EEE 498/598

Overview of Electrical
Engineering
Lecture 1:
Introduction to Electrical
Engineering

1
 Lecture 1 Objectives
 To provide an overview of packaging.
 To review the electrical functions of a package.
 To understand the foundations of electrical
engineering.
 To become aware of the topics that will be
covered in this class.
 To define the coordinate systems that will be
used in this class.
Lecture 1
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 Overview of Packaging

~ .040”

~ .012“

Silicon Die Package Motherboar

d

Courtesy of Intel Corp.

Lecture 1
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 Overview of Packaging
FCBGA IHS Interposer
Caps

Interposer LSC
Pins

Die
C4 Balls
Microvias
Interposer FCBGA PTH Vias
FCBGA

BGA Balls

Die Interposer
Interposer Vias

DSC
Pins
Courtesy of Intel Corp.
Lecture 1
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 Overview of Packaging
 “Packaging engineers today must solve
complex, coupled problems that require
fundamental understanding of electrical,
thermal, mechanical, material science,
and manufacturing principles.”
 Dr. Nasser Grayeli, Intel Corporation

 This course focuses on preparing students

to understand the electrical principles.
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 Electrical Functions of the Package
 Power Delivery
 Supply a clean power and reference voltage to active devices
on the die.
 Signal Input/Output
 Transmit signals from the die to the motherboard faithfully and
in minimum time.
 EMI/EMC
 Minimize radiation of electromagnetic energy into the
environment, and the impact of ambient electromagnetic
energy on circuit performance.

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 Foundations of Electrical
Engineering
 Electrophysics. 80 % of this course
 Information
(Communications)
Theory. 20 % of this course
 Digital Logic.
Not covered in detail in this class

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 Foundations of Electrical
Engineering
 Electrophysics:
 Fundamental theories of physics and
important special cases.
 Phenomenological/behavioral models for
situations where the rigorous physical
theories are too difficult to apply.

Lecture 1
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 Hypothesis, Model, and Theory
 A hypothesis is an idea or suggestion that has been
put forward to explain a set of observations. It may be
expressed in terms of a mathematical model. The
model makes a number of predictions that can be
tested in experiments. After many tests have been
made, if the model can be refined to correctly
describe the outcome of all experiments, it begins to
have a greater status than a mere suggestion.
 A theory is a well-tested and well-established
understanding of an underlying mechanism or
process.
The material in this slide has been adapted from material at
http://www2.slac.stanford.edu/vvc/theory/modeltheory.html.
Lecture 1
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 Hypothesis, Model, and Theory
 Maxwell’s equations are ‘just a theory’ and yet my
cell phone works!
 At one time, a theory would have been referred to as
a ‘law’.
 Newton’s laws
 Boyle’s law
 But remember no theory is a complete description of
all reality; all theories are incomplete.
 Electrical engineers make use of a number of theories
– some of which are special cases of others.

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Four Fundamental Forces of Physics
 Gravitational Force
 Associated particle is graviton (hypothesized)
 Always attractive
 Varies inversely as the square of the distance
 Electromagnetic Force
 Associated particle is photon
 1042 times stronger than gravity
 Force can be attractive or repulsive
 Varies inversely as the square of the distance
 Strong Interaction
 Associated particle is gluon
 About 100X stronger than electromagnetic force but only acts over
distances the size of an atomic nucleus
 Responsible for holding the protons and neutrons together
 Weak Interaction
 Associated particles are the weak gauge bosons (Z and W particles)
 Acts only over distances the size of an atomic nucleus
 Responsible for certain types of radioactive decay
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 The Standard Model
 Physicists call the theoretical framework that
describes the interactions between elementary
building blocks (quarks and leptons) and the force
carriers (bosons) the Standard Model.
 Most of the standard model is a theory; some of it is
still hypothesis.
 Physicists use the Standard Model to explain and
calculate a vast variety of particle interactions and
quantum phenomena. High-precision experiments
have repeatedly verified subtle effects predicted by
the Standard Model.
The material in this slide and in the following two slides has been adapted from
material from www.fnal.gov (Fermilab).
Lecture 1
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 The Standard Model
 The biggest success of the Standard Model is the
unification of the electromagnetic and the weak
forces into the so-called electroweak force.
 Many physicists think it is possible to eventually
describe all forces with a Grand Unified Theory
or a so-called Theory of Everything (ToE).
 M-theory (a generalization of superstring theory) is
the current embodiment of the ToE.

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Philosophical Implications of a ToE
 Reductionist point-of-view: everything from the big
bang to human emotions can be obtained from the
ToE given enough computational power.
 Another point of view: new types of fundamental
laws arise in complex systems that cannot be derived
from the ToE.
 Practical point of view: any ToE could never be
successfully applied to complex systems, and so it is
irrelevant whether or not the laws of complex systems
can be derived from the ToE.

Lecture 1
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 Religion/Faith/Metaphysics v.
Science
 Science attempts to explain the processes
by which the universe functions (i.e. the
“how”).
 Religion attempts to explain why the
universe exists and to impart meaning to
its existence (i.e., the “why”).

