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Viewing: ECE 719 : Advanced Microwave Design

Last approved: Wed, 01 Jun 2016 08:18:18 GMT

Last edit: Thu, 07 Apr 2016 15:21:01 GMT

Change Type
Major
ECE (Electrical and Computer Engineering)
719
006283
Dual-Level Course
Cross-listed Course
No
Advanced Microwave Design
Advanced Microwave Design
College of Engineering
Electrical & Computer Engineering (14ECE)
Term Offering
Spring Only
Offered Every Year
Fall 2016
Previously taught as Special Topics?
No
 
Course Delivery
Distance Education (DELTA)
Hybrid (Online/Face to Face)

Grading Method
Graded/Audit
3
16
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture3.0
Course Attribute(s)


If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
No
 
 
Michael Steer
Professor
Full

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Lecture2020YesSections 001 and 601 are taught concurrently.
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote
Delivery FormatPer SemesterPer SectionMultiple Sections?Comments
LEC55YesSections 001 and 601 are taught concurrently. Where possible flipped classes are video captured and made available to the on-line class
Prerequisite: ECE 549
Is the course required or an elective for a Curriculum?
No
Development and examination of techniques used in the design of microwave and millimeter wave components and systems. Specific topics include frequency planning, system design using modules, and design of microwave amplifiers and oscillators. Design for specified frequency, noise, power, mixer or oscillator performance will be covered. There are three design projects: system planning, amplifier design, and oscillator design all using commercial microwave computer aided design tools.

Content: Course content has been modernized. It has changed to emphasize teaching through case studies and three moderate sized projects rather than one large project.


Title: New name more accurately reflects course content.


Prerequisite: ECE540 dropped as a prerequisite.  It has been difficult for students to accommodate this course as a prerequisite and course material has evolved so that the material in ECE540 is covered as needed.


Goals: Goals are new. none currently recorded.


Course Delivery:  Standard 75 minute lectures are no longer used.  Instead the course is based on Topics and Case Studies.  All of this material has been recorded and is available on-line.  PowerPoint captures/videos range in length from 5 minutes to 30 minutes. A Topic is a group of videos.  Each topic is assessed through intense homework or the projects.  The projects are designed to unify many topics and mastery of topics is required to complete the projects.


Textbook: Second edition of a textbook authored by the instructor is used.  This textbook is also used in ECE549.


Outcomes: New. none currently recorded.


Assessment: Being video based or delivered content is assessed either through homework or the projects. 


Scheduling: Course uses a 2 hour 45 minute block on Fridays.  Class meets in-person every second Friday for demonstrations and group activities.


No

Is this a GEP Course?
GEP Categories

Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
 
 

 
 

 
Please complete at least 1 of the following student objectives.
 

 
 

 
 

 
 

 
 

 
 

US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Requisites and Scheduling
 
a. If seats are restricted, describe the restrictions being applied.
 

 
b. Is this restriction listed in the course catalog description for the course?
 

 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 

 
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
 

Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
 
Title and author of any required text or publications.
 

 
Major topics to be covered and required readings including laboratory and studio topics.
 

 
List any required field trips, out of class activities, and/or guest speakers.
 

Course is currently being taught and there is no change to resources required.

This is a graduate class in microwave circuit design.  The aim of this course is to create good microwave circuit designers and enthuse students with a sense of development and inquisitiveness.


Student Learning Outcomes

By the end of the course, students will be able to design microwave module-based microwave systems, discrete microwave amplifiers, and discrete microwave oscillators. They will have basic competence in using microwave computer-aided design tools to analyze microwave systems, conduct linear microwave amplifier design, and use harmonic balance-based simulation tool in the design of microwave oscillators.


Evaluation MethodWeighting/Points for EachDetails
Quizzes10%+10%+10%=30%3 exams/quizzes
Homework10%12 Homeworks
Project20% + 20% + 20% = 60%3 Projects
TopicTime Devoted to Each TopicActivity
12 1/2 weeksRF Modules: Introduction to Modules; Receiver module analysis; Noise; Gain compression and dynamic range; Diodes, switches, and ferrites; Mixers, VCO, frequency multiplier, PLL, DDS
21 weekCase study: Transceiver system design and frequency planning
32 weeksProject 1: Design of A Two‐Stage Amplifier Cascade
41/2 weekAmplifiers: Introduction to amplifiers
51/2 weekCase study: Narrowband Linear Amplifier Design
61 weekCase Study: Wideband Amplifier Design
72 weeksDesign of a half‐octave bandwidth amplifier
81/2 weekCase study: Distributed biasing of a pseudo differential amplifier
91/2 weekCase study: Harmonic balance analysis of nonlinear RF and microwave circuits
101/2 weekSwitching Amplifiers
111/2 weekCase study 6: Design of a WiMAX power amplifier
121 1/2 weeksOscillators: Feedback oscillators; Differential oscillators; Single transistor oscillator
131/2 weekCase study: Design of a reflection oscillator
142 weeksProject 3: Reflection Oscillator Design
151/2 weekCase study: Design of a C-band VCO
Moodle is used as an integral part of the class structure.

mlnosbis 2/23/2016: No overlapping courses.

ghodge 3/14/2016 Please ask department to update syllabus based on current requirements. Many sections missing, including student learning outcomes.

mbs 3/16/2016: Updated ECE719_Ageless_Syllabus and added the following sections:

General education program
Student learning outcome
Late assignments
Attendance/absence policy
Electronic course components
Course schedule

ghodge 3/21/2016 Send to ABGS reviewers.

ABGS Reviewer Comments:
-Under student evaluation methods I see that there are three projects and if they are 10, 20, & 20 percent, then the total is 50%. With the other two evaluation methods being quizzes 30% and homework 10% that total 40% it appears that first 10% needs changed to 20%
-Course topics/schedule seems to differ between CIM form and syllabus
-Syllabus is not compliant with Graduate School requiements (text for PRRs and student accommodations are supposed to be quoted ver batim)

All comments were addressed.
mbs (Tue, 29 Mar 2016 15:41:55 GMT): -Evaluation method updated to reflect 20% grade for Project 1. -Course/topics in CIM and syllabus updated to obtain as good an alignment as possible. - PRRs and Student accommodations updated.
Key: 1451