The order in which the two species are presented is

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The order in which the two species are presented is also debatable. (Extensive surveys con- ducted by Wiley indicate a 50-50 split between instructors on this matter.) Some instructors begin with 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 junctions. In fact, if diodes are immediately followed by MOS devices, the students see little relevance between the two. (The junctions in MOSFETs do not come into the picture until the device capacitances are introduced.)
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xviii 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 explained below, the material can comfortably be taught even in one quarter with no sacrifice of details of either device type. Course Syllabi This book can be used in a two-quarter or two-semester sequence. Depend- ing on the instructor’s preference, the courses can follow various combinations of the chapters. Figure 0.1 illustrates some possibilities. I have followed Syllabus I for the quarter system at UCLA for a number of years. Syllabus II 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 stages and the second course to output stages and analog filters. Syllabus II, on the other hand, includes digital circuits in the first course, moving current mirrors and cascodes to the second course and sacrificing the chapter on output stages. Figure 0.2 shows the approximate length of time spent on the chapters as practiced at UCLA. 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 skills that 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 instructor’s preference. Sum- marized below are overviews of the chapters showing which topics should be covered in the classroom. Chapter 1: Introduction to Microelectronics The objective of this chapter is to provide the “big picture” and make the students comfortable with analog and digital signals. I spend about 30 to 45 minutes on Sections 1.1 and 1.2 , leaving the remainder of the chapter (Basic Concepts) for the teaching assistants to cover in a special evening session in the first week. Chapter 2: Basic Semiconductor Physics Providing the basics of semiconductor device physics, this chapter deliberately proceeds at a slow pace, examining concepts from different angles and allowing the students to digest the material as they read on. A terse language would shorten the chapter but require that the students reread the material multiple times in their attempt to decipher the prose.
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