ECSE-4260 "PHYSICAL DESIGN IN MICROELECTRONICS"
Rensselaer Polytechnic Institute
Course Supervisor:(Prof. Y. L. LeCoz)
WELCOME! - This site serves as an information resource for both prospective and current students. Important links and actual course materials are available at end of this page.
CATALOG DESCRIPTION - The conversion of circuit schematics to integrated-circuit chip layouts. Emphasis is on integrated circuits, device design, and the electrical performance of interconnected devices. Projects will involve the use of CAD software for process simulation, electrical analysis, physical placement, and interconnect routing. This is designated as a writing-intensive course. Prerequisites: ECSE-2050 or ECSE-2060, and ECSE-2610. Corequisite: ECSE-2210 and ENGR-4010; ECSE-4220 recommended. Spring term annually. 3 credit hours.
COURSE GOAL - The course goal is to provide a practical, culminating (“capstone”) experience in microelectronics physical design (device and circuit simulation, chip layout, and simulated performance verification). Familiarity is gained using a variety of industry-grade CAD tools in the context of a single, semester-long design project. The ability to work in teams, and to effectively convey technical results, both by oral presentation and written communication is emphasized. Students are required to furnish three written documents [individual proposal; mid-term report (including a consolidated team proposal); and final report]. They are also must deliver two formal oral presentations, towards the middle and end of semester.
This primarily self-directed course builds upon the knowledge and skills that the students have gained from other engineering and professional development courses in their curriculum. It provides a culminating experience to practice necessary steps in an industrial microelectronics design environment—the heavy use of CAD software for device and circuit simulation, chip layout, and simulated performance verification.
COURSE ORGANIZATION - The course is organized as an initial series of several introductory lectures defining a large “system”—parts of which need be designed by various teams of students during the semester. Weekly meetings are set up between the instructor and individual student teams to assess progress and planning. These meetings are meant to “simulate” those in industry, where the instructor plays the role of a “technical group leader” or “project manager”, and the student “engineers”. Also, once a week, a less-formal open shop is held, during which the instructor and teaching assistant are available for informal consultation and help. Students themselves are encouraged to have separate meetings among members of their team, for organization and coordination. Students are expected, in addition, to accomplish a significant portion of their activities (research, writing, computer simulation, team meetings) outside scheduled class time.
PROJECT DESCRIPTION - The electronic synthesis of music presents a broad technical challenge to the integrated-circuit designer. This project entails the design of a high-quality digital-to-analog music-synthesis system. The project breaks down into several components, or electronic “sub-blocks”, which each have to be designed and interfaced to form the “whole”. The basic sub-blocks consist of a parallel FIFO buffer connected to computer mass-storage device, a high-resolution DAC (digital-to-analog converter), a deglitcher and slew eliminator, a sharp low-pass filter, and a stable clock oscillator with digitally programmable frequency. Students are expected to work in teams to design, simulate, and assess. For those students who have used Cadence™ software tools in previous courses; layout, physical placement, and routing of chip circuitry are allowed options. Sub-block teams are also expected to provide each other valuable input and output interface specifications. This permits “compartmentalization” for simultaneous sub-block design among all teams in the course. Students, as well, are expected to perform preliminary mathematical calculations to achieve understanding before using design software. This design project is term-long and open-ended. Every student must have a minimum previous-course experience with LogicWorks™ (or an equivalent Boolean simulator) and SPICE™. Students are, in addition, expected to have satisfied listed prerequisites and co-requisites cited in the official RPI Catalog Course Description for ECSE-4260.
IMPORTANT LINKS
RPI Library Reserve - Search under “ECSE-4260”. My personal “30-book” library is available under Reserve for students taking the course; please treat them carefully—many are out of print! Also, you will find sample Proposals and Final Reports, when made available.
Writing Center - This course is “Writing Intensive”. You will be required to pass all your draft copy through the Writing Center prior to final submission. There is a wealth of information here, that you are expected to review!
COURSE MATERIALS (PDF)
Course Syllabus - Read this first!
Laboratory Notebook Guidelines - Lab Notebooks are required.
Multidisciplinary Aspects - Consider the impact on other fields.
RPI Technical-Writing Manual - Some background on Writing.
Individual-Proposal Instructor Evaluation Sheet - FYI, Do not fill this out!
Mid-Term-Report Instructor Evaluation Sheet - FYI, Do not fill this out!
Oral-Presentation Evaluation Sheet - FYI, Do not fill this out!
Scientific Abbreviations - Errata for Final Report Guidelines, above
Final-Report Instructor Evaluation Sheet - FYI, Do not fill out!