> List Lab Section, and Quarter, e.g. EE 422-01, Winter 2016 (DOUBLE-CLICK HERE TO EDIT) <
David Braun,

First Author’s Abstract—Use these guidelines to prepare Cal
Poly lab reports based on author instructions for IEEE
TRANSACTIONS and JOURNALS. This work describes required lab report content and provides procedures for preparing and submitting lab reports. This document provides a template for lab reports to teach students how to document their experimental work, analysis, and learning in a manner conducive of the quality required by the IEEE in its professional
JOURNALS and TRANSACTIONS. This document appears online at http://www.ee.calpoly.edu/~dbraun/courses/IEEE-
EE422-Reports.doc
. It derives from the original version at http://www.ieee.org/publications_standards/publications/authors/ authors_journals.html
with the authors’ commentary interspersed into the original directions.
Second Author’s Abstract—Use this document as a template, if you use Microsoft Word. Otherwise, use this document as an instruction set. Define all symbols used in the abstract. Do not cite references in the abstract. Do not delete the blank line immediately above the abstract; it sets the footnote at the bottom of this column.
Index Terms—Circuit modeling, integrated circuits, professional communication, semiconductor device modeling, semiconductor devices, writing. About four key words or phrases in alphabetical order, separated by commas. The list at http://www.ieee.org/documents/taxonomy_v101.pdf
suggested keywords. provides
I.
I NTRODUCTION AND LEARNING OBJECTIVES
T HIS section provides context for the report, introduces the polymer electronics field, defines the report topics, and explains the learning objectives. Start writing this section the first week of class.
Cal Poly EE laboratory courses typically prepare students to meet at least ABET outcomes 3a, 3b, 3c, 3e, 3g, and 3k:
(a) an ability to apply knowledge of mathematics, science, and engineering
(b) an ability to design and conduct experiments, as well as to analyze and interpret data
(c) an ability to design a system, component, or process to meet desired needs within realistic constraints such as
Manuscript received September 3, 2007. (Write the date on which you submitted your report.) Sponsor and financial support acknowledgment goes here. Write paper titles in uppercase and lowercase letters, not all uppercase.
Compose an excellent title. Use full names of authors in the author field. Put a space between authors’ initials. Your report should only have ONE
AUTHOR!
The authors are with California Polytechnic State University, San Luis
Obispo, CA 93407 USA (e-mail: yourname@calpoly.edu). economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability
(e) an ability to identify, formulate, and solve engineering problems
(g) an ability to communicate effectively
(k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice[1].
Your report should demonstrate you have learned the above abilities. The course syllabus lists more specific course goals.
II.
S USTAINABILITY I SSUES

Everything must go somewhere

Nature knows best and bats last
Use this section to analyze sustainability issues associated directly or indirectly with polymer electronics. Sustainability describes a condition in which natural systems and social systems survive and thrive together indefinitely [2]. A sustainable condition allows people to meet the needs of the present without compromising the ability of future generations to meet their own needs [3]. Because humanity now consumes and pollutes the Earth’s resources faster than natural and human systems can replenish and clean them, we do not currently live in a sustainable manner [4]. It might prove helpful to consider Commoner’s laws of ecology, which sound unsurprisingly similar to laws of physics:

Everything connects to everything else

There is no such thing as a free lunch [5].
Explain how course topics or applications related to the course contribute to or prevent sustainability [6]. Reference [7] and others on Blackboard™ provide helpful information.
Consider issues related to Energy , Environment , Economics , and social or political Equity , four “E”s of sustainability.
III.
P ROCEDURES
With a copy of the Lab Manual and your report, the reader should know exactly what you did, how you did it, and what results you obtained. Provide clear and careful explanations of all KEY issues. Answer all how and why questions.
Each report should contain the items shown in Table I.
Sections in this paper provides rough guidelines about the contents of each section of the lab report. Title, Author,
Abstract, Index Terms, Appendix, Acknowledgement, and
References sections should follow the guidelines listed on the first and last pages of this paper.
1

