Analog and Digital Electronic Integrated Systems-MEET

T - Theoretical; TP - Theory and practice; PL - Laboratory; S - Seminar; OT - Tutorial.

• Learning outcomes of the curricular unit
  1. State the integrated circuits design techniques, including the “IPCore” definition.
  2. Identify and select the integrated circuits design techniques to use on a specific integrated circuit project.
  3. Use Cad Design tools for integrated circuits design and simulation (in particular the Cadence tool).
  4. Integrated circuit design possible solutions analysis, test and comparison.
  5. Basic electronic systems design, organizing the design necessary steps.
  6. Evaluate and defend the SoC design procedures on a report and discussion showing results from the design system.
• Syllabus

  I. Introduction to integrated analogue and digital electronic systems design, system on chip (SoC) context.
  II. Top-down and bottom-up design methodologies.
  III. Integrated circuits layout restrictions: components dimensions; parasitic elements; latch-up phenomenon; substrate interference.
  IV. Cad Design tools. “Cadence” has a design tool: schematic, simulation and layout.
  V. Integrated electronic basic systems design and simulation. Operational Amplifiers, Comparators and Reference Sources topologies study, advantage and disadvantage of the different topologies.

• Demonstration of the syllabus coherence with the curricular unit's objectives

  The learning outcomes that were defined in 1 and 2 are reached using the syllabus defined on I, II and III, where are mentioned the integrated circuit design concepts referring the integrated circuits electronic systems design techniques. Limitations on integrated circuits from some components and simple circuits are also referred. The learning outcome from point 3 is reached using simple circuits design like common source amplifiers, differential par, etc. on a Cad Design tool as presented on IV from syllabus. Finally the learning outcomes from 4, 5 and 6 are reached using the electronic systems design defined on syllabus point V.

• Teaching methodologies (including evaluation)

  Initially the I, II and III points from syllabus are introduced in TP classes. To introduce the syllabus point IV some simple circuits are design using the techniques described in the previous points from syllabus. Two works are proposed and realized on PL classes. These works are evaluated and represents 25% to 35% from the final student classification. Finally with the introduction of the contents from point V of syllabus in TP classes it’s proposed a final work having parts realized on PL classes and other parts realized as tutorial orientation (OT). This work will be evaluated by a discussion in a seminar (S) after the elaboration of a report that presents the results and evaluation of the design produce by the students. This permits the evaluation of the points 4, 5 and 6 from the learning outcomes. 

• Demonstration of the coherence between the teaching methodologies and the learning outcomes

  To design integrated electronic systems it is necessary to recognize the design techniques and to identify which ones apply to a specific integrated electronic system design. In this context, the teaching methodology consists in teaching points I, II and III from syllabus in TP classes to reach the goals from points 1 and 2 from the learning outcomes. The learning outcome point 3 is reach in PL classes where a Cad Design tool is used on low complexity integrated electronic circuit and systems design. On these classes two works are done which permits to verify and evaluate if the goals from points 1, 2 and 3 from learning outcomes are reached. The learning outcomes defined on points 4, 5 and 6 are developed by the teaching of V from syllabus. This teaching includes TP classes and PL classes where the initial part of a final work, based on an integrated electronic system design with superior complexity, is developed. This work continues with some tutorial orientation and has its final evaluation on a seminar where the work is discussed. The success of the discussion permits to reach the goal of point 6 from learning outcomes and the evaluation of all work will certify the goals of points 4, 5 and 6 from leaning outcomes.

• Bibliografia principal
  • Gray, Hurst, Lewis and Meyer, “Analysis and Design of Analog Integrated Circuits”, 5th Ed., Wiley-IEEE Press, 2010.
  • D. Johns & K. Martin, “Analog Integrated Circuit Design”, John Wiley & Sons, 1997.
  • R. J. Baker, “CMOS Circuit Design, Layout, and Simulation”, 3nd Ed., Wiley-IEEE Press, 2010.