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School: Stanford
Course: The Fourier Transform And Its Applications
EE261 Raj Bhatnagar Summer 2009-2010 EE 261 The Fourier Transform and its Applications Midterm Examination 19 July 2010 (a) This exam consists of 4 questions with 12 total subparts for a total of 50 points. (b) The questions dier in length and diculty. Do
School: Stanford
EE 284 F. Tobagi Autumn 2010-2011 EE284 Homework Assignment No. 1 Topic: Switching Techniques, Network Topologies Handed out: September 21, 2010 Due: September 30, 2010 in class (Previously September 28 but now extended by 2 days) Total Points: 45 ALL WOR
School: Stanford
Course: Introduction To Digital Communication
EE279 Introduction to Digital Communication Handout 13 Solutions to Homework 5 Stanford University Due February 19, 2014 Problem 1. (Average Energy of PAM). (2,2,2 marks) m Solution 1. (a) The pdf of S can be written as fS (s) = i2 m +1 (s (2i 1)a) while
School: Stanford
EE116 Spr13 Summary of Apr. 30th and May 2nd Lectures Yang Liu In these two classes, we studied the following topics: PN Junction Formation: A PN junction is formed by contacted p-type and n-type regions. To understand its band-diagram, we may consider a
School: Stanford
Course: CONVEX OPTIMIZATION I
EE364a Review Disciplined Convex Programming and CVX convex optimization solvers modeling systems disciplined convex programming CVX 1 Convex optimization solvers LP solvers lots available (GLPK, Excel, Matlab's linprog, . . . ) cone solvers typically h
School: Stanford
Course: Convex Optimization
EE364A Final Name: Christopher Bongsoo Choy ID: 05806896 PROBLEM 1 (A) The problem is ( And the log_sum_exp is convex nondecreasing and convex ( ( ) ) is convex so the above function is convex. Let ( ( ( ) ( ( ( ( ( ) ) ( ) ) ( ( ) ( ) ( ) then the proble
School: Stanford
Course: Convex Optimization
EE364A Final Name:ChristopherBongsooChoy ID:05806896 PROBLEM1 (A) Theproblemis Andthelog_sum_expisconvexnondecreasingandisconvexsotheabovefunctionisconvex.Letthentheproblemisconvex Withvariables Sinceisconvex.Expisconvexnondecreasingandlogsumexpisalsoconv
School: Stanford
Course: Introduction To VLSI Systems
IBM T. J. Watson ResearchName Business Unit or Product Center Technology Optimization for High Energy-Efficiency Computation David J. Frank, Leland Chang Based on IEDM 2012 Short Course Outline Technology scaling limits and energy efficiency The need for
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Discussion Session on Scaling & Project Assignment 2 + 3 Friday Nov 21, 2014 Derek Yan Yaoyu Tao DY & YT EE271 Discussion Session 1 Agenda Scaling Benefits of Silicon Dennards Scaling Future of Scaling Project Assignment 2 & 3 Happy Thanksgiving! N
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Timing Driven Placement Place blocks (gates, modules) on a chip to: Reduce delay Satisfy timing constraint Reduce congestion Timing constraint can be measured by either Worst Negative Slack Total Negative Slack For a given placement, find the leas
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Course: On Achievability Via Random Binning
1 On Achievability via Random Binning Ritesh Kolte, Kartik Venkat cfw_rkolte, kvenkat@stanford.edu AbstractIn [1], the authors present a novel tool to establish achievability results in network information theoretic problems. The main idea is to study a s
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Course: Semiconductor Optoelectronic Devices
1/10/12 EE243 Semiconductor Optoelectronic Devices ! Prof. James Harris! Room 328, Paul Allen Center for Integrated Systems (CISX)! ! Harris@snow.stanford.edu! Web Page - http:/ee.stanford.edu/~harris! (650) 723-9775, (650) 723-4659 fax! Ofce Hours 2: 05
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Course: Analog Integrated Circuit Design
Lecture 6 Design Example 2 Extrinsic Capacitance Boris Murmann Stanford University murmann@stanford.edu Copyright 2004 by Boris Murmann B. Murmann EE 214 Lecture 6 (HO#9) 1 Overview Reading 1.6.7 (Parasitic Elements) 7.1, 7.2.0, 7.2.1 (Mille
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Course: Analog Integrated Circuit Design
Lecture 24 kT/C Noise Boris Murmann Stanford University murmann@stanford.edu Copyright 2004 by Boris Murmann B. Murmann EE 214 Lecture 24 (HO#32) 1 Overview Introduction Having established the basic noise mechanisms in MOSFETS, today's lectur
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Course: CONVEX OPTIMIZATION I
Disciplined Convex Programming Stephen Boyd Michael Grant Electrical Engineering Department, Stanford University University of Pennsylvania, 3/30/07 Outline convex optimization checking convexity via convex calculus convex optimization solvers ecient
School: Stanford
Course: Fundamentals Of Analog Integrated Circuit Design
EE101B Spr 2011 Stanford University Circuits with transconductances: frequency response Motivation: analyze small-signal response of circuits with transistors Transfer functions. Magnitude and phase. Bode plots. Poles and zeros. Frequency response in
School: Stanford
Course: Fundamentals Of Analog Integrated Circuit Design
Lecture 24 Feedback and Stability (Introduction) Amin Arbabian Stanford University arbabian@stanford A. Arbabian, R. Dutton, B. Murmann EE114/214A 1 Stability vi a(s) vo - A( s ) = vo a( s ) a( s ) = = vi 1 + a( s ) f ( s ) 1 + T ( s ) f(s) Most general
School: Stanford
Course: The Fourier Transform And Its Applications
EE261 Raj Bhatnagar Summer 2009-2010 EE 261 The Fourier Transform and its Applications Midterm Examination 19 July 2010 (a) This exam consists of 4 questions with 12 total subparts for a total of 50 points. (b) The questions dier in length and diculty. Do
School: Stanford
Course: Principles And Models Of Semiconductor Devices
EE 216 FINAL EXAM Duration: 3 hours Fall 2008 Total Score: 200; #Problems = 8 Make sure to STATE ALL ASSUMPTIONS you make. The following values may be helpful: Ge EG = 0.66 eV at T = 300K Si EG = 1.12 eV at T = 300K NC (Si) = 3 x 1019 cm-3 NV (Si) = 2 x 1
School: Stanford
Course: Principles And Models Of Semiconductor Devices
c hv.jz d u e I+"1- e lec<i. cfw_ ra/ - v o l t e-19 f de '77 = *r" tr = erLlpJX J e=-# o( V = - leax ("/ q<o.bJic- fu) q I 'lea uo, l " P " 6 r^x v lN lr"u p-tL Q"wJ- conv,cts (q) tlr Qa @e Fy'h,-r. " .^*oo b/u Sr X AI , ^,.,- ^ r. lr, + h-rn "- " o", t
School: Stanford
Course: Fourier Transform And Application
EE 261 The Fourier Transform and its Applications Fall 2011 Solutions to Midterm Exam 1 1. (10 points) Multiplying periodic functions Let f (t) and g (t) be periodic functions with period 1 and Fourier series expansions given by n= an ei2nt , f (t) = n= n
School: Stanford
EE263 Dec. 56 or Dec. 67, 2008. Prof. S. Boyd Final exam This is a 24 hour take-home nal exam. Please turn it in at Bytes Cafe in the Packard building, 24 hours after you pick it up. Please read the following instructions carefully. You may use any books,
School: Stanford
EE 284 F. Tobagi Autumn 2010-2011 EE284 Homework Assignment No. 1 Topic: Switching Techniques, Network Topologies Handed out: September 21, 2010 Due: September 30, 2010 in class (Previously September 28 but now extended by 2 days) Total Points: 45 ALL WOR
School: Stanford
Course: Introduction To Digital Communication
EE279 Introduction to Digital Communication Handout 13 Solutions to Homework 5 Stanford University Due February 19, 2014 Problem 1. (Average Energy of PAM). (2,2,2 marks) m Solution 1. (a) The pdf of S can be written as fS (s) = i2 m +1 (s (2i 1)a) while
School: Stanford
Course: Digital MOS Integrated Circuits
EE313 Winter 2009-10 J. Kim & M. Horowitz page 1 of 8 SOLUTIONS TO HOMEWORK #2 1. Logical Effort simulations (20 points) The spice deck and Virtuoso schematics /usr/class/ee313/HW2/sol. for this problem can be found in: Delay is measured as the average of
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EE279 Introduction to Digital Communication Handout Solutions to Homework 3 Stanford University Due January 29, 2014 Problem 1. (Artifacts of Suboptimality) Let H take on the values 0 and 1 equiprobably. Conditional on H = 0, the observation Y is N (1, 2
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Course: Circuits I
EE101A/Winter 2013 Prof. Simon Wong Homework #2 (Due Wednesday, 1/23/13) 1. Determine the equivalent resistance measured between the two terminals if all resistors are 1K. (This is a 2D hexagon, NOT a 3D cube.) R =? 2. Use Nodal Analysis to determine the
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PRELAB 3 MORE OP-AMP CIRCUITS! If you cant fix it, make it a feature. Anonymous OBJECTIVES (Why am I doing this prelab?) To gain insight into op-amp application circuits beyond those considered in Lab 2. To understand the basics of analog filters. To u
School: Stanford
PRELAB 6 ADDITIONAL CIRCUIT CONCEPTS If you dont know where youre going, any path will take you there. Unknown OBJECTIVES (Why am I doing this prelab?) To learn about oscillators and how to simulate them in Spice. By Professor Gregory Kovacs Edited and U
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PRELAB 5 OPTOELECTRONIC CIRCUITS Its o.k. if we lose money on the product, well just make it up in volume! Harvard MBA Graduate OBJECTIVES (Why am I doing this prelab?) To learn about interfaces between the optical world and the electronic world. WHERES
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PRELAB 4 INTERFACE CIRCUITS AAAAAAAHHHHH. ZZZZZZ. FTHFPHTHTF. AAAAAHHHH! EE122 Student Who Tests Circuits with Wet Fingertips OBJECTIVES (Why am I doing this prelab?) To investigate some of the ways we interface electronics to the real world. WHERES MY P
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PRELAB 1 PHYSICAL & VIRTUAL INSTRUMENTS FOR ELECTRONICS The Future Begins Tomorrow! Motto of YoyoDyne Engineering in the movie Buckaroo Banzai OBJECTIVES (Why am I doing this prelab?) Review of basic instruments (physical and virtual). Review of electroni
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PRELAB 5 OPTOELECTRONIC CIRCUITS Its o.k. if we lose money on the product, well just make it up in volume! Harvard MBA Graduate OBJECTIVES (Why am I doing this prelab?) To learn about interfaces between the optical world and the electronic world. WHERES
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Course: Fundamentals Of Analog Integrated Circuit Design
EE114/ 214A Review Session 2 Simon Basilico and Yaoyu Tao Stanford University taoyaoyu@stanford.edu basilico@stanford.edu A. Arbabian, R. Dutton, B. Murmann EE 114/214A 1 Important Announcements Start HW2 as soon as possible as it requires HSpice setup a
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Course: Fundamentals Of Analog Integrated Circuit Design
EE114/ 214A Review Session 1 Jayant Charthad Stanford University jayantc@stanford.edu A. Arbabian, R. Dutton, B. Murmann EE 114/214A 1 Important Announcements Please make sure you are enrolled on the course website and you are getting course announcement
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Course: Introduction To Computer Networks
EE 284 F. Tobagi Autumn 2014-2015 EE284 Review Session #7 Topics: Reservation ALOHA, Slotted ALOHA, Performance, CSMA/CD November 7, 2014 1 Reservation ALOHA In Reservation ALOHA. Packets belonging to the same message do not contend for the channel on the
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Course: Introduction To Computer Networks
EE 284 F. Tobagi Autumn 2014-2015 EE284 Review Session No. 10 Topic: TCP December 5, 2014 Problem 1: TCP Consider two hosts A and B that have data to be exchanged using the Transmission Control Protocol (TCP). In this problem, we will assume that the prop
School: Stanford
Course: Introduction To Computer Networks
EE 284 F. Tobagi Autumn 2014-2015 EE284 Review Session No. 9 Topic: Internetworking between Bridges and Routers, Virtual circuit routing November 21, 2014 Problem 1: Internetworking between Bridges and Routers Segment 3 D C 2 ROUTER 171.1.2.12 AA:BB:CC:DD
School: Stanford
Course: Introduction To Computer Networks
EE 284 F. Tobagi Autumn 2014-2015 EE284 Review Session No. 8 Topic: Bridging - performance, Bridging scenario November 14, 2014 Problem 1: Bridging - Performance Consider K LAN segments that equally divide the LAN, such that the amount of trac generated p
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Course: Probabilistic System Analysis
EE178 Introductory lecture Monday, September 26, 2011 Outline EE178 Probability Goals Topics Administrative stuff Monday, September 26, 2011 what is EE178/278A? probability + statistics + EE examples ~ Stat 116, Math 151 important background for E
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Course: Introduction To Computer Networks
Course Administration EE284 Introduction to Computer Networks Instructor: Professor Fouad Tobagi Gates 339 Telephone: 650-723-1708 E-mail: tobagi@stanford.edu Office hours: TBD Teaching Assistant: Bhrugurajsinh Chudasama E-mail: bhrugu@stanford.edu EE2
School: Stanford
Course: Optical Micro- And Nano-cavities
EE340: Optical micro- and nano-cavities Instructor: Jelena Vuckovic Spring 2012 Syllabus (tentative) Part 1 Introduction to optical resonators Lossless hollow rectangular resonator Losses in a resonator. Quality (Q) factor of a resonator Finesse, free-
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Course: Optical Micro- And Nano-cavities
EE340: Optical micro- and nano-cavities Instructor: Jelena Vuckovic Spring 2011 Mon Wed Fri 10 - 10:50 am Classroom: Y2E2 111 Class web-site http:/www.stanford.edu/class/ee340 (lecture notes and assignments are posted on the coursework portion of the clas
School: Stanford
Handout #2 March 28, 2011 CS103 Robert Plummer CS103 Syllabus Date Day Lecture # Topic PS Due Reading I. Logic, Sets, Relations, and Functions (8 lectures) 3/28 M 1 Intro, propositional logic, truth tables equivalences, De Morgan's Laws 3/30 W 2 Predicate
School: Stanford
Course: The Fourier Transform And Its Applications
EE261 Raj Bhatnagar Summer 2009-2010 EE 261 The Fourier Transform and its Applications Midterm Examination 19 July 2010 (a) This exam consists of 4 questions with 12 total subparts for a total of 50 points. (b) The questions dier in length and diculty. Do
School: Stanford
EE 284 F. Tobagi Autumn 2010-2011 EE284 Homework Assignment No. 1 Topic: Switching Techniques, Network Topologies Handed out: September 21, 2010 Due: September 30, 2010 in class (Previously September 28 but now extended by 2 days) Total Points: 45 ALL WOR
School: Stanford
Course: Introduction To Digital Communication
EE279 Introduction to Digital Communication Handout 13 Solutions to Homework 5 Stanford University Due February 19, 2014 Problem 1. (Average Energy of PAM). (2,2,2 marks) m Solution 1. (a) The pdf of S can be written as fS (s) = i2 m +1 (s (2i 1)a) while
School: Stanford
EE116 Spr13 Summary of Apr. 30th and May 2nd Lectures Yang Liu In these two classes, we studied the following topics: PN Junction Formation: A PN junction is formed by contacted p-type and n-type regions. To understand its band-diagram, we may consider a
School: Stanford
Course: Principles And Models Of Semiconductor Devices
EE 216 FINAL EXAM Duration: 3 hours Fall 2008 Total Score: 200; #Problems = 8 Make sure to STATE ALL ASSUMPTIONS you make. The following values may be helpful: Ge EG = 0.66 eV at T = 300K Si EG = 1.12 eV at T = 300K NC (Si) = 3 x 1019 cm-3 NV (Si) = 2 x 1
School: Stanford
Course: Principles And Models Of Semiconductor Devices
c hv.jz d u e I+"1- e lec<i. cfw_ ra/ - v o l t e-19 f de '77 = *r" tr = erLlpJX J e=-# o( V = - leax ("/ q<o.bJic- fu) q I 'lea uo, l " P " 6 r^x v lN lr"u p-tL Q"wJ- conv,cts (q) tlr Qa @e Fy'h,-r. " .^*oo b/u Sr X AI , ^,.,- ^ r. lr, + h-rn "- " o", t
School: Stanford
Course: Digital MOS Integrated Circuits
EE313 Winter 2009-10 J. Kim & M. Horowitz page 1 of 8 SOLUTIONS TO HOMEWORK #2 1. Logical Effort simulations (20 points) The spice deck and Virtuoso schematics /usr/class/ee313/HW2/sol. for this problem can be found in: Delay is measured as the average of
School: Stanford
Course: Introduction To Digital Communication
EE279 Introduction to Digital Communication Handout Solutions to Homework 3 Stanford University Due January 29, 2014 Problem 1. (Artifacts of Suboptimality) Let H take on the values 0 and 1 equiprobably. Conditional on H = 0, the observation Y is N (1, 2
School: Stanford
Course: Circuits I