> List Lab Section, and Quarter, e.g. EE 422-01, Winter 2016 (DOUBLE-CLICK HERE TO EDIT) <
A.
Data
Did the results agree with expectations? Did you encounter any problems? Quantity does not necessarily equal quality, so stay concise. Use your course lab manual as a starting point. If you follow the lab manual procedure exactly, write so, and do not copy and paste the lab manual. Do explain carefully how any procedure you use differs from the lab manual.
Please record relevant data clearly, present results accurately, note numerical values, and generally document how you performed all tasks requested in the Lab Manual.
Report data using appropriate units, the appropriate number of significant figures, and error bars. Annotate all plots and tables clearly. You may write annotations and some labels by hand to improve clarity or your efficiency. You may sketch figures by hand to improve clarity and save time. Please type figure captions and table captions.
Label signals, data, axes, units, and don't assume that your audience can read your mind.
Axis labels belong outside the plot area, usually along the left side and across the bottom.
Organize data using good judgment. If it proves clearer and more concise to present data in another section of the report, leave a roadmap for your reader.
TABLE I
L AB R EPORT O RGANIZATION AND S ECTION H EADINGS
T ITLE /A UTHOR (O NE A UTHOR )
A BSTRACT
I NDEX T ERMS
I.
I NTRODUCTION AND L EARNING O BJECTIVES
II.
S USTAINABILITY I SSUES
III.
P ROCEDURES AND J USTIFICATION (W HY & H OW )
IV.
R ESULTS AND D ISCUSSION
A PPENDIX (O PTIONAL )
A CKNOWLEDGMENT (O PTIONAL )
R EFERENCES
2
Each section listed above must appear in each report, except the optional ones. If one of the required sections doesn’t apply to a given experiment, leave in the section header and explain why the section doesn’t apply. For example, in your dreams, Section III.B. Troubleshooting might contain only
“All processing steps worked perfectly as described in the lab manual, with no troubleshooting required.” resolve the problem.
To minimize text formatting hassles, such as jumping figures, it might help to collect data, figures, figure captions, commentary, notes, and observations in a separate, relatively unformatted file. Later, cut and paste into your report.
If the figure formatting causes you too much grief, consider placing figures and captions in an appendix to the report, using either one or two column format. Insert figures and captions in the appropriate sections of the report inline with the two column format unless they more properly belong in an appendix.
B.
Troubleshooting
Document any troubleshooting completely, both in your lab notebook and in this section of your lab report. If something goes wrong, explain your methodical approach to resolving the problem. Document hypotheses developed to explain any difficulties, explain how you tested each hypothesis, and document any fixes implemented.
When you open IEEE-EE422-Reports.doc, select “Page
Layout” from the “View” menu in the menu bar (View | Page
Layout), which makes the footnotes visible. Then, type over sections of IEEE-EE422-Reports.doc or cut and paste from another document and use markup styles via the pull-down style menu to the left of the Formatting Toolbar at the top of your Word window (for example, the style at this point in the document is “Text”). Highlight a section you want to designate with a certain style, then select the appropriate name on the style menu. The style adjusts your fonts and line spacing. Do not change the font sizes or line spacing to squeeze more text into a limited number of pages. Use italics for emphasis; do not underline.
To insert images in Word, position the cursor at the insertion point and either use Insert | Picture | From File or copy the image to the Windows clipboard and then Edit | Paste
Special | Picture (with “float over text” unchecked). Problems may arise. If figures in the document cover text or figures they shouldn’t, text or figures seem to disappear, or they leap around the page or from page to page in an unusual manner.
This document places figures and tables inside Text Boxes, which use the Square Wrapping Style to avoid covering text.
Microsoft Word associates an Anchor with the Text Box to link the Text Box with specific text. If editing the document moves the Anchor, the text box containing the figure or table may move also. Moving the Text Box or its Anchor can
IV.
R ESULTS AND D ISCUSSION
Label signals, data, axes, units, and don't assume that your audience can read your mind. The previous sentence appears twice on this page, because many students encounter difficulties with this aspect of presenting data clearly. Axis labels belong outside the plot area, usually along the left side and across the bottom. Report results using appropriate units, the appropriate number of significant figures, and error bars.
1
A.
Figures and Tables
Position figures and tables at the top or bottom of a column.
Place figure captions below the figures; place table titles above the tables. If your figure has two parts, include the labels “(a)” and “(b)” as part of the artwork. Please verify that the figures and tables you mention in the text actually exist. Do not put borders around the outside of your figures. Use the abbreviation “Fig.” even at the beginning of a sentence. Do not abbreviate “Table.” Number Tables with Roman numerals.
Figure axis labels often provide a source of confusion. Use words rather than symbols. As an example, write the quantity
“Output Voltage,” or “Output Voltage V
OUT
,” not just “ V .” Put units in parentheses. Do not label axes only with units. As in
1 Also repeated for emphasis.

