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Semiconductor Physics Course Introduction 299002

This document provides an introduction to a semiconductor physics course. It outlines the course description including contents, learning strategy, evaluation structure, purposes and competences. It also discusses special educational needs and available software.

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Jhon Cuervo
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33 views8 pages

Semiconductor Physics Course Introduction 299002

This document provides an introduction to a semiconductor physics course. It outlines the course description including contents, learning strategy, evaluation structure, purposes and competences. It also discusses special educational needs and available software.

Uploaded by

Jhon Cuervo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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SEMICONDUCTOR PHYSICS

COURSE INTRODUCTION
299002

Hello dear students, welcome to semiconductor physics course


introduction.

Figure 1. Course introduction

Description

The course belongs to Electronic, telecommunication and networks team,


it means that electronic and telecommunication students are enrolled in
it; so its important to identify your group mates.
The course could be eight (8) or sixteen (16) weeks according to the
period offered, so its necessary that you know the period you are
enrolled.
The course type is methodological, therefore it has some practical
exercises but using a simulator like proteus or another one of your
preference.
The credit number is two (2); it means that the course has two (2)
academic units, and the previous concepts that must know are ohm law
and circuit analysis.

Figure 2. Course description

Course contents

As I said before, the course has two (2) units. The first one we work on
semiconductor elementals, researching about basic semiconductor
devices, PN union and so on. The second unit named Semiconductor
Technology and engineering will go deep in semiconductor devices in
different applications, according to its features.
Figure 3. Course units

Learning Strategy

The learning strategy applied in course is the Task-Based Learning where


the student will acquire the concepts through the next steps:
Pre-Task Context of semiconductor physics
Task cycle 1 PN union devices
Task cycle 2 unipolar, bipolar and special devices
Post-task Concept application in a simulated scenario
Figure 4. Learning strategy used in course

Evaluation structure

In evaluation structure we have the score distribution according to:


Self-evaluation, co-evaluation and hetero-evaluation
Self-evaluation and co-evaluation are formative, so they have no score
The hetero-evaluation has three (3) categories:
Initial activity that has five percent of weight, meaning 25 points
Intermediate activities has seventy percent of weight, meaning
three hundred and fifty points
And the last one, final activity has twenty five percent of weight,
meaning 125 points
At the end, the course will have five hundred points distributed in the
activities.
Figure 5. Evaluation structure

Purpouses and competences

Purpouses

Fortify in students the concepts of the physics of semiconductor


materials, through the designed activities.

Analyze different variables mathematically to solve specific physic


exercises, according to the contents of the course.

Interpret the different electric and electronic circuits where the


semiconductor devices are involve to understand their function
Competences

The student identifies the different physics phenomena involved in


study of semiconductor materials, and analyze them to solve
practical exercises.
The student should understand, analyze and explain the
semiconductor devices behavior in specific applications of the
electronic field.

Figure 6. Purpouses and competences

Special educational needs

These are software available to special educational needs students,


allowing an easy access to the documentation and any other information
to make their activities with no difficulty
Figure 7. Special educational needs

These are other choices to read the screen for example.

Figure 8. Other examples of special educational needs


End

Well, that was a brief introduction. I really appreciate the time youve
dedicated to see this video, and finally, I hope this video help you to know
the course.
Thanks so much.

Figure 9. Finish

BIBLIOGRAPHY
The didactical content edition of 299002 Semiconductor Physics,
designed by Ivn Camilo Nieto Snchez, was supported by ECBTI of
Universidad Nacional Abierta y a Distancia (UNAD).
Rights reseved:
2017, Universidad Nacional Abierta y a Distancia - UNAD
Vicerrectora de Medios y Mediaciones Pedaggicas, Bogot D.C.
Calle 14 Sur No. 14 - 23

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