ECE 719: Advanced Microwave Design

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1 ECE 719: Advanced Microwave Design Print to PDF Add Comment In Workflow 1. 14ECE GR Director of Curriculum ECE Grad Head (14ECE Grad 3. COE CC Coordinator GR 4. COE CC Meeting GR (COE CC Meeting 5. COE CC Chair GR 6. COE Final Review GR 7. COE Dean GR 8. mbs 9. ABGS Coordinator 10. mbs 11. ABGS Meeting 12. ABGS Chair 13. Grad Final Review 14. Grad Dean (Grad 15. PeopleSoft Approval Path 1. Wed, 21 Oct :55:05 GMT Donna Yu (dgyu): Approved for 14ECE GR Director of Curriculum 2. Mon, 09 Nov :41:57 GMT Melissa Nosbisch (mlnosbis): Approved for 14ECE Grad Head 3. Thu, 21 Jan :02:14 GMT Robyn Fillinger (rfillin): Approved for COE CC Coordinator GR 4. Tue, 26 Jan :33:31 GMT Melissa Nosbisch (mlnosbis): Approved for COE CC Meeting GR 5. Thu, 18 Feb :24:25 GMT Mihail Devetsikiotis (mdevets): Approved for COE CC Chair GR 6. Thu, 18 Feb :58:17 GMT Robyn Fillinger (rfillin): Approved for COE Final Review GR 7. Thu, 18 Feb :25:27 GMT Douglas Reeves (reeves): Approved for COE Dean GR 8. Wed, 16 Mar :11:56 GMT Michael Steer (mbs): Approved for mbs 9. Mon, 21 Mar :54:31 GMT George Hodge (george_hodge): Approved for ABGS Coordinator 10. Tue, 29 Mar :42:31 GMT Michael Steer (mbs): Approved for mbs 11. Thu, 07 Apr :21:04 GMT Melissa Nosbisch (mlnosbis): Approved for ABGS Meeting Date Submitted: Sat, 31 Jan :16:54 GMT Viewing: ECE 719 : Advanced Microwave Design Changes proposed by: mbs Change Type Major

2 Course Prefix ECE (Electrical and Computer Engineering) Course Number 719 Course ID Dual-Level Course Dual-Level Course Number: Cross-listed Course No Cross-listed with Subject Code(s) Title Advanced Microwave Design Abbreviated Title Advanced Microwave Design College College of Engineering Academic Org Code Electrical & Computer Engineering (14ECE) CIP Discipline Specialty Number CIP Discipline Specialty Title Electrical and Electronics Engineering Term Offering Spring Only Year Offering Offered Every Year Specify: Effective Date Fall 2016 Previously taught as Special Topics? No Number of Offerings within the past 5 years Course Delivery Distance Education (DELTA)

3 Hybrid (Online/Face to Face) Remote Location/Site Grading Method Graded/Audit Credit Hours 3 Course Length 16 weeks Contact Hours (Per Week) Component Type Lecture 3.0 Course Attribute(s) Please explain why you selected Service Learning: If your course includes any of the following competencies, check all that apply. University Competencies Course Is Repeatable for Credit No Total number of completions allowed including the initial offering. Contact Hours Maximum total credit hours allowed Instructor Name Michael Steer Instructor Title Professor Grad Faculty Status Full Anticipated On-Campus Enrollment Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip Enrollment Component Per Semester Per Section Multiple Sections? Comments Lecture Yes Sections 001 and 601 are taught concurrently. DELTA/Online Enrollment: Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote

4 Delivery Format Per Semester Per Section Multiple Sections? Comments LEC 5 5 Yes Sections 001 and 601 are taught concurrently. Where possible flipped classes are video captured and made available to the on-line class Course Prerequisites, Corequisites, and Restrictive Statement Prerequisite: ECE 549 Is the course required or an elective for a Curriculum? No Which Curricula are Affected? Catalog Description 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. Justification for each revision: 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. Does this course have a fee? No List amount and justification for fee: 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: List the Instructor's student learning outcomes that are relevant to the GEP Humanities Objective 1: Obj. 1) Engage the human experience through the interpretation of culture.

