INTRODUCTION TO MICROCONTROLLERS  

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INTRODUCTION TO MICROCONTROLLERS

What are micro controllers? They are what their name suggests. Today they can be found in almost any complex electronic device - from portable music devices to washing machines to your car. They are programmable, cheap, small, can handle abuse, require almost zero power, and there are so many variaties to suit every need. This is what makes them so useful for robotics - they are like tiny affordable computers that you can put right onto your robot.
Augmented Microcontrollers and Development Boards
In a pure sense, a micro controller is just an IC (integrated circuit, or a black chip thing with pins coming out of it). However it is very common to add additional external components, such as a voltage regulator, capacitors, LEDs, motor driver, timing crystals, rs232, etc to the basic IC. Formally, this is called an augmented microcontroller. But in reality, most people just say 'microcontroller' even if it has augmentation. Other abbreviations would be ucontroller and MicroController Unit (MCU). Usually when I say 'microcontroller' what I really mean to say is 'augmented microcontroller.'
As a beginner it is probably best to buy an augmented micro controller. Why? Well because they have tons of goodies built onto them that are all assembled and debugged for you. They also often come with tech support, sample code, and a community of people to help you with them. My micro controller parts list shows the more popular types that you can buy. They tend to cost from $30 to $150 depending on the features. This will give you a good introductory to micro controller programming without having to be concerned with all the technical stuff.
In the long term however you should build your own augmented microcontroller so that you may understand them better. The advantage to making your own is that it will probably cost you from $10-$30.

Between getting a full augmented board and doing it yourself is something called a development board. These boards come pre-augmented with just the bare basics to get you started. They are designed for prototyping and testing of new ideas very quickly. They typically cost between $15 and $40.


What comes with the IC?
There is a huge variety of microcontrollers out on the market, but I will go over a few common features that you will find useful for your robotics project.

For robots, ore important than any other feature on a microcontroller, is the I/O ports. Input ports are used for taking in sensor data, while output is used for sending commands to external hardware such as servos. There are two types of I/O ports, analog and digital.

Analog Input Ports
Analog Ports are necessary to connect sensors to your robot. Also known as an analog to digital converter (ADC), they recieve analog signals and convert them to a digital number within a certain numerical range.

So what is analog? Analog is a continuous voltage range and is typically found with sensors. However computers can only operate in the digital realm with 0's and 1's. So how does a microcontroller convert an analog signal to a digital signal?

First, the analog is measured after a predefined period of time passes. At each time period, the voltage is recorded as a number. This number then defines a signal of 0's and 1's as shown:




The advantage of digital over analog is that digital is much better at eliminating background noise. Cell phones are all digital today, and although the digital signal is less representative than an analog signal, it is much less likely to degrade since computers can restore damaged digital signals. This allows for a clearer output signal to talk to your mom or whoever. MP3's are all digital too, usually encoded at 128 kbps. Higher bit rates obviously mean higher quality because they better represent the analog signal. But higher bit rates also require more memory and processing power.

Most microcontrollers today are 8 bit, meaning they have a range of 256 (2^8=256). There are a few that are 10 bit, 12 bit, and even 32 bit, but as you increase precision you also need a much faster processor.

What does this bit stuff mean for ADC? For example, suppose a sensor reads 0V to an 8 bit ADC. This would give you a digital ouput of 0. 5V would be 255. Now suppose a sensor gave an output of 2.9V, what would the ADC output be?

Doing the math:

2.9V/5V = X/255
X = 2.9*255/5 = 148

So how do you use an analog port? First make sure your sensor output does not exceed your digital logic voltage (usually 0V -> 5V). Then plug that output directly to the analog port.

This bit range could also be seen as a resolution. Higher resolutions mean higher accuracy, but occasionally can mean slower processing and more succeptability to noise. For example, suppose you had a 3 bit controller which has a range of 2^3=8. Then you have a distance sensor that outputed a number 0->7 (a total of 8) that represents the distance between your robot and the wall. If your sensor can see only 8 feet, then you get a resolution of 1 bit per foot (8 resolution / 8 feet = 1). But then suppose you have an 8 bit controller, you would get 256/8=32 ~ 1 bit per centimeter - way more accurate and useful! With the 3 bit controller, you could not tell the difference between 1 inch and 11 inches.

Digital I/O Ports
Digital ports are like analog ports, but with only 1 bit (2^1=2) hence a resolution of 2 - on and off. Digital ports obviously for that reason are rarely used for sensors, except for maybe on/off switches . . . What they are mostly used for is signal output. You can use them to control motors or LED's or just about anything. Send a high 5V signal to turn something on, or a low 0V to turn something off. Or if you want to have an LED at only half brightness, or a motor at half speed, send a square wave. Square waves are like turning something on and off so fast that its almost like sending out an analog voltage of your choice. Neat, huh?

This is an example of a square wave for PWM:
These squarewaves are called PWM, short for pulse width modulation. They are most often used for controlling servos or DC motor H-Bridges.

Also a quick side note, analog ports can be used as digital ports.

Serial Communication, RS232, UART
A serial connection on your microcontroller is very useful for communication. You can use it to program your controller from a computer, use it to output data from your controller to your computer (great for debugging), or even use it to operate other electronics such as digital video cameras. Usually the microcontroller would require an external IC to handle everything, such as an RS232. To learn more, read my microcontroller UART tutorial.

Timers
A timer is the method by which the microcontroller measures the passing of time - such as for a clock, sonar, a pause/wait command, timer interrupts, etc. To learn more, read my microcontroller timer tutorial.

I^2C
I^2C (pronounced 'I-squared-C') is also useful for communicating, but I have never used it. Just make sure your controller has some method of communicating data to you for easy and effective debugging/testing of your robot programs. Its actually somewhat complicated, but usually the manufacturer has simplified it so all you have to do is plug-n-play and do a few print statements. To learn more, read the I^2C tutorial.

Motor Driver
To run a DC motor you need to either have an H-Bridge or a Motor Driver IC. The IC is great for small robots that do not exceed 1 or 2 amps per motor and the rated motor voltage is not higher than about 12V. The homemade H-Bridge would need to be used if you wanted to exceed those specs. There are a few H-Bridge controllers commercially available to buy, but usually they are way too expensive and are designed for battlebot type robots. The IC is small, very cheap, and can usually handle two motors. I highly recommend opting for the IC. Also, do not forget to put a heatsink onto the motordriver. Motordrivers give off pretty fireworks when they explode from overheating =)

Another interesting note, you can stack IC's in parallel to double the allowable current and heat dissipation. Theoretically you can stack as many as you want, as long as the current is high enough to still operate the logic of the IC. This works for voltage regulators too.

