COURSE Project (30%)

2022-2023

Semiconductor Devices
EE305
Semester: Spring 2023
 Table of Contents
I. Introduction .................................................................................................................... 3
II. Project Description ......................................................................................................... 3
III. ABET Learning Outcome ............................................................................................... 4
IV. Project Management & Deliverables .............................................................................. 4
V. Turnitin ........................................................................................................................... 6
VI. APA Style....................................................................................................................... 6
VII. Academic Honesty and Integrity Assurance ................................................................... 6
VIII. Copyrights...................................................................................................................... 7
IX. Project and team-based work......................................................................................... 7
X. Marking Scheme ............................................................................................................ 7
XI. Student Assessment Rubric ........................................................................................... 8

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I. Introduction

Projects for engineering students give an edge over the race of recruitment to work hard to ensure a
good career. In spite of employment practices in recent times, students are progressively taking up
projects to pad up their skill-set. Engineering projects help students to learn and acquire practical
knowledge. Despite of theory concept they acquire, various industries also need to know their capacity
to complete projects using their specific initiatives. Thus, we recommend students to realize
engineering projects in their four years of engineering and try to present as many white papers as
possible. Students who give importance to their course projects are expected to learn how to:
• Work in teams including multidisciplinary teams
• Build a major design experience based on the knowledge and skills acquired in the course work
• Build a major design experience incorporates appropriate engineering standards and multiple
realistic constraints
• Apply both analysis and synthesis in the engineering design process, resulting in designs
that meet the desired needs
In the design process, both creativity and criticism are essential. The followings are the seven steps that
students should consider while designing their projects:
• Recognition of the need and identifying opportunities: Every project begins with recognition
that needs improvement. These needs may be obvious or hidden to be revealed by
investigation, surveys or research.
• Definition of the design problem: It is a major task requires gathering information about the
problem.
• Definition of the design criteria and constraints: While the problem is being defined, the design
criteria and constraints must be defined
a. Design criteria are performance standards to be met by the design
b. Design constraints are limitations placed on the designer, the final design or manufacturing
process. Examples of possible constraints include accessibility, aesthetics, codes,
constructability, cost, ergonomics, extensibility, functionality, interoperability, legal
considerations, maintainability, manufacturability, marketability, policy, regulations,
schedule, standards, sustainability, or usability.
c. Risk analysis
• The design loop: design is a repetitive process of:
a. Synthesis (Brainstorming - Generating new ideas)
b. Analysis (Breaking ideas – find expected results)
c. Decision-making (Deciding the best alternative)
• Optimization: Design team must ask themselves if it is the optimum design. Optimum is the
best design that can be achieved at reasonable cost. The proposed design is judged against the
design criteria
• Evaluation: Design team should hold a design review to approve drawings and specifications
before they are released. If an optimum design cannot be achieved, the design team might
revise the problem definition, the design criteria or the constraints in order to achieve the
optimal solution or prototype.

II. Project Description

Many real-world engineering applications are based on electronic circuits where semiconductor
technology is the core of those devices. The p-n diode is of great importance in modern electronic
applications. For example, diodes are commonly used to build clipper circuits; which are used for

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 various purposes. Clipper circuits can be used to reduce noise in a signal. If a signal has a lot of noise
associated with it, especially at the peak, then reducing the amplitude with a diode can eliminate a lot
of the noise. In this project, the student should study the p-n diode characteristics, design it using
COMSOL, and verify the obtained results through simulation. COMSOL is a simulation environment used
for designing and simulating different devices and circuits. The students should design the clipper circuit
(shown in the figure below) based on the specifications given to each group. This requires setting up the
electrical circuit (cir) ac dc model, adding electrical components, adding study for electrical circuit
simulation, adding voltage source (ac or dc ), and plotting results of simulations. Eventually, student
should document their results in a report using the IEEE standard journal/conference format.

Figure 1: Clipper circuit with two identical diodes.

The project should be done collectively by a group, but the contributions from each group member
should be clearly identified. Each group member must have primary responsibility for a major part of the
project, and should write the corresponding sections on each of the reports.
Group Size: 3 Students.

III. ABET Learning Outcome

The aim of this project is:

• To understand an engineering problem and define its boundaries [2].
• To work as a team member to achieve a practical solution to a defined problem through
joint ownership, research and decision making [5].
• To investigate the properties of materials and how best to use these in the design [1, 2].
• To Simulate and represents the results using professional software [2].
• To communicate the results of the work carried out in a short technical report [3].

IV. Project Management & Deliverables

This project is divided into the following deliverables.

