete design flavor of the course to nearly zero. However, only a small fractionof the students taking such courses eventually become active in IC products, while many go intoboard-level design. My approach in this book is to begin with general concepts that apply to both paradigms andgradually concentrate on integrated circuits.

I also believe that even board-level designers musthave a basic understanding of the integrated circuits that they use. Bipolar Transistor versus MOSFET At present, some controversy surrounds the inclusionof bipolar transistors and circuits in undergraduate microelectronics. With the MOSFET domi-nating the semiconductor market, it appears that bipolar devices are of little value. While thisview may apply to graduate courses to some extent, it should be borne in mind that 1 as men-tioned above, many undergraduate students go into board-level and discrete design and are likelyto encounter bipolar devices, and 2 the contrasts and similarities between bipolar and MOSdevices prove extremely useful in understanding the properties of each.

The order in which the two species are presented is also debatable. Extensive surveys con-ducted by Wiley indicate a split between instructors on this matter. Some instructors beginwith MOS devices to ensure enough time is spent on their coverage. On the other hand, the nat-ural flow of the course calls for bipolar devices as an extension of pn junctions. In fact, if diodesare immediately followed by MOS devices, the students see little relevance between the two. The pn junctions in MOSFETs do not come into the picture until the device capacitances areintroduced. My approach in this book is to first cover bipolar devices and circuits while building the foun-dation such that the MOS counterparts are subsequently taught with greater ease. As explainedbelow, the material can comfortably be taught even in one quarter with no sacrifice of details ofeither device type.

Course Syllabi This book can be used in a two-quarter or two-semester sequence. Depend-ing on the instructors preference, the courses can follow various combinations of the chapters. Figure 0. I have followed Syllabus I for the quarter system at UCLA for a number of years. SyllabusII sacrifices op amp circuits for an introductory treatment of digital CMOS circuits. In a semester system, Syllabus I extends the first course to current mirrors and cascode stagesand the second course to output stages and analog filters. Syllabus II, on the other hand, includesdigital circuits in the first course, moving current mirrors and cascodes to the second course andsacrificing the chapter on output stages. In a semester system, the allotted times are more flexible. Coverage of Chapters The material in each chapter can be decomposed into three cate-gories: 1 essential concepts that the instructor should cover in the lecture, 2 essential skillsthat the students must develop but cannot be covered in the lecture due to the limited time, and 3 topics that prove useful but may be skipped according to the instructors preference.

Sum-marized below are overviews of the chapters showing which topics should be covered in theclassroom. Chapter 1: Introduction to Microelectronics The objective of this chapter is to providethe big picture and make the students comfortable with analog and digital signals. I spendabout 30 to 45 minutes on Sections 1. Chapter 2: Basic Semiconductor Physics Providing the basics of semiconductor devicephysics, this chapter deliberately proceeds at a slow pace, examining concepts from differentangles and allowing the students to digest the material as they read on. A terse language wouldshorten the chapter but require that the students reread the material multiple times in their attemptto decipher the prose.

It is important to note, however, that the instructors pace in the classroom need not be as slowas that of the chapter. The students are expected to read the details and the examples on theirown so as to strengthen their grasp of the material. The principal point in this chapter is that wemust study the physics of devices so as to construct circuit models for them. In a quarter system,I cover the following concepts in the lecture: electrons and holes; doping; drift and diffusion; pnjunction in equilibrium and under forward and reverse bias. Chapter 3: Diode Models and Circuits This chapter serves four purposes: 1 make.

the students comfortable with the pn junction as a nonlinear device; 2 introduce the conceptof linearizing a nonlinear model to simplify the analysis; 3 cover basic circuits with whichany electrical engineer must be familiar, e. Of these, the first three are essential and should be covered in thelecture, whereas the last depends on the instructors preference. I cover it in my lectures. In the. We offer a separate undergraduate course on digital circuit design, which the students can take only after our firstmicroelectronics course. interest of time, I skip a number of sections in a quarter system, e. Chapter 4: Physics of Bipolar Transistors Beginning with the use of a voltage-controlled current source in an amplifier, this chapter introduces the bipolar transistor as anextension of pn junctions and derives its small-signal model.