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 Religion/Faith/Metaphysics v.
Science
 Science is absolutely neutral on the issue of whether
“God” exists or not.
 Consider the following: people of many different faiths or
no faith at all can work together to design complex systems
such as a packaged integrated circuit.
 Millions of devoutly religious people accept scientific
theories as valid explanations for natural processes.
 Those who do not should imagine what life was like
for the average human before modern scientific
advances in medicine, engineering, etc.

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 Engineering
 With the exception of nuclear
engineering, the engineering disciplines
(e.g., mechanical, aerospace, civil, etc.)
deal with phenomena that involve the
forces of gravity and electromagnetism.
 Much of electrical engineering involves
understanding phenomena that result
from the force of electromagnetism.
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Hierarchy of Physics Theories Involved
in the Study of Electrical Engineering
 Quantum electrodynamics
 Quantum mechanics
 Schrödinger equation

 Classical electromagnetics
 Electrostatics

 Magnetostatics

 Circuit theory

 Geometric optics

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 Information Theory
 Originally developed by Claude Shannon of
Bell Labs in the 1940s.
 Information is defined as a symbol that is
uncertain at the receiver.
 The fundamental quantity in information
theory is channel capacity – the maximum
rate that information can be exchanged
between a transmitter and a receiver.

The material in this slide and the next has been adapted from material from
www.lucent.com/minds/infotheory.
Lecture 1
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 Information Theory
 Defines relationships between elements of
a communications system. For example,
 Power at the signal source
 Bandwidth of the system
 Noise
 Interference

 Mathematically describes the principals of

data compression.
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 Exercise: What is Information?
 Message with redunancy:
 “Many students are likely to fail that exam.”
 Message coded with less redundancy:
 “Mny stdnts are lkly to fail tht exm.”

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 Digital Logic
 Digital logic signals are really analog
signals, and digital circuits are ultimately
designed using circuit theory.
 However, in many situations the function
of a digital circuit is more easily
synthesized using the principles of digital
logic.

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 Digital Logic
 Based on logic gates, truth tables, and
combinational and sequential logic circuit
design
 Uses Boolean algebra and Karnaugh
maps to develop minimized logic circuits.
 Not explicitly addressed in this class.

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 EE Subdisciplines
 Power Systems
 Electromagnetics

 Solid State

 Communication/Signal Processing

 Controls

 Digital Design

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 Power Systems
 Generation of electrical energy
 Storage of electrical energy

 Distribution of electrical energy

 Rotating machinery-generators, motors

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 Electromagnetics
 Propagation of electromagnetic energy
 Antennas

 Very high frequency signals

 Fiber optics

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 Solid State
 Devices
 Transistors

 Diodes (LED’s, Laser diodes)

 Photodetectors

 Miniaturization of electrical devices

 Integration of many devices on a single

chip
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 Communications/Signal Proc.
 Transmission of information electrically
and optically
 Modification of signals

 enhancement

 compression

 noise reduction

 filtering
Lecture 1
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 Controls
 Changing system inputs to obtain desired
outputs
 Feedback

 Stability

Lecture 1
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 Digital Design
 Digital (ones and zeros) signals and hardware
 Computer architectures
 Embedded computer systems
 Microprocessors

 Microcontrollers

 DSP chips

 Programmable logic devices (PLDs)

Lecture 1
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Case Study: C/Ku Band Earthstation Antennas
Parabolic Simulsat
Multiple horn feeds

Horn feed

ATCi Corporate Headquarters

450 North McKemy
Chandler, AZ 85226 USA

Lecture 1
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Case Study: C/Ku Band Earthstation Antennas

Incoming plane wave is

focused by reflector at
location of horn feed.

Geometric
Optics

Lecture 1
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Case Study: C/Ku Band Earthstation Antennas

Feed horn is
designed so that it
will illuminate the
reflector in such a
way as to maximize
the aperture
efficiency.

Maxwell’s
equations

Lecture 1
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Case Study: C/Ku Band Earthstation Antennas

Feed horn needs to

be able to receive
V-pol orthogonal linear
polarizations (V-pol
and H-pol) and
H-pol maintain adequate
isolation between the
two channels.

Lecture 1
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Case Study: C/Ku Band Earthstation Antennas

A planar orthomode
transducer (OMT) is
used to achieve good
isolation between
orthogonal linear
polarizations.

Maxwell’s Equations
(“Full-Wave
Solution”)

Lecture 1
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 Case Study: C/Ku Band Earthstation Antennas
To LNB

Feed waveguide
(WR 229)

Maxwell’s
equations

Horn Stripline circuit with OMT,

ratrace and WR229 transitions

Lecture 1
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 Case Study: C/Ku Band Earthstation Antennas
Layout of the stripline trace layer

Single-ended probe
WR229
Transitions

Circuit Differential-pair probes

Theory
Ratrace hybrid

Vias 50 ohm transmission line

Lecture 1
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Case Study: C/Ku Band Earthstation Antennas

The two linear

LNB
polarizations each
are fed to a LNB
LNB
(low noise block).