Deliverable 1: Simulation & Report (due date: Wednesday week 11) (10%):
Simulate and study the p-n diode characteristics and design a clipper circuit using COMSOL. Each
simulation should be represented by a figure that has a professional plot of the results including
formal labeling for the axes, title, grid, and units.
• Students of each class need to form project groups (group of 3).
• Each group will be given different semiconductor specifications.
• Students are required to describe a design regarding the project which includes a detailed
description of the idea and motivation.

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 • Each simulation should be represented by a figure that has a professional plot of the results
including formal labeling for the axes, title, grid, and units. The required figures from your
simulation are:
• Electron concentration
• Hole concentration
• Electric potential
• Voltage probes

• A scientific report must be written and submitted. The provided template should be used. The
report should begin with an explanation of the most popular semiconductors and their
properties, applications in real life and factors that affect semiconductor material properties,
especially, number of free carriers, their conductivity, and resistance. In addition, the report
should include the full analysis and results of the project. Students should explain and justify in
details the results. An electronic copy of the written report is required, e-copy must be
submitted via Moodle on Turnit-in.
• Students should clarify the followed learning strategy, including the steps of engineering design
process, in order to get an optimum design of their work.

Deliverable 2: Prototype Demonstration (due date is week 12) (10%):

Students need to demonstrate their prototype (COMSOL) and discuss the main issues orally. The
evaluation of this part will be as:

• Design [70%].
a. Does the simulation, etc. work or Not? (30%)
b. How does the simulation look? [nice/catchy/basic design] (10%)
c. Do Results meet initial expectation? Are the outputs satisfactory? (10%)
d. Is the proposed solution/idea the most optimized? (10%)
e. What is the impact of the material/components on the environment? (10%)
• Answering question correctly [30%].
a. Able to answer the questions related to the prototype and provide data to support their
answers. (Accurate & detailed explanation of answer) (15%)
b. Show deep understanding on the prototype/simulations etc., its main functionality, the
implementation, etc. (15%)

Deliverable 3: Presentation (due date is week 14) (10%):

• The presentation duration is 5 minutes that is followed by 5-10 minutes of a discussion
period. All presentations must be done using presentation software like MS
PowerPoint. An electronic copy of the presentation and report must be submitted
through Moodle (Turnitin) prior to the presentation due date. A rough structure of oral
presentation is as follows:
a. Introduction
b. Project overview and problem statement (Explanation of project goals and
aims)
c. Steps and methods involved in the project
d. Representation of final results
e. Reflections of the project on students’ learning

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 f. Conclusion and Future Remarks
g. References

V. Turnitin

Turnitin is a web-based solution that lets AUM faculty and AUM students check written work for
improper citation or misappropriated content. You may be assigned a username and a password to be
able to upload your assignments online, when and if requested. If you face any technical problem,
please contact IT at AUM.

VI. APA Style

AUM adopts the APA writing style for all its academic programs. AUM students need to use this style
for their assignments. The following web site is of value for students:
http://owl.english.purdue.edu/owl/resource/560/01/. Students are also encouraged to visit the AUM
Writing Lab to receive help and guidance on all APA-related questions.

VII. Academic Honesty and Integrity Assurance

One of the signs that the course material has been properly understood is honesty when accomplishing
the assignments. Lack of academic integrity (e.g. plagiarism, copying another person’s work, the use of
unauthorized aids on examinations, cheating, facilitating acts of academic dishonesty by others) will
not be tolerated. Therefore, if students include ideas, sentences, or other material that are not theirs
in their work, they must properly quote the source(s). Students are encouraged to consult with the
instructor if they have any questions on the issues of academic integrity or technical formatting of the
references.
Upon suspicion and doubt of the authenticity of the work submitted, the Instructor has the right to ask
the student to verify her/his work. This can be done through, but not limited to, repeating the work, oral
examination or discussion, alternative or similar on spot class assignment, pop quiz, or any other action
deemed necessary. If the student fails to prove the authenticity of the work, then the Instructor will apply
the academic misconduct rules as mentioned in the AUM Student Handbook which may include awarding
the work a zero grade.
Students are expected and encouraged to be honest and to maintain the highest standards of academic
integrity in their academic work and assignments at the University. Any act of Academic Dishonesty
may result in severe consequences for violations range from zero grades given for the assignments,
failing the course, and suspension from the University. Students will refrain from any academic
dishonesty or misconduct including, but not limited to:
• Upon suspicion and doubt of the authenticity of the work submitted, the Instructor has the
right to ask the student to verify her/his work. This can be done through, but not limited to,
oral examination or discussion, or any other action deemed necessary. If the student fails to
prove the authenticity of the work, then the Instructor will apply the academic misconduct
rules as mentioned in the AUM Student Handbook
• A zero grade will be given to all students that share exactly the same results: You will also be
held responsible if someone else copies your work - unless you can demonstrate that you have
taken reasonable precautions against copying.
• Any violation of the AUM standards will be taken as a violation to AUM policy and can lead to
penalties. If you wonder whether a course of action violates this policy, simply ask in advance
and please refer to the undergraduate AUM Student Handbook.

