The University of Toledo hwcipcap - 1EECS3400 Electronics I.docx

The University of Toledo hwcipcap - 1
EECS:3400 Electronics I
Dr. Anthony D. Johnson
Homework Assignment #10
CMOS Inverter Parasitic Capacitances
Electrical model of a cascade connection of two identical
CMOS inverter circuits is shown in Figure 1(a),
and the layout of one of the inverters is shown in Figure 1(b).
Figure 1 (a)Electrical model of a cascade connection of
twoCMOS inverters. (b)A partial sketch of a CMOS invert-
er layout (metal layer not shown).
+VDD
CT
vI vO
(a)
(b)
2λ 2λ 2λ 2λ5λ 3λ
14λ4λ 4λ
3λ
3λ3λ3λ 5λ 5λ

2λ
1λ
n-well
n+-diffusion p+-diffusion
polysilicon
(a)
Dr. Anthony D. Johnson Student Name
_______________________________________
The circuit of Figure 1 has been manufactured using an n-well
process with the following parameter
values:
a)whole IC
- electron/hole mobility µn= 0.057 m
2/Vs - µp= 0.03 m
2/Vs
- threshold voltage VTN = 0.25 VSS - VTP = -0.3 VSS
- body doping NAb = 4.10
20accptor atoms/m3

- n-well doping NDw = 5.10
21donor atoms/m3
- n-diffusion doping NDd = 10
22donor atoms/m3
- p-diffusion doping NAd = 10
23acceptor atoms/m3
- thinox thickness tox=0.08 µm
- junction depth Xj = 0.6 µm
- lateral diffusion LD = 0.6 µm
- minimum feature size λ= 0.6µm
- dielectric constant of vacuumεo= 8.85.10
-12 F/m - intrinsinc concentr. of Si ni=1.5⋅ 10
16/m3
- dielectric constant of Si εSi =11.7 εo -- dielectric constant of
SiO2 εox=3.97 εo
b) pull-down transistor c) pull-up transistor
- channel length LN = 2λ - channel length LP = 2λ
- channel width WN = 4λ - channel width WP = 8λ.
d) power supply voltage VDD = 5V
Assignment: Calculate the total lumped parasitic capacitance
CT at the interconnection node of two
inverters shown in Figure 1. Show the following steps of the
solution process.
A. Calculate electrical parameters of the NMOS and PMOS
transistors
A1. Drain diffusion-to-body junction capacitancies per unit

area
A1.1 n-channel transistor bottom of drain diffusion to bulk pn+
junction
A1.11builtin potential:
A1.12 zero-bias depletion-layer capacitance per unit area Cjon
(CJ).
A1.2 p-channel transistor bottom of drain diffusion to bulk p+n
junction
A1.21 built in potential:
A1.22 zero-bias depletion-layer capacitance per unit area Cjop
(CJ).
A2. Zero-bias depletion-layer capacitance per unit length of
diffusion perimeter (CJSW) for the drain-
sidewall n+p+ junctions, assuming that field doping is ten times
higher than body doping.
A2.1 n-channel transistor
A2.2 p-channel transistor
A3. "Thinox" (gate to channel) capacitance per unit area Cox.
Dr. Anthony D. Johnson Student Name
_______________________________________
A4. Gate to source, and gate to drain overlap capacitances per
unit of gate width CGSO and CGDO,
B. Layout dimensions of the NMOS and PMOS transistors

B1. Pull-down transistor
B1.1 drain and source areas,
B1.2 drain and source perimeters in cut-off region of operation,
B2. Pull-up transistor
B2.1 drain and source areas,
B2.2 drain and source perimeters in cut-off region of operation,
when they are the greatest,
C. Parasitic transistor capacitances that affect propagation
delays
C1. Total transistor capacitances at an inverter's output CTO
C1.11 Total drain-to-body junction capacitance value is,
C1.12 Gate-to-drain ovrlap capacitance value is,
C1.2 p-channel transistor
C1.21 Total drain-to-body junction capacitance value is,
C1.22 Gate-to-drain overlap capacitance value is,
C1.3 Total parasitic transistor capacitance seen from the
inverter's output, CTO,
C2. Total transistor capacitance at the inverter's input CTI
C2.1 Gate-to-channel capacitance of the n-channel transistor,
C2.2 Gate-to-channel capacitances of the p-channel transistor,