EE101A/Winter 2013 Prof. Simon Wong Homework #2 (Due Wednesday, 1/23/13) 1. Determine the equivalent resistance measured between the two terminals if all resistors are 1K. (This is a 2D hexagon, NOT a 3D cube.) R =? 2. Use Nodal Analysis to determine the
School: Stanford
Course: Introduction To VLSI Systems
EE271 Introduction to VLSI Design Subhasish Mitra Computer Systems Laboratory Stanford University subh@stanford.edu Copyright 2011 by Subhasish Mitra, With significant contributions from Mark Horowitz, Don Stark, and Azita Emami SM EE271 Lecture 1 Notes o
School: Stanford
Course: Principles And Models Of Semiconductor Devices
2-The FundamentalsEnergy Bands in Semiconductors ! I. Crystal Structures Solids can be classied as: A. Crystalline - three dimensional long range order of atoms; repeating "unit cell". Examples: Si wafer, diamond, GaAs, ZnSe. B. Polyc
School: Stanford
Course: Integrated Circuit Fabrication Processes
EE 212 FALL 09-10 HOMEWORK ASSIGNMENT #3 ASSIGNED: THURSDAY OCT. 15 DUE: THURSDAY OCT. 22 SOLUTION SHEET #1. An experimental DUV resist has a contrast of 5. It is being used with a projection imaging system that produces the aerial image shown below. Will
School: Stanford
Course: Fourier Transform And Application
EE 261 The Fourier Transform and its Applications Fall 2012 Solutions to Problem Set Four 1. (10 points) Solving the wave equation An innite string is stretched along the x-axis and is given an initial displacement described by a function f (x). It is the
School: Stanford
Course: Fourier Transform And Application
EE 261 The Fourier Transform and its Applications Fall 2012 Problem Set Eight Due Wednesday, November 28 1. (20 points) A True Story : Professor Osgood and a graduate student were working on a discrete form of the sampling theorem. This included looking a
School: Stanford
Course: Stochastic Control
EE365, Spring 2011-12 Professors S. Boyd, S. Lall, and B. Van Roy EE365 / MS&E251 Homework 5 Solutions 1. A rened inventory model. We consider an inventory model that is more rened than the one youve seen in the lectures. The amount of inventory at time t
School: Stanford
Course: Stochastic Control
EE365, Spring 2011-12 Professors S. Boyd, S. Lall, and B. Van Roy EE365 / MS&E251 Homework 5 1. A rened inventory model. We consider an inventory model that is more rened than the one youve seen in the lectures. The amount of inventory at time t is denote
School: Stanford
Course: Fourier Transform And Application
EE 261 The Fourier Transform and its Applications Fall 2011 Solutions to Midterm Exam 1 1. (10 points) Multiplying periodic functions Let f (t) and g (t) be periodic functions with period 1 and Fourier series expansions given by n= an ei2nt , f (t) = n= n
School: Stanford
Course: Digital MOS Integrated Circuits
EE313 Winter 09/10 J. Kim & M. Horowitz Handout # Page 1 of 6 HOMEWORK #2 (Due: Wednesday Jan. 27th, 2010; in class) 1. Logical Effort simulations In this problem, you will use HSPICE to measure the logical effort of a few different kinds of gates. Accord
School: Stanford
EE263 Dec. 56 or Dec. 67, 2008. Prof. S. Boyd Final exam This is a 24 hour take-home nal exam. Please turn it in at Bytes Cafe in the Packard building, 24 hours after you pick it up. Please read the following instructions carefully. You may use any books,
School: Stanford
Course: Introduction To Statistical Signal Processing
EE 278B Statistical Signal Processing October 20, 2011 Handout #6 Homework #4 Due Thursday, October 27 1. Coloring and whitening. Let 210 = 1 2 1 . 012 a. Find the coloring and whitening matrices of using the eigenvalue method discussed in lecture slides
School: Stanford
Course: Basic Physics For Solid State Electronics
1. Semiconductor carrier statistics (40 points) Consider a semiconductor with a face-centered cubic lattice and with cubic symmetry. The valence band has a maximum at with an energy E = 0 and with an effective mass m0 = me. (me is the mass of a free elect
School: Stanford
Course: Introduction To Statistical Signal Processing
EE 278 Statistical Signal Processing Homework #8 Due: Wednesday, December 2 November 18, 2009 Handout #18 1. Discrete-time Wiener process. Let cfw_Zn : n 0 be a discrete-time white Gaussian noise process; that is, Z1 , Z2 , Z3 , . . . are i.i.d. N (0, 1).
School: Stanford
Course: Digital MOS Integrated Circuits
EE313 Winter 13/14 M. Horowitz Page 1 of 19 EE313 - PROJECT PART 1 (Due: Wed, Feb 26th, 2014; in class) In the first part of the project, you will design and implement the basic components of the memory system in Spice: - the decoder, the sense amp, and t
School: Stanford
Course: Integrated Circuit Fabrication Processes
EE 212 FALL 09-10 HOMEWORK ASSIGNMENT #2 ASSIGNED: THURSDAY OCT. 1 DUE: THURSDAY OCT. 8 SOLUTION SHEET Reading Assignment: Chapters 3 and 4 in the text. #1. Spend 30 min or so scanning the information in the 2007 ITRS Front End Processes (on the class web
School: Stanford
Course: Fourier Transform And Application
EE 261 The Fourier Transform and its Applications Fall 2012 Problem Set Four Due Wednesday, October 24 1. (10 points) Solving the wave equation An innite string is stretched along the x-axis and is given an initial displacement described by a function f (
School: Stanford
Course: RF Integrated Circuit Design
EE314: CMOS RF Integrated Circuit Design Introduction to Electrical Oscillators Stanford University Shwetabh Verma Hamid Rategh S. Verma/H. Rategh Stanford University Oscillators 1 What Are Oscillators (good for) ? Convert energy at DC to RF. Feedback sys
School: Stanford
Course: Introduction To Statistical Signal Processing
EE 278B Statistical Signal Processing October 25, 2011 Handout #7 Homework #3 Solutions 1. (15 points) Estimation vs. detection. a. We can easily nd the piecewise constant density of Y 1 |y | 1 4 1 fY (y ) = 8 1 < |y | 3 0 otherwise The conditional proba
School: Stanford
Course: Introduction To Statistical Signal Processing
EE 278B Statistical Signal Processing October 18, 2011 Handout #5 Homework #2 Solutions 1. (5 points) First available teller. The tellers service times are exponentially distributed, hence memoryless. Thus the service time distribution does not depend on
School: Stanford
Course: Semiconductor Optoelectronic Devices
1/10/12 EE243 Semiconductor Optoelectronic Devices ! Prof. James Harris! Room 328, Paul Allen Center for Integrated Systems (CISX)! ! Harris@snow.stanford.edu! Web Page - http:/ee.stanford.edu/~harris! (650) 723-9775, (650) 723-4659 fax! Ofce Hours 2: 05
School: Stanford
EE 284 F. Tobagi Autumn 2010-2011 EE284 Homework Assignment No. 1 SOLUTIONS Total Points: 45 Problem 1 (Answer, 10 points): The number of packets needed to send the message of M bits equals: k= M P k - 1 packets have P bits of data and the last one contai
School: Stanford
Course: Introduction To Digital Image Processing
EE 168 Introduction to Digital Image Processing Handout #32 March 7, 2012 HOMEWORK 7 SOLUTIONS Problem 1: Color Wheels We can represent an N x N color image by a three-dimensional array such that the first two dimensions are of size N each, and the third
School: Stanford
Fall 2012 EE 292L Nanomanufacturing Problem Set 3 Solution (135 Points + 20 Bonus) Multiple-Choice Questions (2 points x 20 = 40 points) You may need to choose more than one option. 1. A , D 2. A 3. B 4. B, C 5. B 6. D 7. B 8. B 9. B 10. A, B, C, D 11. D
School: Stanford
Course: The Fourier Transform And Its Applications
EE 261 The Fourier Transform and its Applications Fall 2009 Solutions to Problem Set One 1. Some practice with geometric sums and complex exponentials (5 points each) Well make much use of formulas for the sum of a geometric series, especially in combinat
School: Stanford
Course: EE314
EE214B Bipolar Junction Transistors Handout #3 B. Murmann Stanford University Winter 2012-13 Textbook Sections: 8.18.4, 8.6 History Bardeen, Brattain, and Shockley, 1947 W. Brinkman, D. Haggan, and W. Troutman, A history of the invention of the transistor
School: Stanford
Course: Introduction To Statistical Signal Processing
EE 278B Statistical Signal Processing Thursday, November 17, 2011 Handout #16 Homework #7 Due Thursday, December 1 1. Autocorrelation functions. Find the autocorrelation functions of a. the process X (t) = At + B of problem 2 in homework 6. b. the process
School: Stanford
Course: INTRODUCTION TO LINEAR DYNAMIC SYSTEM
EE 261 The Fourier Transform and its Applications Fall 2011 Solutions to Problem Set Three 1. (5 points) Equivalent width: Still another reciprocal relationship The equivalent width of a signal f (t), with f (0) = 0, is the width of a rectangle having hei
School: Stanford
Course: The Fourier Transform And Its Applications
EE 261 The Fourier Transform and its Applications Fall 2009 Solutions to Problem Set Two 1. (10 points) A famous sum You cannot go through life knowing about Fourier series and not know the application to evaluating a very famous sum. Let S (t) be the saw
School: Stanford
Course: Introduction To Linear Dynamical Systems
EE263 Prof. S. Boyd EE263 homework 8 additional exercise 1. Some simple matrix inequality counter-examples. (a) Find a (square) matrix A, which has all eigenvalues real and positive, but there is a vector x for which xT Ax < 0. (Give A and x, and the eige
School: Stanford
EE243 Winter 2014 Homework 7 J.S.Harris EE 243 Homework 7 Due Thursday, March 6, 2014, at 5 pm, CISX 329 1. Reflective modulator (30 points) We are designing a reflective quantum well modulator, desiring to achieve the maximum contrast ratio with the foll
School: Stanford
Course: Fourier Transform And Application
EE 261 The Fourier Transform and its Applications Fall 2012 Problem Set Eight Due Wednesday, November 28 1. (20 points) A True Story : Professor Osgood and a graduate student were working on a discrete form of the sampling theorem. This included looking a
School: Stanford
Course: Fourier Transform And Application
EE 261 The Fourier Transform and its Applications Fall 2012 Problem Set Three Due Wednesday, October 17, 2012 1. (5 points) Equivalent width: Still another reciprocal relationship The equivalent width of a signal f (t), with f (0) = 0, is the width of a r
School: Stanford
Course: EE314
EE214B Feedback Circuits Part I Handout #8 B. Murmann Stanford University Winter 2012-13 Textbook Sections: 5.1, 5.2, 5.3, 5.4 Discrete Feedback Circuits Using General Purpose OpAmps B. Murmann EE214B Winter 2012-13 HO8 2 Properties of General Purpose OpA
School: Stanford
Course: The Fourier Transform And Its Applications
EE261 Raj Bhatnagar Summer 2010-2011 EE 261 The Fourier Transform and its Applications Problem Set 1 Due Wednesday, June 29 1. (10 points) Some practice with complex numbers (a) Express the following numbers in polar form: (i) (ii) (iii) (iv) (b) For (i)
School: Stanford
Course: Introduction To Statistical Signal Processing
EE 278 Statistical Signal Processing Homework #7 Solutions November 20, 2009 Handout #19 1. Convergence examples. Consider the following sequences of random variables dened on the probability space (, F , P), where = cfw_0, 1, . . . , m 1, F is the collec
School: Stanford
Course: Information Theory
EE376A: Homeworks #6 Solutions 1. Cascaded BSCs. Consider the two discrete memoryless channels (X , p1 (y |x), Y ) and (Y , p2 (z |y ), Z ). Let p1 (y |x) and p2 (z |y ) be binary symmetric channels with crossover probabilities 1 and 2 respectively. 1 1 0
School: Stanford
Course: Introduction To Communication Systems
EE 279 Professor Cox Solution to Final 1. (12pt) a) ii) b) i) iii) c) i) iv) d) vi) 2. (35pt) t Winter 2005-2006 HO # In phase-acceleration modulation we have: f (t ) = f c + K ! x(" )d" . Therefore to recover the signal we should extract the phase
School: Stanford
Course: Analog Integrated Circuit Design
EE214 Winter 04/05 Page 1 of 1 HOMEWORK #2 Solutions (Due: Monday, October 11, 2004, noon PT) 1. Use Spice to simulate gm/ID vs. VOV, (e.g. as shown on slides 3 and 4 of lecture 4). a) Generate a plot of gm/ID for EE214 NMOS devices with L=0.35m and
School: Stanford
Course: Stochastic Control
EE365, Spring 2011-12 Professors S. Boyd, S. Lall, and B. Van Roy EE365 / MS&E251 Homework 3 Solutions 1. Total-variation distance. The total variation distance between distributions and is given by dTV (, ) = max Prob(E ) Prob(E ) , E X i.e., the maximu
School: Stanford
Course: EE314
EE214B Feedback Circuits Part II Handout #9 B. Murmann Stanford University Winter 2012-13 Textbook Sections: 5.4, 9.4.4 Motivating Example: TIA for High-Speed Optical Networks Transimpedance gain 1800 Bandwidth 34 GHz Input noise 25 Maximum input 1.3 mAp
School: Stanford
Course: Digital MOS Integrated Circuits
EE313 Winter 09/10 J. Kim & M. Horowitz Handout # Page 1 of 5 HOMEWORK #3 (Due: Wednesday, Feb. 4, 2009: in class) 1. HSPICE Simulation for Velocity Saturated Model In the lectures, we learned many short channel effects in MOS transistors. In this problem
School: Stanford
EE 261 Fourier Transform and Applications March 17, 2011 Handout #21 Final Examination Solutions 1. (15 points) Fourier series. A function f (t) with period 1 has the Fourier series coecients n 1 n<0 2 cn = 0 n=0 1n 2 n>0 These Fourier series coecients
School: Stanford
Course: The Fourier Transform And Its Applications
EE261 Raj Bhatnagar Summer 2010-2011 EE 261 The Fourier Transform and its Applications Problem Set 3 Due Wednesday 13 July 1. (15 points) Convolution and cross-correlation The cross-correlation (sometimes just called correlation) of two real-valued signal
School: Stanford
Course: Fourier Transform And Application
EE 261 The Fourier Transform and its Applications Fall 2011 Final Exam December 15, 2011 Notes: There are eight questions for a total of 140 points Be sure to write your name (neatly) on your exam booklet(s) Write all your answers in your exam booklets Wh
School: Stanford
Course: VLSI Signal Conditioning Circuits
Lecture 7 Switched Capacitor Circuit Examples and Analysis Corrections: 5/4: Slide 32: Typo in last equation 6/13: Slide 31: beta/gm -> 1/(gm*beta) Boris Murmann Stanford University murmann@stanford.edu Copyright 2006 by Boris Murmann B. Murmann EE 315 Le
School: Stanford
Course: Convex Optimization I
EE364a, Winter 2011-12 Prof. S. Boyd EE364a Homework 4 solutions 5.27 Equality constrained least-squares. Consider the equality constrained least-squares problem minimize Ax b 2 2 subject to Gx = h where A Rmn with rank A = n, and G Rpn with rank G = p. G
School: Stanford
Course: Fourier Transform And Application
EE 261 The Fourier Transform and its Applications Fall 2012 Midterm Exam October 31, 2012 There are ve questions for a total of 85 points. Please write your answers in the exam booklet provided, and make sure that your answers stand out. Dont forget to
School: Stanford
Course: Introduction To Statistical Signal Processing
EE 278B Statistical Signal Processing October 13, 2011 Handout #4 Homework #3 Due Thursday, October 20 1. Estimation vs. detection. Signal X and noise Z are independent random variables, where X= +1 with probability 1 with probability 1 2 1 , 2 and Z U[2,
School: Stanford
Course: INTRO TO ANALOG DESIGN
Lecture 5 EE 114/214A Lecture 5 Gain and Biasing Considerations Finite Output Resistance R. Dutton, B. Murmann Stanford University R. Dutton, B. Murmann EE114/214A 1 Common Source Amplifier Revisited Interesting question How much voltage gain can we get
School: Stanford
Course: CONVEX OPTIMIZATION I
EE364a Review Disciplined Convex Programming and CVX convex optimization solvers modeling systems disciplined convex programming CVX 1 Convex optimization solvers LP solvers lots available (GLPK, Excel, Matlab's linprog, . . . ) cone solvers typically h
School: Stanford
Course: Convex Optimization
EE364A Final Name: Christopher Bongsoo Choy ID: 05806896 PROBLEM 1 (A) The problem is ( And the log_sum_exp is convex nondecreasing and convex ( ( ) ) is convex so the above function is convex. Let ( ( ( ) ( ( ( ( ( ) ) ( ) ) ( ( ) ( ) ( ) then the proble
School: Stanford
Course: Convex Optimization
EE364A Final Name:ChristopherBongsooChoy ID:05806896 PROBLEM1 (A) Theproblemis Andthelog_sum_expisconvexnondecreasingandisconvexsotheabovefunctionisconvex.Letthentheproblemisconvex Withvariables Sinceisconvex.Expisconvexnondecreasingandlogsumexpisalsoconv
School: Stanford
Course: Introduction To VLSI Systems
IBM T. J. Watson ResearchName Business Unit or Product Center Technology Optimization for High Energy-Efficiency Computation David J. Frank, Leland Chang Based on IEDM 2012 Short Course Outline Technology scaling limits and energy efficiency The need for
