Engineering / teaching maths

clartharlear

Call for engineers to retrain as teachers

My frustration leaves me wordless

dambarude

It's a bit much isn't it?

Why don't all the unemployed architects train as DCG teachers and all
the unemployed nurses and physiotherapists retrain as Biology teachers?
Anyone whose profession or degree doesn't fit a subject can be primary teachers!

TheDriver

they are just annoyed and having a hissy fit becasue project maths took all the university business input and haven't taken much from engineers (i.e. vectors etc being phased out) and realised they were asleep for the last few years hence all this crap today.

P.S. Better qualified?? We all have degrees etc, what the hell does that mean??!!!

clartharlear

Maybe I should have been a little clearer about why I am so frustrated.

The Teaching Council of Ireland does not recognise engineering degrees as being suitable for teaching maths.

PS
I have a degree in engineering and a hdip.

pathway33

clartharlear wrote: »

Maybe I should have been a little clearer about why I am so frustrated.

The Teaching Council of Ireland does not recognise engineering degrees as being suitable for teaching maths.

PS
I have a degree in engineering and a hdip.

According to the Teaching Council list of recognised degrees

The honours degree in manufacturing engineering from Bolton Street is recognised to teach maths.

The honours degree in building services engineering from Bolton Street is recognised to teach maths.

The honours degree in mechanical engineering from Bolton Street is recognised to teach maths.

The honours degree in structural engineering from Bolton Street is recognised to teach maths.

The honours degree in electronic/electrical engineering from Bolton Street is recognised to teach maths.

The degree in electronic engineering from the Institute of Technology in Tallaght is recognised to teach maths.

The degrees in engineering from UCC, NUIG, TCD and UCD are recognised to teach maths.

clartharlear

Yeah, that list is lies. I was quite upset by that. When I was in contact with the TC, pointing out that my degree was on that list of recognised degrees, and I'd even emailed the TC before starting the dip to check, this was part of the response:

In any event, it is unlikely that the correspondence stated that the Bachelor of Electrical Engineering degree was recognised for the purposes of Mathematics regardless of the proportion of the content of the degree in the area of Mathematics or Applied Mathematics.

pathway33

And your degree is still on the recognised list? That's crazy. So you were qualified and now unqualified? Where do you stand now? Where do you stand legally?

rainbowtrout

This was on the Last Word this evening but I only caught the end of it. I did hear Matt Cooper speaking to a maths teacher who did point out all the flaws : degrees that are not recognised for various reasons and of course the lack of jobs in teaching at the moment for current teachers let alone engineers who retrain.

evolving_doors

Ah ya shir there's loadsa jobs for maths teachers these days why not give em to the engineers seeing as how nobody else is applying.....idiots:mad:

would agree with the calculator ban though..seems that learning the tables are banned in primary schools... (at least rote learning anyhow).

redmons2

You have me worried clartharlear. I will be in the same boat as you if i complete the hdip. I have an engineering degree and i am planning on doing the h dip this year.
Where does that leave you now with the hdip and engineering degree ? Surely it cannot be advertised that the course is accepted on the TC website and allow you to complete the h dip then tell you that you cannot do the job.

clartharlear

I don't know where I stand, I just know that I'm very worried and upset and I have no idea where I can turn.

pathway33

redmons2 wrote: »

You have me worried clartharlear. I will be in the same boat as you if i complete the hdip. I have an engineering degree and i am planning on doing the h dip this year.

You may not be in the same boat if you chose different modules to clartharlear.

clartharlear

pathway33 wrote: »

And your degree is still on the recognised list? That's crazy. So you were qualified and now unqualified? Where do you stand now? Where do you stand legally?

That's right.

It is my belief that there is no engineering course in Ireland with 30% of 3rd/4th year courses provided by their university maths department, as opposed to modules within the engineering department.
My course codes began with EE, rather than MA. This is their problem.

geurrp the yard

clartharlear wrote: »

Maybe I should have been a little clearer about why I am so frustrated.

