Fundamental principles of the processes used in the fabrication of silicon monolithic integrated circuits. Physical models of bulk crystal growth, thermal oxidation, solid-state diffusion, ion implantation, epitaxial deposition, chemical vapor deposition, and physical vapor deposition. Refractory metal silicides, plasma and reactive ion etching, and rapid thermal processing. Process modeling and simulation. Technological limitations on integrated circuit design and fabrication. VLSI fundamentals.

Created for book lovers who like data. Whether you are an English teacher, professor, student, or run-of-the-mill bibliophile, Plotting Plots can help you explore ways to use data and technology to deepen the joy of reading.

Welcome to 6.041/6.431, a subject on the modeling and analysis of random phenomena and processes, including the basics of statistical inference. Nowadays, there is broad consensus that the ability to think probabilistically is a fundamental component of scientific literacy. For example: The concept of statistical significance (to be touched upon at the end of this course) is considered by the Financial Times as one of "The Ten Things Everyone Should Know About Science". A recent Scientific American article argues that statistical literacy is crucial in making health-related decisions. Finally, an article in the New York Times identifies statistical data analysis as an upcoming profession, valuable everywhere, from Google and Netflix to the Office of Management and Budget. The aim of this class is to introduce the relevant models, skills, and tools, by combining mathematics with conceptual understanding and intuition.

In computer science, program analysis is used to determine the behavior of computer programs. Flow charts are an important tool for understanding how programs work by tracing control flow. Control flow is a graphical representation of the logic present in the program. In this lesson, students learn about, design and create flow charts for different scenarios, including a game based on the Battleship® created by Hasbro©. In the associated activity, Flow Charting App Inventor, students apply their knowledge from this lesson and gain experience with a software application called App Inventor. This lesson and its associated activity can be stand-alone or used as a launching point for the Android Acceleration Application unit or any lesson involving App Inventor.

DescriptionOverview: Lesson focuses on how software engineers design computer games and other software. Student teams work together to develop a simple computer program using free software that is available in multiple languages. Teams evaluate the games developed by other teams and present findings to the class.

In this unplugged lesson, students will explore the concept of programming. Students watch a video showing a sequence of dance steps, then write instructions to “program” each other to replicate the dance. After learning about the concept of programming, groups will create their own dance move to “program” the class to do.

Principles of functional, imperative, and logic programming languages. Meta-circular interpreters, semantics (operational and denotational), type systems (polymorphism, inference, and abstract types), object oriented programming, modules, and multiprocessing. Case studies of contemporary programming languages. Programming experience and background in language implementation required. From the course home page: The course involves substantial programming assignments and problem sets as well as a significant amount of reading. The course uses the SCHEME+ programming language for all of its assignments.

This class builds a bridge between the recreational world of algorithmic puzzles (puzzles that can be solved by algorithms) and the pragmatic world of computer programming, teaching students to program while solving puzzles. Python syntax and semantics required to understand the code are explained as needed for each puzzle.

Students will explore different ways to program sprites (characters) in their projects. This lesson will focus on how to program keys on the keyboard in order to control the movement of the sprites in their projects.

Students will also dive into how to effectively use the hide, show, and wait blocks when creating an interactive project.

Students will explore different ways to program sprites (characters) in their projects. This lesson will focus on how to program keys on the keyboard in order to control the movement of the sprites in their projects.

Students will also dive into how to effectively use the hide, show, and wait blocks when creating an interactive project.

This web site is building a set of free materials, lectures, book and assignments to help students learn how to program in Python. You can take this course and receive a certificate at:

Coursera: Python for Everybody Specialization
edX: Python for Everybody
FutureLearn: Programming for Everybody (Getting Started with Python)
If you log in to this site you have joined a free, global open and online course. You have a grade book, autograded assignments, discussion forums, and can earn badges for your efforts.

Principles of mass transport and electrical signal generation for biological membranes, cells, and tissues. Mass transport through membranes: diffusion, osmosis, chemically mediated, and active transport. Electric properties of cells: ion transport; equilibrium, resting, and action potentials. Kinetic and molecular properties of single voltage-gated ion channels. Laboratory and computer exercises illustrate the concepts. For juniors and seniors. Students engage in extensive written and oral communication exercises.

Studies how randomization can be used to make algorithms simpler and more efficient via random sampling, random selection of witnesses, symmetry breaking, and Markov chains. Models of randomized computation. Data structures: hash tables, and skip lists. Graph algorithms: minimum spanning trees, shortest paths, and minimum cuts. Geometric algorithms: convex hulls, linear programming in fixed or arbitrary dimension. Approximate counting; parallel algorithms; online algorithms; derandomization techniques; and tools for probabilistic analysis of algorithms.

In this lesson, student teams will explain how they plan on recreating/reverse engineering the Scratch project seen in Lesson 14. The other teams will listen, identifying similarities and differences between the two teams and their own ideas for arriving at a possible solution. Then, students will work in teams to rebuild the project they viewed in the previous lesson.

Interactive video reviewing the robot method used on the AP exam and how it relates to earlier coursework with ALICE.

These days Artificial Intelligence and Machine Learning are all the craze, but have you ever wondered how in the world is it really possible to teach a machine to learn something, anything really, and become, well, artificially intelligent? In this project, using the context of one of the simplest children's games, Rock-Paper-Scissors, you are challenged to create a program that allows the machine to observe and learn from its user's game choices using a Markov Model to quickly become intelligent enough to repeatedly beat the user at the game.

During the early days of the coronavirus pandemic, we all made sacrifices to slow the spread of the virus and to flatten the curve of infections.The curve itself appears in the susceptible-infected-recovered (SIR) model – a simple epidemiological model that explains some of the basic dynamics of infectious disease. Curve-flattening effects of mitigation measures such as social distancing, mask wearing, and hand washing can be seen in the dynamics of the SIR model as can the phenomenon of herd-immunity.In this activity, students are encouraged to derive the SIR model from scratch and to explore dynamical features of the model such as curve flattening and herd immunity.These resources were created by Dr. Robert Kipka of Lake Superior State University. They are intended for high school students and teachers. Calculus or familiarity with families of functions such as logarithms is not required. However, in spite of the relatively modest mathematical background called for, this activity may be challenging.It may help to complete the Three Weeks in March activity before beginning.

Animate a Name with Scratch. With this 1 hour activity, you can try the Tutorial, download a set of Coding Cards, or view the Educator Guide. Resources available in over 60 languages.