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# 物理代写|微电子芯片原理代写Microelectronics代考|EEGR742 Analysis versus Synthesis

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## 物理代写|微电子芯片原理代写Microelectronics代考|Analysis versus Synthesis

Analysis versus Synthesis Let us consider the background of the students entering a microelectronics course. They can write KVLs and KCLs efficiently. They have also seen numerous “random” RLC circuits; i.e., to these students, all RLC circuits look the same, and it is unclear how they came about. On the other hand, an essential objective in teaching microelectronics is to develop specific circuit topologies that provide certain characteristics. We must therefore change the students’ mentality from “Here’s a circuit that you may never see again in your life. Analyze it!” to “We face the following problem and we must create (synthesize) a circuit that solves the problem.” We can then begin with the simplest topology, identify its shortcomings, and continue to 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 increasingly more complex circuits, eventually reaching a point where blindly writing KVLs and KCLs becomes extremely inefficient and even prohibitive. In one of my first few lectures, I show the internal circuit of a complex op amp and ask, “Can we analyze the behavior of this circuit by simply writing node or mesh equations?” It is therefore important to instill in them the concept of “analysis by inspection.” My approach consists of two steps. (1) For each simple circuit, formulate the properties in an intuitive language; e.g., “the voltage gain of a common-source stage is given by the load resistance divided by $1 / g_m$ plus the resistance tied from the source to ground.” (2) Map complex circuits to one or more topologies studied in step (1).

In addition to efficiency, analysis by inspection also provides great intuition. As we cover various examples, I emphasize to the students that the results thus obtained reveal the circuit’s dependencies much more clearly than if we simply write KVLs and KCLs without mapping.

## 物理代写|微电子芯片原理代写Microelectronics代考|“What If?’’ Adventures

NWhat If?” Adventures An interesting method of reinforcing a circuit’s properties is to ask a question like, “What if we tie this device between nodes $C$ and $D$ rather than between nodes $A$ and $B$ ?” In fact, students themselves often raise similar questions. My answer to them is “Don’t be afraid! The circuit doesn’t bite if you change it like this. So go ahead and analyze it in its new form.”

For simple circuits, the students can be encouraged to consider several possible modifications 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: (1) make the students comfortable with the results recently obtained, or (2) give the students a feel for the typical values encountered in practice. 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.

## 物理代写|微电子芯片原理代写Microelectronics代考|“如果?”冒险

nif ?”强化电路特性的一个有趣方法是问这样一个问题:“如果我们把这个设备连接在节点$C$和$D$之间，而不是节点$A$和$B$之间会怎样?”我对他们的回答是:“不要害怕!如果你像这样改变电路就不会咬人了。所以继续分析它的新形式。

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