The Teaching Council of Ireland does not recognise engineering degrees as being suitable for teaching maths.

PS
I have a degree in engineering and a hdip.

Have you not gone down the legal route? When was it introduced that you needed 30% of degree in that subject in order to teach in that subject? I dont understand why you'd be accepted to do a h-dip in the first place if you werent "qualified" and also why would enginners ireland be making this announcement when no engineering course in the country (that i know) has 30% of the modules on purely based on maths?

redmons2

I would have taught that if you were allowed into the hdip then your degree has been approved by the teaching council and PAC. So this does not make any sense ? They surely would not be pushing engineers to get into maths teaching if this was the case.

If I was you I would not be letting this go. I just find it hard to believe

TheDriver

maybe your union could fight this for you? Its their job to represent us on the teaching council?

Must say the Engineers thing is a bit of an oul moan to be honest, they should have had their input into Project Maths while they had their chance. BUt agree with the calculators thing, get rid of them

clartharlear

You're all right. It doesn't make sense, and when I started the dip, they were happy with engineering - they just changed their mind.
I'm working in a grind school this year, so my union wouldn't let me renew my membership. I probably should go down a legal route, but I have no idea where to start with that.
I get so frustrated and upset when I think about the issue that I haven't been proactive in dealing with it. I don't want to let it go - the past three years of my life have all been all about my teaching career! But I'm still paralysed by shock and I don't know what to do.

pathway33

I know you shouldn't have to do it but have you considered doing the maths modules the teaching council are looking for through distance learning e.g open university. It's an extra cost and extra study you shouldn't have to bear but the other option is getting into a long legal battle with the teaching council and losing years of your teaching career. I don't know how the pay scale works for teaching but I presume every few years you are a qualified teacher gets you a little extra euro. The cost of losing your promotion in the ranks could be more than the cost of studying the extra modules.

redmons2

Do you know if there is anyone else in the same situation as you ? I am sure you are not the only one who has hit this roadblock. Is it the teaching council that told you this clartharlear ?

clartharlear

pathway33 wrote: »

I know you shouldn't have to do it but have you considered doing the maths modules the teaching council are looking for through distance learning e.g open university. It's an extra cost and extra study you shouldn't have to bear but the other option is getting into a long legal battle with the teaching council and losing years of your teaching career. I don't know how the pay scale works for teaching but I presume every few years you are a qualified teacher gets you a little extra euro. The cost of losing your promotion in the ranks could be more than the cost of studying the extra modules.

It may be the what I'll have to do. The unfairness of it all breaks my heart though, and wouldn't I be all day telling teenagers that life's not fair?

Do you know if there is anyone else in the same situation as you ? I am sure you are not the only one who has hit this roadblock. Is it the teaching council that told you this clartharlear ?

There must be others in the same situation, but I don't know them. I'd love to hear other stories. It is the Teaching Council who are the authorities in question, yes. The IEI are only an interest group, with no actual leverage in the matter, afaik.

pathway33

clartharlear wrote: »

It may be the what I'll have to do.

If the open university courses are too expensive you could consider this distance learning route: http://www.londonexternal.ac.uk/prospective_students/undergraduate/lse/dip_grad/math/index.shtml

They say it's for less that £1,200 sterling if done in the minimum period. They also do undergraduate degrees containing maths and with graduate entry to those it would be less than £3,000 sterling. I think the teaching council have a strong favouring of undergraduate degrees to post-grad modules

That London distance university also allows you to take stand-alone modules I think

evolving_doors

pathway33 wrote: »

If the open university courses are too expensive you could consider this distance learning route: http://www.londonexternal.ac.uk/prospective_students/undergraduate/lse/dip_grad/math/index.shtml

They say it's for less that £1,200 sterling if done in the minimum period. They also do undergraduate degrees containing maths and with graduate entry to those it would be less than £3,000 sterling. I think the teaching council have a strong favouring of undergraduate degrees to post-grad modules

That London distance university also allows you to take stand-alone modules I think

Could be a good option pathway. as usual the TC could refuse this on a whim.but from reading the teaching council website 'special requirements' ...

