Study

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FACULTY OF ENGINEERING AND INFORMATION

TECHNOLOGY
ELECTRICAL, ELECTRONIC AND COMPUTER
DEPARTMENT: ENGINEERING
PROGRAMME: Bachelor of Engineering Technology in Electrical

Engineering B_ETE
MODULE NAME: Digital Technology III
MODULE CODE: EDT216C
NQF LEVEL: 7
CREDITS: 14
COMPILED BY: N Luwes
DATE REVISED: 2021

CONTENTS
LEARNER GUIDE
Contents
1. COMMUNICATION TECHNOLOGY II MODULE OVERVIEW 3

1.1 Module Purpose Statement 3
1.2 Module Syllabus Overview 3
1.3 Learning Material 4
1.4 Knowledge Areas covered in this Module 4
1.5 Graduate Attributes (GAs) assessed in this module 5
1.6 Information about the lecturer 5
1.7 Prerequisites 5
2. MODULE LEARNING OUTCOMES 6

2.1 Calculation of Module Credits and Notional Hours 6
2.2 Semester Programme, Module Credits and Notional Hours 7
2.3 Constructive Alignment of Module Outcomes 13
2.3.1 Unit 1: Hardware 13
2.3.2 Unit 2: Digital design concepts for FPGA 45
2.3.3 Unit 3: Implementation and combinational circuits on FPGA 48
2.3.4 Unit 4: State machines 51
2.3.5 Unit 5: Analogue processing and comparators 54
2.3.6 Unit 6: Performance and testing 57
2.4 Aligning CUT Graduate Attributes to ECSA Graduate Attributes 70
2.5 Revised Bloom’s Taxonomy used in the formulation of questions 71
3. LEARNING COMPONENT 72
3.1 Class attendance 72
3.2 Submitting assignments 72
3.2.1 All students 72
3.2.2 Assignment Attachment Sheet 72
3.2.3 Late submittal penalties 72
3.2.4 Extensions 72
3.2.5 Plagiarism 72
3.3 Absenteeism when evaluations are done 72
3.4 Guidelines for improving performance in the module 73
4. SAFETY COMPONENT 74
4.1 General Safety 74
4.1.1 What to do 74
4.1.2 What not to do 74
4.1.3 Further points to consider 74
4.2 Hand and Power Tools 74
4.2.1 Protective Clothing 75
2
1. COMMUNICATION TECHNOLOGY II MODULE OVERVIEW
1.1 Module Purpose Statement
The purpose of this qualification is to build the necessary knowledge,

understanding and skills required for a student’s progression towards becoming a
competent Practising Engineering Technologist. It is intended to subsequently
empower the Candidate Engineering Technologist to demonstrate his/her ability to
apply his/her acquired knowledge, understanding, skills, attitudes and values in
the South African work environment. The qualification is also designed to add
value to the qualifying student in terms of personal enrichment, as well as status
and recognition.
1.2 Module Syllabus Overview
Unit 1: Hardware
 Basic 8086, arm and FPGA

 Real-time and FPGA programming
Unit 2: Digital design concepts for FPGA
 Boolean algebra, Boolean Notation

 Digital Gates
 Sum of Products and Products of Sums
 Karnaugh maps
Unit 3: Implementation and combinational circuits on FPGA
 Multiplexer and multi-level multiplexers

 Lookup tables
 VHDL basics
Unit 4: State machines
 Concept of state machines as programming method

 Meele type state machines
 Moore type state machines
Unit 5: Analogue processing and comparators
 Data types
 Comparators
 FPGA math and analysis
o Quantisation
o Nyquist
o Fourier Transforms
o IIR and FIR filters
3
Unit 6: Performance and testing
 Hazards
 Scan path
 Test tables
 Random test
1.3 Learning Material
Prescribed Textbook: Digital Fundamentals Thomas L. Floyd

Digital Signal Processing a Practical Approach, Ifeactor and
Jervis
Highly recommended reading: LabVIEW FPGA
Course Manual
1.4 Knowledge Areas covered in this Module
ECSA Credits in Knowledge Area
Code Module Name NQF Module MS NS ES ED C CS

Level Credits &S &
IT
Digital Technology 7 14 6 8
EDT216C
III
MS: Mathematical Sciences

NS: Natural Sciences
ES: Engineering Sciences
ED & S: Engineering Design & Synthesis
C & IT: Computing & Information Technology
CS: Complementary Studies
Engineering design and synthesis: The systematic process of conceiving and developing
materials, components, systems and processes to serve useful purposes. Design may
be procedural, creative or open-ended and requires applying engineering sciences and
working under constraints while taking into account economic, social, environmental and
health and safety factors in addition to codes of practice and applicable laws.
Engineering sciences: Have roots in the mathematical and physical sciences and where
applicable, in other natural sciences; extend knowledge and develop models and
methods in order to lead to engineering applications and to solve engineering problems
4
1.5 Graduate Attributes (GAs) assessed in this module
Code Module Name NQF Level 1 2 3 4 5 6 7 8 9 10