5 List the Instructor's student learning outcomes that are relevant to the GEP Humanities Objective 2: Obj. 2): Become aware of the act of interpretation itself as a critical form of knowing in the humanities. List the Instructor's student learning outcomes that are relevant to the GEP Humanities Objective 3: Obj. 3) Make academic arguments about the human experience using reasons and evidence for supporting those reasons that are appropriate to the humanities. 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: List the Instructor's student learning outcomes that are relevant to the GEP Mathematical Sciences Objective 1: Obj. 1) Improve and refine mathematical problem-solving abilities. List the Instructor's student learning outcomes that are relevant to the GEP Mathematical Sciences Objective 2: Obj. 2) Develop logical reasoning skills.

6 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: List the Instructor's student learning outcomes that are relevant to the GEP Natural Sciences Objective 1: Obj.O 1) Use the methods and processes of science in testing hypotheses, solving problems and making decisions List the Instructor's student learning outcomes that are relevant to the GEP Natural Sciences Objective 2: Obj. 2) Make inferences from and articulate, scientific concepts, principles, laws, and theories, and apply this knowledge to problem solving. 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: List the Instructor's student learning outcomes that are relevant to the GEP Social Sciences Objective 1: Obj. 1) Examine at least one of the following: human behavior, culture, mental processes, organizational processes, or institutional processes. List the Instructor's student learning outcomes that are relevant to the GEP Social Sciences Objective 2: Obj. 2) Demonstrate how social scientific methods may be applied to the study of human behavior, culture, mental processes, organizational processes, or institutional processes.

7 List the Instructor's student learning outcomes that are relevant to the GEP Social Sciences Objective 3: Obj. 3) Use theories or concepts of the social sciences to analyze and explain theoretical and or real-world problems, including the underlying origins of such problems. 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: List the Instructor's student learning outcomes that are relevant to the GEP Interdisciplinary Objective 1: Obj. 1) Distinguish between the distinct approaches of two or more disciplines. List the Instructor's student learning outcomes that are relevant to the GEP Interdisciplinary Objective 2: Obj. 2) Identify and apply authentic connections between two or more disciplines. List the Instructor's student learning outcomes that are relevant to the GEP Interdisciplinary Objective 3: Obj. 3) Explore and synthesize the approaches or views of two or more disciplines. To assist CUE in evaluating this course for inclusion on the Interdisciplinary Perspecitves list, please answer these additional questions. 1. Which disciplines will be synthesized, connected, and/or considered in this course?

8 2. How will the instructor present the material so that these disciplines are addressed in a way that allows the students "to integrate the multiple points of view into a cohesive understanding"? 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: List the Instructor's student learning outcomes that are relevant to the GEP Visual & Performing Arts Objective 1: Obj. 1) Deepen their understanding of aesthetic, cultural, and historical dimensions of artistic traditions. List the Instructor's student learning outcomes that are relevant to the GEP Visual & Performing Arts Objective 2: Obj. 2) Strengthen their ability to interpret and make critical judgements about the arts through the analysis of structure, form, and style of specific works. List the Instructor's student learning outcomes that are relevant to the GEP Visual & Performing Arts Objective 3: Obj. 3) Strengthen their ability to create, recreate, or evaluate art based upon techniques and standards appropriate to the genre. 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: List the Instructor's student learning outcomes that are relevant to the GEP Health & Exercise Studies Objective 1: Obj. 1) Acquire the fundamentals of health-related fitness, encompassing cardio-respiratory and cardiovascular endurance, muscular strength and endurance, muscular flexibility and body composition.