"The study of Mathematics as a major subject in the degree extending over at least three years and of the order of 30% at a minimum of that period"

...would imply that 1 year of study of just maths (rather than 3 years of 30%) could satisfy the TC requirements....am i right in this assumption?

Has ANYONE out there ever done a maths course post-H.Dip to qualify for TC subject requirements?
Anyone ever qualified with an Open University Maths course?
Anyone?
,
,

pathway33

Armelodie wrote: »

"The study of Mathematics as a major subject in the degree extending over at least three years and of the order of 30% at a minimum of that period"

...would imply that 1 year of study of just maths (rather than 3 years of 30%) could satisfy the TC requirements....am i right in this assumption?

Anecdotally I believe they look for a certain percentage of maths modules in the final year. I think that's what they mean by 'major' (final year).

Now if you took stand-alone modules spread over 1st year, 2nd year and 3rd year in the one year then that may satisfy them.

Their usual position is "do the course/modules and we'll let you know after you've completed the course if it's any good or not". They have also been known to give vague guidance as to what general direction your module choice should take and how many additional credits you should obtain

Best of luck!

pathway33

Armelodie wrote: »

Anyone ever qualified with an Open University Maths course?

I would hope so because it's listed on their list of recognised qualifications on their website but we've seen how flexible that list can be.

redmons2

What course did you complete for your primary engineering degree ? I understand if you don't want to tell me but I think I maybe in the same boat I am going to contact teaching council tomorrow to find out.

I think its madness they let you do the h dip then drop this on you

pathway33

'Over half of the principals surveyed said it was difficult to find suitably qualified maths teachers'

http://www.careerguidance.ie/news/news.php?newsId=307

TheDriver

Did any of ye see the Ex INtel chairman calling on Maths should not be taught by anyone who doesn't have a maths degree. Where do these people come up with these ideas..........

clartharlear

redmons2 wrote: »

What course did you complete for your primary engineering degree ? I understand if you don't want to tell me but I think I maybe in the same boat I am going to contact teaching council tomorrow to find out.

Electrical Engineering in UCC. Did you get onto the TC?? Please let me know how you get on!

I think its madness they let you do the h dip then drop this on you

I agree!:mad:

This phrase

suitably qualified maths teachers

is a minefield.

redmons2

I still have to get onto them. I will let you know what they say

redmons2

I don't blame you for being annoyed there should be some sort of link with pac and the tc so people don't go and get themselves into this situation. This is something i need to get done before applying to the course. It doesn't make sense that an engineering course which is highly intensive maths is not enough to teach maths.

Was there many in your pgde class that were maths teachers ?

clartharlear

You're in the exact same situation as me so, except I didn't even find out till a few months after I finished my PGDE.

For the sake of interest, these are my 3rd and 4th year modules that the TC deem not mathsy enough:
3rd year:
Electromagnetic Field Theory (Applied Maths - all other modules are engineering)
Control Engineering
Electrical Machine and Power Electronics
RF Circuit Theory
Analogue and Digital Signal Processing
Mechanical Engineering
Analogue Integrated Circuits
4th Year:
Power Electronics
Control Engineering
Telecommunications
Mechatronics and Industrial Automation
Power Supply Systems
Engineering Management
Production Engineering
Digital IC Design

gaeilgegrinds1

We have engineers as maths teachers in our school, two of them. I know one struggled to get his tc cert but the union were unreal, he brought it up at a meeting two years ago. Have you tried them? What they're there for after all.

kennan

What Union is that, there seems to be alot of people in this situation at the minute,
Do you have contact details as I would like to discuss my details with them.

millix

clartharlear

I am also an UCC engineering graduate and am applying this year for PGDE ( Sept 2010 start ). On my PAC application form page 2 the following table appears - I took this to mean that teaching council approval was already in place ? Do you think otherwise based on your experience ?