EDT216C Digital Technology III 7 x x x x x x x x x
See rubrics for GA address of indicators
1.6 Information about the lecturer
Name: N J Luwes
Office: BHP122
Telephone: +27 51 507 3680
E-mail: nluwes@cut.ac.za
Postal address: Central University of Technology, Free State

Private Bag X20539, Bloemfontein, 9300, South Africa
Consulting Hours: By appointment
1.7 Prerequisites
EMA125C Engineering Mathematics II

EDT125C Digital Technology II
5
2. MODULE LEARNING OUTCOMES
This module will be presented according to the outcomes-based education philosophy.

The lecturer will use a variety of instructional techniques and methods in striving towards
achieving the critical cross-field outcomes as well as the general aims of the module and
the specific outcomes.
2.1 Calculation of Module Credits and Notional Hours
The minimum notional hours required by a student for successful completion of this
module, as well as the credits allocated to the module, are calculated from the formula
supplied by HESQSF
6
2.2 Semester Programme, Module Credits and Notional Hours
Term 1 Programme
time per
Week Syllabus covered period
(Tl,Tt,Tp,Tx) L T P X A E Ml Mt Mp Mx Me C sub total
1: Mar 15
1 (6 April)
unit 1
Introduction to the module and Hardware
0,67 4 2 0,536
Introduction to Real-time and FPGA
programming
4 2
0,67 0,536
time per
period
(Tl,Tt,Tp,Tx) L T P X A E Ml Mt Mp Mx Me
2: Mar 23
2 12 April
unit1 0
Presentation 0,67 8 2 1,072
Assignment report 0,67 5 0,5
7
time per
period
3: mar29
3 12 April
unit 2
Boolean algebra, Boolean Notation, Digital

Gates, Sum of Products and Products of
Sums , Karnaugh maps 0,67 4 2 0,536
Real-time and FPGA programming

Assignment 0,67 4 2 0,536
time per
period
4 4:Apr 6 unit 2 0
Hand in 23
apr
Hand in 23
Quiz A on unit 1 and 2 0,67 2 2 0,4
apr
L T P X A E Ml Mt Mp Mx Me
8
time per
period
(Tl,Tt,Tp,Tx)
5: Apr12
5 19 Aprl unit 3 0
Multiplexer and multi-level

multiplexers, Lookup tables 0,67 4 2 0,536
VHDL basics 0,67 4 2 0,536
time per
period
6 6: Apr 19 unit 3 0
May7 Quiz B on unit 2 0,67 1 2 0,2
May7 VHDL practical assessment 0,67 2 2 0,4
7 7: main test week
Term 2 Programme
time per
Week Syllabus covered period
8 8: May3 unit 4 0
State machines 0,67 4 2 0,536
VHDL State machines 0,67 4 2 0,536
9
time per
period
9 9: May10 unit 4 0
Labview State machines 0,67 4 2 0,536
time per
period
10 10: May31 unit 5 0
Data types, Comparator, FPGA math and
analysis, Quantisation, Nyquist, Fourier
Transforms 0,67 4 2 0,536
Real-time and FPGA programming 0,67 4 2 0,536
0
time per
period
11 11: June 7 unit 5 0,67 0
IIR and FIR filters 0,67 4 2 0,536
time per
period
12 12: June 14 unit 5 0
10
time per
period
13 13: June 28 unit 5 0,67 0
Presentation on unit 5 0,67 7 2 0,938
Assignment report of unit 5 0,67 8 0,8
time per
period
14 14: Jul 5 unit 6 0,67
Hazards, Scan path, Test tables, Random test 0,67 8 2 1,072
unit C quiz 0,67 1 2 0,2
time per
period
15 15: Jul12 Portfolio of evidence 0,67 8 0,8
15,422
L T P X A E Ml Mt Mp Mx Me
0,67 32 12 24 15 31 6 2 2 2 2 2 15,422
11
Weights
All Graduate Attributes is added up and one need above 50 % to be competent
1. Problem solving
2. Application of scientific and engineering knowledge
3. Engineering Design
4. Investigations, experiments and data analysis
5. Engineering methods, skills, tools, including Information Technology
6. Professional and Technical Communication
7.Not assessed
8. Individual, Team and Multidisciplinary Working
9. Independent Learning
10. Engineering Professionalism
Time spend Weight
Assignment 1 15 14
Assignment 2 11 11
Assignment 3 10 10
Assignment 4 17 16
Assignment 5 33 31
Portfolio 8 8
quiz 10 10
Total 100 total

