EE 479: Analog Integrated Circuit Design Course Information 2016

University of Southern California

Ming Hsieh Department of Electrical Engineering

Course Number & Title: EE 479, Analog Integrated Circuit Design

Units: 4

Semester: Fall Semester

Schedule: Lecture: Tuesday & Thursday 11:00 am -12:20 pm

Discussion: Friday 12:00 - 12:50 pm

Location: OHE 100D

Instructor: SungWon Chung

Office Hours: TBD

Contact Information: [email protected], (213) 740-3058

Teaching Assistant: Masashi Yamagata, Office Hours & Location: TBD

Catalogue Description:
MOSFET and BJT operation and models; elementary amplifier configurations; biasing and
references; frequency response; feedback; operational amplifiers

Course Description:
EE 479 is a second level electronic circuits course that is focused on the analysis and design of
analog integrated circuits. EE 479 serves three fundamental purposes. First, it offers
undergraduate students a complete coverage of the salient aspects of the theories, concepts,
and analysis and design strategies that pervade the analog circuits and systems arena. Second,
EE 479 attempts to ensure that electrical engineering students who are interested in pursuing a
leadership engineering career in the circuits and systems discipline are well prepared for EE
536a, an advanced course that addresses mixed signal integrated circuits. As such, EE 479
bridges the cavernous gap that often separates a basic undergraduate course on electronic
circuits (EE 348L at USC) and EE 536a. Finally, EE 479 provides graduate students with interest
in other specialties, such as digital VLSI, devices, and processing technology adequate education
about the fundamentals of analog integrated circuit analysis, design, and applications.

Instructor: SungWon Chung University of Southern California Page 1

EE 479: Analog Integrated Circuit Design Course Information 2016

Learning Objectives:
As with other USC courses in the electronics circuits venue, EE 479 emphasizes design-oriented
circuit analysis. In particular, EE 479 teaches that deducing the correct answer to an analytical
exercise or achieving the target specifications of a design venture is not the end of the problem;
in many respects it is only the beginning of the engineering undertaking. Engineering entails the
ability to ask and intellectually resolve numerous questions before finalizing a design
undertaking. For example, does the work identify the dominant attributes, as well as the
shortfalls, of the circuit undergoing investigation? For example, does the biasing evoke
adequate power supply rejection, excessive sensitivity to ill-controlled or ill-defined device and
circuit parameters, and/or excessive sensitivity to operating temperature? Is there a long
settling time or significant overshoot/undershoot to transient excitation? Does a potential
stability problem lurk in the background? These and a myriad of other questions are difficult to
answer when the focus of analysis and design is largely directed to assimilating elegant and
presumably accurate mathematical expressions for circuit responses. EE 479 teaches that
tractable, approximate results premised on meaningful, realistic, and well-understood
approximations are perfectly acceptable. Indeed, they are even preferred for at least three
reasons. First, simplified analyses generally require minimal algebraic annoyances, thereby
enabling a shift of emphasis toward understanding how the various dynamics that are implicit
to a circuit interact to produce the observed response. Second, the ability to make reasonable
approximations in advance of a first order estimate of circuit responses mandates an insightful
understanding of active device operation and characteristics, the attributes and shortcomings
of the frequency responses of the circuit cells embedded in the considered network, and the
electrical implications of both lossy and energy storage parasitics implicit to the architectural
layout of the circuit. Third, it is possible and even likely that these foregoing insights, when
conflated with the simplified mathematical forms of approximated analytical or design results,
breed a reinvigorated methodology that nurtures innovative and creative design solutions. To
these ends, EE 479 teaches students computationally efficient manual and computer-aided
methods for analyzing the electrical dynamics of both linear and nonlinear models of active
networks destined for monolithic realization in Complementary Metal-Oxide-Semiconductor
(CMOS) and Bipolar Junction (BJT) Transistor technologies.
Students should be aware that the computer tools addressed in the lectures and required in
several homework assignments, include SPICE. Virtually any form of SPICE, such as HSPICE,
LTSPICE, PSPICE, TOPSPICE or SPICE versions embedded within CADENCE, TANNER, or other
design suites are acceptable. Students may also benefit from using MATLAB and EXCEL in this
course.

Prerequisite: EE 348L or an equivalent junior-/senior- level course focused on the

analysis and design of analog integrated circuits.

Main Text Book: P. Grey, P. Hurst, S. Lewis, and R. Meyer, Analysis and Design of
Integrated Circuits, John Wiley and Sons, 5th Edition, 2009.

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EE 479: Analog Integrated Circuit Design Course Information 2016