M.


Teaching Council - Degree Eligibility Holder of Degree/Eligible Degree: yes Qualification Code: CK40P Subjects satisfied: yes Authorisation to PDEAC: yes

clartharlear

Yup, that's lies, bull-droppings and pure filthy blaggardery.

Teaching Council approval is NOT in place.

millix

I phoned the PAC office and was told there that it was a matter for the teaching council. I phoned the teaching council and after 10 minutes on hold the answering machine message suggested to call back later or to send an email. So I sent an email. I'll post back if/when I hear back.


M

millix

Teaching council advice is to look for recognition of the engineering degree to verify whether the criteria are met ( ie mathematics content is 30% or greater etc ). Not really the result I was hoping for - this appears to be a relatively new policy ( last 3 or 4 years ? )

I'd be interested to hear if others have encountered this issue, either accepted or rejected - in particular does anyone know of someone whose engineering degree was accepted by Teaching Council as valid to teach maths at second level, in recent years ?

M

clartharlear

But you know yourself what modules you did in 3rd year and 4th year. Did they have maths in the title? The teaching council won't look past that.

millix

Maybe it might be worth a letter to the minister Batt O Keeffe - this issue ( teaching council disputing engineering as a valid degree for maths teaching ) has been brought to his attention by the IEI at a recent meeting - see

http://apresidentsblog.blogspot.com/2010/02/place-of-mathematics-education-in.html

M

D-Generate

I did Elec Eng in UCC also and I am shocked that it isn't deemed mathsy enough. Anyone who has had the joys of final year DSP or Field Theory in third year will know that its not for those with no aptitude in maths.

On one hand though, looking at the current LC curriculum it appears that the maths topics covered in Elec Eng aren't applicable as much as they used to be. Vector calculus and time-series analysis would be major components in Elec Eng but in the LC maths they do not even use vectors anymore as far as I know and they certainly don't use any Fourier Transforms. Nonetheless, anyone that graduated with a 2:1 or above surely would have displayed enough of a mathematical mind to teach relatively easy maths topics.

Whilst you are unable to teach maths, whats the story with applied maths? I know only a couple of schools timetable it, Christians being one of the few if you are looking around. Its a shame that schools themselves don't get a say on who they want to hire because I imagine many schools would be crying out for engineering grads.

TheDriver

Thing is its not the exact topics you do in Maths in College thats the key, its the aptitude and TC are being a bit bad not to recognise Maths in its various forms. App Maths jobs are like hens teeth, theres 2 of us in my school and Frank, the guy in Christians won't be going anywhere for a long time as is the case with most schools.

clartharlear

Initially, it was considered that an engineering degree was suitable for teaching Maths AND applied maths. Now it's not considered suitable for any second level subject.

Also, I think an engineering degree should be recognised for teaching physics!

Field theory IS recognised as an applied maths module, but that's the only one and you need 30%.

millix

Thanks for this update - is it really the case that if a transcript says BE, teaching council has no issue, but if it says BE(mechanical) or BE ( electronic ) the degree may not be seen as a valid qualification to teach maths at second level ??

Does it not also depend on the subjects taken and whether maths and/or applied maths was taken in the 3rd and 4th years of the degree ?

M

Derek M

Hi Guys,

I came across your thread and said I would give you all some info on my experience. I am in the exact same boat. I have BE from NUIG and decided that teaching was the career for me. I left my job as an engineer and did a years subbing in a school, then went on to do the HDip (PGDE) last year in the same school.

I was confident about my ability to teach Maths and Applied Maths as they were the subjects on the AutoQuals list. I was also confident about satisfying the individual subject criteria as all of you know the BE degree has a lot more than 30% maths content.