School: Stanford
Course: Introduction To VLSI Systems
Discussion Session on Scaling & Project Assignment 2 + 3 Friday Nov 21, 2014 Derek Yan Yaoyu Tao DY & YT EE271 Discussion Session 1 Agenda Scaling Benefits of Silicon Dennards Scaling Future of Scaling Project Assignment 2 & 3 Happy Thanksgiving! N
School: Stanford
Course: Introduction To VLSI Systems
Timing Driven Placement Place blocks (gates, modules) on a chip to: Reduce delay Satisfy timing constraint Reduce congestion Timing constraint can be measured by either Worst Negative Slack Total Negative Slack For a given placement, find the leas
School: Stanford
Course: Introduction To VLSI Systems
EE271 Discussion Session 11/21/2014 Copyright 2014 Stanford University 1 Outlines Project Assignment 2 and 3 Adding repeaters Copyright 2014 Stanford University 2 Objectives High Throughput (uPoly/s) Low Power: Dynamic + Leakage (mW) Low Total Area (
School: Stanford
Course: Introduction To VLSI Systems
EE271 Discussion Session Yaoyu Tao 11/14/2014 Copyright 2014 Stanford University 1 Outlines Binary Decision Diagrams (BDD) Adders and Multipliers Project Assignment 2 Copyright 2014 Stanford University 2 Definitions & Terminology A Binary Decision Dia
School: Stanford
Course: Introduction To VLSI Systems
EE271 FALL 2014 Project Report Name1: SUID1: Name2: SUID2: Project Results Total Dynamic Power (mW): _152.6_ Total Leakage Power (mW): _57.6_ Total Power (mW): _210_ Total Area (mm2): _0.063_ Total Performance (triangles/second): _0.845 uPoly/ns _ Number
School: Stanford
Course: Introduction To VLSI Systems
EE271 Environment Setup and Custom Designer Tutorial: Environment Setup: VLSI is very tool intensive. To get started, first you must set your linux environment and source all the tools and license paths. Tunneling to Sta
School: Stanford
Course: Introduction To VLSI Systems
EE271 Review Session 10/17 Yaoyu Tao Stanford University taoyaoyu@stanford.edu Copyright 2013 by John Brunhaver ILM 2014 EE271 - Introduction to VLSI technology - Project Lecture 1 Announcements Todays review session Quick Review on Sequential circuits a
School: Stanford
Course: Introduction To VLSI Systems
EE271 Extra Material 2012 2014 EE271 Extra Material on Gate Sizing Decoder design In this problem we will size the decoder for a small memory. Memories are organized as a two-dimensional array of memory cells. The decoder selects one row from the memory b
School: Stanford
Course: Introduction To VLSI Systems
Introduction to Post-Si Validation # IO Interfaces > 20 # Voltage Rails ~30 # Clock Domains (~150) # IP providers > 10 eDP VGA/CRT MIPI-CSI DP MIPI-DSI 10mm x 10mm HDMI SATA Introduction to Post-Si Validation Difficult bring up. Cross-die interactions Imp
School: Stanford
Course: Introduction To VLSI Systems
Agenda The SOC challenge Validation timeline. Validation Disciplines and Tools Research and Opportunities Introduction to Post-Silicon Validation Nagib Hakim nagib.hakim@intel.com Acknowledgments: Rand Gray, Vivek Saxena System Validation Engineering I
School: Stanford
Course: Introduction To VLSI Systems
Introduction to Post-Silicon Validation Nagib Hakim nagib.hakim@intel.com Acknowledgments: Rand Gray, Vivek Saxena System Validation Engineering Intel Corporation Dec 3, 2014 Introduction to Post-Si Validation 1 Agenda The SOC challenge Validation timeli
School: Stanford
Course: Introduction To VLSI Systems
Energy Efficiency Metrics Lecture 15 To optimize something need a good metric Power? P = CVVF, so lower freq is lower power Energy Rules of Thumb: How Low Can You Go Energy? E = CVV, so lower V is lower energy (but it is slower too) Energy * Delay or
School: Stanford
Course: Introduction To VLSI Systems
Energy Efficiency Metrics Lecture 15 To optimize something need a good metric Power? P = CVVF, so lower freq is lower power Energy Rules of Thumb: How Low Can You Go Energy? E = CVV, so lower V is lower energy (but it is slower too) Energy * Delay or
School: Stanford
Course: Introduction To VLSI Systems
Lecture 15 Energy Rules of Thumb: How Low Can You Go Igor Markov Stanford University imarkov@stanford.edu Copyright 2013 by Mark Horowitz ILM EE271 Lecture 15 1 Energy Efficiency Metrics To optimize something need a good metric Power? P = CVVF, so lower
School: Stanford
Course: Introduction To VLSI Systems
Remember Our Story: A Long Time Ago Lecture 14 The Future of Silicon Scaling: The Current and Looming Power Problem In a building not far away A man made a prediction On surprisingly little data Igor Markov Stanford University imarkov@stanford.edu That
School: Stanford
Course: Introduction To VLSI Systems
Lecture 14 The Future of Silicon Scaling: The Current and Looming Power Problem Igor Markov Stanford University imarkov@stanford.edu Copyright 2013 by Mark Horowitz ILM EE271 Lecture 14 1 Remember Our Story: A Long Time Ago In a building not far away A ma
School: Stanford
Course: Introduction To VLSI Systems
Remember Our Story: A Long Time Ago Lecture 14 The Future of Silicon Scaling: The Current and Looming Power Problem In a building not far away A man made a prediction On surprisingly little data Igor Markov Stanford University imarkov@stanford.edu That
School: Stanford
Course: Introduction To VLSI Systems
EE 313: Lecture 7 Overview Reading + W H 11.2 + W H 11.9 Lecture 13 Addition Multiplication Introduction We now have all the tools we need to build a chip. We can write Verilog, create test benches, and then synthesize it to make it work. While synthesi
School: Stanford
Course: Introduction To VLSI Systems
EE 313: Lecture 7 Overview Reading + W H 11.2 + W H 11.9 Lecture 13 Addition Multiplication Introduction We now have all the tools we need to build a chip. We can write Verilog, create test benches, and then synthesize it to make it work. While synthesi
School: Stanford
Course: Introduction To VLSI Systems
Lecture 13 Performance Tricks Igor Markov Stanford University imarkov@stanford.edu Copyright 2013 by Mark Horowitz with some slides from Ofer Shacham ILM 1 Overview Reading + W H 11.2 + W H 11.9 Addition Multiplication Introduction We now have all the t
School: Stanford
Course: Introduction To VLSI Systems
Recommended Reading SystemVerilog Language Reference Manual (LRM) OS 2014 EE271 - Introduction to VLSI Systems Specman Elite - Testbench Automation, Cadence, www.verisity.com/products/specman.html S. Vijayaraghavan and M. Ramanathan, A Practical Guide fo
School: Stanford
Course: Introduction To VLSI Systems
Recommended Reading SystemVerilog Language Reference Manual (LRM) OS 2014 EE271 - Introduction to VLSI Systems Specman Elite - Testbench Automation, Cadence, www.verisity.com/products/specman.html S. Vijayaraghavan and M. Ramanathan, A Practical Guide fo
School: Stanford
Course: Introduction To VLSI Systems
Overview "Rethinking Digital Design: Why Design Must Change," Micro, Nov.-Dec. 2010 Nikhil, R.; , "Bluespec System Verilog: efficient, correct RTL from high level specifications," Formal Methods and Models for Co-Design, 2004. Bachrach, J.; Huy Vo; Ric
School: Stanford
Course: Introduction To VLSI Systems
3 David J. Frank, Leland Chang Technology Optimization for High Energy-Efficiency Computation IBM T. J. Watson ResearchName Business Unit or Product Center L/N GATE tox/N Dennard et al., JSSC 74 Based on IEDM 2012 Short Course Everything improves togethe
School: Stanford
Course: Introduction To VLSI Systems
Overview Lecture 8 Sequential Circuits Reading WH Introduction Until now we covered combinational circuits, where the output is determined by the inputs. In most designs, you also want to build circuits where there are more than one calculation going on
School: Stanford
Course: Introduction To VLSI Systems
Project Lecture: Micropolygon Rasterization Igor Markov Stanford University imarkov@stanford.edu Copyright 2013 by John Brunhaver EE271 - Introduction to VLSI technology - Project Lecture ILM 2014 1 ILM 2014 Overview EE271 - Introduction to VLSI technolog
School: Stanford
Course: Introduction To VLSI Systems
Project Lecture: Micropolygon Rasterization Igor Markov Stanford University imarkov@stanford.edu Copyright 2013 by John Brunhaver EE271 - Introduction to VLSI technology - Project Lecture ILM 2014 1 ILM 2014 EE271 - Introduction to VLSI technology - Proje
School: Stanford
Course: Introduction To VLSI Systems
Lecture 4 Fabrication and Layout Igor Markov Stanford University imarkov@stanford.edu Copyright 2013 by Mark Horowitz, With contributions from Subhasish Mitra and Ofer Shacham ILM 2014 EE271 - Lecture 4 1 Overview Reading WH 3.1-3.3 (rest of chapter is +
School: Stanford
Course: Introduction To VLSI Systems
Overview Reading Introduction This lecture will finish up the logical effort material from Lecture 5, and then look at what all this performance optimization does to the power dissipation of the circuit (hint, it makes it larger). We then talk about how t
School: Stanford
Course: Introduction To VLSI Systems
Overview Lecture 4 Fabrication and Layout Igor Markov Stanford University imarkov@stanford.edu Copyright 2013 by Mark Horowitz, With contributions from Subhasish Mitra and Ofer Shacham ILM 2014 EE271 - Lecture 4 1 Reading WH 3.1-3.3 (rest of chapter is +
School: Stanford
Course: Introduction To VLSI Systems
Overview Lecture 4 Fabrication and Layout Reading WH 3.1-3.3 (rest of chapter is + reading) http:/www.intel.com/pressroom/kits/chipmaking/index.htm Introduction The whole IC business is based on the fact that complex circuits can be printed on a silicon
School: Stanford
Course: Introduction To VLSI Systems
Lecture 6 System Level Timing, contd Igor Markov Stanford University imarkov@ee.stanford.edu Copyright 2013 by Mark Horowitz, With additions from Subhasish Mitra and Ofer Shacham ILM 2014 EE271 Lecture 6 1 Overview Reading Introduction This lecture will f
School: Stanford
Course: Introduction To VLSI Systems
Overview WH + Harris Lecture 5 From Gate Delay to Path Delay Optimization Igor Markov Stanford University imarkov@ee.stanford.edu Copyright 2013 by Mark Horowitz, With contributions from Subhasish Mitra and Ofer Shacham ILM 2014 Reading EE271 - Lecture 5
School: Stanford
Course: Introduction To VLSI Systems
Overview WH + Harris Lecture 5 From Gate Delay to Path Delay Optimization Igor Markov Stanford University imarkov@ee.stanford.edu Copyright 2013 by Mark Horowitz, With contributions from Subhasish Mitra and Ofer Shacham ILM 2014 EE271 - Lecture 5 Reading
School: Stanford
Course: Introduction To VLSI Systems
Notes on the Lecture Notes / Book The lecture notes are the principle reference material that you will use in the class. But the notes are nowhere as complete as a book, so I recommend that you also get Weste/Harris. EE271 If you are confused on a specifi
School: Stanford
Course: Introduction To VLSI Systems
Overview Reading + W&H 2.1,2.2 (Device model); W&H 2.5 DC Transfer Characteristics Lecture 2: The Building Blocks: from Transistors to Gates Introduction In this lecture we look at how to take the elements we can build, transistors and wires, and convert
School: Stanford
Course: Introduction To VLSI Systems
Overview Reading + W&H 2.1,2.2 (Device model); W&H 2.5 DC Transfer Characteristics Lecture 2: The Building Blocks: from Transistors to Gates Introduction In this lecture we look at how to take the elements we can build, transistors and wires, and convert
School: Stanford
Course: Introduction To Computer Networks
Transmission Control Protocol TCP 1 Contents 1. 2. 3. 4. Introduction TCP Data Delivery Mechanisms for Improving Efficiency TCP Congestion Control 2 Introduction TCP provides a reliable service to applications on top of unreliable connectionless IP Reliab
School: Stanford
Course: Introduction To Computer Networks
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School: Stanford
Course: Introduction To Computer Networks
Transport Layer Transport Layer EE284, Introduction to Computer Networks Prof. F. Tobagi 1 Transport Layer Transport Layer Host process Host process process process Transport Layer Transport Layer Network Layer Network Layer Network EE284, Introduction to
School: Stanford
Course: Introduction To Computer Networks
Network Layer Network Layer EE284, Introduction to Computer Networks Prof. F. Tobagi 1 Network Layer Network Layer Function The network layer provides the (host-to-host) transport layer with services which render the transport layer independent from the
School: Stanford
Course: Introduction To Computer Networks
Bridging Bridging EE284, Introduction to Computer Networks Prof. F. Tobagi 1 Bridging Bridging IEEE 802.1D LAN Addressing Transparent Bridging EE284, Introduction to Computer Networks Prof. F. Tobagi 2 Bridging LAN Addressing IEEE 802 standardized len
School: Stanford
Course: Introduction To Computer Networks
Network Layer Network Layer: Routing EE284, Introduction to Computer Networks Prof. F. Tobagi 1 Network Layer Routing The routing algorithm is that part of the network layer software responsible for deciding which paths should packets be routed on to rea
School: Stanford
Course: Introduction To Computer Networks
Medium Access Control Medium Access Control Sublayer: Random Access Schemes - CSMA EE284: Introduction to Computer Networks Prof. F. Tobagi 1 Medium Access Control Carrier Sense Multiple Access Basic principle: When a frame is ready for transmission: S
School: Stanford
Course: Introduction To Computer Networks
Medium Access Control Medium Access Control Sublayer EE284: Introduction to Computer Networks Prof. F. Tobagi 1 Medium Access Control Medium Access Control Sublayer Introduction Multipoint configurations Performance measures of interest Fixed Assignme
School: Stanford
Course: Introduction To Computer Networks
Medium Access Control Medium Access Control Sublayer: Random Access Schemes EE284: Introduction to Computer Networks Prof. F. Tobagi 1 Medium Access Control Random Access Schemes ALOHA Slotted ALOHA Reservation ALOHA Carrier-Sense Multiple Access (CSMA),
School: Stanford
Course: INTRODUCTION TO LINEAR DYNAMICAL SYSTEMS
Lecture Notes for EE263 Stephen Boyd Introduction to Linear Dynamical Systems Autumn 2007-08 Copyright Stephen Boyd. Limited copying or use for educational purposes is ne, but please acknowledge source, e.g., taken from Lecture Notes for EE263, Stephen Bo
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SAED_90nm_LO_DR_01 90nm SAED Design Rules Document SAED 90nm Design Rules Document Document # : SAED_90nm_LO_DR_01 Revision : 1.2 Technology : SAED90nm Process : SAED90nm 1P9M 1.2v / 2.5v / 3.3v 2011 SYNOPSYS ARMENIA Educational Department Rev. 1.2 Page
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Autumn 10/11 M. Horowitz EE271 Final EE271 - Intro. to VLSI Systems Final Examination Dec 9, 2010 Name: _ (please print) yes no (circle) I am an SCPD student No. Points Score 1. 16 _ 2. 20 _ 3. 20 _ 4. 8 _ 5. 16 _ 6. 16 _ TOTAL _/_96_ In recognition of an
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Energy Efficiency Metrics Lecture 16 L t To ti i T optimize something need a good metric thi d d ti Power? P = CVVF, so lower freq is lower power Energy Rules of Thumb: How Low Can You Go Energy? E = CVV, so lower V is lower energy (but it is slower t
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Autumn 13/14 Horowitz Handout #1 ee271 EE271 Introduction to VLSI Systems Information Sheet Instructor: Office: Office Hours: Telephone: Email: Mark Horowitz Gates 306 T-Th 9:00-10:00 am, and after class 650-725-3707 horowitz@ee.stanford.edu Class Time: L
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EE271 Horowitz Fall 2013 EE271 Problem Set 4 Solution For all the problems, please use the following values where needed (based on 45nm tech.) = 0.0225 m (half the technology min gate length) Rsqp = 24 kOhm/square Rsqn = 12 kOhm/square Cgate = 1.2 fF per
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EE271 FALL 2013 Project Report Name1: SUID1: Name2: SUID2: Project Results Total Dynamic Power (mW): _ Total Leakage Power (mW): _ Total Power (mW): _ Total Area (mm2): _ Total Performance (triangles/second): _ Number of Rasterization Units: _ Actual Cloc
School: Stanford
Course: Introduction To Linear Dynamical Systems
A primer on matrices Stephen Boyd August 14, 2007 These notes describe the notation of matrices, the mechanics of matrix manipulation, and how to use matrices to formulate and solve sets of simultaneous linear equations. We wont cover linear algebra, i.e.
