By helping students develop an intuitive understanding of the subject, Microelectronics teaches them to think like engineers. The second edition of Razavi’s Microelectronics retains its hallmark emphasis on analysis by inspection and building students’ design intuition, and it incorporates a host of new pedagogical features that make it easier to teach and learn from, including: application sidebars, self-check problems with answers, simulation problems with SPICE and MULTISIM, and an expanded problem set that is organized by degree of difficulty and more clearly associated with specific chapter sections.
Chapter 1: Introduction to Microelectronics
Chapter 2: Basic Physics of Semiconductors
Chapter 3: Diode Models and Circuits
Chapter 4: Physics of Bipolar Transistors
Chapter 5: Bipolar Amplifiers
Chapter 6: Physics of MOS Transistors
Chapter 7: CMOS Amplifiers
Chapter 8: Operational Amplifier As A Black Box
Chapter 9: Cascode Stages and Current Mirrors
Chapter 10: Differential Amplifiers
Chapter 11: Frequency Response
Chapter 12: Feedback
Chaper 13: Output Stages and Power Amplifiers
Chapter 14: Analog Filters
Chapter 15: Oscillators
Chapter 16: Digital CMOS Circuits
Chapter 17: CMOS Amplifiers*
Appendix A: Introduction to SPICE
- More real-world application examples for key concepts.
- Added more computational problems as well as the symbolic problems that are a Razavi hallmark.
- New application sidebars that show practical examples of theory in action.
- New self-check practice problems with answers provided.
- New simulation problems using PSPICE and MULTISIM.
- A clearer separation of problems by chapter section, with several basic, moderate and challenging problems in each section.
- Challenges students to develop the skills of analysis and synthesis in problem-solving.
- “Analysis by inspection” approach in which students learn to ‘read’ complex circuits as variations and combinations of simpler typologies. By mapping complex circuits to their simpler constituents, students can more efficiently analyze circuit behavior than if they attempted brute force application of the equations they learned in their circuits course.
- Numerous problems that require symbolic, rather than numeric solutions, so that students are forced to address problems conceptually, rather than as an exercise in calculation.