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 For a detailed description of academic misconduct, please refer to the AUM Student Handbook.

VIII. Copyrights

Students are expected to adhere to copyright practices, refer to the undergraduate AUM Student
Handbook.

IX. Project and team-based work

The Project component of the course, if exist, is essential to passing this course. The project shows
competency in understanding and applying the course objectives and achieving the learning outcomes.
The project should allow the student to investigate, apply, research, and practice real-life business
situations. It is expected that each student to fully and actively participate in the project as an effective
team member. A project document will be distributed later in the semester with details about the
project.
For all group related work, the entire team is responsible for the team outcome and the deliverables,
except for the specific parts of the project that may be graded individually depending on the project’s
requirement and as communicated in the project document.

X. Marking Scheme

Final Report:

Introduction Available Proposed Solution Conclusion References Formatting and

(25%) Solutions (15%) (30%) (10%) (5%) language used
(15%)
• Problem • Brainstorming • Background and Theory • Summary of • Use IEEE • Grammatical and
Definition (10%) (7%) (5%) the work format sentence structural
• Criteria and • Advantages and • Block Diagram/ flow chart done. (5%) references mistakes (10%)
Constraints (5%) Disadvantages of (Using MS-Visio). (5%) • Future work. • Formatting: Cover
• Objectives (5%) each solution • Steps of building the (5%) page, group
• Structure of the (8%) circuit/Design/simulations members’ names,
Report (5%) with pictures of final consistent fonts and
prototype (10%) size throughout the
• Discussion/ Simulation/ document (i.e. no
Code correctly follows the copy-pasting from
flowchart/ block diagram the net) (5%)
(5%)

Prototype Demonstration:
Design (70%) - Group Knowledge of subject (30%) - Individual
• Working prototype (30%) • Demonstrated full knowledge (15%)
• Implementation of the design (20%) • Answered all questions with elaboration (15 %)
• Clear results (figures, graphs…) and illustrations (20%)

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 Presentation:
Presentation Slides (30%) - Group Knowledge of subject (50%) - Individual Presentation Skills (20%) -
Individual
• Clear presentation content (7%) • Simulation Presentation (30 %) • Excellent language skills,
• Clear results (figures, graphs…) and • Demonstrated full knowledge; answered all gestures, etc. (20%)
illustrations (8%) questions with elaboration (20 %)
• Sequencing of ideas (8%)
• Format and language used (7%)

XI. Student Assessment Rubric

Bare pass mark C classification B classification A classification

Deliverables
(60%-69%) (70%-79%) (80%-87%) (>87%)
• The report gives clear • The report gives clear
• The report gives clear
details on all of the details on all of the
details on all of the
• The report is succinct and components of components of
components of
to the point. The maximum application. application.
application.
size of the report is met. • The report includes some • The report includes
• The report includes
• The report includes only analysis. detailed analysis.
Final report detailed analysis.
brief analysis. • The • The
Weighting 10% • The
• Brief conclusion and conclusion/discussion on conclusion/discussions
conclusion/discussions on
discussion. the application partially on the application are
the application are
• The writing of the report relevant. relevant.
relevant.
includes some mistakes. • The writing of the report • The report is well
• The writing of the report
does not include structured and it does
does not include mistakes.
mistakes. not include mistakes.
• The simulation is
functioning.
• The team
• The simulation is • The simulation is • The simulation is
demonstrated
Prototype functioning. functioning. functioning.
excellent
demonstration • The team is answering only • The team demonstrated • The team demonstrated
understanding of the
Weighting 10% basic questions on the basic understanding of good understanding of the
simulation operation
simulation. the simulation operation. simulation operation.
by reflecting on the
reasons of operations
of the application.
• The presentation
covered all of the
topics in the final
• The presentation covered report.
• The presentation covered • The presentation covered
most of the topics in the • Information is
all of the topics in the all of the topics in the final
final report. presented in logical
final report. report.
Oral presentation • The team Spoke clearly order.
• Information is presented • Information is presented
Weighting 10% and made only few • The analysis are clearly
in logical order. in logical order.
mistakes. discussed and the
• Some questioned are • All of the questions are
• Only few questions are implemented method
answered. answered.
answered. is
• All of the questions are
answered.

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