School: Stanford
Course: Probabilistic System Analysis
EE 178 Lecture Notes 0 Course Introduction About EE178 About Probability Course Goals Course Topics Lecture Notes EE 178: Course Introduction Page 0 1 EE 178 EE 178 provides an introduction to probabilistic system analysis: Basic probability theory Som
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Course: Probabilistic System Analysis
EE178/EE278A Probabilistic Systems Analysis Cheat Sheet Gowtham Kumar December 7, 2013 A sample space, denoted by , is the set of all possible elementary events that can occur in an experiment. Example: For a die roll, = cfw_1, 2, 3, 4, 5, 6. For a coin t
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Course: On Achievability Via Random Binning
1 On Achievability via Random Binning Ritesh Kolte, Kartik Venkat cfw_rkolte, kvenkat@stanford.edu AbstractIn [1], the authors present a novel tool to establish achievability results in network information theoretic problems. The main idea is to study a s
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Course: Semiconductor Optoelectronic Devices
1/10/12 EE243 Semiconductor Optoelectronic Devices ! Prof. James Harris! Room 328, Paul Allen Center for Integrated Systems (CISX)! ! Harris@snow.stanford.edu! Web Page - http:/ee.stanford.edu/~harris! (650) 723-9775, (650) 723-4659 fax! Ofce Hours 2: 05
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Course: Analog Integrated Circuit Design
Lecture 6 Design Example 2 Extrinsic Capacitance Boris Murmann Stanford University murmann@stanford.edu Copyright 2004 by Boris Murmann B. Murmann EE 214 Lecture 6 (HO#9) 1 Overview Reading 1.6.7 (Parasitic Elements) 7.1, 7.2.0, 7.2.1 (Mille
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Course: Analog Integrated Circuit Design
Lecture 24 kT/C Noise Boris Murmann Stanford University murmann@stanford.edu Copyright 2004 by Boris Murmann B. Murmann EE 214 Lecture 24 (HO#32) 1 Overview Introduction Having established the basic noise mechanisms in MOSFETS, today's lectur
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Course: CONVEX OPTIMIZATION I
Disciplined Convex Programming Stephen Boyd Michael Grant Electrical Engineering Department, Stanford University University of Pennsylvania, 3/30/07 Outline convex optimization checking convexity via convex calculus convex optimization solvers ecient
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Course: Fundamentals Of Analog Integrated Circuit Design
EE101B Spr 2011 Stanford University Circuits with transconductances: frequency response Motivation: analyze small-signal response of circuits with transistors Transfer functions. Magnitude and phase. Bode plots. Poles and zeros. Frequency response in
School: Stanford
Course: Fundamentals Of Analog Integrated Circuit Design
Lecture 24 Feedback and Stability (Introduction) Amin Arbabian Stanford University arbabian@stanford A. Arbabian, R. Dutton, B. Murmann EE114/214A 1 Stability vi a(s) vo - A( s ) = vo a( s ) a( s ) = = vi 1 + a( s ) f ( s ) 1 + T ( s ) f(s) Most general
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Course: Fundamentals Of Analog Integrated Circuit Design
Lecture 24 OTA Feedback Circuits (Part I) Amin Arbabian Stanford University arbabian@stanford.edu A. Arbabian, R. Dutton, B. Murmann EE114/214A 1 Classification of OpAmps (1) Type Operational Amplifier Ideally a voltage-controlled voltage source Typic
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Course: Fundamentals Of Analog Integrated Circuit Design
Lecture 25 Return Ratio (Introduction) Amin Arbabian Stanford University arbabian@stanford A. Arbabian, R. Dutton, B. Murmann EE114/214A 1 Alternate Feedback Model d sin b = A $ sout ' sin & sin ) A + d = sout A ( % d A = A + 1+ 1+ sout 1 A Motivation
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Course: Fundamentals Of Analog Integrated Circuit Design
Lecture 26 Feedback and Port Impedances Part III Amin Arbabian Stanford University arbabian@stanford A. Arbabian, R. Dutton, B. Murmann EE114/214A 1 Using Feedback to Modify Port Impedances As we have already seen in the two-port analysis, Feedback can b
School: Stanford
Course: Fundamentals Of Analog Integrated Circuit Design
Lecture 18 Multi-Stage Amplifiers (Differential Stages) Amin Arbabian Stanford University arbabian@stanford A. Arbabian, R. Dutton, B. Murmann EE114/214A 1 Single-Ended Cascading Problems VB1 IB VB2 IB VB3 IB Output quiescent point voltage (VDS) is equal
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Course: Fundamentals Of Analog Integrated Circuit Design
Lecture 17 Multi-Stage Amplifiers (Single-Ended) Amin Arbabian Stanford University arbabian@stanford A. Arbabian, R. Dutton, B. Murmann EE114/214A 1 Multi-stages-getting started What are the constraints? Source signal/impedance + Load Gain and Bandwidth
School: Stanford
Course: Fundamentals Of Analog Integrated Circuit Design
Lecture 6 Intrinsic Capacitance Bandwidth-Supply Current Tradeoff Amin Arbabian Stanford University arbabian@stanford A. Arbabian, R. Dutton, B. Murmann EE114/214A 1 Common Source Amplifier Revisited Interesting question How fast can this circuit go? R
School: Stanford
Course: Fundamentals Of Analog Integrated Circuit Design
Lecture 22 Feedback, 2-Port Networks Professor Amin Arbabian Stanford University arbabian@stanford Text A. Arbabian EE 114/214A 1 Why Two-Ports? 2-Port networks exist to abstract away the complex details of a circuit instead informing the designer of the
School: Stanford
Course: Fundamentals Of Analog Integrated Circuit Design
EE114/ 214A Practical Feedback Professor Amin Arbabian Stanford University arbabian@stanford A. Arbabian EE 114/214A 1 In Reality Feedback is not ideal, we have loading at both the input and output of our basic amplifier Though we can derive gain, input
School: Stanford
Course: Fundamentals Of Analog Integrated Circuit Design
Lecture 1 Integrated Circuits: Technology, Applications, and Future Trends Amin Arbabian Stanford University arbabian@stanford A. Arbabian, R. Dutton, B. Murmann EE 114/214A 1 Technological Progress Vacuum Tube 1906 Transistor 1947 Integrated Circuit 1958
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Course: Fundamentals Of Analog Integrated Circuit Design
Lecture 14 Supply Insensitive Bias Current Generation Amin Arbabian Stanford University A. Arbabian, R. Dutton, B. Murmann EE114/214A 1 Poor Man's Bias I OUT I IN = VDD Vt VOV R Issue: Current is essentially proportional to VDD E.g. if VDD varies by X%,
School: Stanford
Course: Fundamentals Of Analog Integrated Circuit Design
Lecture 19 Fundamentals of Feedback Part I Amin Arbabian Stanford University arbabian@stanford A. Arbabian, R. Dutton, B. Murmann EE114/214A L19-1 Negative Feedback Harold S. Black, 1927 vin vout a vout = a(vin fvout ) - vout a = vin 1 + af f Interestin
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Course: Fundamentals Of Analog Integrated Circuit Design
Lecture 16 Differential Pair Amin Arbabian Stanford University arbabian@stanford A. Arbabian, R. Dutton, B. Murmann EE114/214A 1 Significance The differential pair is the most widely used two-transistor circuit in integrated circuits Many circuits rely
School: Stanford
Course: Fundamentals Of Analog Integrated Circuit Design
Lecture 20 Design Examples (DP 2009 and DP 2008) + Matlab warm-ups Amin Arbabian Stanford University arbabian@stanford A. Arbabian, R. Dutton, B. Murmann EE114/214A L20-1 Pore-Based Bio-Sensor Chip (hypothetical App.) 2009 Design Problem Note: Heres where
School: Stanford
Course: Fundamentals Of Analog Integrated Circuit Design
Lecture 12 PVT Variations Device Mismatch Amin Arbabian Stanford University arbabian@stanford A. Arbabian, R. Dutton, B. Murmann EE114/214A 1 Re-cap What weve covered so far Device modeling Analysis tools (Miller approximation, ZVTC) Fundamental stage
School: Stanford
Course: Fundamentals Of Analog Integrated Circuit Design
Lecture 15 Voltage Biasing Considerations Amin Arbabian Stanford University arbabian@stanford A. Arbabian, R. Dutton, B. Murmann EE114/214A 1 Recap: Process and Temperature Variations VB IB Transducer vi VB = 2.5V R Vo VI = 1.394V IB = 500A W/L = 20m/1m R
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Course: Fundamentals Of Analog Integrated Circuit Design
Lecture 13 Current Mirrors Amin Arbabian Stanford University arbabian@stanford A. Arbabian, R. Dutton, B. Murmann EE114/214A 1 Basic Analysis (=0) II VI VO M2 W/L M1 W/L 2Ii Vgs = VI Vt + W Cox L IO 1 W 2 Cox (VGS Vt ) IO 2 L = =1 II 1 C W V V 2 ( GS t )
School: Stanford
Course: Fundamentals Of Analog Integrated Circuit Design
Lecture 11 Common Drain Stage (Source Follower) Amin Arbabian Stanford University arbabian@stanford.edu A. Arbabian, R. Dutton, B. Murmann EE114/214A L11- 1 Common Drain Stage Cgd+Cgb gmbvo A. Arbabian, R. Dutton, B. Murmann EE114/214A L11- 2 CD Voltage T
School: Stanford
Course: Fundamentals Of Analog Integrated Circuit Design
Lecture 7 Extrinsic Capacitance Amin Arbabian Stanford University arbabian@stanford A. Arbabian, R. Dutton, B. Murmann EE114/214A 1 Extrinsic Capacitance Cov Cov Cjsb Cjdb Overlap capacitance Gate to source and gate to drain Junction capacitance Sourc
School: Stanford
Course: Fundamentals Of Analog Integrated Circuit Design
Lecture 8 Miller Approximation Amin Arbabian Stanford University arbabian@stanford A. Arbabian, R. Dutton, B. Murmann EE114/214A 1 Analysis with Extrinsic Caps Cgd 1 vi/Ri Ri + vgs - Cgs 2 gmvgs ro R Cdb + vo - Applying KCL at nodes 1 and 2, and solving
School: Stanford
Course: Fundamentals Of Analog Integrated Circuit Design
Lecture 9 Dominant Pole Approximation Zero-Value Time Constant Analysis Amin Arbabian Stanford University arbabian@stanford A. Arbabian, R. Dutton, B. Murmann EE114/214A L09- 1 Motivation Last lecture we saw that the Miller approximation is a very useful
School: Stanford
Course: Fundamentals Of Analog Integrated Circuit Design
Lecture 10 Backgate Effect Common Gate Stage Amin Arbabian Stanford University arbabian@stanford A. Arbabian, R. Dutton, B. Murmann EE114/214A L10- 1 The "Atoms" of Analog Circuit Design Common Source Common Gate Common Drain As we've seen from the discu
School: Stanford
Course: Fundamentals Of Analog Integrated Circuit Design
Lecture 2 MOSFET Long Channel Model Amin Arbabian Stanford University arbabian@stanford A. Arbabian, R. Dutton, B. Murmann EE114/214A 1 Basic MOS Operation (1) 0V 0V VD (>0V) 0V With zero voltage at the gate, device is "off" Back-to-back reverse biased
School: Stanford
Course: Fundamentals Of Analog Integrated Circuit Design
Lecture 5 Gain and Biasing Considerations Finite Output Resistance Amin Arbabian Stanford University arbabian@stanford A. Arbabian, R. Dutton, B. Murmann EE114/214A 1 Common Source Amplifier Revisited Interesting question How much voltage gain can we ge
School: Stanford
Course: Fundamentals Of Analog Integrated Circuit Design
EE114/ 214A Fundamentals of Analog Integrated Circuit Design Amin Arbabian Stanford University arbabian@stanford A. Arbabian, R. Dutton, B. Murmann EE 114/214A 1 EE114/214A Basics (1) Tues/ Thurs 11am-1215pm Undergraduates must take EE114 for 4 units Teac
School: Stanford
Course: Fundamentals Of Analog Integrated Circuit Design
Lecture 3 Common Source Amplifier Small-Signal Model Amin Arbabian Stanford University arbabian@stanford A. Arbabian, R. Dutton, B. Murmann EE114/214A 1 Let's Build Our First Amplifier One way to amplify Convert input voltage to current using voltage co
School: Stanford
Course: Fundamentals Of Analog Integrated Circuit Design
Lecture 4 Operating Point Calculations A Look at the Inner Workings of Spice Amin Arbabian Stanford University Arbabian@stanford A.Arbabian, R. Dutton, B. Murmann EE114/214A 1 Operating Point Calculations Calculating the operating point in the amplifier
School: Stanford
School: Stanford
Course: Principles And Models Of Semiconductor Devices
EE 216: Principles and Models of Semiconductor Devices Lecture 1 Reading Pierret, pg. 1 32 The Tinkerings of Robert Noyce (optional) Course objectives Solar Cell LED/Laser Transistor 1 Understanding physics behind devices Crystal Structure Band Theory Car
School: Stanford
Course: Principles And Models Of Semiconductor Devices
EE 216: Principles and Models of Semiconductor Devices Lecture 2 Reading Pierret, pg. 32 67 Understanding physics behind devices Crystal Structure Band Theory Carrier Motion Generation & Recombination Band Diagrams for PN & MOS Ready for real devices! 1 I
School: Stanford
Course: Principles And Models Of Semiconductor Devices
EE 216: Principles and Models of Semiconductor Devices Lecture 3 Reading Pierret, pg. 75 93 Pierret, pg. 149 174 (optional) Understanding physics behind devices Crystal Structure Band Theory Carrier Motion Generation & Recombination Band Diagrams for PN &
School: Stanford
Course: Principles And Models Of Semiconductor Devices
EE 216: Principles and Models of Semiconductor Devices Lecture 6 Reading Pierret, pg. 477 501 Junctions and devices under study Metal-semiconductor junction & diode PN junction & diode Bipolar junction transistor Photonic devices: LED, solar cell, photodi
School: Stanford
Course: Principles And Models Of Semiconductor Devices
EE 216: Principles and Models of Semiconductor Devices Lecture 5 Reading Pierret, pg. 116 138 Understanding physics behind devices Crystal Structure Band Theory Carrier Motion Generation & Recombination Band Diagrams for PN & MOS Ready for real devices! 1
School: Stanford
Course: Principles And Models Of Semiconductor Devices
EE 216: Principles and Models of Semiconductor Devices Lecture 4 Reading Pierret, pg. 94 116 Understanding physics behind devices Crystal Structure Band Theory Carrier Motion Generation & Recombination Band Diagrams for PN & MOS Ready for real devices! 1
School: Stanford
Course: The Fourier Transform And Its Applications
TheFourierTransformAndItsApplications-Lecture30 Instructor (Brad Osgood):And lets see, review so oh, Im on. Man, give me a chance here, will you? Where is the review session? The usual place? Review session today what time? Student:[Inaudible]. Instructo