C2.3 The total capacitance at the inverter's input CTI is then,
C3. The total lumped capacitance at the interconnection node
CT
Homework Assignment #10CMOS Inverter Parasitic
CapacitancesA. Calculate electrical parameters of the NMOS
and PMOS transistorsB. Layout dimensions of the NMOS and
PMOS transistorsC. Parasitic transistor capacitances that affect
propagation delays
For this Discussion, describe an example of an everyday
situation where you might engage in divided attention. Discuss
whether you think it is possible to pay attention to more than
one task at a time, using the information from this week’s
Reading to support your answer.
Student 1
Attention
Divided attention is when we pay attention to more than one
messages at the same time (Matlin, 2013). An example of a
situation of divided attention is when someone tries to drive and
text or look at Show More
Divided attention is when we pay attention to more than one
messages at the same time (Matlin, 2013). An example of
a situation of divided attention is when someone tries to
drive and text or look at social media at the same time. I think
that in some situations, we can pay attention to different things
at the same time and pay attention to both. I think, however,
that one activity has more attention than the other. In a study,
people were tested while driving and talking on the phone and it
turned out that people's reaction time was decreased by 20%
than if they were not talking on the phone (Matlin, 2013). I
think that this research proves that you can pay attention to two
things at once but both messages are received at a slower rate or
they aren't received fully. While texting or talking on the phone
is a dangerous example of divided attention, it happens all the

time, way more than I would like it to now a days, I think a less
dangerous example that happens all the time is when people do
work and listen to music at the same time. People listen to
music and do other things at the same time. I do this all the time
and I think that for me, I receive the different messages either
not fully or slower.
References:
Matlin, M. (2013). Cognition, Eighth Edition. John Wiley &
Sons, Inc.
Student 2
Hello, all!
Attention is a concentration of mental activity so that you
can take in a limited amount of information. (Matin, 2012)
Research supports that performance is likely to be negatively
impacted when engaging in activities that require performing
more than one task at the same time. (Matlin, 2012) This is also
called a divided attention task. I experience divided attention
frequently at home, at work, while driving, and even when I
garden or paint. One of the major distractions that impacts how
and when I am able to complete tasks is my children. They are
9, 8, and almost 5, and for the most part, are self-sufficient.
They are able to get themselves a snack, go to the bathroom,
brush their hair, and complete other basic activities of daily
living. Because I am a busy working parent, I feel like I miss
out on a lot of time and memories with them. Most of the time
when I am driving, I have them in the car and we are taking the
opportunity to talk about our day. They also have a hard time
taking turns speaking, so I often find myself mediating between
the three of them, watching the road, asking questions specific
to each of my children, and changing the radio station. I can
easily recognize that I switch back and forth between tasks, and
I do not absorb all of the information my senses are relaying. I

also have chronic pain, and usually, by the end of my day, my
back pain is intense from sitting at my desk. It's aggravated
more when I am in my car. I actually look forward to the
distraction my children provide, because I can forget about my
physical pain for awhile.
Matlin, M. (Oct 2012). Cognition, 8th Edition. [VitalSource
Bookshelf Online]. Retrieved from
https://kaplan.vitalsource.com/#/books/9781118545560
Resiliency
A. Resiliency is considered to be an important factor for
children. List three factors that are known to promote resiliency
in children, and explain why these factors are important to a
child’s development.
B. Sam is a 20-year-old college student who struggles with
school, relationships, and keeping a job. When something bad
happens, such as when Sam loses a job or if he fails a class, he
becomes depressed and is unable to recover for long periods of
time. He frequently moves back in with his Mom and five
younger brothers. Sam has also been diagnosed as below
average intelligence, but he is capable of succeeding in college
if he works very hard.
1. What theorist (Erikson, Piaget, or Vygotsky) do you think
best explains Sam, and why?
2. Do you believe nature or nurture has more of an impact on
Sam, and why?
Student 1
Georgia Webster
Email has been sent.
4/6/2016 10:18:16 AM
Unit 3 discussion
Good morning Professor and classmates, A. Resiliency is
considered to be an important factor for children. List three
factors that are known to promote resiliency in children, and

