Syllabus
Course Overview
Think about the different levels one could use in talking about, say, a computer At one end of the spectrum is the user interface -- how does it look and feel? At the other end of the spectrum are the atoms that actually make up the artifact. On this spectrum, this course is not quite at the atomic level -- that's more the realm of solid state physics -- but it's maybe only one level of abstraction up from that.
In short, this course is about how the basic building blocks of electronics -- transistors -- work at a physical level. The kinds of models we'll be developing for transistors are at the level of "where are the electrons, what are the fields?", as opposed to the models you might use in pspice ("what is the current, what is the voltage?"). Of course, these two models connect to eachother -- we will develop some pspice-type models -- but those models will grow from a physical understanding of what's actually going on inside the transistor.
Major topics that we're sure to cover include semiconductor fundamentals, junctions between dissimilar materials, field-effect transistors, and (to a lesser extent) bipolar junction transistors. We will also end up covering other topics of your choosing, as a segment of the course is driven by student interest.
Class Format
We meet twice a week for one hour at a time, and once a week for two hours at a time. In general, the one hour sessions will be more focused on reading and concepts than the two hour sessions, which will include more activities and group work.
Instructor
Mark Somerville
Office: OC 257
Office Hours: TBA, and by appointment (use appointment request in Outlook)
Email: mark.somerville@olin.edu
Office Phone: 781-292-2516
Home Phone (OK to call in the evening between 8:30PM and 10PM): 781-444-0488
Books
Required Textbook
Semiconductor Device Fundamentals, by Robert F. Pierret. This is a slightly older book than the more popular Streetman, but I think you’ll find it a better book for teaching yourself material. Pierret also edited the Modular Series on Semiconductor Devices – this is a cute set of about 6 little blue paperbacks, each of which deals with a different area in devices. The level of the series is similar to the required text; I’d say that the Modular Series is a bit more conceptual (i.e., a little less stuff on computation); the main reason I am requiring the single text is that it contains a lot more problems, and a lot more review material (which I think is useful for learning stuff). If you’d prefer to buy the first four books in the modular series, and then get the problems, etc. from classmates or the library, that’s OK with me…Suggested supplementary texts
Solid State Electronic Devices (5th Edition), by Ben Streetman, Sanjay Banerjee
This is the most widely used text for undergraduate devices courses. It’s a good place to look for a second version at the same level as Pierret.
Fundamentals of Modern VLSI Devices, by Yuan Taur, Tak H. Ning
This is a slightly higher level book than Pierret or Streetman – it’s more focused on CMOS, and spends little time developing fundamentals. However, it is a much better place to start if you’re doing more research-y stuff on modern devices; a lot of the relevant figures, etc. are in Taur.
Physics of Semiconductor Devices, by Simon M. Sze
Sze is considered the bible for semiconductor devices – for example, as you read Taur, you will consistently find figures that are “adapted from Sze.” Sze is not easy reading, but it’s the place to look.
MIT 6.012/6.720, by Jesus del Alamo
It is also worth looking at Jesus del Alamo’s notes on MIT OCW for 6.012 and 6.720. 6.012 is a sophomore/junior level course that is about 50% devices and 50% basic circuits. As a result, the treatment of devices is a bit cursory (e.g., energy bands are glossed over), but these notes are very helpful for thinking a bit about application issues. 6.720 is much more device-focused, at a level that is similar to Taur – but since they’re notes, they are much more to the point, and the also are more explicit about holes you might fall into.
Learning Objectives
Students will acquire the knowledge and demonstrate understanding of the principle concepts semiconductor devices, using verbal and written communication. Students will also develop skills in reading and discussing scientific journal articles, conducting and presenting literature research, and performing simulations of semiconductor devices.
Measurable Outcomes: Students will be able to:
- Demonstrate and communicate knowledge and understanding of major principles of semiconductor devices
- Review the literature in order to define interesting and appropriate research questions in the area of semiconductor devices
Competencies
This class will emphasize the following competencies:
Quantitative Analysis, Qualitative Analysis, Communication, Life-Long LearningQuantitative Analysis will be developed throughout the course. Assignments will involve both analytical calculations and numerical simulations; you may also need to analyze results in the literature from a quantitative perspective. I will assess quantitative analysis based on your performance on assignments, on oral exams, and on the quantitative aspects of your research project.
Qualitative Analysis will be developed somewhat through assignments, but also through class discussions and your research work. To a great extent I think of this competency in terms of being able to explain the ideas. As such, I find qualitative analysis is best assessed through oral examination and review of your written explanations of concepts.
Communication in this class will include primarily written work. I am primarily after professional communication according to the standards of the field -- for example, you will be asked to write a research paper following IEEE standards. Assessment here is probably pretty obvious...
Life-Long Learning, in the context of this course, is mostly about research skills. Starting with very little knowledge of a particular field, can you find information to create an overview of an interesting area? Identify an interesting and appropriately scoped question within that area? Do additional depth research to attempt to find answers to that question? This is what I will be asking you to do in the research project portion of the course, and how well you do it will inform my assessment here.
Grading
Your grade in this course will be determined according to the following breakdown:
Reseach Project, Final Paper |
25% |
|
Research Project, Intermediate Deliverables |
20% |
|
Take-Home Quizzes and Oral Exams |
25% |
|
Assignments |
20% |
|
Professionalism |
10% |
I generally assess things on a 6 point scale, where 6=wow!, 3=acceptable, 1=uh-oh. Basically if you're consistently getting 5's and 6's you are doing A work; 4's and 5's would be B work, etc. I will be happy to give you an update as to my sense of your grade at any time. Individual pieces of work will typically receive ratings for overall quality, as well as particular competencies reflected by the work.
Major Deliverables
Research Project: A major component of your grade in this course will be based on your completion of a semiconductor devices research project of your choosing. The project should involve research in the PRIMARY literature (i.e., it is not sufficient to present a bunch of stuff you pulled off random websites!). The project should also involve either numerical or analytical work -- whichever is appropriate.
Major deliverables associated with the project include:
Progress Document: Each student will be expected to maintain a document that summarizes the papers/books/etc. they have read to date.
Background Paper : Each student will be expected to write a a paper surveying some area in which they *think* they want to do their work. The survey paper should contain no new work, but should identify some possible questions in the area that would be interesting to investigate.
Final Paper and Defense: Each student will write a paper, following IEEE guidelines, addressing a more narrowly defined a research question within the broad area defined by the background paper. As with the background paper, the final paper is not intended to be new work, but should be much more focused (and deeper) than the background paper. You will be asked something about your final paper during your final oral exam.
Take-Home Quizzes and Oral Exams: We will be doing three take-home quizzes; each will be followed by a short (15-20 minute) oral exam.
Other Assignments: Generally the two hour sessions will lead to an assignment or deliverable of some form.
Honor Code
Unless otherwise stated in an assignment, you may consult with any member of the Olin community regarding any piece of work. You may also use any software and/or online resource. You must, however, be able to defend any piece of work, either in written or in presentation form. If in doubt, ask yourself the question, "Could I defend this work during an oral exam?" In short, remember that we are here to learn.
Individual or Team?
Since we're on the subject of who you can consult with, work with, etc, here are my thoughts:
Project: This is an individual undertaking. Naturally, though, I encourage you to have others edit your work, question you on it, etc -- you are strongly encouraged to discuss all aspects of your work on the project with anyone.
The Take-Home Quizzes are individual assignments -- you may not discuss them with others.
For all other assignments, you may consult with anyone you find helpful, but you must as an individual prepare a solution unless the assignment specifically states otherwise, and you must clearly note all collaboration on the assignment.