School: Stanford
Course: The Fourier Transform And Its Applications
TheFourierTransformAndItsApplications-Lecture29 Instructor (Brad Osgood):Does somebody know dont you occasionally get bad reactions to flu shots like about a week later? I got a flu shot last week, and I sort of had all these flu symptoms yesterday, like
School: Stanford
Course: The Fourier Transform And Its Applications
TheFourierTransformAndItsApplications-Lecture28 Instructor (Brad Osgood):All right. Let me remind you of the exam information as I said last time. I also sent out an announcement to the class this morning via the website. So the exam is a week from Thursd
School: Stanford
Course: The Fourier Transform And Its Applications
TheFourierTransformAndItsApplications-Lecture27 Instructor (Brad Osgood):Hello. I hate it when I do that. All right. Here's some information on the final exam. Some of this you know. Some of this you don't know. What you do know or what you should know is
School: Stanford
Course: The Fourier Transform And Its Applications
TheFourierTransformAndItsApplications-Lecture26 Instructor (Brad Osgood): Relax, but no, no, no, the TV is on. It's time to hit the road. Time to rock and roll. We're going to now turn to our last topic of the quarter, and that is space, the final frontie
School: Stanford
Course: The Fourier Transform And Its Applications
TheFourierTransformAndItsApplications-Lecture25 Instructor (Brad Osgood):Hey. Jesus. Man, I just back and Im tired. And welcome back everybody. Lets see if we can get our head back in the game. Its not so easy, somehow. Im sure I speak for all of you. Any
School: Stanford
Course: The Fourier Transform And Its Applications
TheFourierTransformAndItsApplications-Lecture24 Instructor (Brad Osgood):That was quick. Looks like the crowds a little thin out there. This looks more like the Wednesday before Thanksgiving than instead of the Monday before the Wednesday before Thanksgiv
School: Stanford
Course: The Fourier Transform And Its Applications
TheFourierTransformAndItsApplications-Lecture23 Instructor (Brad Osgood):Are we on? I cant see. It looks kinda dark. I dont know. It looks a little dim there. All right. So today assuming this is working or assuming even its not working we are going to sp
School: Stanford
Course: The Fourier Transform And Its Applications
TheFourierTransformAndItsApplications-Lecture22 Instructor (Brad Osgood):All right, by popular demand, today, Im going to talk about the basics of the fast Fourier transform algorithm, the famous FFT. Were not gonna do it in all detail, that is, Im not go
School: Stanford
Course: The Fourier Transform And Its Applications
TheFourierTransformAndItsApplications-Lecture21 Instructor (Brad Osgood): Here we go. All right. The exams, you remember the exams, I think they've all been graded, and the scores have all been entered. Although, I don't think we've made the scores yet vi
School: Stanford
Course: The Fourier Transform And Its Applications
TheFourierTransformAndItsApplications-Lecture20 Instructor (Brad Osgood):There we go. All right, the exams remember the exams? I think theyve all been graded, and the scores have all been entered, although I dont think weve made the scores yet visible on
School: Stanford
Course: The Fourier Transform And Its Applications
TheFourierTransformAndItsApplications-Lecture19 Instructor (Brad Osgood):Were on the air. Pay attention. You should I think the exams will be back sometime today. Ill send out a note when everything is all sorted out. I dont really know how things are gon
School: Stanford
Course: The Fourier Transform And Its Applications
TheFourierTransformAndItsApplications-Lecture18 Instructor (Brad Osgood):And then all right. We still friends? Student:[Inaudible]. Instructor (Brad Osgood):Actually I have not to be hon I haven't started grading the exam yet, so I don't how things are go
School: Stanford
Course: The Fourier Transform And Its Applications
TheFourierTransformAndItsApplications-Lecture17 Instructor (Brad Osgood):Is the screen fading and yes, Happy Halloween to everybody. Only one noble soul here came dressed as a Viking. All right. All right. Im glad to see that sort of pioneer spirit is sti
School: Stanford
Course: The Fourier Transform And Its Applications
TheFourierTransformAndItsApplications-Lecture16 Instructor (Brad Osgood):And were on. I love it how they take me by surprise. All right. Once again, let me call your attention to the midterm information. I mentioned this on Friday; I also posted it up on
School: Stanford
Course: The Fourier Transform And Its Applications
TheFourierTransformAndItsApplications-Lecture15 Instructor (Brad Osgood):They took me by surprise again. What do you know, I think were on the air. Where is everybody today? I mean, its Friday, I understand that, but like no ones out there. Not that excus
School: Stanford
Course: The Fourier Transform And Its Applications
TheFourierTransformAndItsApplications-Lecture12 Instructor (Brad Osgood):It's true, you know. There I was, lying there and the cop said to me, where are your clothes, pal? Oh, sorry. Okay. The saga continues. Let me remind you what we did last time. Last
School: Stanford
Course: The Fourier Transform And Its Applications
TheFourierTransformAndItsApplications-Lecture14 Instructor (Brad Osgood):Okay. Let me circulate, starting over this side of the room this time, the sign-up sheet for the midterm exams. So remember, next week, next Wednesday, we have the midterm exam for t
School: Stanford
Course: The Fourier Transform And Its Applications
TheFourierTransformAndItsApplications-Lecture11 Instructor (Brad Osgood):I wonder how long I can keep this up. All right. So the first thing any questions? Any comments? All right. The first thing I want to do is fix a little mistake I made at the end of
School: Stanford
Course: The Fourier Transform And Its Applications
TheFourierTransformAndItsApplications-Lecture10 Instructor (Brad Osgood):First thing, a quick announcement two quick announcements. The latest homework set is posted up on the Web, so you can get that at the usual course Web site. Also, Thomas had to chan
School: Stanford
Course: The Fourier Transform And Its Applications
TheFourierTransformAndItsApplications-Lecture09 Instructor (Brad Osgood):Oh, I'm on. What a surprise. All right. Did you get the word back in the back control room that I want to show a couple pictures today? Move the camera up and down if you want to say
School: Stanford
Course: The Fourier Transform And Its Applications
EE261 Raj Bhatnagar Summer 2009-2010 EE 261 The Fourier Transform and its Applications Midterm Examination 19 July 2010 (a) This exam consists of 4 questions with 12 total subparts for a total of 50 points. (b) The questions dier in length and diculty. Do
School: Stanford
Course: Principles And Models Of Semiconductor Devices
EE 216 FINAL EXAM Duration: 3 hours Fall 2008 Total Score: 200; #Problems = 8 Make sure to STATE ALL ASSUMPTIONS you make. The following values may be helpful: Ge EG = 0.66 eV at T = 300K Si EG = 1.12 eV at T = 300K NC (Si) = 3 x 1019 cm-3 NV (Si) = 2 x 1
School: Stanford
Course: Principles And Models Of Semiconductor Devices
c hv.jz d u e I+"1- e lec<i. cfw_ ra/ - v o l t e-19 f de '77 = *r" tr = erLlpJX J e=-# o( V = - leax ("/ q<o.bJic- fu) q I 'lea uo, l " P " 6 r^x v lN lr"u p-tL Q"wJ- conv,cts (q) tlr Qa @e Fy'h,-r. " .^*oo b/u Sr X AI , ^,.,- ^ r. lr, + h-rn "- " o", t
School: Stanford
Course: Fourier Transform And Application
EE 261 The Fourier Transform and its Applications Fall 2011 Solutions to Midterm Exam 1 1. (10 points) Multiplying periodic functions Let f (t) and g (t) be periodic functions with period 1 and Fourier series expansions given by n= an ei2nt , f (t) = n= n
School: Stanford
EE263 Dec. 56 or Dec. 67, 2008. Prof. S. Boyd Final exam This is a 24 hour take-home nal exam. Please turn it in at Bytes Cafe in the Packard building, 24 hours after you pick it up. Please read the following instructions carefully. You may use any books,
School: Stanford
Course: Basic Physics For Solid State Electronics
1. Semiconductor carrier statistics (40 points) Consider a semiconductor with a face-centered cubic lattice and with cubic symmetry. The valence band has a maximum at with an energy E = 0 and with an effective mass m0 = me. (me is the mass of a free elect
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Course: Introduction To Communication Systems
EE 279 Professor Cox Solution to Final 1. (12pt) a) ii) b) i) iii) c) i) iv) d) vi) 2. (35pt) t Winter 2005-2006 HO # In phase-acceleration modulation we have: f (t ) = f c + K ! x(" )d" . Therefore to recover the signal we should extract the phase
School: Stanford
EE 261 Fourier Transform and Applications March 17, 2011 Handout #21 Final Examination Solutions 1. (15 points) Fourier series. A function f (t) with period 1 has the Fourier series coecients n 1 n<0 2 cn = 0 n=0 1n 2 n>0 These Fourier series coecients
School: Stanford
Course: Fourier Transform And Application
EE 261 The Fourier Transform and its Applications Fall 2012 Midterm Exam October 31, 2012 There are ve questions for a total of 85 points. Please write your answers in the exam booklet provided, and make sure that your answers stand out. Dont forget to
School: Stanford
Course: Circuits I
E EI O I A FINAL WINTER0 9 NAME I.D.N UMBER SIGNATURE TIME : 3 H OURS OPENB OOKS,O PENN OTES NO P C o TW IRELESSC OMMUNICATION D EVICE STATE Y OUR A SSUMPTIONS ND R EASONING A NO C REDIT F OR A NSWERS ITHOUT R EASONING W (1) (2) ( 3) (4) n6 n6 n2 n6 130 (
School: Stanford
Course: Fourier Transform And Application
EE 261 The Fourier Transform and its Applications Fall 2012 Final Exam Solutions 1. (15 points)Finding Fourier transforms: The following two questions are independent. (a) (5) In communications theory the analytic signal fa (t) of a signal f (t) is dened,
School: Stanford
EE364a Convex Optimization I March 1415 or March 1516, 2008. Prof. S. Boyd Final exam solutions You may use any books, notes, or computer programs (e.g., Matlab, cvx), but you may not discuss the exam with anyone until March 18, after everyone has taken t
School: Stanford
Course: CONVEX OPTIMIZATION I
Stanford University A. Emami E105 Summer 2013 7/25/13 6:00-7:30 PM HO #: Midterm Midterm Exam (Open Book & Notes; Stanford Honor Code Observed) [15] 1. Referring to Figure 1, relate the closed-loop transfer function poles () and zeros () for the five case
School: Stanford
Course: CONVEX OPTIMIZATION I
E105: Midterm Solutions 5/1/2014 E105: Midterm Solutions 5/1/2014 1. Answer the following questions as True or False. A. A Type I system always exhibits a non-zero o-set to a step reference input. FALSE, a Type I system by denition has zero steady-state e
School: Stanford
Course: CONVEX OPTIMIZATION I
E105: Midterm Solutions 7/25/2013 E105: Midterm Solutions Prof. A. Emami-Naeini & Jun Kyu Lee 7/25/2013 1. Referring to Figure 1, relate the closed-loop transfer function poles ( ) and zeros ( ) for the ve cases shown in the left hand column, to the corre
School: Stanford
Course: Convex Optimization
1. OptimalStucture: Structurevolume=188.55 a=crosssetion UniformCrosssection: Structurevolume=492 a_unif=5.7709 Code: lightest_struct_data; %Construct A A = zeros(m,n); for i=1:m for j=1:n if(i=r(j) A(i,j) = 1; elseif(i=s(j) A(i,j) = -1; end end end %Opti
School: Stanford
Course: Convex Optimization
% affine policy. m = 20; n = 10; p = 5; randn('state',0); rand('state',0); A = randn(m,n); c = rand(n,1); b0 = ones(m,1); B = .15*sprandn(m,p,.3);
School: Stanford
Course: Convex Optimization
% Minimum time speed profile along a road. N = 50; % number of intervals m = 1500; % mass of vehicle d = 200; % distance between knot points h = (100*sin(1:N+1)/(N+1)*5*pi/2+pi/4) + . [zeros(1,10) -10*(1:10) +6*(1:31)-100])'; % elevation at knot points e
School: Stanford
Course: Convex Optimization
% Fitting a generalized additive regression model. % Seed random number generator to get the same result every time randn('state',0); rand('state',0); N=2^8; n=9; %X=normrnd(0,6,N,n); X=6*randn(N,n); lambda=0.0391; K=15; p=-7:1:7; %Define the functions. (
School: Stanford
Course: Convex Optimization
% Least-cost road grading. n = 100; e = 5*sin(1:n)/n*3*pi)'+sin(1:n)/n*10*pi)';% elevation of the road d = 1; % distance between points D1 = .08; % the road grade should never be greater than 8% D2 = .025; % the road grade should never change faster than
School: Stanford
Course: Convex Optimization
clear; road_grading_data; cvx_begin variable h(n) minimize sum( alpha_fill*pow_pos(max(h-e,0),2) ) + beta_fill * n + sum( alpha_cut*pow_pos(max(e-h,0),2) ) + beta_cut * n subject to abs(h(2:n)-h(1:n-1) <= D1*d abs(h(3:n)-2*h(2:n-1)+h(1:n-2) <= D2*d^2
School: Stanford
Course: Convex Optimization
clear; k = 4; l = [-.6:0.01:-.3 0.7:0.01:1.8]'; poly = [l l.^2 l.^3 l.^4 l.^5]; cvx_begin variables c(k+1) t minimize t subject to -t <= poly*c -1<= t cvx_end
School: Stanford
Course: Convex Optimization
clear; min_time_speed_data; % min time cvx_begin variables q(N+1) s(N+1) f(N+1) minimize log_sum_exp(log(d)-log(s(1:N) subject to m/2*(q(2:N+1)-(1-2*d*C_D/m)*q(1:N) = m*g*(h(1:N)-h(2:N+1) + eta*f(2:N+1) m/2*q(1) = eta*f(1) q >= 0 s >= 0 f >= 0 fo
School: Stanford
Course: Convex Optimization
clear; min_time_speed_data; % min time cvx_begin quiet variables q(N+1) s(N+1) f(N+1) minimize log_sum_exp(log(d)-log(s(1:N) subject to m/2*(q(2:N+1)-(1-2*d*C_D/m)*q(1:N) = m*g*(h(1:N)-h(2:N+1) + eta*f(2:N+1) m/2*q(1) = eta*f(1) q >= 0 s >= 0 f >=
School: Stanford
Course: Convex Optimization
clear; gen_add_reg_data; % find region for the X I = zeros(N,n); for i = 1:N for j = 1:n idx = min(find(X(i,j)<=p); if isempty(idx) idx = K+1; end I(i,j) = idx; end end % Additive Regression dim = 0:n-1; dim = (K+1)*dim; prep = repmat(p',1,n); v =
School: Stanford
Course: Convex Optimization