explain why these faShow More
Good morning Professor and classmates,
According to APA, "Resilience is the process of adapting well
in the face of adversity, trauma, tragedy, threats or significant
sources of stress — such as family and relationship problems,
serious health problems or workplace and financial stressors. It
means "bouncing back" from difficult experiences."
(2016) 1. provide lots of family time through games, reading or
other family fun activities, 2.include parents in the child care
program’s decision-making, 3.include positive interactions
during play and routine activities (Pierre, 2013) These are
important to the child's development because it helps them grow
as a person, it helps with self-esteem, and it helps with healthy
relationships.
What theorist (Erikson, Piaget, or Vygotsky) do you think best
explains Sam, and why?
Do you believe nature or nurture has more of an impact on Sam,
and why?

I think Erikson best explains Sam because I believe his problem
started in the shame and doubt part of his life. When he is
unable to do something he becomes shameful and the starts to
doubt himself in all aspects of his life which lead to his
depression. It seems that after the shame and doubt part of
Sam's life he follows each of Erikson's other age groups. I can
not say that the first one applies because it does not tell how the
mother was when he was a child. I believe this would be more
nature. Due to Sam's symptoms I believe his mother was either
neglectful or overbearing. This is what makes Erikson's theory
fit so well to Sam's problems.
Sincerely,
Georgia
References:
APA (2016) " The Road to Resilience" APA.org. Retrieved
from:http://www.apa.org/helpcenter/road-resilience.aspx
Pierre, L. ( 13, April 2013).Promoting Resilience in Young
Children. [Blog Post] Retrieved
from: http://www.rasmussen.edu/degrees/education/blog/promot
ing-resilience-in-young-children/
Student 2
Rachel Arevalo
4/6/2016 12:31:48 PM
Rachel Arevalo Unit 3 DB post
Resiliency A . Resiliency is considered to be an important
factor for children. List three factors that are known to promote
resiliency in children, and explain why these factors are
important to a chShow More
Resiliency

In this Unit we are talking about resiliency in children. We are
ask to list three factors that are known to promote resiliency in
a child. As I have explored I have found the first to be a sense
of humor. This is crucial as the child needs to be able to laugh.
They need to know life will not always be perfect. It is messy,
but that it is all right to just laugh. Make a joke out of the
situation. It is not the end of the world. I then find that an only
child is also something that helps. As the child isn’t always
having to feel as though they are not as good as their sibling.
The third one is having an insight in a situation and
independence. A child that is independent will want to figure
the problem out and fix it. They will not be as quick to blame
others, but will try to fix the problem before others try to
intervene.
1. What theorist (Erikson, Piaget, or Vygotsky) do you think
best explains Sam, and why?
I think that Erikson is the theorist I would choose in Sam’s
situation. He has not been able to achieve the stages as Erikson
has laid out. There are stages in which Erikson has an outline of
age and then he outlines what is worked on per that stage. It
seems as though Sam has multiple stages that were not fully
achieved, yet he still grew up and moved on. We have Trust vs
Mistrust: for Sam he doesn’t trust that he is safe. That he can
succeed, hence the moving in and out with mom and brothers.