However, the TC has deemed otherwise. Once I realised that there might be hassle with my degree I contacted the TC. It took them six weeks to reply to my mail and by that stage I had already accepted the PGDE. Long story short I submitted my documentation for assessment. It came back a NO for any subject. I argued my case with, got more documentation, got the Dean of Engineering onto them, letters from Heads of Departments, lecturers etc...and sent in an appeal.

This process took almost one and a half years (they are a complete joke). In they end it still came back with a NO. I was left in Limbo. The only choice I had was to undertake further study to make up my so called shortfall in Mathematics.

I came to an agreement with the TC and NUIG to join in the final year of a Mathematical studies degree program through the Arts department this year. I had to undertake the full program (all 60 credits) this year. I also have been teaching in my school along with the degree program (I lucked out with my timetable and lectures/classes did not clash).

I finished my last lecture this week and have my final three exams at the beginning of May. It has been an immensely tough year (much more of a workload than the PGDE) and it cost me almost 4grand but at least I can get on with my career and get my teaching number after this.

I have a letter from the TC stating that they will recognise me for Maths and Applied Maths upon completion of the course. Hope this can shed some light on your situation. It’s a terrible predicament to be in. But the TC are the single most difficult organisation I have ever had the pleasure of dealing with. The same has been said by members of the Engineering department in NUIG. In fact the even didn’t bother replying to messages from the Dean of Engineering.

clartharlear

This all happened a couple of years ago? So the TC and the PAC are still allowing people to do the dip when they have this secret small print?

Boards.ie acceptable language policy won't allow me to say how I feel.

Derek M

It seems to be a little more complicated than that, but basically yes. I have had numerous conversations with the TC and was told numerous different lies/mistruths. The people I spoke to didn't really know what they were talking about.

Some said that the BE in Engineering was recognised but that the individual engineering degrees were not, i.e mech eng, elec eng etc.... I tried to explain to them that there was no such thing as a BE without the course title but they just fobbed me off. Their flag seems to go up once they see an engineering degree.

In the end I went through the long process on having my degree and assessed and re-assessed through an appeal. Bottom line seems to be that they do not accept the engineering based maths subjects as sufficient. The qualifications are sent to an external mathematics advisor (generally a professor of Maths somewhere) who has a list of criteria on which to base his/her assessment. Some of the advisors are purists and don't like the idea of Engineers teaching maths. My appeal was unsuccessful ( bear in mind that I sent in numerous correspondence from NUIG along with exams papers, lecture notes, exam solutions etc... all clearly showing the mathematical content of the 3rd and 4th year subjects they had problems with.

The TC generally seems to accept the ruling of this assessor. I was left with very little choice, A further years study seemed to be my only option.

With regard to the PGDE and PAC. They seem to distance themselves from qualification recognition. The applicant has to tick a box on the PAC application saying that their degree is recognised by the TC. In my case I said yes. I was 100% certain that I satisfied their criteria. Friends of mine who had studied engineering were teachers, my degree was on the AutoQuals list and I and my department were satisfied that the mathematics subject criterion was satisfied (30% mathematics in degree).

The TC are a relatively new body. They seem to have started around 2006. Qualification recognition is only part of their remit but is a problematic one. Engineers seem to have been able to teach up until this. The TC are now just looking at things in black and white and if they don't see maths in the subject title you don't get recognised.

millix

Derek

Thanks for your input on this. Can you clarify whether you had modules or subjects in your 3rd and 4th year that were listed in your transcripts as "Mathematics" or "Applied Mathematics" ? Based on the earlier posts, this appears to make a difference for the Teaching Council.

Thanks, M

Derek M

Hi M,

None of my 3rd/4th year subjects had Mathematics or Applied Mathematics in the title. I appealed on the mathematical/applied mathematical content of the following subjects.