Output Indicators
Im referring to anything that can be used for debugging by communicating information to you. LED's, buzzers, LCD screens, anything that gives output. The better the indicator, the easier the debugging. The best indicator is to have your robot tethered and print or data log sensor and action data to your computer, but it isn't always possible to have your robot tethered.

Programming Languages
The lowest form of programming languages is the machine language. Microcontrollers need to be programmed with this.

An example of machine language:

3A 10 51
E6 DF
32 38 00

Obviously neither of us could ever memorize what all those seemingly random numbers and letters do, so we would program in a higher language that makes much more sense:

If (language = = easy)
print "yay!";

These higher languages would then be compiled automatically into a machine language, which then you can upload into your robot. Probably the easiest language to learn would be BASIC, with a name true to itself. The BASIC Stamp microcontroller uses that language. But BASIC has its limitations, so if you have any programming experience at all, I recommend you program in C. This language was the precurser to C++, so if you can already program in C++, it should be really simple for you to learn. What complicates this is that there is no standard to programming microcontrollers. Each has its own features, its own language, its own compiler, and its own uploading to the controller method.

This is why I do not go into too much detail because there are too many options out there to talk about. The support documents that come with the controllers should answer your specific questions. Also, if you decide to use a PIC, understand that the compiler program (at least the good ones) can cost hundred of dollars. Most microcontrollers also require a special interface device between your computer and the chip for programming which could also cost from $10-$40.

Costs
With possibly the exception of DC motors, the microcontroller is the most expensive part of your robot. There is just no escaping the costs, especially for the beginner. But remember, after buying all this for your first robot, you do not need to buy any of it again as you can reuse everything. So here is the breakdown of costs. The chip itself, without augmentation, would only cost dollars. But understand the chip is useless without the augmentation, so you would need to do it yourself if you do not buy it already augmented. This could potentially cost just as much with the augmentation, and could cause you many frustrations.

If however you are more experienced (and for some odd reason still reading this), you can customize your own circuit to do exactly what you want. Why have a motordriver when you are only using servos anyway? If you decide to buy an augmented MCU, the cost will range from about $50-$150. To compile your program, you would need to get special compiling software. Atmel and BASIC Stamps have free compilers. PIC's however have fairly expensive compilers. There are some free ones available online, but they are of poor quality in my opinion. CCSC PIC C compiler is about $125, but I think it is worth getting if you are going to use PIC's.

You will also need an uploader to transfer the program from your computer to the chip. This generally requires more special software and a special interface device. The Cerebellum PIC based controller has this built in which is really nice and convienent, but for any others expect to spend from $10-$40. People often opt to just make their own as the circuit isnt too complicated.

As a prototyper, what you probably want most is a MCU development board. These augmented microcontrollers are designed for the prototyper in mind. To find these augmented MCU's, do a search for 'pic development board,' 'atmel development board,' 'stamp development board,' etc.


Conclusion
If you have more specific questions about microcontrollers, or would like me to go into more detail about something, just write me and I will.

Update
I've created a microcontroller product, called the Axon, that's both easy to learn and powerful in features. I use it for all my robot creations now, and will continuously release source code updates and tutorials using it. Feel free to check it out!

Axon Microcontroller

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Neural Networks and Machine Learning  

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Neural networking is the science of creating computational solutions modeled after the brain.  Like the human brain, neural networks are trainable-once they are taught to solve one complex problem, they can apply their skills to a new set of problems without having to start the learning process from scratch. 

The Lab seeks models which combine the best aspects of neural network mechanisms and symbolic artificial intelligence machine learning paradigms. Neural networks and machine learning algorithms represent a dramatic departure from conventional programming techniques. Rather than explicitly build a program to solve a problem, examples, called "training sets," of a type of problem are given, which the neural network "learns" how to solve. The network can then be presented with new examples on which it was not trained, known as "test sets," and it will use the skills it gained from the training set to formulate solutions. For many tasks, neural networks actually outperform human experts. For example, a doctor must go through years of training to learn to diagnose a disease on the basis of a set of symptoms. A neural network, in comparison, would diagnose a disease by first learning from a training set made up of symptoms with the correct diagnoses, and then would formulate a diagnosis when presented with new symptoms on which it was not trained.
Some of the problems considered in the Neural Networks and Machine Learning Laboratory are control problems, such as controlling a large flock of independent robots. Just as a person who understands how to drive a car can transfer that knowledge to driving a truck, a computer which controls one robot should quickly learn how to control a whole flock. Other problems being solved in the lab are planning and classification tasks. One project would allow computers to be able to recognize individuals' facial features and thus pick individuals out of photographs. Other applications include automatically sorting music libraries and classifying species of plants and animals.

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Basic Science and Mathematics: Which Topics Are Most Needed?  

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Basic Science and Mathematics: Which Topics Are Most Needed?
The engineering technology faculty at Wake Technical College undertook a study in the fall of 1978 to determine if our basic science and mathematics offerings were relevant to graduates' needs on the job. Since 1964, when Wake admitted its first engineering technology students, the engineering technology division had expanded to six fully accredited two year associate degree curricula with over 200 students enrolled. Feedback from employers and graduates indicates that the curricula are equipping graduates with the necessary entry ¬level skills. The explosion in technological information, however, has placed demands on two year ET curricula to include more state of the art subjects at the expense of fundamental science and mathematics subjects. Since only a limited number of topics can be covered in two years, ET curriculum planners must scrutinize subject matter to ensure that it does help to prepare students for jobs as science and engineering technicians, and to avoid technical obsolescence as their field changes.
We surveyed graduates of Wake's six ET programs and their employers to learn what they considered the basic science and mathematics topics most needed by engineering technicians on the job. We also sought to obtain comments about topics not listed on the survey which may be needed.
Of the 697 participants selected to receive our questionnaire, 470 had graduated from one of the six ET programs at Wake from 1969 through 1977, and 227 were employers of graduates of these programs. The questionnaire was drafted by a group of department heads and a second group of people involved with two and four year ET programs nationwide.