We then move into Autonomy vs Shame & Doubt: Sam is really
struggling here. He cannot hold a job. He has to work harder
than others in school. As we move down the line there is
Initiative vs. Guilt. Sam is probably feeling very guilty and
shameful for not being able to hold his own. Keep on trucking
and we see Initiative vs. Guilt. Wow now in Sam’s eyes I cannot
do anything right. I am not doing well in school, my jobs don’t
want me. Sam needs to be shown he can do something. He needs
to be motivated and encouraged. At this point Sam just wants to
be that kid again. Adulthood is too hard. He feels comfortable at
home and that works for him.
2. Do you believe nature or nurture has more of an impact on
Sam, and why?
I believe for Sam it is a nurture thing. Mom is single. She is
raising 6 boys and I’m pretty sure she is working all of the time
to support them. Sam hasn’t had the male role model. He hasn’t
been told he can do it and have a strong support system. Mom is
doing mom and dad’s job. He probably has feelings of sadness
for leaving home. He just wants a part of his life to be great and
when he cannot make that happens he punishes himself. If he
would of had a 2 parent home where they saw his strengths and
encouraged him to step out of the comfort zone, as well as not
worry with what others think he would be different. Sam needs
to trust himself and know that things will not always be perfect.
He is so far behind on the charts as he never really has
successfully moved down the stage from trust.
Resources:
Danuta Bukatko - Houghton Mifflin Co. – (2008) Child and
adolescent development: a chronological approach
http://www.practicenotes.org/vol3_no1/promoting_resiliency_in
_families_and_children.htm

Discussion Topic: Control of Microbial Growth
1. Locate the labels of two household cleaning agents. List the
names of the products as the first line of your post. For
example: Lysol sanitizing wipes and Clorox Bleach.
2. Discuss where you would use these two cleaners in your
household.
3. Discuss any “claims” on the labels that may entice a shopper
to buy the products. This could include things such as “kills
99.9% of household germs,” etc.
4. Summarize the instructions on the back of the products. Does
it have to be used full strength? How long should it be left on a
surface to achieve its effectiveness? Note if it is considered a
disinfectant, antiseptic, etc.
5. How has this class changed your approach to cleaning your
house?
Student 1
Jennae Hamid
4/6/2016 6:41:29 AM
unit 3 discussion - CLOROX DISINFECTING WIPES,
CLOROX TOILET BOWL CLEANER: CLING BLEACH GEL
Discuss where you would use these two cleaners in your
household. Clorox Disinfecting Wipes - I mostly use these
wipes in the kitchen and in the bathroom. They can be used for
things like door handleShow More
household.
Clorox Disinfecting Wipes - I mostly use these wipes in the
kitchen and in the bathroom. They can be used for things like
door handles as well, but I usually use Lysol disinfecting spray
for those things. I like the Clorox wipes for the kitchen and
bathroom counters, sinks, and appliances.

Clorox Toilet Bowl Cleaner: Cling Bleach Gel - I use this for
all the bathroom toilets.
Clorox Disinfecting Wipes - Kills 99.999% of germs; Kills cold
and flu viruses; Kills staph, E. Coli, MRSA, Salmonella, and
Strep
Clorox Toilet Bowl Cleaner: Cling Bleach Gel - Kills 99.9% of
germs
Clorox Disinfecting Wipes - The directions start off with a
disclaimer that it is a violation of federal law to use the wipes
in the way that is inconsistent with the labeling on the product.
It also goes on to state "**DO NOT use on skin", "**DO NOT
use as a baby wipe". Directions for use are as follows: Use on
hard, non-porous surfaces. To DISINFECT: wipe surface so that
it is visibly wet for 4 minutes, and then let dry. To SANITIZE:
The directions are the same except to make sure the surface is
visibly wet for 10 seconds, and then let dry.
Clorox Toilet Bowl Cleaner: Cling Bleach Gel - again these
directions start off with a disclaimer that it is a violation of
federal law to use the wipes in the way that is inconsistent with
the labeling on the product. Directions are as follows: To
DISINFECT: flush toilet, apply 6 oz of product under the rim of
toilet, scrub the entire toilet and allow to sit for 10 minutes,
then flush toilet.
house?
Yes. My time management will be different now that I know
this. Cleaning the kitchen and the bathrooms are now going to
be a little more organized. I'll have to start with the things that