Total 100
12
2.3 Constructive Alignment of Module Outcomes
2.3.1 Unit 1: Hardware
Learning Outcome (LO) Teaching Assessment Assessment criteria GA assessed Competence address of the
and learning method and indicator (CI)
activity instrument
LO1: Understanding of FPGA Cooperative Individual Quiz An understanding and Graduate Attribute 1: Problem solving See Rubric for specific
hardware by comparing it to base learning. ability to evaluate Apply engineering principles to systematically diagnose assessment
other poplar processing Students work Presentation relevant hardware and solve broadly-defined engineering problems
architectures in teams. through the graduate
[GA1 Report attribute competence
Graduate Attribute 2: Application of scientific and
GA2 Individual quiz address of indicators.
GA3 Reflection feedback engineering knowledge
GA4 Reflection questioner Apply knowledge of mathematics, natural science and
GA5 feedback engineering sciences to defined and applied engineering
GA6 questioner Design flow diagram procedures, processes, systems and methodologies to
GA8 solve broadly-defined engineering problems.
GA9
GA10] Graduate Attribute 3: Engineering Design
Perform procedural and non-procedural design of broadly
defined components, systems, works, products or
processes to meet desired needs normally within
applicable standards, codes of practice and legislation.
Graduate Attribute 4: Investigations, experiments and

data analysis
Conduct investigations of broadly-defined problems
through locating, searching and selecting relevant data
from codes, data bases and literature, designing and
conducting experiments, analysing and interpreting results
to provide valid conclusions.
Graduate Attribute 5: Engineering methods, skills,

tools, including Information Technology
13
Use appropriate techniques, resources, and modern
engineering tools, including information technology,
prediction and modelling, for the solution of broadly-
defined engineering problems, with an understanding of
the limitations, restrictions, premises, assumptions and
constraints.
Graduate Attribute 6: Professional and Technical

Communication
Communicate effectively, both orally and in writing, with
engineering audiences and the affected parties.
Graduate Attribute 8: Individual, Team and

Multidisciplinary Working
Demonstrate knowledge and understanding of engineering
management principles and apply these to one’s own
work, as a member and leader in a team and to manage
projects.
Graduate Attribute 9: Independent Learning

Engage in independent and life-long learning through
well-developed learning skills.
Graduate Attribute 10: Engineering Professionalism

Comprehend and apply ethical principles and commit to
professional ethics, responsibilities and norms of
engineering technology practice.
14
Assignment 1
Write a report (see IEEE template) on the FPGA hardware. Your report should include but not limited to;
Real-time and FPGA processing and hardware comparison between FPGA and other popular processors as indicated by facilitator.
Rubric for report
CI 0 1 2 3 4 5
Abstract
basic
very basic description
not partially a well-defined background
1.1 How well is problem with address with some
Background 1.1 achieve incorrect described with relevant problem
defined of the address of
d indicator recent and ongoing
indicator the
indicator
basic
1.1 How well is problem very basic description
not partially exceptional
solution, with address with some
Purpose 1.1 achieve incorrect described defined/calculated/discusse
defined/calculated/discusse of the address of
d indicator d with relevance
d indicator the
indicator
15
basic
very basic description the methodology
1.1 How well problem not partially
with no with some demonstrates the problem
Methodology analyses and criteria 1.1 achieve incorrect described
address of the address of analyses and criteria
described d indicator
indicator the described clearly
indicator
basic
very basic description results discussion clearly
1.5 How well is the solution not partially
with no with some showing the solution
Results formulated and presented 1.5 achieve incorrect described
address of the address of formulated and presented
in an appropriate form d indicator
indicator the in an appropriate form
indicator
basic
very basic description recommendations clearly
1.6 is the possible solutions not partially
Recommendation with no with some show possible solutions
evaluated and the best 1.6 achieve incorrect described
s address of the address of evaluated and the best
solution is selected. d indicator
indicator the solution is selected.
indicator
Introduction of
the paper
16
basic well defined relevant
1.1 How well is problem very basic description capture with reference to
not partially
solution, with no with some illustrate the problem and
1.1 achieve incorrect described
defined/calculated/discusse address of the address of problem solution,
d indicator
d indicator the defined/calculated/discusse
indicator d
Capture
basic the agreement indicate the