> List Lab Section, and Quarter, e.g. EE 422-01, Winter 2016 (DOUBLE-CLICK HERE TO EDIT) <
5.0
4.0
3.0
2.0
1.0
0.0
0.0
1.0
50 k
W
2.0
20 k
W
3.0
4.0
5.0
V
OL
V
OL
DD
= 5 V
(1)
R
L
OUT
(3)
(2)
IN
M
3
(0)
Fig. 2. Circuit diagram for circuit 1, an NMOS inverter with a resistor load.
Each circuit element has a name and the numbers in parentheses indicate node numbers for the PSpice net list.
3 to manufacturing tolerances.
Input Voltage (V)
Fig. 1. Voltage transfer characteristics for an NMOS inverter with two different resistor loads. The symbols show measured data. The curves show
PSpice simulation results. Table II contains the input deck, and Fig. 2 shows the circuit diagram. Note how the higher resistive load produces lower output voltage, because a given current creates a greater voltage drop across the higher resistance than it does across the lower resistance.
Each PSpice simulation should show input decks (.cir files), clearlyannotated output plots, and a circuit diagram with node numbers labeled.
Note we abbreviate “Fig.” A period appears after the figure number, followed by two spaces. The caption should explain the significance of the figure.
Fig. 1, for example, write “Output Voltage (V)” not just “V.”
Do not label axes with a ratio of quantities and units. For example, write “Temperature (K),” not “Temperature/K.”
Multipliers can create great confusion. Write “Current
Density (kA/cm 2 )” or “Current Density (10 3 A·cm -2 ).” Do not write “Current Density (A/cm 2 )

1000” because the reader would not know whether the axis label meant 16000 A/cm 2 or
0.016 A/cm 2 . Make figure labels legible, approximately 8 to
12 point type.
Refer to all figures and tables in the text. Each plot and table requires a caption and number. As an example, Fig. 1 shows how the Output Voltage, V
OUT
, of the NMOS inverter in Fig. 2 decreases with increasing Input Voltage, V
IN
. Fig. 1 and Fig. 2 also illustrate IEEE figure and graph formatting. Table III compares predicted circuit parameter values with measured values and illustrates IEEE table formatting.
B.
Sizing Graphics
Most charts graphs and tables are one column wide (3 1/2 inches or 21 picas) or two-column width (7 1/16 inches, 43 picas wide).
B.
Simulations (Not required for EE 422)
Experimental results, data, and observations may agree with simulations you performed before, during, or after a lab session. Explain how and why. Each PSpice simulation should show input decks (Table II), clearly-annotated output plots
TABLE II
PS PICE I NPUT D ECK (.CIR
F ILE ) FOR A DC V OLTAGE S WEEP
* Fig. 1 Inverter Example by D. Braun
* Fig. 2 has the circuit diagram
Vin 2 0
Vdd 1 0 5.0
RL 1 3 {VAL}
M3 3 2 0 0 NMOD1
* D G S B (Drain Gate Source Body)
.MODEL NMOD1 NMOS (L=3U W=6U KP=69U GAMMA=0.37
+LAMBDA=0.06 RD=1 RS=1 VTO=1.0 TOX=0.04U
+CBD=2F CBS=2F CJ=200U CGBO=200P CGSO=40P CGDO=40P)
.MODEL PMOD1 PMOS (L=3U W=6U KP=34.5U GAMMA=-0.37
+LAMBDA=0.06 RD=1 RS=1 VTO=-1.0 TOX=0.04U
+CBD=2F CBS=2F CJ=200U CGBO=200P CGSO=40P CGDO=40P)
.DC Vin 0.0 5.0 0.02
* Start Stop Step
.PARAM VAL=20k
.STEP PARAM VAL 20k 50k 30k
* Start Stop Step
.PRINT DC V(3) V(1,3) I(RL)
.PROBE
.END
Include your name(s) in the first comment line of the .cir file.
V.
C OMPARE E XPERIMENTAL R ESULTS WITH P RE LAB
Compare results with predicted and anticipated values.
Explain similarities and differences clearly, specifically, and quantitatively. Answer all how and why questions.
A.
Data
Experimental results, data, and observations may agree or disagree with pre-lab data or information from manufacturers.
Explain how and why. For example, the measured resistor values in Table III could differ from the predicted values due
TABLE III
C OMPARISON OF P REDICTED AND M EASURED C IRCUIT 1 P ARAMETERS
Circuit
Parameter
R
L
R
L
V
DD
V
TO
Quantity load resistance load resistance positive power supply
FET threshold voltage
Predicted Value a
Measured Value a
20 k
W
49.9 k
W
5.0 V
1.0 V
19.2 k
W
52.0 k
W
5.00 V ± 0.05 V
1.0 V ± 0.1 V
Vertical lines are optional in tables. Statements that serve as captions for the entire table do not need footnote letters. a Values should indicate units and used appropriate numbers of significant figures and error bars.