Supplementary Texts:
• B. Razavi, Design of Analog CMOS Integrated Circuits, McGraw Hill, 1st
Edition, 2000.
• P. E. Allen and D. R. Holberg, CMOS Analog Circuit Design, New York:
Oxford University Press, 2002.
• M. Burns and G. Roberts, An Introduction to Mixed-Signal IC Test and
Measurement, Oxford University Press, 2001.
• W-K. Chen, L. O. Chua, J. Choma, Jr., and L. P. Huelsman (editors), The
Circuits and Filters Handbook, CRC/IEEE Press, 1995.
• J. Choma, Jr., Electrical Networks, Wiley–Interscience, 1985.
• J. Choma and W-K. Chen, Feedback Networks: Theory and Circuit
Applications, World Scientific Press, 2007.
• K. K. Clarke and D. T. Hess, Communication Circuits: Analysis and Design,
Addison-Wesley Pub. Co., 1978.
• D. Clein, CMOS IC Layout: Concepts, Methodologies, and Tools,
Butterworth-Heinemann (Newnes), 2000.
• D. T. Comer, Introduction to Mixed Signal VLSI, Array Publishing Co.,
1994.
• J. A. Connelly and P. Choi, Macromodeling with SPICE, Prentice-Hall, Inc.,
1992.
• R. C. Dorf (editor), The Electrical Engineering Handbook, CRC Press, 1993.
• D. P. Foty, MOSFET Modeling With SPICE: Principles and Practice, Prentice
Hall PTR, 1997.
• R. L. Geiger, P. E. Allen, and N. R. Strader, VLSI Design Techniques For
Analog And Digital Circuits, McGraw-Hill Publishing Company, 1990.
• A. B. Grebene, Bipolar and MOS Analog and Integrated Circuit Design,
Wiley–Interscience, 1984.
• R. Gregorian and G. C. Temes, Analog MOS Integrated Circuits for Signal
Processing, Wiley– Interscience, 1986.
• R. J. Higgins, Electronics With Digital and Analog Electronics, Prentice Hall,
Inc., 1983.
• R. T. Howe and C. G. Sodini, Microelectronics: An Integrated Approach.
Upper Saddle River, Prentice Hall, Inc., 1997.
• J. H. Huijsing, R. J. van der Plassche, and W. Sansen (editors), Analog
Circuit Design, Kluwer Academic Publishers, 1993.
• R. C. Jaeger, Microelectronic Circuit Design, McGraw-Hill, 1997.
• D. Johns and K. Martin, Analog Integrated Circuit Design, John Wiley and
Sons, Inc., 1997.
• K. R. Laker and W. M. C. Sansen, Design of Analog Integrated Circuits and
Systems, McGraw-Hill, Inc., 1994.
• T. H. Lee, The Design Of CMOS Radio–Frequency Integrated Circuits,
Cambridge University Press, 2004.
• W. Liu, MOSFET Models for SPICE Simulation, John Wiley and Sons, Inc.,
2001.

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EE 479: Analog Integrated Circuit Design Course Information 2016

• G. Palumbo and A. Pennisi, Feedback Amplifiers: Theory and Design,

Kluwer Academic Publishers, 2002.
• D. O. Pederson and K. Mayaram, Analog Integrated Circuits for
Communication, Kluwer Academic Publishers, 1991.
• E. Sánchez-Sinencio and A. G. Andreou (editors), Low-Voltage/Low-Power
Integrated Circuits and Systems, IEEE Press, 1999.
• T. F. Schubert, Jr. and E. M. Kim, Active and Non–Linear Electronics, John
Wiley & Sons, Inc., 1996.
• M. H. Rashid, Microelectronic Circuits: Analysis and Design, Boston: PWS
Publishing Company, 1999.
• B. Razavi, Fundamentals of Microelectronics, 2nd Edition, John Wiley &
Sons, Inc., 2014.

Grading:
Homework 15%
Midterm Exam 25%
Final Exam 35%
Design Projects 25%

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EE 479: Analog Integrated Circuit Design Course Information 2016

Weekly Schedule

Week Subject Readings

Review of Electrical Circuits, Time- & Frequency-

1 Lecture Notes
Domain Analyses

MOSFET Device Physics, Models, and Fabrication

2 Chapters 1 & 2
Technology
BJT Device Physics, Models, and Fabrication
3 Chapter 1 & 2
Technology

4 Single- and Multi-Transistor Amplifiers (MOSFET) Chapter 3

5 Single- and Multi- Transistor Amplifiers (BJT) Chapter 3

6 Current Mirrors & Active Loads (MOSFET & BJT) Chapter 4

7 Bias Circuits (MOSFET & BJT) Chapter 4

8 Output Stages (MOSFET & BJT) Chapter 5

9 Operational Amplifiers Chapter 6

10 Midterm, Operational Amplifiers Chapter 6

11 Frequency Response Chapter 7

12 Frequency Response Chapter 7

13 Feedback Chapter 8

14 Feedback Chapter 8

15 Applications Notes

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EE 479: Analog Integrated Circuit Design Course Information 2016

Assignment:
• Homework (15%)  assign whenever each topic is finished. Work independently.

• Design Project (25%)  A few design projects throughout the semester. Design
transistor level circuits with certain specification in given spice model.
The score is evaluated based on report presentation clarity (20%), novelty (10%), circuit
analysis (20%), schematic/simulation completeness (20%), specification (30%).

• Midterm (25%), Final Exam (35%)  Test the student’s analytical capability of the
circuits

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EE 479: Analog Integrated Circuit Design Course Information 2016

Statement on Academic Conduct and Support Systems

Academic Conduct
Plagiarism – presenting someone else’s ideas as your own, either verbatim or recast in
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familiarize yourself with the discussion of plagiarism in SCampus in Section 11, Behavior
Violating University Standardshttps://scampus.usc.edu/1100-behavior-violating-
university-standards-and-appropriate-sanctions/. Other forms of academic dishonesty
are equally unacceptable. See additional information in SCampus and university policies
on scientific misconduct, http://policy.usc.edu/scientific-misconduct/.

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