As with Chapter 2, the pace is rela-. tively slow, but the lectures need not be. I cover structure and operation of the bipolar transistor,a very simplified derivation of the exponential characteristic, and transistor models, mentioningonly briefly that saturation is undesirable. Since the T-model of limited use in analysis and carrieslittle intuition especially for MOS devices , I have excluded it in this book. Chapter 5: Bipolar Circuits This is the longest chapter in the book, building the foundationnecessary for all subsequent work in electronics. Following a bottom-up approach, this chapterestablishes critical concepts such as input and output impedances, biasing, and small-signal anal-ysis.

While writing the book, I contemplated decomposing Chapter 5 into two chapters, one on theabove concepts and another on bipolar amplifier topologies, so that the latter could be skippedby instructors who prefer to continue with MOS circuits instead. However, teaching the generalconcepts does require the use of transistors, making such a decomposition difficult. Chapter 5 proceeds slowly, reinforcing, step-by-step, the concept of synthesis and exploringcircuit topologies with the aid of What if? As with Chapters 2 and 4, the instructorcan move at a faster pace and leave much of the text for the students to read on their own. Ina quarter system, I cover all of the chapter, frequently emphasizing the concepts illustrated inFigure 5. With about two perhaps two and half weeks allotted to this chapter, the lectures must be precisely designed toensure the main concepts are imparted in the classroom.

Chapter 6: Physics of MOS Devices This chapter parallels Chapter 4, introducing theMOSFET as a voltage-controlled current source and deriving its characteristics. Given the limitedtime that we generally face in covering topics, I have included only a brief discussion of the bodyeffect and velocity saturation and neglected these phenomena for the remainder of the book. Icover all of this chapter in our first course. Chapter 7: MOS Circuits Drawing extensively upon the foundation established in Chapter5, this chapter deals with MOS amplifiers but at a faster pace. I cover all of this chapter in ourfirst course. Chapter 8: Operational Amplifier as a Black Box Dealing with op-amp-based circuits,this chapter is written such that it can be taught in almost any order with respect to other chapters. My own preference is to cover this chapter after amplifier topologies have been studied, so thatthe students have some bare understanding of the internal circuitry of op amps and its gainlimitations.

Teaching this chapter near the end of the first course also places op amps closer. to differential amplifiers Chapter 10 , thus allowing the students to appreciate the relevance ofeach. I cover all of this chapter in our first course. Chapter 9: Cascodes and Current Mirrors This chapter serves as an important steptoward integrated circuit design. The study of cascodes and current mirrors here also providesthe necessary background for constructing differential pairs with active loads or cascodes inChapter From this chapter on, bipolar and MOS circuits are covered together and varioussimilarities and contrasts between them are pointed out. In our second microelectronics course, Icover all of the topics in this chapter in approximately two weeks. Chapter Differential Amplifiers This chapter deals with large-signal and small-signalbehavior of differential amplifiers.

The students may wonder why we did not study the large-signal behavior of various amplifiers in Chapters 5 and 7; so I explain that the differential pair isa versatile circuit and is utilized in both regimes. I cover all of this chapter in our second course. Chapter Frequency Response Beginning with a review of basic concepts such asBodes rules, this chapter introduces the high-frequency model of transistors and analyzes thefrequency response of basic amplifiers. Chapter Feedback and Stability Most instructors agree that the students find feed-back to be the most difficult topic in undergraduate microelectronics. For this reason, I havemade great effort to create a step-by-step procedure for analyzing feedback circuits, especiallywhere input and output loading effects must be taken into account. As with Chapters 2 and 5,this chapter proceeds at a deliberately slow pace, allowing the students to become comfortablewith each concept and appreciate the points taught by each example.