> List Lab Section, and Quarter, e.g. EE 422-01, Winter 2016 (DOUBLE-CLICK HERE TO EDIT) < which you may label by hand (Fig. 1), and a circuit diagram with node numbers labeled (Fig. 2). Include your name in the first comment line of the .cir file.
Fig. 1 shows the voltage transfer curves for the NMOS inverter in Fig. 2 based on the input deck in Table II. The experimental characteristics and the PSpice simulations have roughly the same shapes, but the PSpice simulations do not coincide with the measured data. One possible explanation derives from the difference in real and measured resistor values.
Please prevent artificial kinks in transient simulation results due to not specifying the maximum time step PSpice uses in the calculations. To specify a smaller max_step , use the
.
TRAN statement:
.
TRAN print_step final_time ( results_delay ) ( max_step )
For example: .
TRAN 20p 40n 0 10p
The last two parameters are officially optional, but the authors recommend you specify a max_step no greater than the smaller of final_time /1000 or (rise or fall time)/10.
4
B.
Use the Paramedic Method.
For a nice checklist to improve writing, consider the
Paramedic Method, by UCLA Professor Richard Lanham [8].
Watch the PolyLearn Videos and employ the MS Word macro.
As a nice last step to this method, read your writing aloud to catch spelling, grammar, and logic errors.
Consider a quote from Jack Kilby's Nobel Prize lecture [9]:
“T.R Reid has pointed out that building a circuit is like building a sentence. There are certain standard components— nouns, verbs and adjectives in a sentence, and resistors, capacitors, transistors and diodes in a circuit. Each has its own function. By connecting the components in different ways, you can get sentences, or circuits, that perform in different ways.”
VI.
C OMPLETENESS
Make sure your report addresses all course topics, including those for the first two class meetings.
VII.
Q UALITY W RITING (R EQUIRED !)
If you wish, you may write in the first person singular or plural. Use the active voice (“I observed that ...” or “We observed that ...” instead of “It was observed that ...”).
Remember to check spelling and grammar.
A.
Prefer the Active Voice
The previous paragraph appears in the original IEEE document. It emphasizes the need to write clear, concise, descriptive lab reports. Consequently, avoid employing the passive voice in your writing. Instead, use the active voice.
Table IV provides example sentences in the active voice.
If you employ the passive voice in any sentence in a lab report you turn in, please accompany it with a footnote that indicates you did so intentionally. Otherwise, I assume you did not consider whether or not to employ the active voice.
In order to avoid the passive voice, employ a variety of verbs. Using forms of the verb "to be" often leads to passive voice sentences. Many other verbs exist. Use them to improve clarity and to convey more informative thoughts. One easy fix for the excessive passive voice is to look for instances of "is
VERBed" and eliminate the "is" For example, "is changed" becomes "changes"; "is increased" becomes "increases"; "is observed" becomes "occurs"; "were observed" becomes
"occur"; "was lowered" becomes "drops" or "decreases"; etc.
Also, other fixes involve eliminating "is observed, was observed, and were observed" for example, "is observed to increase" becomes "increases."
VIII.
C OMMON W RITING M ISTAKES T O A VOID
The word “data” is plural, not singular. Use the word
“micrometer” instead of “micron.” A graph within a graph is an “inset,” not an “insert.” Prefer the word “alternatively” to the word “alternately” (unless you really mean something that alternates). Use the word “whereas” instead of “while” (unless you intentionally refer to simultaneous events). Do not use the word “essentially” to mean “approximately” or “effectively.”
Do not use the word “issue” as a euphemism for “problem.”
For unspecified compositions, separate chemical symbols by en-dashes; for example, “NiMn” indicates the intermetallic compound Ni
0.5
Mn
0.5
whereas “Ni–Mn” indicates an alloy of some composition Ni x
Mn
1-x
.
Distinguish different homophone meanings: “affect”
(usually a verb) and “effect” (usually a noun), “complement” and “compliment,” “discreet” and “discrete,” “principal” (e.g.,
“principal investigator”) and “principle” (e.g., “principle of measurement”). Do not confuse “imply” and “infer.”
Prefixes such as “non,” “sub,” “micro,” “multi,” and “ultra” are not independent words; they should join to the words they modify, usually without a hyphen. No period follows the “et” in the Latin abbreviation “ et al.
” (also italicize it). The abbreviation “i.e.,” means “that is,” and the abbreviation
“e.g.,” means “for example” (do not italicize these abbreviations).
A general IEEE style guide, the original inspiration for this paper, Template and Instructions on How to Create Your
Paper , and Information for Authors appear at http://www.ieee.org/web/publications/authors/transjnl/index.html
.
An excellent style manual and source of information for science writers is [11].
Tense
TABLE IV
ACTIVE VOICE EXAMPLES
Example
Present The data in figure 1 illustrate circuit 2 has higher noise margins than circuit 5.
Past Yesterday's measurements demonstrated how circuit 4 switches at a higher frequency than circuit 3.
Reports should employ the active voice in present tense or past tense. For more examples, read [9], and Use the Paramedic Method by UCLA
Professor Richard Lanham [7].