1.3 How well is the possible
very basic description possible approaches
approaches generated and not partially
with no with some generated and formulated
Agreement formulated that would lead 1.3 achieve incorrect described
address of the address of that would lead to a
to a workable solution for d indicator
indicator the workable solution for the
the problem.
indicator problem.
17
basic
1.5 How well is the solution not partially solution formulated and
with no with some
formulated and presented 1.6 achieve incorrect described presented in an appropriate
address of the address of
in an appropriate form d indicator form
indicator the
indicator
3.1 How well is the design basic

well described problem
problem formulated to very basic description
not partially formulated to satisfy user
satisfy user needs and or with no with some
3.1 achieve incorrect described needs and or applicable
applicable standard sand or address of the address of
d indicator standard sand or codes of
codes of practice and indicator the
practice and legislation.
legislation. indicator
basic
not partially
1.4 How well is the possible with no with some the rapture describes the
Ruptures 1.4 achieve incorrect described
solutions discussed address of the address of possible solutions
d indicator
indicator the
indicator
18
basic
very basic description the tenacity discusses the
1.5 How well is the possible not partially
with no with some possible solutions evaluated
Tenacity solutions evaluated and the 1.5 achieve incorrect described
address of the address of and the best solution
best solution selected d indicator
indicator the selected
indicator
Literature review
basic
1.2 How well is the relevant Literature clearly show
information and not partially relevant information and
with no with some
engineering knowledge and 1.2 achieve incorrect described engineering knowledge and
skills identified for solving d indicator skills identified for solving
indicator the
the problem the problem
indicator
19
basic Literature clearly show the
1.3 How well is the possible
very basic description possible approaches
approaches generated and not partially
with no with some generated and formulated
formulated that would lead 1.3 achieve incorrect described
address of the address of that would lead to a
to a workable solution for d indicator
indicator the workable solution for the
the problem.
indicator problem.
3.3 How well is knowledge, Literature clearly show the

basic
information and resources knowledge, information and
acquired and evaluated in not partially resources acquired and
with no with some
order to apply appropriate 3.3 achieve incorrect described evaluated in order to apply
principles and design tools d indicator appropriate principles and
indicator the
to provide a workable design tools to provide a
indicator
solution. workable solution.
20
basic
4.2 How well is the available the available literature is
very basic description partially
literature is searched and not clearly searched and
with no with some description for
material is critically 4.2 achieve incorrect material is critically
address of the address of address of
evaluated for suitability to d evaluated for suitability to
indicator the indicator
the investigation. the investigation.
indicator
basic
very basic description Literature clearly show the
9.3 How well is relevant not partially
with no with some relevant information is
information is sourced, 9.3 achieve incorrect described
address of the address of sourced, organized and
organised and evaluated d indicatored
indicator the evaluated
indicator
basic
10.4 How well continued Literature show continued
competence is maintained not partially competence is maintained
with no with some
through keeping abreast of 10.4 achieve incorrect described through keeping abreast of
up-to-date tools and d indicator up-to-date tools and
indicator the
techniques techniques
indicator
21
basic
very basic description Methodology clearly show
1.4 How well is the possible not partially
with no with some methods for possible
Methodology solutions modelled and 1.4 achieve incorrect described
address of the address of solutions modelled and
analysed. d indicator
indicator the analyzed.
indicator
basic
Methodology clearly show a
1.5 How well is the solution not partially method that the solution
with no with some
formulated and presented 1.5 achieve incorrect described formulated will be
in an appropriate form d indicator presented in an appropriate
indicator the
form
indicator
22
Methodology clearly show
2.1 Is an appropriate mix of
an appropriate mix of
knowledge of mathematics,
knowledge of mathematics,
numerical analysis, basic
numerical analysis,
statistics, natural science very basic description
not partially statistics, natural science
and engineering science at a with no with some
2.1 achieve incorrect described and engineering science at a
fundamental level and in a address of the address of
d indicator fundamental level and in a
specialist area is brought to indicator the
specialist, area is brought to
bear on the solution of indicator
bear on the solution of
broadly-defined engineering
broadly-defined engineering
problems.
problems.
basic
not partially Methodology clearly show
2.2 How well is the theories, with no with some
2.2 achieve incorrect described theories, principles and laws
principles and laws used. address of the address of
d indicator used.
indicator the
indicator
23
basic Methodology clearly show
2.3 How well is formal
very basic description methods for formal analysis
analysis and modelling not partially
with no with some and modelling performed
performed on engineering 2.3 achieve incorrect described
address of the address of on engineering materials,
materials, components, d indicator
indicator the components, systems or
systems or processes.
indicator processes.
basic
2.7 How well is the work very basic description
not partially Methodology clearly show
performed within the with no with some
2.7 achieve incorrect described the boundaries of the
boundaries of the practice address of the address of
d indicator practice area.
area. indicator the
indicator
3.2 How well is the design basic Methodology clearly show