Results

Table 1 summarizes the basic science and mathematics topics needed by engineering technicians, as determined by the 29 percent of the enployers and 23 percent of the graduates who responded to the questionnaire. The findings are based on response patterns for a given item in which at least the group of employers or the group of graduates agreed with the combined group of respondents by a majority response in eitherthe essential (E), desirable (X) or not needed ( ) categories.
1) The strongest support for the items under mechanics came from respondents in the architectural, chemical, civil engineering, and industrial engineering technologies.
2) The items under the fundamentals of electricity/electronics were unani¬mously supported by respondents in the computer, electronic engineering, and industrial engineering technologies.
3) All groups of respondents supported the study of the general theory of



light, but only the electronic engineering technology respondents indicated support for all the items under light.
4) The study of the items under sound was supported by three groups of respondents: architectural, computer, and electronic engineering technologies.
5) All groups of respondents supported the study of heat.
6) Modern physics was important only to responding chemical technicians and electronic engineering technicians.
7) Only the chemical technology respondents supported the study of the chemistry subjects.
8) Items listed under biology were needed only by chemical technicians.
9) Civil engineering technicians were the only group who needed a knowledge of all the items under geology.
10) The two items under data processing were important to all but architectural technicians.
11) The study of algebra, trigonometry, logarithms, geometry, analytic geometry, and calculus was supported by all respondents.
12) The chemical, civil, electronic, and industrial engineering technology respondents indicated support for the items under statistics.

At the end of the questionnaire, the study participants were given the opportunity to make further comments, such as to be more specific with regard to certain topics or to list further topics they thought should be included.
In general, their comments addressed specific skills and knowledge required by technicians to do well in their jobs. The comments did reflect an awareness of the rapidly changing requirements in engineering technology and an appreciation of the value of basic science and mathematics in keeping abreast of these changes.
In addition to determining the basic science and mathematics topics most needed by engineering technicians, the study revealed several other trends:
Graduates and employers in all six engineering technology fields indicated that a knowledge of mathematics ranging from algebra to calculus was important for engineering technicians. The extent to which a certain mathematical topic was important depended upon its direct usefulness in solving day to day problems on the job. Support for the study of other mathematical topics resulted from a need for a foundation in mathematics which would afford the technician an opportunity to keep abreast of technological changes, as well as to develop analytical skills.
The respondents believed that an engineering technician needs a knowledge of basic science topics, which provide a foundation for applying skills and knowledge in their particular field. For example, chemical technicians indicated support for a study of the basic science of chemistry. Electronic technicians, on the other hand, indicated an interest in the fundamentals of electricity and electronics that explain the electrical phenomena associated with the application of electronics and electricity.
In the case of data processing, all participants except those in architectural technology believed that a knowledge of at least one scientific programming language was important. In addition, respondents indicated an interest in the study of COBOL.
Analysis of the response patterns of employers and graduates showed that graduates were more supportive of a knowledge of basic science and mathematics topics. Employers, on the other hand, tended to support only those topics that

were immediately useful in solving day to day problems. This difference in response patterns can be attributed to the desire of engineering technicians to stay abreast of technological change, while their employers appear interested primarily in the knowledge and skills that contribute to immediate productivity.

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Engineering Technology Definitions,Yesterday, Today, and Tomorrow  

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Yesterday
Before establishing the definition, it seems desirable to provide a brief history of engineering. This will demonstrate that although “we’ve come a long way, baby,” the rate of change in engineering is progressing at a breathtaking pace, particularly when compared to the early history.
Three developments in engineering in the nineteenth century have changed the course of history and altered the quality of human life. The first was the expansion of the Industrial Revolution. The second was the emergence of civilian engineering as a profession, distinctly emphasizing the importance of technical and scientific education as prerequisites for the practice of engineering. The third and most important development, however, was the introduction of applied science as a new method of approach to the achievement of engineering advances.1
Men who earned a living from the practice of engineering, or “professional engineers, “ had begun to appear in France during the seventeenth century. The first schools for instruction in engineering were established by the French in the in the eighteenth century. However, these institutions largely employed the apprenticeship method of instruction and only occasionally were general theoretical lectures given. After the French Revolution, these schools began instruction in such basic sciences as mathematics, physics, and chemistry.2 The rise of engineering science in the eighteenth century was typical of the Age of Reason with its emphasis on the use of the scientific method. This drastically altered the practice of engineering and the concept of technical education in the nineteenth century. For example, when it became apparent that a structure scientifically designed to perform a specific function was more economical than one designed on the basis of experience, engineering science began to develop rapidly. It also became clear that technical schools were far more competent for teaching the new science than was the age-old institution of apprenticeship.3
The U.S. Military Academy at West Point was founded in 1802, and in 1817 became the first school in the United States to offer an engineering program. Norwich University in Vermont was established in 1819 and is reported to have offered engineering in the early days. Rensselaer Polytechnic Institute was founded in 1824 and it granted its first engineering degree in 1835.~
In 1806, shortly after the military academy at West Point was founded, Webster’s Dictionary defined “engineer” as follows:
engineer, n. One who directs engines or artillery.
engineer, v.1. To manage engines.5
There was no definition for “engineering” in the 1806 Dictionary.
Engineering instruction was confined to civil engineering in the early years. A school of mines was founded at Columbia University in 1864, and in 1865 M.I.T. opened, offering programs in mechanical, mining, and civil engineering and in what was called “practical chemistry.” With the passage in 1862 by the United States Congress of the Morrill Act, an “Act donating Public Lands. to the several States and Territories which may provide Colleges for the benefit of Agriculture and the Mechanic Arts,” the number of engineering schools in the United States
was increased by more than five times. “These schools trained men who could apply the increasing wealth of scientific knowledge to practical problems, and they had a large part in transforming the industrial, economic and social life of the nation.”6
In October of 1 933, ECPD adopted the “Minimum Definition of an Engineer.” A careful review of the definition indicates that ECPD did not attempt to define engineer at all but merely framed the minimum qualifications required for licensing for professional registration.
As a means of improving the quality of education for technicians, in 1945 ECPD set up a program for accrediting technical institute-type curricula. Since the work of the technician overlapped that of the engineer, clear recognition and identification of the roles became necessary. The 1953 ECPD Annual Report set forth specific definitions of “professional engineer” and “engineering technicians.” In 1961 ECPD adopted the following definition:

Engineering is the profession in which a knowledge of mathematical and natural sciences gained by study, experience and practice is applied with judgment to develop ways to utilize economically the materials and forces of nature.

It is interesting to note that ECPD at this time adopted seven paragraphs attached to this definition to clarify words and phrases. In 1962 ECPD modified the definition by adding a terminal phrase, “for the benefit of mankind.” That definition is still the current definition utilized by both ECPD and the American Society for Engineering Education (ASEE). In 1962, also, ECPD created the Engineering Technology Committee to perform the functions of accreditation for the Council. ~n 1963 ECPD adopted the following definition:

Engineering technology is that part of the engineering field which requires the application of scientific and engineering knowledge and methods combined with technical skills in support of engineering activities; it lies in the occupational spectrum closest to the engineer.