clear; eta = 0.7; alpha = 0.5; Tideal = 65; lambda = 0.5; t = 1:24; Tout = 77 + 10*sin(2*pi/22*t + 2); Pt = 5+0.3*sin(2*pi/24*t); v = 0; cvx_begin variable x(24) for i=1:24 v = v + Pt(i)*quad_over_lin(x(i)-Tout(i),x(i); end minimize alpha/eta*sum(v)+
School: Stanford
Course: Convex Optimization
clear; gen_add_reg_data; % find region for the X I = zeros(N,n); for i = 1:N for j = 1:n idx = min(find(X(i,j)<=p); if isempty(idx) idx = K+1; end I(i,j) = idx; end end % Additive Regression dim = 0:n-1; dim = (K+1)*dim; prep = repmat(p',1,n); v =
School: Stanford
Course: Convex Optimization
clear; eta = 0.7; alpha = 0.5; Tideal = 65; lambda = 0.5; t = 1:24; Tout = 77 + 10*sin(2*pi/20*t + 2); Pt = 2+sin(2*pi/24*t); v = 0; cvx_begin variable x(24) for i=1:24 v = v + Pt(i)*quad_over_lin(x(i)-Tout(i),x(i); end minimize alpha/eta*sum(v)+lamb
School: Stanford
Course: Convex Optimization
clear; affine_pol_data; % Affine Approx cvx_begin quiet variables x0(n) K(n,p) minimize (c'*x0) subject to norms(A*K -B,1,2) <= b0 - A*x0 cvx_end % Optimal Case Nsamp = 100; u_samp = 2*rand(p,Nsamp)-1; opt_cx = zeros(Nsamp,1); for i = 1:Nsamp cvx_beg
School: Stanford
Course: Convex Optimization
clear; road_grading_data; cvx_begin variable h(n) minimize sum( alpha_fill*pow_pos(max(h-e,0),2) + beta_fill * pos(h-e) ) + sum( alpha_cut*pow_pos(max(e-h,0),2) + beta_cut * pos(e-h) subject to abs(h(2:n)-h(1:n-1) <= D1*d abs(h(3:n)-2*h(2:n-1)+h(1:n-
School: Stanford
Course: Convex Optimization
A3.9 suboptimalsolution. c) Code: t = [-3:6/200:3]'; y = exp(t); tsqr = t.^2; one = ones(201,1); basis = [one,t,tsqr]; Code: m=30; n=100; A1 = randn(m,n); A2 = randn(m,n); b1 = randn(m,1); b2 = randn(m,1); A = [A1,-A2;A2,A1]; b = [b1;b2]; epsilon = .001;
School: Stanford
Course: Convex Optimization I
EE364a Convex Optimization I June 34 or June 45, 2009. Prof. S. Boyd Final exam You may use any books, notes, or computer programs (e.g., Matlab, CVX), but you may not discuss the exam with anyone until June 12, after everyone has taken the exam. The only
School: Stanford
Course: Fundamentals Of Analog Integrated Circuit Design
Problem 1 (gm2*vo1 + (vo1-vo2)/ro2)*ro3 gm2(ro2 | ro3) gm2(ro2 | ro3) Problem 4 Problem 6 1 = 2 = 1 2 1 = 0 2 = 1 8
School: Stanford
Course: Fundamentals Of Analog Integrated Circuit Design
Problem 1 Problem 2 Problem 3 Problem 5 It is also possible to use Rz to place the zero on top of the non-dominant pole and cancel it! (I would suggest pushing the zero to infinity for practicality purposes, however.) Problem 6
School: Stanford
Course: Fundamentals Of Analog Integrated Circuit Design
Problem 1 *Problem 1 C * ee114 device models .include /usr/class/ee114/hspice/ee114_hspice.sp .model my_nmos nmos kp=50u vto=0.5 + lambda=0.1 cox=2.3e-3 capop=1 * D G SB mn1 vout 0 vs vs my_nmos w=50u l=1u vdd vdd 0 dc=2.5 vss vss 0 dc=-2.5 Ib vs vss dc=2
School: Stanford
Course: Fundamentals Of Analog Integrated Circuit Design
EE114/214A Autumn 14-15 A. Arbabian Page 1 of 7 Homework #5 (Due: Wednesday, October 29, 2014, 4pm PT) Total points for this HW = 90 points, bonus points = 32 points Suggested reading: 1) This HW covers principles taught in lecture notes 10, 13, 16 of thi
School: Stanford
Course: Fundamentals Of Analog Integrated Circuit Design
HW2 Solutions Problem 1 This plot shows Id vs Vds for MN1 for various values of Vgs Problem 2 Spice codes: .include /usr/class/ee114/hspice/ee114_hspice.sp .param r1=10k .param r2=2Meg .param r3=3Meg .param r4=2k .param r5=300 .param r6=3k .param c1=1 .pa
School: Stanford
Course: Fundamentals Of Analog Integrated Circuit Design
EE114/214A Autumn 14-15 A. Arbabian Page 1 of 5 Homework #7 (Ungraded HW; do not submit; solutions will be posted on Wednesday, 12/3/2014) Suggested reading: 1) This HW covers principles taught in lecture notes 21-27 of this course. 2) For further referen
School: Stanford
Course: Fundamentals Of Analog Integrated Circuit Design
Problem 1 Problem2 / 1 2 1 1 / 2 / 2 1+ Problem 3 clear all; close all; R=1E3; C=1E-12; A0=2; F=1; H0 = tf(A0^3, conv(conv([R*C, 1],[R*C, 1]), [R*C, 1]); H_CL = feedback(H0, F, -1); figure; bode(H_CL); grid on; Bode Diagram 300 Magnitude (dB) 200 100 0
School: Stanford
Course: Fundamentals Of Analog Integrated Circuit Design
EE114/214A Autumn 14-15 A. Arbabian Page 1 of 4 Homework #6 (Due: Friday, November 21, 2014, 4pm PT) Total points for this HW = 100 points Suggested reading: 1) This HW covers principles taught in lecture notes 21-23 of this course. 2) For further referen
School: Stanford
Course: Fundamentals Of Analog Integrated Circuit Design
EE114/214A Autumn 14-15 A. Arbabian Page 1 of 6 Homework #2 (Due: Wednesday, October 08, 2014, 4pm PT) Heads up: Please get started on this HW as soon as possible and dont leave it for the last few days because it also involves some HSpice simulations whi
School: Stanford
Course: Fundamentals Of Analog Integrated Circuit Design
EE114/214A Autumn 14-15 A. Arbabian Page 1 of 5 Homework #4 (Due: Wednesday, October 22, 2014, 4pm PT) Total points for this HW = 95 points, bonus points = 25 points Suggested reading: 1) This HW covers principles taught in lecture notes 10, 11, 13 and 16
School: Stanford
Course: Fundamentals Of Analog Integrated Circuit Design
( . - 1 ^ 1 1 0 t H 5 ) . - . H @ ) : r 1 n . f ; - . ^ . . . X - . 5 ( ^ . ^
School: Stanford
Course: Fundamentals Of Analog Integrated Circuit Design
EE114/214A Autumn 14-15 A. Arbabian Page 1 of 8 DESIGN PROJECT Check-point #1: Wednesday, November 19, 2014, 4pm PT Check-point #2: Monday, December 01, 2014, 4pm PT Final Deadline: Thursday, December 04, 2014, 4pm PT 1. Overview and Specifications The fi
School: Stanford
Course: Introduction To VLSI Systems
EE271 Markov - Fall 2014 EE271 Problem Set 1 Solution 1. Chip Power (5) = !" ! ! ! = ! = !" 86 = 1.2 16.6 3.6 Hence, Vdd must be less than 1.2V to meet the power budget. 2. Transistor Logic (4*5=20) (a) A*B = ( (A*B) = ( A + B) (b) NAND gate EE27
School: Stanford
Course: Introduction To VLSI Systems
EE271 Markov - Fall 2014 EE271 Problem Set 2 Solution 1. Short Answers a) We run DRC on layout to ensure that all of the design rules of the processing technology are met. Design rules ensure that the picture we drew can be printed. If, for exampl
School: Stanford
Course: Introduction To VLSI Systems
Lecture Testing and Design for Testability Subhasish Mitra Stanford University subh@stanford.edu Copyright 2014 by Subhasish Mitra SM EE271 1 Overview Introduction The fabrication process is one of the most precise manufacturing methods we know of, but i
School: Stanford
Course: Introduction To VLSI Systems
M4-M4 Short SM EE271 1 Source: [Spirakis ETW 2002] 3 Metal 1 Shelving M4 Void Formations Metal2 extrusion/ ILD2 crack EE271 Poly stringer Silicon damage Manufacturing Process Isn t Perfect Void under anchor SM Copyright 2014 by Subhasish Mitra Subhasish M
School: Stanford
Course: Introduction To VLSI Systems
Notes on the Lecture Notes / Book The lecture notes are the principle reference material that you will use in the class. But the notes are nowhere as complete as a book, so I recommend that you also get Weste/Harris. EE271 If you are confused on a specifi
School: Stanford
Course: Principles And Models Of Semiconductor Devices
EE 216- Final Exam December 8, 2010 Time Limit: 3 hours Total: 200 Points NAME _ (LAST) (FIRST) I acknowledge and accept the Honor Code (Signed)_ _ STUDENT ID # _ State all your assumptions and underline your answers Put all your answers in the answer boo
School: Stanford
Course: Principles And Models Of Semiconductor Devices
EE 216- Final Exam December 12, 2011 12:15 3:15pm Time Limit: 3 hours Total: 200 Points NAME _ (LAST) (FIRST) I acknowledge and accept the Honor Code (Signed) _ STUDENT ID # _ State all your assumptions and underline your answers Put all your answers in t
School: Stanford
Course: INTRODUCTION TO LINEAR DYNAMICAL SYSTEMS
EE263 Oct. 2627 or Oct. 2728, 2012. Prof. S. Boyd Midterm exam solutions 1. Population dynamics. An ecosystem consists of n species that interact (say, by eating other species, eating each others food sources, eating each others predators, and so on). We
School: Stanford
Course: INTRODUCTION TO LINEAR DYNAMICAL SYSTEMS
EE263 Oct. 2627 or Oct. 2728, 2012. Prof. S. Boyd Midterm exam This is a 24 hour take-home midterm. Please turn it in at Bytes Cafe in the Packard building, 24 hours after you pick it up. You may use any books, notes, or computer programs (e.g., matlab),
School: Stanford
Course: INTRODUCTION TO LINEAR DYNAMICAL SYSTEMS
EE263 Nov 5-9 Prof. S. Lall Midterm exam solutions This is a 24 hour take-home midterm. Please turn it in at Bytes Cafe in the Packard building, 24 hours after you pick it up. You may use any books, notes, or computer programs (e.g., matlab), but you may
School: Stanford
Course: INTRODUCTION TO LINEAR DYNAMICAL SYSTEMS
EE263 Oct. 2425 or Oct. 2526, 2008. Prof. S. Boyd Midterm exam solutions 1. Element-wise nonnegative matrix and inverse. Suppose a matrix A Rnn , and its inverse B, have all their elements nonnegative, i.e., Aij 0, Bij 0, for i, j = 1, . . . , n. What can
School: Stanford
Course: INTRODUCTION TO LINEAR DYNAMICAL SYSTEMS
EE263 Oct. 28 29 or Oct. 29 30, 2005. Prof. S. Boyd Midterm exam solutions 1. Channel equalizer with disturbance rejection. A communication channel is described by y = Ax + v where x Rn is the (unknown) transmitted signal, y Rm is the (known) received sig
School: Stanford
Course: Introduction To Computer Networks
EE 284 F. Tobagi Autumn 2012-2013 EE284 Review Session #5 - Solutions Topic: Midterm review (problems from previous midterms) Friday, October 26, 2012 Problem 1: Voice Communication in a Packet switched Network (7 points) We consider the transmission of v
School: Stanford
Course: Introduction To Computer Networks
EE 284 F. Tobagi Autumn 2012-2013 EE284 Review Session #5 - Problems Topic: Midterm review (problems from previous midterms) Friday, October 26, 2012 Problem 1: Voice Communication in a Packet switched Network (7 points) We consider the transmission of vo
School: Stanford
EE 284 F. Tobagi Autumn 2010-2011 EE284 Homework Assignment No. 1 Topic: Switching Techniques, Network Topologies Handed out: September 21, 2010 Due: September 30, 2010 in class (Previously September 28 but now extended by 2 days) Total Points: 45 ALL WOR
School: Stanford
Course: Introduction To Digital Communication
EE279 Introduction to Digital Communication Handout 13 Solutions to Homework 5 Stanford University Due February 19, 2014 Problem 1. (Average Energy of PAM). (2,2,2 marks) m Solution 1. (a) The pdf of S can be written as fS (s) = i2 m +1 (s (2i 1)a) while
School: Stanford
Course: Digital MOS Integrated Circuits
EE313 Winter 2009-10 J. Kim & M. Horowitz page 1 of 8 SOLUTIONS TO HOMEWORK #2 1. Logical Effort simulations (20 points) The spice deck and Virtuoso schematics /usr/class/ee313/HW2/sol. for this problem can be found in: Delay is measured as the average of
School: Stanford
Course: Introduction To Digital Communication
EE279 Introduction to Digital Communication Handout Solutions to Homework 3 Stanford University Due January 29, 2014 Problem 1. (Artifacts of Suboptimality) Let H take on the values 0 and 1 equiprobably. Conditional on H = 0, the observation Y is N (1, 2
School: Stanford
Course: Circuits I
EE101A/Winter 2013 Prof. Simon Wong Homework #2 (Due Wednesday, 1/23/13) 1. Determine the equivalent resistance measured between the two terminals if all resistors are 1K. (This is a 2D hexagon, NOT a 3D cube.) R =? 2. Use Nodal Analysis to determine the
School: Stanford
Course: Integrated Circuit Fabrication Processes
EE 212 FALL 09-10 HOMEWORK ASSIGNMENT #3 ASSIGNED: THURSDAY OCT. 15 DUE: THURSDAY OCT. 22 SOLUTION SHEET #1. An experimental DUV resist has a contrast of 5. It is being used with a projection imaging system that produces the aerial image shown below. Will
School: Stanford
Course: Fourier Transform And Application
EE 261 The Fourier Transform and its Applications Fall 2012 Solutions to Problem Set Four 1. (10 points) Solving the wave equation An innite string is stretched along the x-axis and is given an initial displacement described by a function f (x). It is the
School: Stanford
Course: Fourier Transform And Application
EE 261 The Fourier Transform and its Applications Fall 2012 Problem Set Eight Due Wednesday, November 28 1. (20 points) A True Story : Professor Osgood and a graduate student were working on a discrete form of the sampling theorem. This included looking a
School: Stanford
Course: Stochastic Control
EE365, Spring 2011-12 Professors S. Boyd, S. Lall, and B. Van Roy EE365 / MS&E251 Homework 5 Solutions 1. A rened inventory model. We consider an inventory model that is more rened than the one youve seen in the lectures. The amount of inventory at time t
School: Stanford
Course: Stochastic Control
EE365, Spring 2011-12 Professors S. Boyd, S. Lall, and B. Van Roy EE365 / MS&E251 Homework 5 1. A rened inventory model. We consider an inventory model that is more rened than the one youve seen in the lectures. The amount of inventory at time t is denote
School: Stanford
Course: Digital MOS Integrated Circuits
EE313 Winter 09/10 J. Kim & M. Horowitz Handout # Page 1 of 6 HOMEWORK #2 (Due: Wednesday Jan. 27th, 2010; in class) 1. Logical Effort simulations In this problem, you will use HSPICE to measure the logical effort of a few different kinds of gates. Accord
School: Stanford
Course: Introduction To Statistical Signal Processing
EE 278B Statistical Signal Processing October 20, 2011 Handout #6 Homework #4 Due Thursday, October 27 1. Coloring and whitening. Let 210 = 1 2 1 . 012 a. Find the coloring and whitening matrices of using the eigenvalue method discussed in lecture slides
School: Stanford
Course: Introduction To Statistical Signal Processing
EE 278 Statistical Signal Processing Homework #8 Due: Wednesday, December 2 November 18, 2009 Handout #18 1. Discrete-time Wiener process. Let cfw_Zn : n 0 be a discrete-time white Gaussian noise process; that is, Z1 , Z2 , Z3 , . . . are i.i.d. N (0, 1).
