Low current wideband amplifier using 0.2 /spl mu/m gate MODFET fabricated by using phase-shift lithography
We have developed wideband amplifier that can keep over 10 dB gain at the drain voltage/current of 2 V/10 mA in the frequency range from 100 MHz to 3 GHz. The fabricated IC achieved low noise figure and high IP3 (output) of 1.4 dB and 30 dBm at 800 MHz, respectively. The present IC employs 0.2 /spl mu/m gate delta-doped MODFET structure fabricated by using phase-shift lithography.
A low power GaAs front-end IC with current-reuse configuration using 0.15 /spl mu/m gate MODFETs
We have developed a novel current-reuse configuration of front-end IC, where the current can be reused in the whole circuit blocks such as low noise amplifier, local amplifier and mixer. The power dissipation is reduced by the factor of three. Excellent high frequency performance such as conversion gain of 30 dB and NF of 1.6 dB at 1.5 GHz is attained under the conditions of supply voltage and current of 3.6 V and 3 mA, respectively.
Cognitive Correlaretes of Physics Achievement of Some Nigeria Senior Secondary Students
Some cognitive correlates of physics achievement of some Nigeria senior secondary students were considered in the study. Specifically, the study examined the relationship between measures of student’s field independency. Cognitive tasks, formal reasoning and their achievement in physics. Purposive and stratified random sampling techniques were employed to obtain a sample of 524 senior secondary two students from six education zones in Kogi State of Nigeria. Three instruments were used. They are science Reasoning Tasks (SRTs). Group Embedded Figures Test (GEFT) and Physics Achievement Test (PAT). Data analysis using multiple regressions reveals that measures of students’ fields’ independency and cognitive tasks predicted student’s achievement in physics generally. However, only measure of field independency predicted students’ achievement in physics in the higher order cognitive demand questions. Measures of formal reasoning had no significant relationship with students’ achievements in physics generally or in higher order cognitive demand questions in physics. However, the overall relationships between measures of field independency, cognitive tasks, formal reasoning and students’ achievement in physics generally and in higher order cognitive demand questions in physics were both significant. Educational implications of these findings were discussed.