(a)        Engineering technology is identified as a part of the engineering field to indicate that it does not by any means encompass the entire field and also to differentiate it from other types of technology in areas such as medicine and the biological sciences. The engineering field is viewed as a continuum extending from the craftsman to the engineer. Engineering technology falls, in the continuum, between the craftsman and the engineer and closer to the engineer than the craftsman.
b)         Engineering technology is concerned primarily with the application of established scientific and engineering knowledge and methods.
(c)        Technical skills such as drafting are characteristic of engineering principles and methods. Engineers graduated from scientifically oriented curricula may be expected to have acquired less of these skills than previously and the engineering technician will be expected to supply them.
(d)        Engineering technology is concerned with the support of engineering activities whether or not the engineering technician is working under the immediate supervision of an engineer. It may well be that in a complex engineering activity he would work under the supervision of an engineer, a senior engineering technician, or a scientist.
In 1967 ECPD accredited the first baccalaureate engineering technology program.
Today

The 1963 definition of engineering technology based on associate degree programs has remained unchanged.

Tomorrow

In the spring of 1977 an ASEE ad hoc committee was appointed to review the published definition of “engineering technology.” After considerable deli­beration the committee members concluded that in order properly to define engineering technology the definition of engineering would also have to be considered. The resulting document which was formulated has been refined through six drafts and widely circulated to representatives of engineering and engineering technology from both education and industry. The extensive favorable reaction to the definition from all segments indicates that the ASEE approval at this time would be a most appropriate, positive step toward verifying the relationship between the various components of the engineering profession. The definitions as developed by the ASEE committee follow:

Definition
Engineering is the profession in which a knowledge of the mathematical and natural sciences gained by study, experience, and practice is applied with judgment to develop ways to utilize economically the materials and forces of nature for the benefit of mankind.

Scope
The scope of the engineering profession in industry, government, and business is extremely broad. It includes research, development, design, production, construction, administration, testing, maintenance, and sales. There is a wide spectrum of technical personnel within the engineering profession.

Academic Programs

To embrace this total spectrum, academic institutions offer associate, bacca­laureate, and advanced degree programs in engineering and engineering technology, as well as other programs in related areas. Graduates of these programs have the opportunity to advance in their careers depending upon their ability, personal characteristics, and professional development as well as their initial and continuing academic preparation. Undergraduate academic programs in engineering and engineering technology overlap considerably and programs with similar titles will vary from one institution to another. However, the following characteristics are usually found.

Baccalaureate Engineering: programs are characterized as including ad­vanced mathematics through differential equations, basic physical science, engineering science, and engineering design courses which emphasize research, conceptual design, systems, and development.

Baccalaureate Engineering Technology: programs are characterized as in­cluding applied mathematics through differential and integral calculus, applied sciences, and technical courses which emphasize the application of technical knowledge and methods to current day-to-day industrial problems.  
Associate Engineering Technology: programs are characterized as including mathematics through the elements of calculus, applied sciences, and applied technical courses in a specific technical discipline which emphasize technical support of engineering activities.


Placement :of graduates from these different types of programs varies considerably depending upon the region in which the programs are offered and the specific needs of industry at a particular time. However:

The baccalaureate-engineering graduate would most likely aspire to an entry-level position in conceptual design, systems engineering, or product research.

The baccalaureate engineering technology graduate would most likely aspire to an entry-level position in product design, technical operations, product development, production, or technical service and sales.

The associate engineering technology graduate would most likely aspire to an entry-level position in support of engineering activities.8

Dr. Walter E. Thomas, Dean
School of Technology and Applied Sciences
Western Carolina University


NOTES
1.         Richard Shelton Kirby, et al., Engineering in History (New York: McGraw-Hill,
            1956), pp. 327-28.
2.         Ibid.
3.         Ibid.

4.         “Engineering Education,” Encyclopedia Britannica, Vol. 8 (1968), p. 392.

5.         Noah Webster, A Compendious Dictionary of the English Language (A facsimile of the first 1 806 edition), Bounty Books, A Division of Crown Publishers, p. 103.

6.         Ibid., p. 393.

7.         Annual Report, Engineers’ Council for Professional Development (1961), p. 18.

8.         Weidhass, Thomas, Rath, and Ungrodt, American Society for Engineering Education ad hoc committee report (sixth draft), 1978.

 

 

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PopCARD: Pop Machine Cash Card  

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PopCARD: Pop Machine Cash Card


The machine is made by Dixie Narco, and it turns out the machine is quite common and very capable, although by vending standards it is now considered "out of date". But it's good enough for my needs. I put it in the hallway of my building and use it to sell a variety of drinks to my neighbours.
Just 6 days ago, as I was fishing around for change to buy a drink from my own machine, I wondered how difficult it would be to add a key-override for myself, so I could buy drinks without having to put money in. That idea quickly ballooned into building a full-fledged cash card system that all of my neighbors could use. But, what was the best way to make the machine think that money had been inserted without actually doing it?
Digging through the service manual for the machine, I found and then quickly ruled out using the "modern" protocol that coin changers and credit card readers use to interface with the machine. This protocol is called MDB, short for Multi Drop Bus. It's a powerful protocol, but it has an irritating 9-bit word with an 11-bit transmission protocol, and it seemed to be much too complicated for what I really needed. So, I turned my attention to the mysterious port on the machine's main board, labeled "P8", designated for dollar bill acceptors.

 

In this photo, you can see the port circled in red. It is labelled "Bill Validator Interface" and has 8 pins. However, no other information about the connections was forthcoming. The service manual only contained information about compatible changers, but that didn't get me far. I spent hours digging around on the internet as well as speaking to the authorized distributer for Dixie-Narco in Canada, with no luck.

The big break came when a phone call to 'Dennis', a tech rep at Crane (the company that bought Dixie-Narco), was able to find me the pinout of the port. Here's what he gave me:

1 - Vend NO
2 - Vend COM
3 - Low Level Inhibit COM
4 - AC HOT
5 - AC Neutral
6 - Low Level Inhibit 2
7 - Low Level Inhibit 1
8 - High Level Inhibit 1


So, those pinouts looked about as greek to me as I'm sure they do to you. And with 110V right on the same connector, I wanted to be really sure of the wiring before I put any connections to them! With help from my friend Justin, we were able to figure out that shorting Vend NO and Vend COM twice caused the machine to add a credit of $1.00. In addition, I discovered that when 5V is present on Low Level Inhibit 2, the machine is ready to accept money, and otherwise it is not.