process planned and very basic description that the design process
not partially
managed to focus on with no with some planned and managed to
important issues and address of the address of focus on important issues
d indicator
recognises and deals with indicator the and recognizes and deals
constraints. indicator with constraints.
24
3.4 How well is the design Methodology clearly show
tasks performed including that the design tasks will
basic
analysis, quantitative include analysis,
modelling and optimisation not partially quantitative modelling and
with no with some
of the product, system or 3.4 achieve incorrect described optimization of the product,
process subject to the d indicator system or process subject to
indicator the
relevant premises, the relevant premises,
indicator
assumptions, constraints assumptions, constraints
and restrictions. and restrictions.
basic
4.1 How well is Methodology clearly show
investigations and not partially investigations and
with no with some
experiments planned and 4.1 achieve incorrect described experiments planned and
conducted within an d indicator conducted within an
indicator the
appropriate discipline. appropriate discipline.
indicator
basic
4.3 How well is analysis is not partially
with no with some methods for analysis to
performed as necessary to 4.3 achieve incorrect described
address of the address of performed the
the investigation. d indicator
indicator the investigation.
indicator
25
basic Methodology clearly show
4.4 How well is and to what
very basic description to what extend is
extend is equipment or not partially
with no with some equipment or software is
software is selected and 4.4 achieve incorrect described
address of the address of selected and used as
used as appropriate in the d indicator
indicator the appropriate in the
investigations.
indicator investigations.
basic
5.2 Is the method, skill or not partially
with no with some methods skills or tools is
tool is applied correctly to 5.2 achieve incorrect described
address of the address of applied correctly to achieve
achieve the required result. d indicator
indicator the the required result.
indicator
basic
5.4 how well is the very basic description Methodology clearly show
not partially
computer applications with no with some the computer applications
created, selected and used address of the address of created, selected and used
d indicator
as required by the discipline indicator the as required by the discipline
indicator
26
basic
6.4 Is accepted methods are
very basic description Accepted methods are used
used for providing not partially
with no with some for providing information to
information to others 6.4 achieve incorrect described
address of the address of others involved in the
involved in the engineering d indicator
indicator the engineering activity.
activity.
indicator
results with
1.5 How correct is the not very basic results results clearly show
partially
possible solutions modelled 1.5 achieve incorrect results with with basic solutions modelled and
described
and analysed. d no description description analyzed.
indicator
Results
results with
1.5 How well is the solution not very basic results results clearly formulated
partially
formulated and presented 1.5 achieve incorrect results with with basic and presented in an
described
in an appropriate form d no description description appropriate form
indicator
results with
2.4 How thorough is not very basic results
partially
concepts, ideas and theories 2.4 achieve incorrect results with with basic results clearly show that
described
communicated. d no description description
indicator
27
2.5 How thorough is
Reasoning about and results with
not very basic results
conceptualising engineering partially results clearly discuss
2.5 achieve incorrect results with with basic
materials, components, described concepts, ideas and theories
d no description description
systems or processes is indicator
performed.
2.7 How thorough is work results with results clearly show work
performed within the partially was performed within the
boundaries of the practice described boundaries of the practice
area. indicator area.
3.6 Is the selected design is results discuss if the design

assessed in terms of the results with is assessed in terms of the
social or economic or legal partially social or economic or legal
or health or safety or the described or health or safety or the
environmental impact and indicator environmental impact and
benefits. benefits.
28
4.5 How thorough is results with results clearly discuss the
information analysed, partially information analysed,
interpreted and derived described interpreted and derived
from available data. indicator from available data.
4.6 How thorough is the results with results clearly show

conclusions/ discussions partially conclusions/ discussions
drawn from an analysis of described drawn from an analysis of
all available evidence. indicator all available evidence
5.1 How thorough is the

results with
method, skill or tool is not very basic results
partially results clearly discuss
assessed for applicability 5.1 achieve incorrect results with with basic
described applicability and limitations.
and limitations against the d no description description
indicator
required result.
29
Results clearly discuss the
5.3 How thorough is results
results with results produced by the
produced by the method, not very basic results
partially method, skill or tool are
skill or tool are tested and 5.3 achieve incorrect results with with basic
described tested and assessed against
assessed against required d no description description
indicator required results or expected
results.
results.
10.7 How well is results with results clearly show

judgements made in the partially judgements made in the
decision making during described decision-making during
problem solving and design. indicator problem solving and design.
results with
10.2 The ethical not very basic results
partially
implications of decisions 10.2 achieve incorrect results with with basic results clearly show that
described
made are described. d no description description
indicator
results with
9.3 Relevant information is not very basic results results clearly discuss
partially
sourced, organised and 9.3 achieve incorrect results with with basic ethical implications of
described
evaluated d no description description decisions made.
indicator
30
conclusions
basic the purpose show

