FSM Session Plan

8/13/2019 FSM Session Plan

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Session ,b#ectives

At the end of this session, the learner will be able to:

Introduction to history of ICs

Preparation of the Silicon Wafer

Crystal Growth and Wafer Slicing Process

Lapping !tching

Photolithography

"as#ing Steps

$inal %i&ensional of wafer

-eachin" %earnin" aterial

White 'oard and "ar#ers

PP(

LC% pro)ector and Screen

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Session /lan

i$e(in

min)Content %earning &id and

MethodologyFaculty

ApproachTypical Student

Activity%earning '#tco$es

()loo$s * +ardeners

05

Recap of

history of I!s "ame

Monitorsonducts

#istens $articipatesAns%ers

Analy&ing IntrapersonalInterpersonal 'eral

#inguistic

*0

$reparation of

the Silicon +aferhal, and Tal,-emonstration

./plainsFacilitates $articipates

serves

1nderstandingIntrapersonal

Interpersonal 'isual

*5

rystal "ro%th

and +afer Slicing

$rocess

hal, and Tal,Analogy mapping

video-emonstration

./plains#istens

serves Identifies

1nderstandingIntrapersonalInterpersonal

*5

#apping 2

.tching3

$hotolithography 2

Mas,ing Steps

hal, and Tal,Analogymapping

./plains

$articipatesserves

omprehends#istens

Applying IntrapersonalInterpersonal4inesthetic

'eral#inguistic

*0Final -imensional

of %afer

'ideo-emonstration

Facilitates./plains

serves#istens

Analyses

1nderstandingApplying Intrapersonal

Interpersonal

05 onclusionui& Facilitates

Monitors

$articipatesAnalyses Ans%ers

Applying IntrapersonalInterpersonal

Finite State Machine Page-V.Navaneethakrishnan, Chettinad College of Engineering and echnolog!, "ar#r


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Session &nputs

&ntrouction to histor0 of &!1s

'efore we start the session, it would be better to refresh thelearners #nowledge of the history of ICs, we can conduct asi&ple ga&e to re*ise the concepts in detail+

Su""este Activit0: uestioning

We can di*ide the learners into two groups+

We can start fro& any learner of one group+ !*eryone according to their

turn has to as# a uestion to the other group+ (he correct uestion shall

be

awarded - &ar#+ $or wrong uestions, the group shall loose one &ar#+

(he counter part fro& the other group shall answer this uestion+ If

he.she

fails to gi*e the correct answer, the group shall lose / &ar#s and ifhe.she

answers after referring the noteboo#, the group shall lose - &ar#+

After one round, the groups can switch their roles+ (he group which

answered can now as# uestions and the group which as#ed uestions

can now answer+

(he processing of Silicon wafers to produce integrated circuitsin*ol*es a good deal of che&istry and physics+ Starting with

thin, round wafers of silicon crystal, in dia&eters of -01, /11,and 211&&, the processes described here build up asuccession of layers of &aterials and geo&etries to producethousands of electronic de*ices at tiny si3es, which togetherfunction as integrated circuits 4ICs5+ (he de*ices which nowoccupy the surface of a one6inch suare IC would ha*e

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occupied the better part of a &ediu&6si3ed roo& /1 years ago

-0pes of FS

Generally $S"s are broadly classified into / types+ 7a&ely

-+ "oore &achine

/+ "ealy &achine

Su""este Activit0: uestioning

(he uestions could be as follows:

-+ What do you &ean by "oore "ealy state &achine8

/+ Why feed forward techniue reuired in "ealy state &achine8

2+ What are all the states a*ailable in both the state &achines8

(he response of the learners can be written on the board+

Co&pare the learners #eyword with the facilitator already ha*ing so&e

#eywords and &a#e the& to understand the #eywords properly

. oore machine

A state &achine which uses only !ntry Actions, so that its

output depends on the state, is called a "oore &odel

Finite State Machine Page/V.Navaneethakrishnan, Chettinad College of Engineering and echnolog!, "ar#r


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(he outputs are properties of states the&sel*es+++ which &eans

that you get the output after the &achine reaches a particular

state, or to get so&e output your &achine has to be ta#en to astate which pro*ides you the output

2. eal0 machine

A state &achine which uses only Input Actions, so that

the output depends on the state and also on inputs, is

called a "ealy &odel

"ealy &achines gi*e you outputs instantly, that is i&&ediately

upon recei*ing input, but the output is not held after that cloc#

cycle

oore machine 's Mealy machine

7ow that the learners ha*e a clear idea about types of $S"s, it

would be the ti&e to ha*e a loo# at the difference between

"oore &achine and "ealy &achine with the help of an acti*ity+

Su""este Activit0: Fill in the blanks

We can as# the learners to answer the following uestions+ "a#e two

colu&ns in the blac# board, one for "oore &achine and one for "ealy

&achine+ After getting the answers for 9uestion no+ - write the answers

on the corresponding colu&n+ Stri#e out the irrele*ant answers+

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As learners are fa&iliar with "oore &achine, lets as# the& to fill up the

Answers

-+ "oore &achine output depends on only

4After answering, sa&e uestion is repeated for "ealy $S"+ 4;eplace

"oore by "ealy5

(he uestion will be li#e this

"ealy &achine output depends on and also 4"ealy5

/+ "oore state &achine can be i&ple&ented as a &achine

2+ "oore &achines gi*e the output after the &achine reaches a


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-ra%ing a FSM for a se6uence detector

There are 5 steps followed in the FSM sequence detector procedure1. Define states

2. Describe states3. Draw transition

4. Define transition trigger

5. Define uard condition

To e!plain this concept we will "a#e a role pal$

Su""este Activit0: 3ole /la0

As we need = learners to participate this role play

(he facilitator needs to e>plain the role of each participants+ (he

FSM Session Plan

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