Armed with this information, I bought a new Arduino, an Adafruit ethernet shield, a Wiznet ethernet module, an LCD screen, and an RFID reader. Here's the initial set up:

The basic operation of the system is like this: A user scans their card, which is read via the RFID reader. The ID is sent to a piece of software running on one of my servers, which compares it to a database and retrieves the user name and their current credit amount. This is then displayed. If the vending machine is ready to accept money, pressing a "buy" button subtracts $1 from the account and places it in the machine. The user can then use that money to make a beverage purchase.

The final setup before it was mounted into the pop machine. I added a speaker to provide audio feedback. It plays the "1-up" sound from Mario!

Inside the machine, the relay board and the Arduino were mounted into a plastic case.
Since we don't have dollar bills in Canada, my machine doesn't have a bill changer. So I used the bill changer opening as an access hole for the LCD display, RFID reader, and pushbutton. The alligator clips are temporary -- I need to buy some spade connectors.

Here's that 8-port connector on the back of the vending control board. I found that a 6-pin PCI-E power cable matched the bottom 6 holes perfectly, while also leaving the 110V AC holes not connected.

On the front of the machine, I create a (crappy) template to display instructions and tell people what to do:

This is probably one of the more complicated Arduino-based builds I have done, and I am very happy with how well it works!

View the Arduino source code for the pop machine interface here.

Here's a schematic of the electronics. Click to enlarge.

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Standard Arduino Works With Android Open Accessory  

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Standard Arduino Works With Android Open Accessory
A lot of people have been put off by the price of the reference hardware kit, which is roughly $390. What’s worse, they appear to be sold out until end of May, and Microchip’s cheaper ($80) alternative doesn’t arrive until July. So instead of waiting I decided to write a guide on how to get an ADK-capable Arduino for about $55.
Since the ADK reference design is based on Arduino and Oleg Mazurov’s excellent USB host shield, it stands to reason that we should be able to build our own hardware kit from these components. I already had these parts lying around from my work on MicroBridge, so I decided to ‘port’ their code, which in reality means just changing a couple of pin definitions.
disclaimer: Since I don’t have a phone that supports accessory mode I have no way to verify that this actually works. What I can see however is the output from the Arduino which seems to indicate that everything is working as it should be. If anyone has actual Android hardware that supports ADK and would like to help me test this, let me know!
Hardware
In order to replicate this you’ll need two things:
  1. An Arduino board or compatible. You can get an Arduino from places like Sparkfun, although cheaper clones can be had on Ebay for as low as $20.
  2. A USB host shield. You have the choice of either Oleg’s USB host shield, which will run you $40, or Sparkfun’s cheaper variant which sells for $25.
You can either get a ‘regular’ 328p-based Arduino or an Arduino Mega. The higher price of the Mega gives you extra IO pins, which you might actually need since the host shield occupies pins 7-13.
Sparkfun’s shield is cheaper but has some drawbacks. Firstly it does not work with Arduino Mega variants because these boards have their SPI pins in a different location. Oleg’s 2.0 shield solves this by connecting to the ICSP header on the Arduino, which is in the same location on all variants. Second, Sparkfun’s shield requires an external power source to be connected the the Arduino board. Finally, it’s not stackable, which is really annoying when you’re trying to drive servos, motors, and so forth.
Here’s a picture of the setup I use. As you can see, I use Sparkfun’s shield and an Arduino Uno. Note also the external power supply to power the phone. If you get this combo from Sparkfun, it’ll cost you about $55 ex shipping.

Firmware
While the ADK reference software includes Oleg’s USB library, they slightly modified the code, hardcoding the pin assignment to the max3421e chip. Unfortunately this breaks compatibility with the Arduino shields, so I had to patch their code a bit to make it work again. All I really had to do is add some #defines and it worked pretty much out of the box from there.
To try it out for yourself, download the ADK software package and follow the installation instructions on the ADK page. Instead of installing the USB host lib from their package, get the patched version here and copy it into the libraries directory of your Arduino installation. Remove all the stuff from demokit.pde that uses the demo shield (joystick, RGB leds), and you should be good to go.
You should see the following output on the serial port:
Start
Device addressed... Requesting device descriptor.
found possible device. swithcing to serial mode
Data packet error: 5could not read device protocol version

Device addressed... Requesting device descriptor.
found possible device. swithcing to serial mode
Data packet error: 5could not read device protocol version
Et cetera. This means that the electrical wiring to the shield is in working order and the max3421e is finding the phone. The ‘Data packet error: 5′ means that my phone is not responding to the non-standard control request, which it shouldn’t, since it’s not an accessory-capable device (yet).
Conclusions
As far as I can tell following this guide should give you a slightly more economical Android accessory device compared to the reference kit. Until I get my hands on a phone I cannot test it, so if anyone out there has a capable device or knows how to hack support for it onto a rooted ZTE Blade, let me know. When ADK makes it into Cyanogen mod I’ll certainly flash it on one of my blades and let you know how it goes.
Finally, if anyone out there has one of those cool ADK demo kits and wants to lend me one, feel free to contact me. I’d like to port MicroBridge to it so that it can be used it with pre-2.3.4 devices.
update: much thanks to RobotFreak and Follower for confirming that this setup works! Apparently some versions of avr-libc require ‘PORTB1′ instead of ‘PB1′ to compile correctly

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New laser will be powerful enough to rip apart space itself  

Posted by technology2day

New laser will be powerful enough to rip apart space itself

 

The European Commission has approved the construction of three gigantic new research lasers, with the option for a fourth that would, for an instant, be several hundred times more powerful than the entirety of the power generated by our civilization. The hope is that this will be enough energy to actually conjure virtual particles out of nothingness.

At peak power, the fourth laser in Europe's Extreme Light Infrastructure project (or ELI) will combine ten beams into a single pulse measuring 200 petawatts. 200 petawatts is significantly more power that our entire race generates at any given moment, and in fact more total power than Earth receives from the sun.
Needless to say, this is not the type of laser that you just turn on and wave around for your cat to chase. The only way that this massive amount of power is able to be harnessed is if the amount of time that it's being used for is insanely small. The 200 petawatt pulses will only last 1.5 x 10^-14 second, which is about the same amount of time that it takes for light to travel from one side of a human hair to the other, if you shave the hair down by 90%.
The point of all this is to try to explore some of the weirdness of quantum mechanics, which suggests that space is actually a giant party of random particles that are popping in and out of existence too fast for us to see. The hope is that a laser this powerful might actually be able to tear apart the vacuum of space-time itself, revealing the matter and antimatter underneath.

