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《课程设计——施密特触发器的设计与仿真》由会员上传分享,免费在线阅读,更多相关内容在行业资料-天天文库。
1、湘潭大学课程设计同步十进制加法计数器的设计与仿真王晓迪集成电路课程设计报告施密特触发器的设计与仿真院系:XXXXXXXXXXXXXX专业:XXXXXXXXXXXX学号:XXXXXXXX姓名:XXXXXXXXXX指导教师:XXXXX教授报告提交日期:2011年9月1集成电路设计施密特触发器的设计与仿真XX目录摘要··········································································································································1
2、关键词······································································································································11引言······································································································································21.1触发器及其应用·········
3、··································································································21.2设计施密特触发器的意义···························································································22施密特触发器及其工作原理·············································································
4、···················72.1工作原理分析···············································································································72.2施密特触发器的应用···································································································93有关Pspice的介绍······························
5、·················································································113.1施密特触发器的-27-集成电路设计施密特触发器的设计与仿真XX起源与发展······················································································113.2施密特触发器的组成·········································································
6、·························113.3施密特触发器的模拟功能··························································································134施密特触发器的设计与仿真······························································································164.1施密特触发器的电路设计·······································
7、···················································164.2施密特触发器的Pspice设计与仿真··········································································174.3仿真结果的分析······································································
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