Master of Engineering in Nanoelectronics

Purpose

The purpose of the Master of Engineering in Nanoelectronics is to develop engineers with advanced abilities in applying fundamental Nanoelectronics within multi - and cross-disciplinary environments of today's workplace. The qualification prepares learners to respond to complex problems and provide solutions to challenges. Learner will gain experience in the field of Integrated Circuit (IC) and Systems on Package (SoP) design.

Also, learners will develop the capability to

• Perform independent research,
• Investigate device nanophenomena from scientific principles, and
• Implement outcomes to improve Nanoelectronic designs.

The qualification provides advanced knowledge in areas such as

• Analogue,
• Digital and mixed-signal electronic design,
• RF,
• Mm-Wave and communications engineering,
• Physics of semiconductor and superconducting materials,
• Design for testability, and
• Nanoelectronic technologies.

The qualification will assist learners in acquiring advanced computer skills, including the excessive use of online resources and EDA tools. The qualification includes a minor dissertation, promoting research and independent learning from the learners.

Rationale

With the ever-increasing need for mobile computing and communication, the field of Microelectronics and Nanoelectronics has become the field that is driving the latest technology advances. On-chip (system-on-chip) level built or on system-on-package level allows for the production of more devices that help cut down on size, power consumption, and cost. This system enables for smaller, portable devices such as smartphones, tablets, modems and navigation devices to have an increased number of features at a fraction of the cost.

As the fabrication technologies decrease in feature size and the circuit density increases, device nanophysics becomes more critical and companies. In South Africa, Sub-Saharan Africa and globally, there is a need for highly skilled designers to perform the design tasks.

As a result, an increasing number of universities around the world are offering learner electrical engineering qualifications with specialisations in microelectronics, nanotechnologies and physics of nanomaterials, whereas traditionally, typical specialities were in electrical engineering (high currents), electronics (low currents), computer engineering and theoretical physics. Typically, the specialisation occurs at the Master's level.

Nanoelectronics is one of the fastest-growing industries in the world. However, in South Africa, yearly, there are only a handful number of learners with a Postgraduate specialisation in this field. The limited number of qualifying learners resulted in a scarcity of qualified electronic engineers with advanced knowledge of Nanoelectronics.

The qualification is designed to primarily target learners from diverse ranges of disciplines, which include electronic, electrical and computer engineering, computer science, physics and material science. Learners will acquire advanced knowledge in Nanoelectronics design and fabrication, semi- and superconductor physics and various cross - or multidisciplinary skills, all aimed at sustainable electronics. Thus, learners acquire practical advanced computer skills during the duration of the qualification. The institution will offer the qualification partly online to supports the timeous, real-time characteristics of the computer age.

Learners of this qualification will explore career opportunities in any company that performs research into fields of Nanoelectronics and nanotechnology. Also, careers in any company that designs high-end electronics, ranging from integrated circuits to consumer electronics.

Recognition of Prior Learning (RPL)

Any person who wishes to avail themselves of the opportunities offered by RPL could either approach the institution in person or could do so by letter (either written or electronic). They may also need advice and counselling before applying for RPL or else could be familiar with the process and require no further support.

Learners apply for RPL to the institution one-year in advance of the intended admission's date, to allow for timeous completion of all processes, including Senate approval before registration. The RPL process at the institution comprises the phases (in the case of this qualification, communication can be conducted online/via electronic means). The outcome of the RPL assessment is communicated in writing to the learners. If successful, the learner may apply for admission to the specific qualification.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor Honours in Noanoelectronics, NQF Level 8.

Or

• Postgraduate Diploma in Nanoelectronics, NQF Level 8.

This qualification consists of the following compulsory modules at Levels 8 and 9 totalling 240 Credits.

Compulsory Modules at Level 8, 45 Credits

• Digital and Memory Design, 30 Credits.
• Engineering Research Proposal Writing, 15 Credits.

Compulsory Modules at Level 9, 195 Credits

• Analogue and RF Microelectronics, 30 Credits.
• Technology and Materials of Quantum Electronics, 15 Credits.
• Physics of Low-dimensional Systems, 15 Credits.
• Quantum Electronic Properties of Nanosystems, 15 Credits.
• Electronic Properties of Quantum Confined Semiconductor Heterostructures, 15 Credits.
• Superconducting Circuits and Qubits, 15 Credits.
• Spectroscopic Methods for Materials Characterisation, 15 Credits.
• Mini Dissertation, 75 Credits.

1. Analyse and solve Nanoelectronics engineering research and development problems by applying relevant fundamental knowledge.
2. Plan and conduct appropriate levels of investigation, research and experiments.
3. Use and assess appropriate methods, skills, Electronic Design Automation (EDA) and simulation tools, open-access software and information technology effectively and critically in engineering research/development practice.
4. Perform procedural and non-procedural design and synthesis of nanoelectronic components and nanosystems.
5. Employ various learning strategies and skills to master outcomes required to engage in continuous learning.
6. Exhibit cultural and aesthetic sensitivity across a range of social contexts in the execution of engineering research and development activities.

Associated Assessment Criteria for Exit Level Outcome 1

• Identify correct models to be used to complete the complex-circuit design cycle and make use of the available design and simulation tools to verify the design.
• Apply the first-principle transistor theory to design innovative complex real-life digital, analogue and RF circuits.

Associated Assessment Criteria for Exit Level Outcome 2

• Use databases correctly to conduct advanced literature and patent searches.
• Analyse and interpret data by using appropriate theories and methodologies and perform data analysis and interpretation.

Associated Assessment Criteria for Exit Level Outcome 3

• Identify correct models used to complete the complex-circuit design cycle. Make use of the available design and simulation tools to verify designs that can be used to prove or disprove the hypothesis.
• Reproduce said designs in the form of a real-life fully testable prototype using applicable design software.

Associated Assessment Criteria for Exit Level Outcome 4

• Create entirely-testable systems.
• Connect the systems into a set of related systems forming a prototype.
• Incorporate social, legal, health safety and environmental principles of such prototype.
• Generate prototypes and product-oriented processes as a set of related systems.
• Demonstrate an understanding Design for Test (DFT) principles, and assess social, legal, health, safety and environmental impact and benefits of the above, where applicable.

Associated Assessment Criteria for Exit Level Outcome 5

• Produce research output which is current with world trends.
• Suggest the future work that can be performed to keep in-line in industry trends in micro- and Nanoelectronics.
• Demonstrate knowledge and skills abreast of requirements in the field of Nanoelectronics.

Associated Assessment Criteria for Exit Level Outcome 6

• Demonstrate using examples, how the research performed, can benefit a range of social contexts.

Integrated Assessment

There are formative and cumulative assessments. The coursework consists of different forms of formative assessments consisting of project reports, case studies, and assignments. These will be implemented in each module, depending on the nature of the module. The qualification requires two assessors for the dissertation component, one of whom will be an internal assessor and the other, an external assessor, as per the institution's policy.

Module lecturers must provide detailed, written and constructive feedback on learner work within fifteen working days after an assessment opportunity. Moderation verifies that assessments are fair, reliable, valid, practicable and transparent and evaluates assessor performance.

The following principles apply for the moderation of learner evidence in this qualification

• Moderate at least one assessment opportunity (including the special assessment or supplementary thereof) per module.
• The moderated assessment opportunities are those that carry the highest weight in the calculation of the final module mark and are determined by the assessor.
• Moderate all modules externally.