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what is solid state electronics  

Posted by technology2day

what is solid state electronics

Integrated circuit technology and its later development, Micro systems technology, make good use of a multitude of processes and analysis methods developed and refined during the second half of the last century. The impact on society from this evolution has been tremendous.

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Electrical and Electronics Engineer,s Careers  

Posted by technology2day



 
Electrical and Electronics Engineer,s Careers

Electrical and electronics engineers are involved in a wide variety of technology ranging from huge global positioning systems which can pinpoint the location of a moving vehicle to gigantic electrical power generators. These engineers are responsible for designing, developing, testing as well supervising the production of electrical and electronic equipment and machinery. Broadcast and telecommunication systems, electric motors, controls of machinery, lights and wiring in building complexes, vehicles, aircraft, radar and navigation systems, power generation, control and transmission devices which are used by electric utilities are all examples of equipment built by these engineers. They may also work in fields which relate to computers and IT. However, those engineers who deal exclusively with computer hardware are called computer hardware engineers- an engineering specialty with is discussed separately in the Handbook.

Electrical and electronics engineers may choose to specialize in various areas like power generation, transmission and distribution; communications; manufacture of electrical equipment etc or a one particular specialty within these area; foe e.g. industrial robot control systems or aviation electronics. These engineers are involved in designing new products, writing requirements for their performance, as well as developing maintenance schedules and charts. Testing equipment and machinery, solving operation problems, estimating time and cost of electrical and electronic products also come under their job.
In 2002, electrical and electronics engineers had around 292,000 jobs and constituted the largest branch of engineering. Most of these engineers were employed in professional, scientific, and technical services firms as well as government agencies. Manufacturers of computer and electronic equipment and machinery also employed these engineers. The remaining engineers were absorbed by firms which deal in wholesale trade, communications, and utilities.
Electrical and Electronics Engineering Job and Employment Opportunities

Favorable employment opportunities are predicted for electrical and electronic engineers. Job opportunities which would result from retirement and transfers of existing electrical and electronic engineers are in proportion with the degree granted to these graduates and thus demand for these workers roughly equals their supply.
Although the employment opportunities for electrical and electronic engineers are predicted to grow through 2012, their growth rate is slower than the growth of other occupations. Even though there is a rise in demand for electrical and electronic products, (including advanced communication goods) defense-related electronic products, and consumer electronics equipment, competition from abroad and increased use of electronic and electrical engineering services in foreign countries, hinder domestic employment. The growth rate of employment opportunities are predicted to be highest in the service industries which provide electronic engineering expertise.
It is imperative that electrical and electronic engineers continue their education. Those who do not keep abreast of latest advances in technology are at the risk of either loosing jobs or loosing good promotion opportunities
Electronics Engineer Job Description
The job duties and responsibilities of electronics engineer include:
• Researching, designing, developing and testing electronic products and components
• Designing electronic circuit, components and integrated systems
• Drawing plans and specifications for projects
• Taking care that the projects fulfill electrical safety regulations
• Designing test control apparatus and tools
• Handling the design of electrical devices
• Keeping abreast of the developments in the field of technology
• Writing technical reports
• Writing specifications of electronic products
• Developing user-friendly interfaces
Education Requirement


To enter this field, you are required to have a Bachelor’s degree in electrical engineering. A considerable experience in designing electronic systems is also necessary for this job. You may also require a combination of experience and training. There are a few colleges that provide training. Some colleges conduct work-study programs in which students can avail the opportunity of on-the-job training. If you want to do a job related to research or teaching you will need a Master’s degree. These engineers also need a license if their work influences the life and property of others or they provide services to public. Such types of engineers require degree from an engineering school, four years experience and passing grade on the state examination.
Skills Required


• Outstanding skills in math, science and technology and the field of IT
• Skills to develop and maintain budgets
• Aptitude to clearly explain the design ideas
• Ability to design electronic circuits
• Extra-ordinary communication skills
• Ability to maintain good working relations with the personnel
• Skills to analyze needs of electronic system
• Decision-making skills
• Ability to understand the electrical safety and health rules
Getting Job


You can find the job easily but extensive efforts will be required on your part. You will have to search internet, job ads on newspaper and read professional journals. You may also try your luck by applying to the private organizations and government agencies. Civil service examination will have to be passed to get a government job. Wherever you apply for the job, you will have to prepare a resume first and then apply for a job. You
can find a number of electronics engineer resumes on different sites for your help and guidance. After reading one or two resumes, you will be able to compose your own.
                     Advancement Opportunities
Electronic engineers can be promoted to managers and executives. Those who get extra training may be promoted to highest paid specialists. Experienced engineers can start their own engineering firm.
Salary


The salary of electronics engineers vary according to their experience.

Historical Earnings Information


In 2002, the median salaries received by electrical engineers were $68,180 annually. The middle 50 percent received salaries between $54,550 and $84,670 while the lowest 10 percent earned below $44,780. The highest 10 percent earned above $100,980. In 2002, the median annual earnings in the industries which employed the largest numbers of electrical engineers were:
• Scientific research and development services – $77,410
• Semiconductor and other electronic component manufacturing – $72,670
• Electric power generation, transmission, and distribution – $71,640
• Navigational, measuring, electro-medical, and control instruments manufacturing – $70,430
• Architectural, engineering, and related services – $66,980
In 2002, the median earnings of electronics engineers (except computer engineers) were $69,930 annually. The middle 50 percent received salaries between $55,930 and $85,980. The lowest 10 percent received salaries below $46,310, and the highest 10 percent earned above $103,860. In 2002, the median annual earnings in the industries which employed the largest numbers of electronics engineers were:
• Federal government – $78,830
• Architectural, engineering, and related services – $72,850
• Navigational, measuring, electro-medical, and control instruments manufacturing – $70,950
• Semiconductor and other electronic component manufacturing – $70,800
• Wired telecommunications carriers – $62,670
In a 2003 slaary survey conducted by the National Association of Colleges and Employers, candidates with a bachelor’s degree in electrical/electronics and communications engineering earned starting salaries of $49,794 on an average in a year; those with a master’s degree earned around $64,556; and those with a Ph.D. received $74,283on an average.
Seasoned Engineers may earn even more.