I cover all of this chapter inour second course. Chapter Output Stages and Power Amplifiers This chapter studies circuits thatdeliver higher power levels than those considered in previous chapters. Topologies such as push-pull stages and their limitations are analyzed. This chapter can be comfortably covered in asemester system. Chapter Analog Filters This chapter provides a basic understanding of passive andactive filters, preparing the student for more advanced texts on the subject. This chapter can alsobe comfortably covered in a semester system. Chapter Digital CMOS Circuits This chapter is written for microelectronics coursesthat include an introduction to digital circuits as a preparation for subsequent courses on thesubject. Given the time constraints in quarter and semester systems, I have excluded TTL andECL circuits here.

Problem Sets In addition to numerous examples, each chapter offers a relatively large prob-lem set at the end. For each concept covered in the chapter, I begin with simple, confidence-building problems and gradually raise the level of difficulty. SPICE Some basic circuit theory courses may provide exposure to SPICE, but it is in the firstmicroelectronics course that the students can appreciate the importance of simulation tools. net - March 26 0. Load more. net - February 6 0. Get New Updates Email Alerts Enter your email address to subscribe this blog and receive notifications of new posts by email. Join With us. Today Updates. Moran, Howard N August August 8. July June Duggal Free Download June Charles H. Roth, Larry April Popular Files. Grewal Book Free Download April Bansal Book Free October August 7. Dutta Free Downlaod August 5. Trending on EasyEngineering. Merritt, Jonathan December May January Levinson Free Download October Never Miss.

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Original Title: (Microelectronic Design) Behzad Razavi - Fundamentals of Microelectronics (2nd Ed ) blogger.com Uploaded by Skatoumpas Stathoumpas Copyright: © All Rights 11/12/ · · Title: Fundamentals of Microelectronics 2nd Edition Razavi Solutions Manual Author: Razavi Subject: Design of Analog CMOS Integrated Circuits (Behzad Razavi) Fundamentals of Microelectronics 2nd Edition - - Behzad Razavi Click the start the download DOWNLOAD PDF Report this file Description Fundamentals of Microelectronics, 16/07/ · Fundamentals of Microelectronics by Behzad Razavi 2nd Edition+Solutions PDF. The following fundamentals of microelectronics book by Behzad Razavi cover the topics viz., Fundamentals of Microelectronics 2nd Edition Behzad Razavi ISBN: Textbook solutions Verified Chapter 2: Basic Physics of Semiconductors Exercise 1 Exercise 2 Fundamentals of Microelectronics, 2nd Edition is designed to build a strong foundation in both design and analysis of electronic circuits this text offers conceptual understanding and mastery ... read more

He has served as Guest Editor and Associate Editor of the IEEE Journal of Solid-State Circuits, IEEE Transactions on Circuits and Systems, and International Journal of High Speed Electronics. Table of Contents. Bibliographic information. In my opinion, they may serve one of two purposes: 1 make the students comfortable with the results recently obtained, or 2 give the students afeel for the typical values encountered in practice. Problem Sets In addition to numerous examples, each chapter offers a relatively large prob-lem set at the end. pdf · While occurring all around us, analog signals are difficult to process due to sensitivities to such circuit imperfections as noise and distortion.

With digital cameras, on the other hand, we haveresolved these issues and enjoy many other features that only fundamentals of microelectronics behzad razavi 2nd edition pdf download processing can provide,e. In addition to occupying a large volume, this discrete processor would be extremely slow; the signals would need to travel on wires as long as 1. With the MOSFET domi-nating the semiconductor market, it appears that bipolar devices are of little value. Riggio, Jr. Design of Analog CMOS Integrated Circuits Behzad Razavi Marcado. Razavi is a member of the Technical Program Committees of Symposium on VLSI Circuits and the International Solid-State Circuits Conference ISSCCin which he is the chair of the Analog Subcommittee.