Third Year
• ME304 – Mechanical Analysis and Design
• ME301 – Fluid Dynamics
• ME306 – Applied Thermodynamics

Final Year
• ME404 – Heat Transfer
• ME501 – Finite Element Methods in Engineering Analysis
• ME416 – Biomechanics
• ME421 – Medical Implant and Device Design

I also submitted a letter of support from the Applied Mathematics teachers association of Ireland but it didn't help in the end.

clartharlear

The TC aren't terribly clear on their requirements either, I suppose to give them leeway to say no.

They say

 The study of Mathematics as a major subject in the degree extending over at least three years and of the order of 30% at a minimum of that period

So, each year is worth 60 credits, so they want at least 180 credits, not specifying the years. And they want of the order of 30% of that 180 to be maths. (Hmm let me see if I can get a maths teacher to help me with that.)
We'll say 55 credits.

So, looking at my transcripts, firstly at pure maths courses, I have

AM1023 - Mechanics - 5
MA1007 - Maths - 5
AM2023 - Laplace - 5
AM2024 - Fourier - 5
AM2031 - OOP and numerical methods - 5
MA2013 - Maths - 5
ST2036 - Stats - 5
AM3022 - EM Field Theory - 5

That's 40 credits, leaving me short 15 credits.
(see next post)

clartharlear

Let's say that these mathsY subjects are of the order of 30% maths content to make up the 15 credits.

EE3001 Control Engineering 10
Module Content: Classical Control: Principles of control; Modelling and simulation; Frequency and time responses; Properties of feedback; Stability-Routh-Hurwitz, Nyquist; Relative Stability; Design of compensaters in the frequency domain; Root Locus design; PID controllers - tuning; Practical issues - cascade control, windup, etc. Digital Control: Sampling, aliasing, Shannon's Theorem; Z transform and the discrete transfer function; Hold circuits; Stability and design in the Z domain; Digital PID controllers; Practical issues, DAC, ADC, etc.
EE3009 RF Circuit Theory 5
Learning Outcomes: On successful completion of this module, students should be able to:
• Use the lumped element equivalent circuit model of a transmission line to derive relationships between the primary (i.e. R, L, G and C) and secondary (i.e. characteristic impedance and propagation constant) line constants.
• Formulate and solve phasor-based equations governing, for example, the input impedance, SWR, incident, reflected and total voltages and currents at arbitrary locations in both lossless and lossy transmission lines with load termination Zl.
• Deduce the S-parameters for one and two port circuits via phasor-based analysis of the appropriately terminated circuits.
• Deduce and apply, using Mason's Signal Flow rules or algebraic manipulation, specified circuit ratios (e.g. effective input/output reflection coefficients, voltage gain, transducer and operating power gains etc.) to characterise linear two port networks.
• Employ the Smith chart to graphically estimate such parameters as reflection coefficients, impedances and standing wave ratios of lossy and lossless transmission line circuits.
EE3010 Analogue and Digital Signal Processing 10
Module Content: Analogue Signal Analysis - Application of Fourier Series and Fourier Transforms; s-plane analysis and Design methods; Transient responses - relationship to poles, etc.; Frequency response; Filter design; Common Filter Types - Butterworth, Chebyshev, Bessel, Elliptic, Active network synthesis with ideal op-amps; Design of Passive Networks for Filter Implementation. Digital Signal Analysis - Application of Discrete Time Fourier Series and Fourier Transforms; Analogue to Digital Conversion; Shannon Sampling Theorem; Linear Time Invariant Systems; FIR Filter design - Frequency Sampling and Windows Method.