Electrical and Electronic Engineering Study

Why Study Electronics Engineering Technology?
As an Electronics Engineering Technology student, you will be able to develop a background in the areas of circuit analysis, interfacing and installation of electronic systems, communications systems, use of specialized equipment including oscilloscopes, spectrum analyzers, HART analyzers, and many other types of instrumentation. For example, in depth courses provide you with the capability of doing functional design and building up of circuits for sensor interfacing, communications over air, cable and fiber.
You will be prepared for a technical career in a wide variety of electronics, electrical, and related fields. You may find employment in areas related to automation engineering, computer electronics, telecommunications, power systems, general manufacturing, product design and testing, quality assurance, field engineering, prototype fabrication, process management, and customer service. You may be able to pursue the professional engineer license.
Choosing an Electronic Engineering Course
Electronics is fundamental to many of the things we take for granted today. Everything from mobile phones to aircraft and medical equipment relies on electronics, and it is difficult to think of any area of life that has not been affected by developments in electronics.
Technology, and particularly electronics, is developing at a more rapid pace than ever before. This makes the job of the Electronic Engineer both exciting and challenging, but it also means that there are great rewards for engineers, both in terms of remuneration and job satisfaction.
An International Career

Today, engineering in general - and electronics in particular - is an international business. Most of the well-known companies in electronics operate not just in several countries, but across continents, and many smaller companies depend on international trade for their business. In order to compete in this situation, companies recruit engineers from around the world. To succeed, engineers need to have internationally recognised qualifications.

Qualifications themselves are only one of the benefits to be gained from study abroad. A successful career depends on who you know as well as what you know, and the people that you study with are likely to become important contacts once you leave university. If you choose a suitable course, the people who are classmates today will be the leaders of tomorrow.
Britain has long been recognised for its success in engineering and technology innovation, and this reputation is built on an excellent education system. The engineering knowledge you gain in a British university is, of course, the same as you would in any other country, but there are differences in the way these are taught and learnt from many others. You need to be aware of these differences of approach and expectation before you start to study.
In most courses in Britain, there is a lot of emphasis placed on learning to think for yourself and study on your own. This can come as a shock to students who are used to being given all of the information they need, but independent learning skills are vital once you start a real job, solving problems that have never been encountered before. Fortunately, courses develop these skills gradually, with plenty of support available to ensure your confidence is built up.
Engineering courses in Britain are shorter than in many other countries, being three or four years in length. Most students complete the course within this time, since it is unusual for students to repeat years. So although course fees may seem high, the overall cost of study in Britain can be lower than elsewhere.
Choosing a Course
Deciding what to study and where to study it is a big decision, both in terms of time and money, and so it is vital that you choose the right course and the right university. To make the right decision you have to take account of many different factors, as outlined below.
Looking at the lists of courses available, it is easy to be confused by the wide choice, ranging from straightforward Electronic Engineering to more specialist courses, such as communications, semiconductor devices or microelectronics. There is also a wide range of joint courses, combining electronics with computer science or language studies, for instance.
An Electronic Engineering course will cover all of the key knowledge and skills required to become a successful engineer, including the skills required to rapidly become familiar with new developments, while a more specialist course may neglect some of these topics in order to cover the more specialist subjects. This can be an advantage for those wanting to follow a career in the particular specialisation, but if you do not know which specialisation would suit you best, then a more general course may be more appropriate.
Fortunately, many courses begin by covering general Electronic Engineering, but allow specialisation in later stages of the course. A typical course may be fairly general for the first two years, with specialisation available in the third and fourth years. While following a joint course will give additional skills, it will allow less time for the core electronics knowledge, and so choosing an unrelated subject can leave the graduate not fully qualified in either of the subjects contributing to the degree.
Quality Courses
Besides deciding which type of course would suit you best, it is important to choose the right university. Each university sets its own curriculum, decides the teaching methods that will be used, and the qualifications required for entry. The facilities available within each university, the qualifications of the staff, and the specialisations available will also differ. It can be difficult to know which universities will offer the best education, especially as each institution wishes to promote its own courses. Although the reputation of a university may give an indication of the quality of education, the fact that they have a good reputation does not necessarily mean that the Electronic Engineering course will be equally good. Similarly, some of the best universities for the study of electronics are not generally recognised.
In order to help choose a suitable course, there are a number of sources of independent information. The British Government established the Quality Assurance Agency to assess the quality of education provided by each university in particular subjects. In order to make these assessments, a panel of experts visit the university to observe teaching, talk to students, graduates and their employers. They then award a grade out of 24 points. The panel also produce a report covering each of the six areas of the assessment. The assessments for Electronic Engineering, involving 76 institutions, were carried out between 1996 and 1998. The reports on each institution are publicly available on the QAA Website: www.qaa.ac.uk.
A total of ten universities gained the maximum possible grade (24 out of 24), but it is important to look at the individual reports, since these specify what the courses aim to achieve. The assessment is a judgement of how well these aims are achieved.
A second factor to consider in quality of courses is accreditation by professional bodies. In the case of Electronic Engineering, this is the Institution of Engineering and Technology (IET). The IET looks at both the subject matter and the way it is taught, and can award accreditation for three different levels of course. Accredited Master of Engineering (MEng) and Bachelor of Engineering (BEng) honours courses lead eventually to chartered engineer status, while other degree courses can lead to Incorporated Engineer status. Although accreditation of a course means that it has met the required standard, if a course is not accredited this does not necessarily mean that it is not a good course. A course can only be fully accredited once students have graduated, and so it may take four to five years before a new course can be accredited. Courses that address new technologies may be very relevant to industry, but because they are new, they may not be accredited. Courses that combine electronics with other disciplines may also not be accredited because they do not contain sufficient core Electronic Engineering material, but this does not mean they are not worth considering if the subject is what you want to study.
The choice of whether to study an MEng or BEng (honours) course can be a difficult one. MEng courses tend to last four years, while BEng's are generally one year shorter. This does save money on fees and living expenses, but if your eventual aim is to gain chartered status, a further year of academic study is required following graduation from a BEng.
Your choice of university may also take account of the cost of living. This can vary a great deal depending on the location of the university. Although London, for example, has many attractions for students, the costs of accommodation, transport and food all tend to be higher than in other parts of the country. Worrying about money and the need to work can be a big distraction from your academic work.
With the choice of different subjects, course structures and universities open to students of Electronic Engineering, it can seem overwhelming. You should try to decide what you really want to get out of your course. Then look for independent information, try to talk to someone who has studied at the universities you are interested in and, if you are unsure about what a particular course involves, or whether a particular university would suit you, then contact the Department with your questions. You will be able to learn a lot from the way they answer, both about the courses and the way that they treat students.