Lecture 1
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Case Study: C/Ku Band Earthstation Antennas

LNB:
LNA Mixer BPF
IF Output:
950-1750 MHz
(To Receiver)

Circuit
Theory, Local
Behavioral Oscillator
Models,
Information
Theory Lecture 1
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 Overall System Performance
 Carrier-to-noise ratio (CNR)
 Bit error rate (BER)

Maxwell’s Equations, Circuit

Theory, Behavioral Models,
Information Theory

Lecture 1
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SI (International System of) Units
Fundamental SI Units
Quantity Unit Abbreviation
length meter m
mass kilogram k
time second s
current ampere A
temperature kelvin K
luminous candela cd
intensity
Lecture 1
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 Why Do We Need Coordinate
Systems?
 The laws of electrophysics (like the laws of
physics in general) are independent of a particular
coordinate system.
 However, application of these laws to obtain the
solution of a particular problem imposes the need
to use a suitable coordinate system.
 It is the shape of the boundary of the problem that
determines the most suitable coordinate system to
use in its solution.

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 Orthogonal Right-Handed
Coordinate Systems
 A coordinate system defines a set of three
reference directions at each and every point in
space.
 The origin of the coordinate system is the
reference point relative to which we locate every
other point in space.
 A position vector defines the position of a point in
space relative to the origin.
 These three reference directions are referred to as
coordinate directions, and are usually taken to be
mutually perpendicular (orthogonal).
Lecture 1
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 Orthogonal Right-Handed
Coordinate Systems
 Unit vectors along the coordinate directions are
referred to as base vectors.
 In any of the orthogonal coordinate systems, an
arbitrary vector can be expressed in terms of a
superposition of the three base vectors.
 Consider base vectors such that
aˆ1  aˆ 2  aˆ3 â3 Such a
coordinate
aˆ 2  aˆ3  aˆ1 system is called
right-handed.
aˆ3  aˆ1  aˆ 2 â1
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 Orthogonal Right-Handed
Coordinate Systems
 Note that the base vectors can, in general,
point in different directions at different
points in space.
 Obviously, if they are to serve as
references, then their directions must be
known a priori for each and every point
in space.

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 Coordinate Systems Used in
This Class
 In this class, we shall solve problems
using three orthogonal right-handed
coordinate systems:
 Cartesian  x, y , z 

 cylindrical  ,  , z 

 spherical  r , ,  

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 Cartesian Coordinates
 The point P(x1,y1,z1) is located as the
intersection of three mutually perpendicular
planes: x=x1, y=y1, z=z1.
 The base vectors are aˆ x , aˆ y , aˆ z
 The base vectors satisfy the following
relations: aˆ x  aˆ y  aˆ z â x
aˆ y  aˆ z  aˆ x
aˆ z  aˆ x  aˆ y
â z â y
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 Cylindrical Coordinates
 The point P(1,1,z1) is located as the
intersection of three mutually perpendicular
surfaces: =1 (a circular cylinder), =1 (a
half-plane containing the z-axis), z=z1 (a
plane).
 The base vectors are aˆ  , aˆ , aˆ z
aˆ  is a unit vector in the direction of increasing 
aˆ is a unit vector in the direction of increasing 
aˆ z is a unit vector in the direction of increasing z
Lecture 1
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Cylindrical Coordinates
(Cont’d)
z

â z â

z1
P(1,1,z1) â
y
1 1

x
Lecture 1
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 Cylindrical Coordinates
(Cont’d)
 The base vectors satisfy the following
relations: â
aˆ   aˆ  aˆ z
aˆ  aˆ z  aˆ 
aˆ z  aˆ   aˆ â z â
aˆ p  aˆ q   pq ; p, q   ,  , z

Lecture 1
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 Spherical Coordinates
 The point P(r1,1,1) is located as the
intersection of three mutually perpendicular
surfaces: r = r1 (a sphere),  1 (a cone),
and =1 (a half-plane containing the z-
axis). aˆ r , aˆ , aˆ
 The base vectors are
aˆ r is a unit vector in the direction of increasing r
aˆ is a unit vector in the direction of increasing 
aˆ is a unit vector in the direction of increasing 

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Spherical Coordinates (Cont’d)
z

â
P(r1,1,1)
âr
1
r1 â
y
1
x

Lecture 1
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Spherical Coordinates (Cont’d)
 The base vectors satisfy the following
relations: âr
aˆ r  aˆ  aˆ
aˆ  aˆ  aˆ r
aˆ  aˆ R  aˆ â

aˆ p  aˆ q   pq ; p, q  r , , 

Lecture 1
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Spherical Coordinates (Cont’d)
z 0r 
0  
 0    2 or      

r
y

x
Lecture 1
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 Position Vector
 Position vector:
r  aˆ x x  aˆ y y  aˆ z z
 aˆ    aˆ z z
 aˆ r r

 Arbitrary function of position:

f r
Lecture 1
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