have the longest "wait" time. Toilets first because they take 10
minutes, then the counters. It seriously took me a few minutes
to try and figure out how to make the surfaces stay wet for 4
minutes with the disinfecting wipes because they usually dry so
fast. I resolved that the only way to make the surface stay wet
for that amount of time was to continually wipe over the same
spot. Or, I guess, shake/roll the container around before I pull
out any wipes to make sure they are as saturated as possible.
Either way, looking at the labels has really changed the way I
will clean. It makes me wonder what else I've been doing wrong
for the past 35 years just because it was the way I was taught.
The difference in the disinfecting time and the sanitizing time
for the wipes was a surprise to me. I didn't realize the time was
so extended for the disinfecting as compared to the sanitizing.
After reading Chapter 7 in our course book it makes sense.
Disinfecting something is an attempt to kill all the germs on a
non-living surface while sanitizing something just means that
you are trying to lower the microbial counts to an acceptable
amount for public safety regulations. The rate at which
microbes multiply and the microbial exponential death rate
chart helped me to see as well why there is such a need for the
extended time to kill all the germs. Since microbe colonies
double so quickly (like the E.Coli study in the book) it seems
like it would be a never ending game of catch up if you used the
cleaning wipes wrong (like I have apparently been doing). The
germs would multiply faster then you could clean unless you
wanted to spend all day every day cleaning. The longer that a
microbe is in a cleaning solution, the more germs are killed.
Obviously the more germs that there are, the longer the solution
needs to be applied.
Reference:
Tortora, G. J., Funke, B. R., & Case, C. L. (2013)
Microbiology: An introduction (11th ed.). Boston, MA: Pearson

Student 2
Lauren Lambright
4/7/2016 8:51:32 AM
unit 3 Discussion
Locate the labels of two household cleaning agents. List the
example: Lysol sanitizing wipes and Clorox Bleach. Discuss
where you would use thShow More
1. Locate the labels of two household cleaning agents. List the
example: Lysol sanitizing wipes and Clorox Bleach.
household.
house?
Scrubbing Bubbles, I use in the bathrooms to clean the bathtub,
sink, and toilet.
Scrubbing bubbles is a multi-surface bathroom cleaner it kills
99.9% of viruses and bacteria. It removes mold stains, mildew
stains, and soap scum. To clean with this product you spray 8-
12 inches from the surface in which you are cleaning, let
product sit for several minutes, then wipe, and rinse. When
using scrubbing bubbles make sure the area is well ventilated
area. After you are done using this product make sure safety
lock is on. This product is for adult use only, you should keep
out of reach of children and pets. Scrubbing bubbles should not
be mixed with any other products that contain bleach in them,
because it can release other fumes. If eyes are irritated rinse

with water. Ingredients in product have potential threats for
cancer; respiratory effects; and bio-degradation. This product is
a disinfectant.
http://www.ewg.org/guides/business/6665-SCJohnsonSonInc
Super Sani-Cloth Germicidal disposable wipes I use these
everyday at work/home to clean everything. I use these wipes to
clean door knobs, counters, surfaces that collect a lot of
germs,and just wiping general things I want to disinfect.
This product disinfects in 2 minutes, you have to use gloves
when using this product. This product needs to be kept away
from children and is not to be flushed down the toilet
Sani-cloth Germicidal Disposable Cloth is a disinfectant for use
on hard, non-porous surfaces. Quaternary/low-alcohol formula
(14.85%) bactericidal, Tuberculosis and Virucidal. Effective
against TB in 5 minutes. It also kill the HIV-1 virus, hepatitis b
virus, and hepatitis c. This product is a disinfectant and kills
99.9% of germs and many viruses.
http://www.medline.com/sku/item/MDPNPKQ85084?skuIndex=
S1&question=&flowType=&indexCount=
This class hasn't really changed my way of clean but more
confirms that the way I clean is very good, and I will keep
doing what I am doing. The only it does make me think about is
all these harsh chemicals that we are using to clean our homes. I
would change them but then I wonder if it would really get rid
of the germs or viruses. I think that working in a hospital has
helped me understand cleaning times and what will kill what
while cleaning things. I learn that different bacteria grows in
different temperature, which I didn't really realize or pay
attention to before.
ReplyShow Less
Lauren Lambright

reply to Lauren Lambright
4/7/2016 8:55:00 AM
RE: unit 3 Discussion
Tortora, G. J.; Funke, B. R. & Case, C. L. (2013). Microbiology
An Introduction . Eleventh Edition

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