4th year

EE4002 Control Engineering 5
Learning Outcomes: On successful completion of this module, students should be able to:
· Correctly specify sampling rates and anti-aliasing filters for digital control applications.
Analyse the dynamics of discrete and mixed signal systems.
Implement digital controllers through emulation
· Design digital controllers using inverse model, root-locus and polynomial pole-placement techniques.
· identify discrete time models from experimental data, using the least square algorithm.
· Develop an adaptive controller based on the recursive least squares algorithm and the polynomial pole-placement cotnrol scheme.
· Model and simulate basic nonlinear dynamic processes. Linearise a nonlinear system to obtain a state-space model. Analyse the dynamics of a state-space process.
· Utilise state space theory for : conversion of state-space models to transfer functions and vice-versa; transforming state-space models into other representations; solve for the state trajectory; determine the transition matrix; convert a continuous model into a discrete time model.
EE4004 Telecommunications 5
Module Content: Digital communications; PCM, ADM, FSK, DPSK, QAM; ATM; ISDN; MPEG; DVB; Source coding techniques; Error control coding; Line codes; Statistical decision theory; Digital modulation and detection techniques: Signal space concepts, Correlation and matched filter receivers, Single symbol detection of known signals in AWGN
EE4008 Digital Signal Processing 5
Learning Outcomes: On successful completion of this module, students should be able to:
· Understand the limitations of the Discrete Fourier Transform and derive its implementation through the Fast Fourier Transform.
· Use the Z-Transform for the analysis and design of Infinite Impulse Response Filters.
· Determine the performance of classical methods of Spectral Estimation.
· Determine the spectrum using Parametric spectral estimation methods.
EE4009 Mechatronics and Industrial Automation 5
Learning Outcomes: On successful completion of this module, students should be able to:
· Analyze a wide variety of previously unseen robotic structures including frame assignment and forward kinematic analysis, principally for the purpose of hand matrix derivation.
· Develop inverse kinematic equations and perform numerical solutions of inverse kinematics problems for robotic structures.
EE4010 Electrical Power Systems 5
Module Content: Overview of electrical power supply systems. Energy sources. Generation, transmission and distribution of electrical energy. Three-phase ac circuit theory, network equations and power flow. Unbalanced three-phase systems. Symmetrical components and sequence networks. Synchronous generators: torque equation and equivalent circuit, real and reactive power flow. Power transformers: equivalent circuit, per-unit theory, three-phase and auto- transformers, Transmission lines and faults: symmetrical and asymmetrical faults, protection, utility/consumer interface: loads, wiring, protection, system modeling

clartharlear

Also:
ME3001 Mech Eng 10

UE3003 Analogue IC 10
Module Content: Current mirrors; inverters; differential gain stages; 2-stage CMOS op amps; frequency response; static and dynamic behaviour of long-channel CMOS transistors; threshold voltage-shift; noise margin; parasitic capacitances; SPICE parameters; propogation delay; layout; DRC and LVS; power consumption and speed limit of CMOS processe

ME4001 5
Learning Outcomes: On successful completion of this module, students should be able to:
· Economic appraisals of investments-comparing investments and the replacement of equipment using discounted cash flow methods.
· Reliability analysis: understand and calculate parameters in reliability distributions and reliability analysis.
· Network analysis:-calculating critical paths and other quantities, carry out resource allocations and costing using CPM and PERT
· OR: Formulate and solve linear programming problems
· Materials management:- Modeling and calculating EOQ, production range, reorder levels and safety stocks for deterministic and probabilistic conditions. Understand MRP and JIT methods
· Quality control: calculate control limits for variables and attributes, calculate acceptance sampling parameters, use of Taguchi methods in quality control.
· Work study: understand the concepts of method study and time study.

ME4002 5

UE 4001 5
Module Content: CMOS integrated circuit concepts and design techniques. Identification of parasitic elements. Analysis of propagation behaviour. Speed limitations of a CMOS process. Design of cell library components for maximum speed, minimum area, minimum power or maximum noise margin. Buffering techniques to enable extraction of high speed signals driving high capacitive loads close to the process speed-floor. CMOS architectures and synthesis of transistor circuits for generation of Boolean functions. Karnaugh map rule-set specific for pass-gate array architectures. Design of sequential circuits, array multipliers and finite state machines. IC design methodology

They were pretty mathsy too!