Why should You study Electrical and Electronic Engineering? 

• You enjoy maths and science and want to make the most of your excellent grades.
• You want to learn more about quantum effects and their application in security and computing.
• You’re fascinated by electricity, energy and electronics.
• You want to reduce our carbon footprint by developing more efficient renewable energy solutions, rolling out smart energy grids, and designing hybrid and all-electric vehicles.
• You love the latest gadgets and want to design mobile phones, set-top boxes, music players and 3D TVs.
• You’re inquisitive and want to explore how things work, invent things, and design things that benefit society.
• You want to develop innovative real-time software solutions that run on embedded computers and processors.
• You’re passionate about medical electronics, and want to contribute to the development of life-saving instrumentation.
• The Internet amazes you and you want to learn more about terabit optical communications and gigabit wireless handsets.
• You’re creative and want to work in the digital media industry.
• You’re looking for generous sponsorship options, interesting summer placements, and exceptional employment prospects.
• With an electrical and electronic engineering degree you’ll have no trouble earning money. The technology is all-pervasive and present in every aspect of modern life.
• Electrical and electronic engineering is embedded in all other engineering disciplines (particularly mechanical and aerospace).
• The skills we teach are portable and starting salaries are up to £29k a year.

Study Electrical and Electronic Engineering

World's Best Universities: Engineering Top 100

TOP TEN






OTHER,S




11 Tsinghua University China
12 Carnegie Mellon University (CMU) United States
13 Georgia Institute of Technology United States
14 University of Toronto Canada
15 University of California, Los Angeles (UCLA) United States
16 University of Illinois at Urbana-Champaign (UIUC) United States
17 Kyoto University Japan
18 Delft University of Technology (TU Delft) Netherlands
19 University of Michigan United States
20 Cornell University United States
21 Princeton University United States
22 Harvard University United States
23 Tokyo Institute of Technology Japan
24 KAIST - Korea Advanced Institute of Science & Technology South Korea
25 University of Manchester United Kingdom
26 Hong Kong University of Science and Technology (HKUST) Hong Kong
27 University of Texas at Austin (UT Austin) United States
28 Purdue University United Statess
29 McGill University Canada
30 University of British Columbia (UBC) Canada
31 École Polytechnique Fédérale de Lausanne (EPFL) Switzerland
32 University of Melbourne Australia
33 Peking University China
34 University of California, San Diego (UCSD) United States
35 École Polytechnique, ParisTech France
36 Technische Universität München (TUM) Germany
37 Nanyang Technological University (NTU) Singapore
38 Seoul National University (SNU) South Korea
39 University of Waterloo Canada
40 RWTH Aachen Germany
41 National Taiwan University (NTU) Taiwan
42 University of New South Wales (UNSW) Australia
43 Shanghai Jiao Tong University (SJTU) China
44 University of Sydney Australia
45 Australian National University (ANU) Australia
46 University of Edinburgh United Kingdom
47 Indian Institute of Technology Bombay (IITB) India
48 Technische Universität Berlin Germany
49 Universität Karlsruhe Germany
50 Eindhoven University of Technology (TU Eindhoven) Netherlands
51 UCL (University College London) United Kingdom
52 University of Hong Kong (HKU) Hong Kong
53 University of Southampton United Kingdom
54 Indian Institute of Technology Delhi (IITD) India
55 University of Auckland New Zealand
56 Columbia University United States
57 Technion - Israel Institute of Technology Israel
58 Monash University Australia
59 Osaka University Japan
60 University of Wisconsin-Madison United States
61 KTH, Royal Institute of Technology Sweden
62 University of Queensland (UQ) Australia
63 University of California, Santa Barbara (UCSB) United States
64 Indian Institute of Technology Kanpur (IITK) India
65 Politecnico di Milano Italy
66 University of Washington United States
67 National Tsing Hua University Taiwan
68 Indian Institute of Technology Madras (IITM) India
69 Technical University of Denmark Denmark
70 Hong Kong Polytechnic University Hong Kong
71 University of Science and Technology of China China
72 University of Pennsylvania (UPenn) United States
73 Northwestern University United States
74 University of Alberta Canada
75 Technische Universität Darmstadt Germany
76 Katholieke Universiteit Leuven Belgium
77 Chalmers University of Technology Sweden
78 École Normale Supérieure de Paris (ENS Paris) France
79 Zhejiang University China
80 University of Minnesota United States
81 Yale University United States
82 Virginia Polytechnic Institute (virginia Tech) United States
83 University of Bristol United Kingdom
84 Universität Stuttgart Germany
85 Chinese University of Hong Kong (CUHK) Hong Kong
86 University of Chicago United States
87 Pennsylvania State University (Penn State) United States
88 Johns Hopkins University United States
89 RMIT University Australia
90 Indian Institute of Technology Kharagpur (IITKGP) India
91 University of Birmingham United Kingdom
92 Texas A&M University United States
93 Bandung Institute of Technology (ITB) Indonesia
94 Tohoku University Japan
95 Universität Politecnica de Catalunya Spain
96 Lomonosov Moscow State University Russia
97 University of Maryland, College Park United States
98 Vienna University of Technology Austria
99 Trinity College Dublin Ireland
100 Politecnico di Torino Italy
Source www.usnews.com
Best University Of Engineering In Bangladesh

1 Bangladesh University of Engineering and Technology
2 Ahsanullah University of Science and Technology
4 American International University-Bangladesh
5 North South University
6 East West University
7 Shahjalal University of Science and Technology
8 Islamic University of Technology
9 Khulna University of Engineering and Technology
l0 Daffodil International University
11 Independent University, Bangladesh
12 Chittagong University of Engineering and Technology
13 BRAC University
14 Rajshahi University of Engineering & Technology
15 Khulna University
16 Dhaka University of Engineering & Technology, Gazipur
17 University of Information Technology & Sciences
18 The University of Asia Pacific
19 International Islamic University, Chittagong
20 International University of Business Agriculture and Technology
21 University of Liberal Arts Bangladesh
22 Noakhali Science and Technology University


BEST Electrical and Electronic Engineering University Of Bangladesh


1 Bangladesh University of Engineering and Technology

2 Ahsanullah University of Science and Technology


4 Khulna University of Engineering and Technology

5 Chittagong University of Engineering and Technology

6 Rajshahi University of Engineering & Technology

7 Dhaka University of Engineering & Technology, Gazipur

4 American International University-Bangladesh



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