9 List the Instructor's student learning outcomes that are relevant to the GEP Health & Exercise Studies Objective 2: Obj. 2) Apply knowledge of the fundamentals of health-related fitness toward developing, maintaining, and sustaining an active and healthy lifestyle. List the Instructor's student learning outcomes that are relevant to the GEP Health & Exercise Studies Objective 3: Obj. 3) Acquire or enhance the basic motor skills and skill-related competencies, concepts, and strategies used in physical activities and sport. & List the Instructor's student learning outcomes that are relevant to the GEP Health & Exercise Studies Objective 4: Obj. 4) Gain a thorough working knowledge, appreciation, and understanding of the spirit and rules, history, safety, and etiquette of physical activities and sport. 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: List the Instructor's student learning outcomes that are relevant to the GEP Global Knowledge Objective 1: Obj. 1) Identify and examine distinguishing characteristics, including ideas, values, images, cultural artifacts, economic structures, technological or scientific developments, and/or attitudes of people in a society or culture outside the United States.

10 Please complete at least 1 of the following student objectives. List the Instructor's student learning outcomes that are relevant to the GEP Global Knowledge Objective 2: Obj. 2) Compare these distinguishing characteristics between the non-u.s. society and at least one other society. List the Instructor's student learning outcomes that are relevant to the GEP Global Knowledge Objective 3: Obj. 3) Explain how these distinguishing characteristics relate to their cultural and/or historical contexts in the non-u.s. society. List the Instructor's student learning outcomes that are relevant to the GEP Global Knowledge Objective 4: Obj. 4) Explain how these disinguishing characteristics change in response to internal and external pressures on the non-u.s. society. 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. List the Instructor's student learning outcomes that are relevant to the GEP U.S. Diversity Objective 1: Obj. 1) Analyze how religious, gender, ethnic, racial, class, sexual orientation, disability, and/or age identities are shaped by cultural and societal influences.

11 List the Instructor's student learning outcomes that are relevant to the GEP U.S. Diversity Objective 2: Obj. 2) Categorize and compare historical, social, political, and/or economic processes producing diversity, equality, and structured inequalities in the U.S. List the Instructor's student learning outcomes that are relevant to the GEP U.S. Diversity Objective 3: Obj. 3) Interpret and evaluate social actions by religious, gender, ethnic, racial, class, sexual orientation, disability, and/or age groups affecting equality and social justice in the U.S. List the Instructor's student learning outcomes that are relevant to the GEP U.S. Diversity Objective 4: Obj. 4) Examine interactions between people from different religious, gender, ethnic, racial, class, sexual orientation, disability, and/or age groups in the U.S. Requisites and Scheduling What percentage of the seats offered will be open to all students? 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.

12 List any required field trips, out of class activities, and/or guest speakers. Consultation Instructional Resources Statement Course is currently being taught and there is no change to resources required. Course Objectives/Goals 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. Student Evaluation Methods Evaluation Method Weighting/Points for Each Details Quizzes 10%+10%+10%=30% 3 exams/quizzes Homework 10% 12 Homeworks Project 20% + 20% + 20% = 60% 3 Projects Topical Outline/Course Schedule Topic Time Devoted to Each Topic Activity 1 2 1/2 weeks RF Modules: Introduction to Modules; Receiver module analysis; Noise; Gain compression and dynamic range; Diodes, switches, and ferrites; Mixers, VCO, frequency multiplier, PLL, DDS 2 1 week Case study: Transceiver system design and frequency planning 3 2 weeks Project 1: Design of A Two#Stage Amplifier Cascade 4 1/2 week Amplifiers: Introduction to amplifiers 5 1/2 week Case study: Narrowband Linear Amplifier Design 6 1 week Case Study: Wideband Amplifier Design 7 2 weeks Design of a half#octave bandwidth amplifier 8 1/2 week Case study: Distributed biasing of a pseudo differential amplifier 9 1/2 week Case study: Harmonic balance analysis of nonlinear RF and microwave circuits 10 1/2 week Switching Amplifiers 11 1/2 week Case study 6: Design of a WiMAX power amplifier /2 weeks Oscillators: Feedback oscillators; Differential oscillators; Single transistor oscillator 13 1/2 week Case study: Design of a reflection oscillator 14 2 weeks Project 3: Reflection Oscillator Design 15 1/2 week Case study: Design of a C-band VCO Syllabus ECE719_Ageless_Syllabus.pdf Additional Documentation

13 Additional Comments 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. Justification for this request Course Reviewer Comments mbs (Tue, 29 Mar :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 Preview Bridge

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