University of Macau
Faculty of Science and Technology
Department of Electrical and Computer Engineering
Part A: Course Outline
Course Title
Course Code
Course Mode
Compulsory/E
lective
Course
Prerequisites
Prerequisite
Knowledge
Class/Tutorial
Schedule
Duration
Text Books
and
References
Course
Description
Information Technology Revolution and Electronics
ECEB120
Year of Study:
Historical and Theoretical with partial laboratory insight
Compulsory
1
None
None
2-hours lecture per week
One semester
Credit Units
1
[1] Thomas S. Ashton (1948), online edition The Industrial Revolution (1760-1830), Oxford
University Press, 1997.
[2] Joel Mokyr, “The Second Industrial Revolution, 1870-1914”, from The Lever of Riches,
Oxford University Press, 1990.
[3] Rider, Christine, ed. Encyclopedia of the Age of the Industrial Revolution, 1700-1920 (2
vol. 2007).
[4] Joe Fitzsimmons, “Information Technology and the Third Industrial Revolution”, The
Electronic Library, Vol.12, No.5, pp. 295-297, Oct. 94.
[5] Tom Forester, The Microelectronics Revolution, MIT Press, 1981.
[6] The Vacuum Tube, http://www.pbs.org/transistor/science/events/vacuumt.html
[7] The First Vacuum Tube Cathode Arrays,
http://www.nobelprize.org/educational/physics/vacuum/tube-2.html
[8] "Milestones:Invention of the First Transistor at Bell Telephone Laboratories, Inc., 1947",
IEEE Global History Network. IEEE.
http://www.ieeeghn.org/wiki/index.php/Milestones:Invention_of_the_First_Transistor_at_Bell_
Telephone_Laboratories,_Inc.,_1947.
[9] The Transistor in a Century of Electronics,
http://www.nobelprize.org/educational/physics/transistor/history/index.html
[10] The History of the Integrated Circuit,
http://www.nobelprize.org/educational/physics/integrated_circuit/history/index.html
[11] Franco Maloberti, Understanding Microelectronics – A Top-Down Approach, WileyBlackwell, 1st. Edition, December 2011.
[12] R. Jacob Backer, CMOS – Circuit Design, Layout and Simulation, Wiley Interscience,
2nd. Edition, 2005.
[13] Ross, P.E., "Top 11 technologies of the decade," Spectrum, IEEE , vol.48, no.1, pp.27-63,
Jan. 2011.
The main objective of this course is to provide students with a broad vision about the evolution
of technology, in the modern age, since its early beginnings, by describing the significance of
the 3 Industrial Revolutions throughout time, since the 1st initiated with the Steam Engine
(James Watt-1763), followed by the 2nd started with the inventions of Electrical Power
Generation (Michael Faraday-1831) and the Combustion Engine (Siegfried Marcus-1864), until
1/6 the 3rd kicked-off with the discovery of the Transistor (John Bardeen, Walter Brattain and
William Shockley-1947) that really marked the commencement of what is now known as the
Information Technology Revolution, led by continuous and fast developments in Electronics,
Computing and Telecommunications. Current state-of-the-art and well-known information
technology platforms and gadgets will be briefly introduced at the system-level related with
their human interfaces, in particular the internet, the mobile phone, the computer, the video
game console, the media player, the global positioning system (GPS), and as a motivation for
showing what is underlying inside such systems in terms of Electronics. Then, an evolution of
silicon semiconductors from the original transistor until the present microchips and fiber-optics
networks will be described with projections into the future in terms of unlimited circuit
integration (processing capability related with the number of transistors on a chip) and
bandwidth availability (speed of communications).
1. Introduction
Topics
2. Historical Context and the concept of Industrial Revolution
Covered
st
3. The Steam Engine (1 . Industrial Revolution)
nd
4. Electrical Power & the Combustion Engine (2 . Industrial Revolution)
5. Information Technology Revolution (Overview)
6. Electronics
7. The Vacuum Tube
8. The Transistor
9. The Integrated Circuit
10. Technologies of the Decade
11. The Future
Course
1. To open students minds for the evolution of technology throughout the centuries as well as
Objectives
its great contribution in shaping the current and future world.
2. To create the awareness for a discipline that is really at the heart of all present technological
developments – Electronics, and in particular to one of its core components – The Transistor.
Course
1. 1st Review Assignment Report: 20%
Assessment:
2. 2nd Review Assignment Report: 20%
3. Final Assignment Report with Presentation: 60%
Relationship
This course primarily contributes to ECE program outcomes that develop students’ abilities:
to Program
f. Understanding of professional and ethical responsibility.
Objectives
h. Broad education necessary to understand the impact of engineering solutions in global and
and Outcomes societal context.
i. Recognition of the need for and an ability to engage in life-long learning.
j. Knowledge of contemporary issues.
This course secondarily contributes to ECE program outcomes that develop students’ abilities:
a. Ability to apply knowledge of mathematics, science and engineering.
g. Ability to communicate effectively.
k. Ability to use the techniques, skills and modern engineering tools necessary for engineering
practice.
l. Ability to use the computer/IT tools relevant to the discipline along with an understanding of
their processes and limitations
2/6 Course
Contents and
Relationship
to Program
Criteria:
Week
no.