> List Lab Section, and Quarter, e.g. EE 422-01, Winter 2016 (DOUBLE-CLICK HERE TO EDIT) <
IX.
M ORE H ELPFUL H INTS
A.
References
Provide references for any information sources used to complete an experiment, such as required reading [12]–[14], including the lab manual [15].
Number citations consecutively in square brackets [16]. The sentence punctuation follows the brackets [17]. Multiple references [17], [18] each have separately numbered brackets
[16]–[18]. When citing a section in a book, please give the relevant page numbers [17]. In sentences, refer simply to the reference number, as in [18]. Do not use “Ref. [18]” or
“reference [18]” except at the beginning of a sentence:
“Reference [18] shows ... .”
Number footnotes separately in superscripts (Insert |
Footnote).
2 Place the actual footnote at the bottom of the column containing the citation; do not put footnotes in the reference list. Use letters for table footnotes (see Table III).
Please note that the references at the end of this document use the preferred referencing style. Give all authors’ names; do not use “ et al .” unless there are six authors or more. Use a space after authors’ initials. If necessary in a worst case, indicate author unknown. Capitalize only the first word in a paper title, except for proper nouns and element symbols.
C.
Other Recommendations
Use one space after periods and colons. Hyphenate complex modifiers: “zero-field-cooled magnetization.” Avoid dangling participles, such as, “Using (1), the potential was calculated.”
[It is not clear who or what used (1).] Write instead, “Using
(1), we calculated the potential” or “the integration in (1) provides a second technique to determine the potential.”
Use a zero before decimal points: “0.25,” not “.25.” Use
“cm 3 ,” not “cc.” Indicate sample dimensions as “0.1 cm 
0.2 cm,” not “0.1 
0.2 cm 2 .” Abbreviate “seconds” as “s,” not
“sec.” Do not mix complete spellings and abbreviations of units: use “Wb/m 2 ” or “webers per square meter,” not
“webers/m 2 .” When expressing a range of values, write “7 to
9” or “7-9,” not “7~9.”
Punctuate a parenthetical statement at the end of a sentence outside of the closing parenthesis (like this). (Punctuate a parenthetical sentence within the parentheses.) In American
English, periods and commas lie within quotation marks, e.g.
“this period.” Other punctuation goes “outside”! Avoid contractions; for example, write “do not” instead of “don’t.”
Prefer serial commas: “A, B, and C” instead of “A, B and C.”
D.
Copyright Form
5
Unlike when submitting a manuscript for publication, an
IEEE copyright form does not have to accompany your report.
B.
Equations
Number equations consecutively with equation numbers in parentheses flush with the right margin, as in (1). First use the equation editor to create the equation. Then select the
“Equation” markup style. Press the tab key and write the equation number in parentheses. To make your equations more compact, you may use the solidus ( / ), the exp function, or appropriate exponents. Use parentheses to avoid ambiguities in denominators. Punctuate equations when they form part of a sentence, as in