School: Stanford
Course: Integrated Circuit Fabrication Processes
EE 212 FALL 09-10 HOMEWORK ASSIGNMENT #2 ASSIGNED: THURSDAY OCT. 1 DUE: THURSDAY OCT. 8 SOLUTION SHEET Reading Assignment: Chapters 3 and 4 in the text. #1. Spend 30 min or so scanning the information in the 2007 ITRS Front End Processes (on the class web
School: Stanford
Course: Introduction To Statistical Signal Processing
EE 278B Statistical Signal Processing October 25, 2011 Handout #7 Homework #3 Solutions 1. (15 points) Estimation vs. detection. a. We can easily nd the piecewise constant density of Y 1 |y | 1 4 1 fY (y ) = 8 1 < |y | 3 0 otherwise The conditional proba
School: Stanford
Course: Introduction To Statistical Signal Processing
EE 278B Statistical Signal Processing October 18, 2011 Handout #5 Homework #2 Solutions 1. (5 points) First available teller. The tellers service times are exponentially distributed, hence memoryless. Thus the service time distribution does not depend on
School: Stanford
EE 284 F. Tobagi Autumn 2010-2011 EE284 Homework Assignment No. 1 SOLUTIONS Total Points: 45 Problem 1 (Answer, 10 points): The number of packets needed to send the message of M bits equals: k= M P k - 1 packets have P bits of data and the last one contai
School: Stanford
Course: Introduction To Digital Image Processing
EE 168 Introduction to Digital Image Processing Handout #32 March 7, 2012 HOMEWORK 7 SOLUTIONS Problem 1: Color Wheels We can represent an N x N color image by a three-dimensional array such that the first two dimensions are of size N each, and the third
School: Stanford
Course: The Fourier Transform And Its Applications
EE 261 The Fourier Transform and its Applications Fall 2009 Solutions to Problem Set One 1. Some practice with geometric sums and complex exponentials (5 points each) Well make much use of formulas for the sum of a geometric series, especially in combinat
School: Stanford
Course: Introduction To Statistical Signal Processing
EE 278B Statistical Signal Processing Thursday, November 17, 2011 Handout #16 Homework #7 Due Thursday, December 1 1. Autocorrelation functions. Find the autocorrelation functions of a. the process X (t) = At + B of problem 2 in homework 6. b. the process
School: Stanford
Course: The Fourier Transform And Its Applications
EE 261 The Fourier Transform and its Applications Fall 2009 Solutions to Problem Set Two 1. (10 points) A famous sum You cannot go through life knowing about Fourier series and not know the application to evaluating a very famous sum. Let S (t) be the saw
School: Stanford
Course: Introduction To Linear Dynamical Systems
EE263 Prof. S. Boyd EE263 homework 8 additional exercise 1. Some simple matrix inequality counter-examples. (a) Find a (square) matrix A, which has all eigenvalues real and positive, but there is a vector x for which xT Ax < 0. (Give A and x, and the eige
School: Stanford
EE243 Winter 2014 Homework 7 J.S.Harris EE 243 Homework 7 Due Thursday, March 6, 2014, at 5 pm, CISX 329 1. Reflective modulator (30 points) We are designing a reflective quantum well modulator, desiring to achieve the maximum contrast ratio with the foll
School: Stanford
Course: Fourier Transform And Application
EE 261 The Fourier Transform and its Applications Fall 2012 Problem Set Three Due Wednesday, October 17, 2012 1. (5 points) Equivalent width: Still another reciprocal relationship The equivalent width of a signal f (t), with f (0) = 0, is the width of a r
School: Stanford
Course: The Fourier Transform And Its Applications
EE261 Raj Bhatnagar Summer 2010-2011 EE 261 The Fourier Transform and its Applications Problem Set 1 Due Wednesday, June 29 1. (10 points) Some practice with complex numbers (a) Express the following numbers in polar form: (i) (ii) (iii) (iv) (b) For (i)
School: Stanford
Course: Introduction To Statistical Signal Processing
EE 278 Statistical Signal Processing Homework #7 Solutions November 20, 2009 Handout #19 1. Convergence examples. Consider the following sequences of random variables dened on the probability space (, F , P), where = cfw_0, 1, . . . , m 1, F is the collec
School: Stanford
Course: Information Theory
EE376A: Homeworks #6 Solutions 1. Cascaded BSCs. Consider the two discrete memoryless channels (X , p1 (y |x), Y ) and (Y , p2 (z |y ), Z ). Let p1 (y |x) and p2 (z |y ) be binary symmetric channels with crossover probabilities 1 and 2 respectively. 1 1 0
School: Stanford
Course: Analog Integrated Circuit Design
EE214 Winter 04/05 Page 1 of 1 HOMEWORK #2 Solutions (Due: Monday, October 11, 2004, noon PT) 1. Use Spice to simulate gm/ID vs. VOV, (e.g. as shown on slides 3 and 4 of lecture 4). a) Generate a plot of gm/ID for EE214 NMOS devices with L=0.35m and
School: Stanford
Course: Stochastic Control
EE365, Spring 2011-12 Professors S. Boyd, S. Lall, and B. Van Roy EE365 / MS&E251 Homework 3 Solutions 1. Total-variation distance. The total variation distance between distributions and is given by dTV (, ) = max Prob(E ) Prob(E ) , E X i.e., the maximu
School: Stanford
Course: Digital MOS Integrated Circuits
EE313 Winter 09/10 J. Kim & M. Horowitz Handout # Page 1 of 5 HOMEWORK #3 (Due: Wednesday, Feb. 4, 2009: in class) 1. HSPICE Simulation for Velocity Saturated Model In the lectures, we learned many short channel effects in MOS transistors. In this problem
School: Stanford
Course: The Fourier Transform And Its Applications
EE261 Raj Bhatnagar Summer 2010-2011 EE 261 The Fourier Transform and its Applications Problem Set 3 Due Wednesday 13 July 1. (15 points) Convolution and cross-correlation The cross-correlation (sometimes just called correlation) of two real-valued signal
School: Stanford
Course: Convex Optimization I
EE364a, Winter 2011-12 Prof. S. Boyd EE364a Homework 4 solutions 5.27 Equality constrained least-squares. Consider the equality constrained least-squares problem minimize Ax b 2 2 subject to Gx = h where A Rmn with rank A = n, and G Rpn with rank G = p. G
School: Stanford
Course: Introduction To Statistical Signal Processing
EE 278B Statistical Signal Processing October 13, 2011 Handout #4 Homework #3 Due Thursday, October 20 1. Estimation vs. detection. Signal X and noise Z are independent random variables, where X= +1 with probability 1 with probability 1 2 1 , 2 and Z U[2,
School: Stanford
Course: Introduction To Statistical Signal Processing
EE 278B Statistical Signal Processing October 29, 2011 Handout #9 Homework #4 Solutions 1. (10 points) Coloring and whitening. a. We denote the eigenvalue and eigenvector matrices of as and U , respectively. After using linear algebra methods (or Matlab,
School: Stanford
Course: Digital MOS Integrated Circuits
EE313 Winter 2009-10 J. Kim & M. Horowitz Handout #8 page 1 of 10 SOLUTIONS TO HOMEWORK #0 Problem # 1 (1.1) Run HSPICE on etude1.sp. (1.2) Use CScope to look at the DC transfer characteristic curves. Notice that inverters with different ratios have diffe
School: Stanford
Course: INTRODUCTION TO LINEAR DYNAMICAL SYSTEMS
EE263, Autumn 2013-2014 Professor S. Lall EE263 Homework 2 Solutions 1. Some linear functions associated with a convolution system. Suppose that u and y are scalar-valued discrete-time signals (i.e., sequences) related via convolution: y (k ) = j hj u (k
School: Stanford
Course: Introduction To Statistical Signal Processing
EE 278B Statistical Signal Processing Tuesday, December 6, 2011 Handout #19 Homework #7 Solutions 1. (20 points) Autocorrelation functions. a. The mean function is X (t) = E[At + B ] = E[A]t + E[B ] = 0. The autocorrelation function is RX (t1 , t2 ) = E[(
School: Stanford
Course: Digital MOS Integrated Circuits
EE313 Winter 09/10 J. Kim & M. Horowitz Handout # Page 1 of 16 HOMEWORK #3 SOLUTIONS 1. HSPICE Simulation for Velocity Saturated Model (25pts) In the lecture, we learned many short channel effects in MOS transistors. In this problem, you need to run HSPIC
School: Stanford
EE 261 Fourier Transform and Applications February 16, 2011 Handout #13 Homework #5 Due Friday, February 25 1. Exercises on distributions. a. Let g (t) be a Schwartz function. Show that g (t) (t) = g (0) (t) g (0) (t) . b. Let Tf be the distribution induc
School: Stanford
Course: Fourier Transform And Application
EE 261 The Fourier Transform and its Applications Fall 2012 Solutions to Problem Set One 1. Some practice combining simple signals. (5 points each) The scaled triangle function with a parameter a > 0 is 1 1 a |t| , 0, a (t) = (t/a) = |t| a |t| > a The gra
School: Stanford
Course: VLSI Signal Conditioning Circuits
EE315A Spring 2009 B. Murmann Page 1 of 3 HOMEWORK #5 (Due: Tuesday, May 12, 2009, 1pm PT) 1. Consider the idealized single-stage OTA feedback circuit shown below. The OTA is described by the "OTA1" behavioral model discussed in class and has the followin
School: Stanford
Course: Analog Integrated Circuit Design
EE214 Winter 04/05 B. Murmann Handout #4 Page 1 of 2 HOMEWORK #1 (Due: Monday, October 4, 2004, noon PT) You will not need (and should not use) Spice for any part of this problem set. Use simple long channel MOS models in all problems and ignore fi
School: Stanford
Course: Digital Systems I
EE108B Spring 2003-2004 Prof. Kozyrakis EE108b - Problem Set #1 Solutions (Total 100 points) This homework assignment helps you to be familiar with MIPS assembly language. A full reference guide for MIPS instructions is available in section A.10 (Appendix
School: Stanford
EE263 Prof. S. Boyd EE263 homework 1 additional exercise 1. Ane functions. A function f : Rn Rm is called ane if for any x, y Rn and any , R with + = 1, we have f (x + y ) = f (x) + f (y ). (Without the restriction + = 1, this would be the denition of lin
School: Stanford
Course: The Fourier Transform And Its Applications
EE 261 The Fourier Transform and its Applications Fall 2009 Problem Set Eight Due Wednesday, November 18 1. (10 points) Dierent denitions for the DFT This is an alternate version, in one respect, to Section 6.9 in the notes, on dierent denitions of the DF
School: Stanford
Course: VLSI Signal Conditioning Circuits
EE315A Spring 2009 B. Murmann Page 1 of 1 HOMEWORK #1 (Due: Thursday, April 9, 2009, 1pm PT) 1. Cadence warm-up. Work through the "Virtuoso Tutorial" handout available on the course website under "CAD". Submit a printout of the circuit schematic and phase
School: Stanford
Course: INTRODUCTION TO LINEAR DYNAMIC SYSTEM
EE263 Autumn 2011-12 Prof. S. Lall EE263 homework problems 1. A simple power control algorithm for a wireless network. First some background. We consider a network of n transmitter/receiver pairs. Transmitter i transmits at power level pi (which is positi
School: Stanford
Course: Probability
EE 178 Probabilistic Systems Analysis Homework #2 Due Thursday, January 24, 2008 Handout #2 January 17, 2008 1. Catching the train. The probability that Riddley Walker goes for a run in the morning before work is 2/5. If he runs then the probabilit
School: Stanford
Course: Linear Dynamical Systems
EE263 Autumn 2012-13 Prof. S. Boyd EE263 homework 3 solutions 2.15 Gradient of some common functions. Recall that the gradient of a dierentiable function f : Rn R, at a point x Rn , is dened as the vector f x1 . . . f (x) = f xn , where the partial deriv
School: Stanford
Course: INTRODUCTION TO LINEAR DYNAMICAL SYSTEMS
EE263, Autumn 2013-2014 Professor S. Lall EE263 Homework 1 Solutions 1. Some standard time-series models. A time series is just a discrete-time signal, i.e., a function from Z+ into R. We think of u(k ) as the value of the signal or quantity u at time (or
School: Stanford
Course: Stochastic Control
EE365, Spring 2011-12 Professors S. Boyd, S. Lall, and B. Van Roy EE365 Homework 1 solutions 1.1 Optimal disposition of a stock. You must sell a total amount B > 0 of a stock in two rounds. In each round you can sell any nonnegative amount of the stock; b
School: Stanford
Course: Fourier Transform And Application
EE 261 The Fourier Transform and its Applications Fall 2012 Problem Set Nine Due Friday, December 7 1. (20 points) 2D Fourier Transforms Find the 2D Fourier Transforms of: (a) sin 2ax1 sin 2bx2 Solution: Because the function is separable we have F (sin 2a
School: Stanford
EE364a, Winter 2007-08 Prof. S. Boyd EE364a Homework 4 solutions 4.11 Problems involving 1 - and -norms. Formulate the following problems as LPs. Explain in detail the relation between the optimal solution of each problem and the solution of its equivalen
School: Stanford
Course: Circuits I
EE101A / Winter 2013 Prof. Simon Wong Homework #7 (Due March 6, 2013) You can use equations already derived in lecture notes or textbook. Please write your Name and Lab Section time on the front page. 1. Sedra & Smith, p. 341, Problem 5.79. The figure sho
School: Stanford
Course: VLSI Signal Conditioning Circuits
EE315A Spring 2009 B. Murmann Page 1 of 2 HOMEWORK #2 (Due: Thursday, April 16, 2009, 1pm PT) 1. Design a 4th order Butterworth lowpass filter with 0.3 dB maximum attenuation (worst case) in the passband (0 Hz to 500 kHz) and a nominal gain of 1. Implemen
School: Stanford
Homework #1 EE 282 Autumn 2008 Professor Kozyrakis Homework Set 1 Due: Wednesday, 10/15/2008, 5pm Please work in groups of 3 students Instructions: Submit to the box outside Gates 310 by the due date above. Show your work, state your assumptions, and just
School: Stanford
Course: Analog Integrated Circuit Design
6) c) The derivation below makes no assumptions, other than that the above-calculated small signal voltage gain accurately predicts the voltage swings at Vo1 and Vo2 and that the quiescent points do not shift in presence of the signal. The first stag
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Course: Linear Dynamical Systems
EE263 Autumn 2012-13 Prof. S. Boyd EE263 homework 2 solutions 2.21 Express the following statements in matrix language. You can assume that all matrices mentioned have appropriate dimensions. Here is an example: Every column of C is a linear combination o
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Course: Integrated Circuit Fabrication Processes
EE 212 FALL 09-010 HOMEWORK ASSIGNMENT #1 ASSIGNED: THURSDAY SEPT. 24 DUE: THURSDAY OCT. 1 ANSWER SHEET Reading Assignment: Chapters 1 and 2 in the text. #1. Spend 30 min or so scanning the information in the 2007 ITRS Executive Summary (on the class webs
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PRELAB 3 MORE OP-AMP CIRCUITS! If you cant fix it, make it a feature. Anonymous OBJECTIVES (Why am I doing this prelab?) To gain insight into op-amp application circuits beyond those considered in Lab 2. To understand the basics of analog filters. To u
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PRELAB 6 ADDITIONAL CIRCUIT CONCEPTS If you dont know where youre going, any path will take you there. Unknown OBJECTIVES (Why am I doing this prelab?) To learn about oscillators and how to simulate them in Spice. By Professor Gregory Kovacs Edited and U
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PRELAB 5 OPTOELECTRONIC CIRCUITS Its o.k. if we lose money on the product, well just make it up in volume! Harvard MBA Graduate OBJECTIVES (Why am I doing this prelab?) To learn about interfaces between the optical world and the electronic world. WHERES
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PRELAB 4 INTERFACE CIRCUITS AAAAAAAHHHHH. ZZZZZZ. FTHFPHTHTF. AAAAAHHHH! EE122 Student Who Tests Circuits with Wet Fingertips OBJECTIVES (Why am I doing this prelab?) To investigate some of the ways we interface electronics to the real world. WHERES MY P
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PRELAB 1 PHYSICAL & VIRTUAL INSTRUMENTS FOR ELECTRONICS The Future Begins Tomorrow! Motto of YoyoDyne Engineering in the movie Buckaroo Banzai OBJECTIVES (Why am I doing this prelab?) Review of basic instruments (physical and virtual). Review of electroni
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PRELAB 5 OPTOELECTRONIC CIRCUITS Its o.k. if we lose money on the product, well just make it up in volume! Harvard MBA Graduate OBJECTIVES (Why am I doing this prelab?) To learn about interfaces between the optical world and the electronic world. WHERES
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Chapter 5 Build a Photovoltaic Controller Photovoltaic cells are a great source of renewable energy. With the sun directly overhead, there is about 1kW of solar energy (energetic photons) per square meter of area. A photovoltaic panel converts this solar
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EE152 Lab 2 Revision 1, 30 Sep 2013 1 Energy Meter In this lab, youll build and program a meter that measures voltage, current, power, and energy at DC and AC. Assigned: October 1, 2013. Signoffs: Week of October 7, 2013. 1 New Code Download the code from
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EE152 Lab 4 Revision 1, 21 Oct 2013 1 Motor Control Part II Signoffs: Week of October 21, 2013. 1 Introduction In this lab you will implement the speed controller that you designed in the previous lab with real hardware and demonstrate that the motor can
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EE152 Lab 3 Revision 2, 17 Oct 2013 1 Motor Control Part I 1 Introduction This lab has two parts. For the rst week, you will characterize a brushed DC motor, build a mathematical model of it, and design a speed controller for it. In the second week, you w
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EE152 Lab 1 Revision 3, 30 Sep 2013 1 Lab 1: The Beginning This lab is an introduction to developing for an AVR microcontroller and the tools we will use for the rest of this course. Assigned: September 24, 2013. Signoffs: Week of September 30, 2013. 1 He
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Course: Circuits I
EE 101A / Winter 2013 Lab #7 (For week of 3/11) Lab 7: Switching Voltage Regulator 1. Motivation: Improving the Efficiency of Voltage Regulator In the AC-DC converter that you have built, we use a potentiometer with a source follower in the last stage to
School: Stanford
Course: Circuits I
EE 101A / Winter 2013 Lab #6 (For weeks of 2/25 and 3/4) Lab 6: Output Stages & the Source Follower 1. Motivation: Making our converter a better voltage source Weve spent several weeks building an AC/DC voltage converter to use as a power supply, which is
School: Stanford
Course: Circuits I
EE 101A / Winter 13 Lab #5 (For week of 2/18) Lab 5: Enabling Variable Output Voltage 1. Motivation: Now that we have a nice DC signal, lets add versatility! After adding the Zener diode in the last lab, we have a DC output around 15 V. We could stop here
School: Stanford
Course: Circuits I
EE 101A / Winter 13 Lab #4 (Week of 2/4/13) Lab 4: Voltage Regulation Sedra & Smith, Chapter 4.5 1. Motivation: How can we get rid of those ripples? As you measured in the previous lab, the rectifier output is single polarity, but still half a sine wave.