1
1
1
1
1
1
4
1
2
Contribution
of Course to
meet the
professional
component
Course
Instructor
Prepared by
Topics
Introduction & Concept of Industrial
Revolution
The Steam Engine (1st. Industrial Revolution),
Electrical Power & the Combustion Engine
(2nd. Industrial Revolution)
Information Technology Revolution
(Overview), Electronics
The Vacuum Tube, The Transistor
The Integrated Circuit,
Technologies of the Decade
Two Decades of Microelectronics in Macao
The Future, Overview
Final Assignment with Report and Presentation
Program Criteria
BS, ES
BS, ES
BS, ES
BS, ES
BS, ES
BS, ES
BS, ES
BS, ES
BS, ES
This course prepares students to have an overall picture about the importance of Information
Technology Revolution and Electronics and to understand the situation about the development
of electronics engineering in Macau.
Prof. Rui Martins
Prof. Rui Martins
3/6 Part B: General Course Information and Policies
Instructor: Prof. Rui Martins
Office: N6-5033B
Office hour: By appointment
Office ext.: 4309
E-mail: rmartins@umac.mo
Programme Educational Objectives
1.
Problem Solving: Graduates have the ability to think in a critical and evaluative
manner and to consider a broad perspective, in order to solve technical and
nontechnical problems.
2.
Leadership and Communication: Graduates will provide effective leadership,
act in an ethical manner and skills will include the ability to communicate well
and to work successfully within diverse groups.
3.
Market Acceptance: Graduates will have successful careers in the academic
environment, industrial and government organizations.
4.
Technical Competence: Graduates will be technically competent and have a
thorough grounding in the fundamentals of math and science in electrical and
computer engineering and experience in engineering design. They will be able
to use modern engineering techniques, skills, and tools to fulfill societal needs.
Scale: 1 (Highest) to 4 (Lowest)
Problem
Solving
ECEB120
3
Information
Technology
Revolution and
Electronics
Leadership and Market
Communication Acceptance
Technical
Competence
3
3
2
Remark:
Objective for “Problem Solving” can be achieved by assignments.
Objective for “Leadership and Communication” can be achieved by group
assignment, report writing and presentation. However, leadership training is
not given by this course.
Objective for “Market Acceptance” can be achieved by the course contents
that are required in industries.
Objective for “Technical Competence” can be achieved by using
fundamentals of math and science in electrical and computer engineering
on reports.
4/6 Program Criteria Policy:
Course VS Program Criteria
Scale: 1 (Highest) to 4 (Lowest)
Course
PS
DIC
BS
ECEB120 Information Technology Revolution and
Electronics
CS
2
ES
DE
LA
CV
DM
1
Terms:
Probability and Statistics (PS), Differential and Integral Calculus (DIC), Basic Science (BS), Computer Science
(CS), Engineering Science (ES), Differential Equations (DE), Linear Algebra (LA), Complex Variables (CV),
Discrete Mathematics (DM)
Program Outcome Policy:
Course VS Course Outcomes
(H= Highly Related, S = Supportive, N = None)
Program Outcomes
ECEB120 Information Technology Revolution
and Electronics
a
b
c
d
e
f
g
h
i
j
k
l
S
N
N
N
N
S
S
S
S
S
S
S
The electrical and computer engineering program outcomes are:
a. Ability to apply knowledge of mathematics, science and engineering.
b. Ability to design and conduct experiments.
c. Ability to design a system, component or process to meet desired needs.
d. Ability to function on multidisciplinary teams.
e. Ability to identify, formulate and solve engineering problems.
f. Understanding of professional and ethical responsibility.
g. Ability to communicate effectively.
h. Broad education necessary to understand the impact of engineering solutions in global and societal context.
i. Recognition of the need for and an ability to engage in life-long learning.
j. Knowledge of contemporary issues.
k. Ability to use the techniques, skills and modern engineering tools necessary for engineering practice.
l. Ability to use the computer/IT tools relevant to the discipline along with an understanding of their processes and limitations
T – TEACH; P – PRACTICE; M – MEASURED
Compulsory Course
ECEB120 Information Technology Revolution
and Electronics
a
T
b
c
d
Program Outcomes
e
f
g
h
i
T
P
T
T
j
T
k
T
l
T
Curriculum Detail
ECEB120 Information Technology Revolution and Electronics
Timetabled work in hours
No of teaching
per week
weeks
Lecturer Tutorial
2
0
Total hours
No /Duration of
Max marks
exam papers
available from:
Practice
0
Exams
13
26
N/A
0
Course
100
5/6 Term: 1st
Hours
Percentage content of
Lecturer Tut/Lab Other
Maths Basic
Science
Engineering
Engineering
Complementary Computer
Science
Design and
Studies
Studies
Synthesis
26
0
0
5
40
45
10
0
0
Design Elements
% of Design
Content
Design Content in
Course Work
Design Project
Design Content in
Laboratories
0%
0%
0%
0%
Course Assessment Policy:
1. Two review assignments will be given to students during the semester. No late submission is allowed.
Zero mark will be given when report is copied.
2. One final assignment will be given to students at the end of semester.
3. Report and Presentation for the final assignment is required.
6/6