2.5 Reasoning about and
very basic description Reasoning about and
conceptualising engineering not partially
with no with some conceptualising engineering
materials, components, 2.5 achieve incorrect described
address of the address of materials, components,
systems or processes is d indicator
indicator the systems or processes is
performed.
indicator performed.
Purpose
basic
not partially the purpose show concepts,
2.4 Concepts, ideas and with no with some
2.4 achieve incorrect described ideas and theories are
theories are communicated. address of the address of
d indicator communicated.
indicator the
indicator
basic
the purpose describe
4.7 The purpose, process very basic description
not partially process and outcomes of
and outcomes of the with no with some
4.7 achieve incorrect described the investigation as
investigation are recorded address of the address of
d indicator recorded in a technical
in a technical report. indicator the
report.
indicator
31
basic
not partially Unknown's are discussed
2.6 Uncertainty and risk is with no with some
2.6 achieve incorrect described towards the Uncertainty
handled. address of the address of
d indicator and risk is handled.
indicator the
Unknown indicator
basic
Unknown's are discussed
9.4 Knowledge acquired very basic description
not partially toward Knowledge acquired
outside of formal with no with some
9.4 achieve incorrect described outside of formal
instruction is address of the address of
d indicator instruction is
comprehended and applied. indicator the
comprehended and applied.
indicator
basic
very basic description Unknown's are discussed
10.2 The ethical not partially
with no with some toward The ethical
implications of decisions 10.2 achieve incorrect described
address of the address of implications of decisions
made are described. d indicator
indicator the made are described.
indicator
32
basic
very basic description Unknown's are discussed
10.1 The nature and not partially
with no with some toward the nature and
complexity of ethical 10.1 achieve incorrect described
address of the address of complexity of ethical
dilemmas is described. d indicator
indicator the dilemmas is described.
indicator
basic This significance discussion

2.5 Reasoning about and
very basic description includes reasoning about
conceptualising engineering not partially
with no with some and conceptualising
Significance materials, components, 2.5 achieve incorrect described
address of the address of engineering materials,
systems or processes is d indicator
indicator the components, systems or
performed.
indicator processes is performed.
basic
very basic description This significance discussion
4.6 Conclusions are drawn not partially
with no with some includes Conclusions are
from an analysis of all 4.6 achieve incorrect described
address of the address of drawn from an analysis of
available evidence. d indicator
indicator the all available evidence.
indicator
basic
not partially
outside of formal with no with some This significance discussion
instruction is address of the address of includes
d indicator
indicator
33
basic
9.5 Assumptions are not partially
with no with some This significance discussion
challenged critically and 9.5 achieve incorrect described
address of the address of includes new thinking
new thinking is embraced d indicator
indicator the
indicator
basic
10.7 Judgements are made not partially
in decision making during 10.7 achieve incorrect described
address of the address of includes
problem solving and design. d indicator
indicator the
indicator
basic
10.3 Ethical reasoning is not partially
applied to evaluate 10.3 achieve incorrect described
address of the address of includes
engineering solutions. d indicator
indicator the
indicator
basic
not partially The hit discuss the concept
2.4 Concepts, ideas and with no with some
Hit 2.4 achieve incorrect described towards the ideas and
theories are communicated. address of the address of
d indicator theories .
indicator the
indicator
34
3.5 Alternatives are the hit show that
basic
evaluated for alternatives are evaluated
implementation and a not partially for implementation and a
with no with some
preferred solution is 3.5 achieve incorrect described preferred solution is
selected based on techno- d indicator selected based on techno-
indicator the
economic analysis and economic analysis and
indicator
judgement. judgement.
basic
not partially
outside of formal with no with some the hit discuss new
instruction is address of the address of knowledge acquired
d indicator
indicator
10.4 Continued competence

is maintained through not up to date
very basic and relevant
keeping abreast of up-to- 10.4 achieve incorrect relevant more that 10 and relevant
not relevant references
date tools and techniques d references
available in the workplace.
References
35
average
partial design
design logic
logic and clear design logic and
3.7 The design logic and and relevant
not relevant relevant information is
relevant information is information is
3.7 achieve incorrect information is communicated in a
communicated in a communicate
d communicated technical report. IEEE
technical report. d in a
in a technical format
technical
report.
report.
Overall
The structure,
style and
language of
The
written are
structure, The structure, style and
6.1 The structure, style and appropriate
The structure, style is language of written are
language of written are not not but not
style and correct but appropriate for the purpose
appropriate for the purpose 6.1 achieve structure completely to
language has language of the communication and
of the communication and d d the purpose of
errors many the target audience. IEEE
the target audience. the
grammar format
communicatio
errors
n and the
target
audience.
36
Graphics used
Graphics
are
used are
appropriate
6.2 Graphics used are Graphics used appropriate Graphics used are
not and effective
appropriate and effective in are not , but appropriate and effective in
6.2 achieve incorrect but could be
enhancing the meaning of completely emphasis is enhancing the meaning of
d more
text. relevant on the text.
enhancing the
wrong
meaning of
graphics.
text.
Visual Visual
materials materials used
Visual
not appropriate is effective but
6.3 Visual materials used materials not Visual materials used clearly
6.3 achieve incorrect but could be more
enhance. completely enhanced the paper.
d emphasis is enhancing the
relevant
on the meaning of
wrong ones text.
37
Hand in a Design flow diagram and answer the online Design flow diagram peer assessment questions.
Rubric for Design flow diagram
Design flow diagram
handed in flow
chart indicate
8.1 The principles of
The principles
planning, organising,
of planning,
leading and 8.1 not achieved
organizing,
controlling are
leading and
explained.
controlling are
explained.
8.2 Individual work is

