Arthur J. Brodersen

ARCHGEN: Automated synthesis of analog systems

High-level design of analog systems is an open area that needs to be addressed with the emerging trend of integrating mixed analog-digital systems. Design methods compatible across the analog-digital boundaries would expedite the design process, and in this paper we address analog high-level design issues. An approach for systems-level synthesis of a class of analog systems is presented. A behavioral level for the analog domain is characterized in terms of state equations and transfer functions in the continuous and discrete domains. State-space representations are generated from transfer function specifications that exhibit system level characteristics such as controllability and observability as, well as decoupled and parallel architectures. These state-space representations are synthesized into behavioral-level, technology-independent architectures composed of analog functional components. An intermediate architecture in a circuit implementation technology is synthesized from the behavioral architecture. The various algorithmic procedures for synthesis are implemented in the program ARCHGEN. Behavioral simulation is used for architecture verification and design space exploration. >

System for generating dynamic random-element stereograms

Truly dynamic stereograms can be generated by a new system that produces an anaglyphic display on a commercial television receiver. Location, size, and disparity (both direction and magnitude) of the stereographic form are controlled by means of a TTL unit.

Building intelligent tutorial systems for teaching simulation in engineering education

A framework for building intelligent tutoring systems (ITSs) to teach students the use of various simulation systems used in engineering education is described. Case studies to two widely used simulators in electronics education (LASAR, a digital logic simulator, and SPICE, an integrated circuit simulator) provide the basis of pedagogical methodology for teaching the use of simulators. This methodology is used to develop a tutorial environment which includes: an authoring system that enables an instructor to develop and tailor the course contents; and a course presentation system that communicates this information via a direct manipulation interface to the user. The student perceives the tutorial as a hypertext network which can be freely explored; however, the tutoring system monitors and dynamically reconfigures the accessible information according to the level and attainment of expertise by the student. The environment includes components to monitor and evaluate the performance of the student. This tutorial framework is used to create intelligent tutorial systems for SPICE and LASAR. >

Design and implementation of an electronics laboratory simulator

This paper describes the design and implementation of a computer-simulated laboratory for use in undergraduate engineering education. The simulated laboratory is implemented in a Windows environment. Several forms of tutorials and other assistance are available to the user to complete the laboratory. Evaluations indicate that when the simulation is used with class lectures, there is a significant improvement in both theory and lab knowledge. Use of the simulation significantly cuts subsequent time and requests for assistance in the physical lab.

Techniques for synthesis of analog integrated circuits

The CAD tools that have been developed for automated analog synthesis are reviewed. The synthesis process is described. The major techniques employed by the tools are examined. They are knowledge-based hierarchical design, analytic design, and placement/routing. Critical design issues are identified. It is shown how the technique discussed could be combined in a comprehensive framework supporting design from specification to physical layout.<<ETX>>

Organizing and understanding beliefs in advice-giving diagnostic systems

Reasoning based on belief functions and cause-effect hierarchies are combined to create a methodology for enhanced evidential reasoning. A description of the methodology is given as well as examples of the utilization of a complete system. The method provides reasoning about belief among alternatives, is extensible, and can be easily scaled up to large problems. It is asserted that belief manipulation coupled with information about fault history, events, and symptoms is sufficient to secure good diagnostic results. >

A framework for synthesis and verification of analog systems

In this paper we present a framework for synthesis and verification of analog systems. The famework is composed of a synthesis module and a verification module. Synthesis is in the form of architectural synthesis from behavioral specifications, and verification in the form of behavioral simulation of the synthesized architectures. The synthesis and verification techniques are implemented in an object-oriented paradigm, using anopen systems approach which enables customizing the target CAD framework. An Architecture Specification Language (ASL) is defined using the C++ programming language constructs. The integrated synthesis-verification framework provides for design space exploration enabling trade-offs in architectural as well as circuit technology characteristics. This paper focuses on the framework and implementation aspects of the architectural synthesis and verification methodology.

A qualitative and systematic assessment methodology for course outcomes from formal laboratory work products in electrical engineering

Laboratory courses should provide students with practical hands-on skills and knowledge pertinent to their field. Formal lab reports, the work products of lab courses, can be used to quantitatively assess these competencies. However, the requirements of formal lab reports, their structure, and the assessment methodology are often ambiguous. Additionally, the lack of an established assessment method can result in inconsistent and subjective assessments if multiple teaching assistants are involved in teaching the same course. This can lead to confusion and dissatisfaction for both student and teaching assistant. The Electrical Engineering program at Vanderbilt University has developed a quantitative and systematic method for assessing formal technical lab reports. This method utilizes scoring matrices, which are divided into categories based on predetermined criteria. By assessing these categories and combining their results, a quantitative measure of various practical abilities and outcomes can be evaluated from the labs. This paper presents the new quantitative and systematic assessment method.

The ELF project: Creating the future laboratory

The authors have explored the use of computers as an adjunct to motivate and aid the comprehension of undergraduate students in their engineering courses. They have developed courses for the first-year introductory engineering course, for a sophmore electrical engineering course, and for a design-oriented senior computer engineering course. The common theme in these courses is the use of virtual engineering realities (VER). In VERs, classroom experiences are designed to mimic industrial experiences or laboratory experiences. Results show that students are motivated by classroom situations which mimic real engineering experiences. The computer can be used both as a tutoring tool which can be a useful adjunct to classroom or laboratory instruction and as an environment to develop interesting and powerful software products.<<ETX>>

Designing effective Laboratory courses in electrical engineering: Challenge-based Model that reflects engineering process

In electrical engineering programs, physical Laboratory courses should enable students to apply theory to design, to synthesize and analyze circuits and systems, and gain practical hands-on skills and knowledge required for their future career. However, students often have difficulty applying electrical theory to problem solving tasks, such as those encountered in lab experiments; therefore, an alternative approach to lab instruction is desirable. A study at Vanderbilt University explored the potential of organizing electrical engineering labs around challenges. A learning model called Software Technology for Assessment and Reflection (STAR) Legacy was adopted in designing the lab learning process. The model combines problem-solving challenges and instructional resources with Web-based technology. This paper describes the structure of the innovative challenge-based lab design, and presents student and instructor evaluations of this design.