0 r
2
F ( r ,

) dr d
 
[
 r
2
/ ( 2

0
)]
(1)
 
0
 exp (
 
| z j
 z i
| )
 
1 J
1
(
 r
2
) J
0
(
 r i
) d

.
Define symbols in your equation before the equation appears or immediately following. Italicize symbols ( T might refer to temperature, but T is the unit tesla). Refer to “(1),” not
“Eq. (1)” or “equation (1),” except at the beginning of a sentence: “Equation (1) shows ... .”
You may write equations by hand to improve clarity or your efficiency. Please type equation numbers. If you use the
Microsoft Equation Editor or the MathType add-on for equations in your paper (Insert | Object | Create New |
Microsoft Equation), do not select “Float over text.”
X.
F INAL S TEP IN C AL P OLY R EPORT S UBMISSION
When you submit your report, use the two-column format, including figures and tables. The screen captures may appear in a one-column appendix. To turn in your report to Braun’s office, upload it to PolyLearn and slide the required Process
Flow Sheet and EE 422 Rating Guide under the office door.
The plastic holder outside the door can break, when it receives too many reports, so please don’t use it to turn in reports.
XI.
C ONCLUSION
Although a conclusion may review the main points of the paper, do not replicate the abstract as the conclusion. A conclusion might elaborate on the importance of the work or suggest applications and extensions. The conclusion explains what you learned by doing the pre-lab, experiment, and key analyses.
A PPENDIX
Appendices, if needed, appear before the acknowledgment.
Include your testing screen shots as attachments, not in appendices.
A CKNOWLEDGMENT
Briefly explain who helped you and how.
2 The IEEE style recommends avoiding footnotes (except for the unnumbered footnote with the receipt date on the first page). Instead, try to integrate the footnote information into the text. Braun requires authors to use footnotes to justify any use of the passive voice. See section VII.A.
R EFERENCES
[1] ABET Board of Directors, Criteria for accrediting engineering programs. Baltimore MD: ABET, 2011. Available: http://www.abet.org/uploadedFiles/Accreditation/Accreditation_Process