carried out
effectively, 8.2
strategically and on see peer assessed
time. mark
8.3 Contributions to
team activities,
including at
disciplinary 8.3
boundaries, support
the output of the see peer assessed
team as a whole. mark
handed in flow
chart indicate
8.4 Functioning as a
Functioning as
team leader is 8.4 not achieved
a team leader
demonstrated.
is
demonstrated.
38
handed in flow
chart indicate
8.5 A design or
A design or
research project is
8.5 not achieved research
organised and
project is
managed.
organized and
managed.
8.6 Effective
communication is
carried out in the 8.6
context of individual see peer assessed
and team work. mark
handed in flow
chart indicate
workload
9.1 Learning tasks are sharing
managed indicate
autonomously and Learning tasks
9.1 not achieved
ethically, individually are managed
and in learning autonomously
groups. and ethically,
individually
and in learning
groups.
39
Present a lightning talk (5 min presentation)
Rubric for presentation
The structure,
The structure,
style and
style and
6.1 The structure, The language of
language of
style and language The structure, written are
written are
of written and oral structure, style is appropriate
appropriate for
communication are not not style and correct but but not
Presentation 6.1 the purpose of
appropriate for the achieved structured language language completely to
the
purpose of the have many the purpose of
communication
communication and errors grammar the
and the target
the target audience. errors communication
audience. 3min
and the target
format
audience.
peer
assessment
6.2 Graphics used
on an
are appropriate and
impression
effective in 6.2
level from
enhancing the
0 to 5
meaning of text.
where 5 is
excellent
40
peer
assessment
on an
6.3 Visual materials
impression
used enhance oral 6.3
level from
communications.
0 to 5
where 5 is
excellent
peer
6.4 Accepted
assessment
methods are used
on an
for providing
impression
information to 6.4
level from
others involved in
0 to 5
the engineering
where 5 is
activity.
excellent
peer
6.5 Oral assessment
communication is on an
delivered fluently impression
6.5
with the intended level from
meaning being 0 to 5
apparent. where 5 is
excellent
41
Fill in the online Feedback form
Feedback form
9.1 Learning tasks are
managed
evaluated
autonomously and
5 9.1 in feedback
ethically, individually
form
and in learning
groups.
9.2 Learning
undertaken is
reflected on and own
learning evaluated
requirements and 5 9.2 in feedback
strategies are form
determined to suit
personal learning
style and preferences.
42
Engineering Professionalism is assessed on i.e. timely substation and class attendance by facilitator on the overall report, design flow,
feedback and presentation
Engineering
Professionalism
0 5
9.1 Learning tasks are
managed
autonomously and not
9.1
ethically, individually achieved
and in learning
groups. hand in on time
10.6 Responsibility is
accepted for
not
consequences 10.6
achieved
stemming from own
actions. hand in on time
8.2 Individual work is
carried out
not
effectively, 8.2
achieved
strategically and on
time. hand in on time
43
The assignment mark is generated using all the rubrics from 1 to 5 with either peer assessed, or facilitator assess Likert scale 0 to 5.
Where 0 would be not achieved, 1 very poor, 2 poor, 3 fair, 4 good to 5 excellent.
The total Assignment mark is the average of all the GA’s
Total marks: 100
44
2.3.2 Unit 2: Digital design concepts for FPGA
activity instrument
LO2: Boolean algebra, Cooperative Individual Quiz A Design of a Graduate Attribute 1: Problem solving See Rubric for specific
Boolean Notation, Digital base learning. Realtime FPGA Apply engineering principles to systematically diagnose assessment
Gates, Sum of Products and Students work Report application using LO2 and solve broadly-defined engineering problems
Products of Sums , Karnaugh in teams. and assessed through
maps Reflection feedback the graduate attribute
[GA1 Individual quiz questioner competence address
GA2 of indicators. engineering knowledge
GA3 Reflection Design flow diagram Apply knowledge of mathematics, natural science and
GA5 questioner procedures, processes, systems and methodologies to
GA8
GA9 Graduate Attribute 3: Engineering Design
GA10] Perform procedural and non-procedural design of broadly

data analysis
45
constraints.