School: Stanford
Course: Circuits I
EE 101A / Winter 13 Lab #3 (Week of 1/28/13) Lab 3: Full Wave Rectifier Background Reading : Sedra & Smith, Chapter 4.5 1. Motivation: Output voltage is not even close to DC! The role of measurement equipment, such as the oscilloscope, is pretty obvious e
School: Stanford
Course: Circuits I
EE 101A / Winter 13 Lab #2 (Week of 1/21/13) Lab 2: Diode Characterization Background Reading : Sedra & Smith, Sections 4.1 4.4 1. Motivation: We will use silicon diodes to convert AC voltage to DC voltage in next Lab. In this lab, we will characterize th
School: Stanford
Course: Circuits I
EE 101A / Winter 2013 Lab #1 (Week of 1/14) EE 101A Lab Introduction Welcome to EE101A! The lab component of the course is intended to complement the material you learn from lecture by having you analyze and build a very useful circuit using basic electro
School: Stanford
Course: Circuits I
EE 101A / Winter 2013 Optional Lab #0 Open Lab (Packard 064, Wed 1/9 and Thur 1/10, 7pm-9pm) EE101A - LABORATORY FAMILIARIZATION OBJECTIVES To provide an introduction to the electronics laboratory environment and test equipment. The instruments available
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Course: Digital Systems II
EE108B Fall 2012-13 Prof. Olukotun EE 108B Lab Assignment #4 Caches Due: Thursday, December 6, 2012 1. Introduction At this point you have created a single-cycle microprocessor and added pipelining to it. Up to now we have modeled memory accesses simply a
School: Stanford
Course: Digital Systems II
./._lab3# #000755 #000765 #000024 #00000000445 12045332372 012456# 0# #ustar#00chris#staff# #000000 #000000 # # #Mac OS X # #2# %#ATTR# %### %com.apple.metadata:kMDItemWhereFroms#bplist00#_#Nsftp:/corn.stanford.edu/afs /ir.stanford.edu/users/c/h/chrisnc/e
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Course: Digital Systems II
EE108B Fall 2012-13 Prof. Olukotun EE 108B Lab Assignment #3 Pipelining Due: Tuesday, November 13, 2012 1. Introduction Pipelining has introduced huge performance gains to the processor. With these performance gains, there has been additional complexity i
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Course: Digital Systems II
irom changed to combinational logic why pc+8
School: Stanford
Course: Digital Systems II
EE108B Fall 2012-13 Prof. Olukotun EE108B Lab 2 Processor Datapath Design Due: Thursday, November 1st Introduction: Now that you have seen some of the benefits of the software approach to problems, we will spend the next three labs building a processor th
School: Stanford
Course: Digital Systems II
EE108B Prof. Olukotun Fall 2012 EE 108B Lab Assignment #1 MIPS Assembly Programming Due Tuesday, October 16, 2012 1. Introduction Throughout these labs, you will be designing a processor that can execute programs written in MIPS assembly. Once th
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Course: Digital Design Laboratory
EE 121 Digital Design Laboratory October 3, 2002 Handout #6 Laboratory Assignment #2 Laboratory Familiarization: the Real (Analog) World Due date: to be completed in lab from October 711, 2002 The following is an introduction to using the equipment in the
School: Stanford
Course: Circuits I
EE 101A / Winter 10 Lab #7 Lab 7: SPICE (For week of 3/8) You can use the PSpice simulator in the Lab, or the PSpice CD in the back cover of your Sedra & Smith textbook. 1. Motivation: The role of circuit simulation Another important tool for a circuit de
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Course: Circuits I
EE 101A / Winter 2010 Lab #6 (For weeks of 2/22 and 3/1) Lab 6: Output Stages & the Source Follower 1. Motivation: Making our converter a better voltage source Weve spent several weeks building an AC/DC voltage converter to use as a power supply, which is
School: Stanford
Course: Circuits I
EE 101A / Winter 10 Lab #5 (For week of 2/15) Lab 5: Enabling Variable Output Voltage 1. Motivation: Now that we have a nice DC signal, lets add versatility! After adding the Zener diode in the last lab, we have a DC output around 15 V. We could stop here
School: Stanford
Course: Circuits I
EE 101A / Winter 10 Lab #4 (Week of 2/1) Lab 4: Voltage Regulation Sedra & Smith, Chapter 3.5 1. Motivation: How can we get rid of those ripples? dr As you measured in the previous lab, the rectifier output is single polarity, but still half a sine wave.
School: Stanford
Course: Circuits I
EE 101A / Winter 10 Lab #3 (Week of 1/25/10) Lab 3: Full Wave Rectifier Background Reading : Sedra & Smith, Chapter 3.5 1. Motivation: Output voltage is not even close to DC! The role of measurement equipment, such as the oscilloscope, is pretty obvious e
School: Stanford
Course: Circuits I
EE 101A / Winter 10 Lab #2 (Week of 1/18/10) Revised Lab 2: Diode Characterization Background Reading : Sedra & Smith, Sections 3.1 3.4 1. Motivation: We will use silicon diodes to convert AC voltage to DC voltage in next Lab. In this lab, we will charact
School: Stanford
Course: Circuits I
0.8 SolarCellModel withoutillumination Rleakage diode ID withoutillumination subtractingleakage 0 .6 0.4 0.2 0 leakage VD 0 0.5 underillumination 1 1 0.5 0 .2 0.4 SolarCellModel underillumination Iillumination diode
School: Stanford
Course: Circuits I
AC Power P=VI, P =I2R two 110V AC, 180o out of phase (two phases) Sint ( Sint ) = 2 Sint Si hot hot neutral hot Electrical Appliance Hot Neutral Metal Chassis to Ground Power Grid Transformers Power Sub-Station 100-500KV to 7200V Transformer Drum 7200V to
School: Stanford
Course: Circuits I
EE 101A / Winter 2010 Lab #1 EE 101A Lab Introduction Welcome to EE101A! The lab component of the course is intended to complement the material you learn from lecture by having you analyze and build a very useful circuit using basic electronic components.
School: Stanford
Course: Circuits I
EE 101A / Winter 2010 Optional Lab #0 Open Lab (Packard 064, Wed 1/6 and Thur 1/7, 7pm-9pm) EE101A - LABORATORY FAMILIARIZATION OBJECTIVES To provide an introduction to the electronics laboratory environment and test equipment. The instruments available
School: Stanford
EE 121 Digital Design Laboratory October 10, 2002 Handout #10 Laboratory Assignment #3 Floating Point Conversion Due date: Friday, October 18. Prelab due: Tuesday, October 15 For this laboratory assignment, you will use Xilinx Foundation software t
School: Stanford
Course: Fundamentals Of Analog Integrated Circuit Design
EE114/ 214A Review Session 2 Simon Basilico and Yaoyu Tao Stanford University taoyaoyu@stanford.edu basilico@stanford.edu A. Arbabian, R. Dutton, B. Murmann EE 114/214A 1 Important Announcements Start HW2 as soon as possible as it requires HSpice setup a
School: Stanford
Course: Fundamentals Of Analog Integrated Circuit Design
EE114/ 214A Review Session 1 Jayant Charthad Stanford University jayantc@stanford.edu A. Arbabian, R. Dutton, B. Murmann EE 114/214A 1 Important Announcements Please make sure you are enrolled on the course website and you are getting course announcement
School: Stanford
Course: Introduction To Computer Networks
EE 284 F. Tobagi Autumn 2014-2015 EE284 Review Session #7 Topics: Reservation ALOHA, Slotted ALOHA, Performance, CSMA/CD November 7, 2014 1 Reservation ALOHA In Reservation ALOHA. Packets belonging to the same message do not contend for the channel on the
School: Stanford
Course: Introduction To Computer Networks
EE 284 F. Tobagi Autumn 2014-2015 EE284 Review Session No. 10 Topic: TCP December 5, 2014 Problem 1: TCP Consider two hosts A and B that have data to be exchanged using the Transmission Control Protocol (TCP). In this problem, we will assume that the prop
School: Stanford
Course: Introduction To Computer Networks
EE 284 F. Tobagi Autumn 2014-2015 EE284 Review Session No. 9 Topic: Internetworking between Bridges and Routers, Virtual circuit routing November 21, 2014 Problem 1: Internetworking between Bridges and Routers Segment 3 D C 2 ROUTER 171.1.2.12 AA:BB:CC:DD
School: Stanford
Course: Introduction To Computer Networks
EE 284 F. Tobagi Autumn 2014-2015 EE284 Review Session No. 8 Topic: Bridging - performance, Bridging scenario November 14, 2014 Problem 1: Bridging - Performance Consider K LAN segments that equally divide the LAN, such that the amount of trac generated p
School: Stanford
Course: Introduction To Computer Networks
EE 284 F. Tobagi Autumn 2014-2015 EE284 Review Session #6 Topics: Probability Distributions October 31, 2014 1 The Poisson Distribution The Poisson distribution is a discrete probability distribution that gives the probability that a certain number of eve
School: Stanford
Course: Introduction To Computer Networks
EE 284 F. Tobagi Autumn 2014-2015 EE284 Review session 3 Topics: CRC 1 CRC a. Given the message 100100100100100 and generator sequence 10011, what then is the checksummed message? (Show your computation.) b. In a CRC detection, if a generator polynomial i
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Course: Introduction To Computer Networks
EE 284 F. Tobagi Autumn 2014-2015 EE284 Review Session #4 Part #2 Topics: Sliding Window Control October 23, 2014 Review of Sliding Window Flow Control Mechanism: 1) Acknowledgement - ACK(N): Ackowledges the error-free receipt of all frames upto and inclu
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Course: Probabilistic System Analysis
LECTURE NOTES Course 6.041-6.431 M.I.T. FALL 2000 Introduction to Probability Dimitri P. Bertsekas and John N. Tsitsiklis Professors of Electrical Engineering and Computer Science Massachusetts Institute of Technology Cambridge, Massachusetts These notes
School: Stanford
Course: Probabilistic System Analysis
EE178 Introductory lecture Monday, September 26, 2011 Outline EE178 Probability Goals Topics Administrative stuff Monday, September 26, 2011 what is EE178/278A? probability + statistics + EE examples ~ Stat 116, Math 151 important background for E
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Course: Introduction To Computer Networks
Course Administration EE284 Introduction to Computer Networks Instructor: Professor Fouad Tobagi Gates 339 Telephone: 650-723-1708 E-mail: tobagi@stanford.edu Office hours: TBD Teaching Assistant: Bhrugurajsinh Chudasama E-mail: bhrugu@stanford.edu EE2
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Course: Optical Micro- And Nano-cavities
EE340: Optical micro- and nano-cavities Instructor: Jelena Vuckovic Spring 2012 Syllabus (tentative) Part 1 Introduction to optical resonators Lossless hollow rectangular resonator Losses in a resonator. Quality (Q) factor of a resonator Finesse, free-
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Course: Optical Micro- And Nano-cavities
EE340: Optical micro- and nano-cavities Instructor: Jelena Vuckovic Spring 2011 Mon Wed Fri 10 - 10:50 am Classroom: Y2E2 111 Class web-site http:/www.stanford.edu/class/ee340 (lecture notes and assignments are posted on the coursework portion of the clas
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Handout #2 March 28, 2011 CS103 Robert Plummer CS103 Syllabus Date Day Lecture # Topic PS Due Reading I. Logic, Sets, Relations, and Functions (8 lectures) 3/28 M 1 Intro, propositional logic, truth tables equivalences, De Morgan's Laws 3/30 W 2 Predicate