> List Lab Section, and Quarter, e.g. EE 422-01, Winter 2016 (DOUBLE-CLICK HERE TO EDIT) <
/Accreditation_Documents/Current/eac-criteria-2012-2013.pdf
[Accessed January 8, 2013]
[2] S. R. Euston and W. E. Gibson, “The Ethic of Sustainability,” Earth
Ethics 6 , 1995 p. 5-7. Available: http://www.iisd.org/sd/principle.asp?pid=31&display=1. [Accessed Jan.
16, 2009].
[3] The World Commission on Environment and Development, Our
Common Future , chaired by Norwegian Prime-Minister Gro Harlem
Brundtland, 1987.
[4] Millennium Ecosystem Assessment, Ecosystems and Human Wellbeing: Current State and Trends, Volume 1, Eds. R. Hassan, R. Scholes,
& N. Ash, Washington, D.C.: Island Press, 2005, p. 827-838. “MA
Findings Animated slides,” Available: http://www.maweb.org/en/SlidePresentations.aspx, [Accessed Dec. 31,
2010]
[5] B. Commoner, The Closing Circle: Nature, Man, and Technology.
New
York: Alfred A. Knopf, 1972, pp. 16-24.
[6] P. Hawken, A. Lovins, and L.H. Lovins, Natural Capitalism . New
York: Little, Brown and Company, 1999, pp. 49-50, 57-58. Available: http://www.natcap.org/images/other/NCchapter3.pdf [Accessed March
22, 2006].
[7]
E. Williams, “Environmental impacts in the production of personal computers,” in
Computers and the Environment: Understanding and
Managing Their Impacts , R. Kuehr and E. Williams, Eds. Dordrecht:
Kluwer, 2003, pp. 41-72.
[8] R. A. Lanham, Revising Prose . 5 th ed. New York: Pearson, 2007.
Available: http://writing2.richmond.edu/writing/wweb/concise.html.
[9] J.S. Kilby, “Turning potential into reality: the invention of the integrated circuit,” in Nobel Lectures, Physics 1996-2000 , ed. G. Ekspong,
Singapore: World Scientific 2002, p. 3.
Available:http://nobelprize.org/physics/laureates/2000/kilby-lecture.pdf.
[10] P. Brians, Common Errors in English Usage . Wilsonville, OR:
Williams, James, 2003. Available: http://www.wsu.edu/~brians/errors/ or http://www.wsu.edu/~brians/errors/passive.html.
[11] M. Young, The Technical Writers Handbook.
Mill Valley, CA:
University Science, 1989.
[12]
H. Bronleigh, “IEEE Style,” Home - IEEE Style - LibGuides at
Murdoch University, September 2010. [Online]. Available: http://libguides.murdoch.edu.au/content.php?pid=144623&sid=122992
8. [Accessed: December 31, 2010].
[13] Institute of Electrical and Electronics Engineers, Inc., IEEE
Transactions, Journals and Letters: Information for Authors. Piscataway
NJ: IEEE, 2006. Available: http://www.ieee.org/portal/cms_docs/pubs/transactions/auinfo03.pdf.
[Accessed February 23, 2007] pp. 4-5
Institute of Electrical and Electronics Engineers, Inc., IEEE Editorial
Style Manual, Piscataway NJ: IEEE, 2006. Available: http://www.ieee.org/documents/stylemanual.pdf, [Accessed December
31, 2010]
[14]
D. Braun, “Process for PEDOT application,”
EE 422 Polymer
Electronics Lab Manual , San Luis Obispo, CA: EE Dept., 2007.
Available: http://www.ee.calpoly.edu/~dbraun/courses/courseinfo/PolymerLab/Ma nual/spinPEDOT.html. [Accessed December 31, 2010]
6
[15]
G. O. Young, “Synthetic structure of industrial plastics (Book style with paper title and editor),” in
Plastics , 2nd ed. vol. 3, J. Peters, Ed. New
York: McGraw-Hill, 1964, pp. 15–64.
[16] W.-K. Chen, Linear Networks and Systems (Book style). Belmont, CA:
Wadsworth, 1993, pp. 123–135.
[17] H. Poor, An Introduction to Signal Detection and Estimation . New
York: Springer-Verlag, 1985, ch. 4.
First A. Author (M’76–SM’81) and the other authors may include biographies at the end of regular papers. Biographies are often not included in conference-related papers. This author became a Member (M) of IEEE in
1976, a Senior Member (SM) in 1981, and a Fellow (F) in 1987. The first paragraph may contain a place and/or date of birth (list place, then date).
Next, list the author’s educational background. List degrees with type of degree in what field, which institution, city, state, and country, and year degree was earned. The author’s major field of study should appear lowercased.
The second paragraph uses the pronoun of the person (he or she) and not the author’s last name. It lists work experience, including summer and fellowship jobs. Capitalize job titles. The current job must have a location; previous positions may appear without one. Information concerning previous publications may be included. Try not to list more than three books or published articles. To list publishers of a book within the biography use the format: title of book (city, state: publisher name, year) similar to a reference.
Current and previous research interests end the paragraph.
The third paragraph begins with the author’s title and last name (e.g., Dr.
Smith, Prof. Jones, Mr. Kajor, Ms. Hunter). List any memberships in professional societies other than the IEEE. Finally, list any awards and work for IEEE committees and publications. If a photograph is provided, the biography will be indented around it. Place the photograph at the top left of the biography. The editor will delete personal hobbies from the biography.
Second B. Author, Jr.
(M’04) deleted
David Braun (M’97–SM’03) received the B.S. and M.S. degrees in electrical engineering from Stanford University, Stanford, CA, in 1985 and 1986 and the Ph.D. degree in electrical and computer engineering from the University of California at Santa Barbara in 1991.
From 1992 to 1996, he worked for Philips Research Laboratories in
Eindhoven, The Netherlands on semiconducting polymers for display applications. He joined California Polytechnic State University, San Luis
Obispo in 1996 and is now a Professor in the Electrical Engineering
Department. He teaches courses in electronics, solid-state electronics, polymer electronics and sustainability. He holds nine U.S. patents.
Prof. Braun is a member of the American Society for Engineering
Education and the American Physical Society. He received the IEEE Third
Millennium Medal from the IEEE Central Coast Section.