Communication

projects.


46
Assignment 2
Write a report (see IEEE template) on the Real-time FPGA assignment as describe by Lecture.
See Rubric for report
See Rubric for Design flow diagram

See rubric
See rubric
Quiz A: Individual Formative Assessment on Unit 1 and Unit 2

(see memo for GA alignment)
47
2.3.3 Unit 3: Implementation and combinational circuits on FPGA
activity instrument
LO3: Multiplexer and multi- Cooperative Individual Quiz A practical Graduate Attribute 1: Problem solving See Rubric for specific
level multiplexers, Lookup base learning. assessment on VHDL Apply engineering principles to systematically diagnose assessment
tables, VHDL basics Students work code through the and solve broadly-defined engineering problems
[GA1 in teams. Individual practical graduate attribute
GA2 assessment competence address
GA3 Individual of indicators.
GA4 Quiz engineering knowledge
GA5 Apply knowledge of mathematics, natural science and
GA6 engineering sciences to defined and applied engineering
GA9 Individual procedures, processes, systems and methodologies to
] practical solve broadly-defined engineering problems.
assessment
Graduate Attribute 3: Engineering Design

data analysis

48
constraints.

Communication

49
Quiz B: Individual Formative Assessment on Unit 3
Assignment 3
Write a report (see IEEE template) on the VHDL assignment.


See rubric
See rubric
50
2.3.4 Unit 4: State machines
activity instrument
LO4: Meele, Moore and Cooperative Individual Quiz A Design of a Graduate Attribute 1: Problem solving See Rubric for specific
general concept of state base learning. Realtime FPGA Apply engineering principles to systematically diagnose assessment
machines (LabVIEW state Students work Report application using LO2 and solve broadly-defined engineering problems
machines) in teams. and assessed through
Reflection feedback the graduate attribute
[GA1 Individual quiz questioner competence address
GA2 of indicators. engineering knowledge
GA3 Reflection Design flow diagram Apply knowledge of mathematics, natural science and
GA5 questioner procedures, processes, systems and methodologies to
GA8

data analysis

51
constraints.

Communication

projects.


52
Assignment 4
Write a report (see IEEE template) on a defined problem that needs to be solved with a state machine.

See rubric
See rubric
53
2.3.5 Unit 5: Analogue processing and comparators
activity instrument
LO5: Data types, Comparator, Cooperative Individual Quiz A full design project Graduate Attribute 1: Problem solving See Rubric for specific
FPGA math and analysis, base learning. that is assessed Apply engineering principles to systematically diagnose assessment
Quantisation, Nyquist, Fourier Students work Presentation through the graduate and solve broadly-defined engineering problems
Transforms, IIR and FIR in teams. attribute competence
filters Report address of indicators.
Individual quiz
[GA1 Reflection feedback engineering knowledge
GA2 Reflection questioner Apply knowledge of mathematics, natural science and
GA4 questioner Design flow diagram procedures, processes, systems and methodologies to
GA6
GA9 Perform procedural and non-procedural design of broadly
GA10] defined components, systems, works, products or

data analysis

54
constraints.

Communication

projects.


55
Assignment 5
Write a report (see IEEE template) on a design project as described by the facilitator.

See rubric
See rubric
56
2.3.6 Unit 6: Performance and testing
activity instrument
LO6: Hazards, Scan path, Cooperative Individual Quiz Assessment on Graduate Attribute 1: Problem solving See Rubric for specific
Test tables, Random test base learning. Hazards, Scan path, Apply engineering principles to systematically diagnose assessment
[GA1 Students work Test tables, Random and solve broadly-defined engineering problems
GA2 in teams. test through the
GA3 graduate attribute
GA4 Individual competence address
GA5 Quiz of indicators. engineering knowledge
GA9] engineering sciences to defined and applied engineering
procedures, processes, systems and methodologies to
solve broadly-defined engineering problems.
Graduate Attribute 3: Engineering Design


data analysis

57
constraints.

Communication

58
Quiz C: Individual Formative Assessment on Unit
59
Portfolio of evidence
activity instrument
LO1 to LO 6 Cooperative Combined addition Combined addition of Graduate Attribute 1: Problem solving See Rubric for specific
base learning. of rubrics for all rubrics for all units Apply engineering principles to systematically diagnose assessment
Portfolio of evidence of all Students work units assessed through the and solve broadly-defined engineering problems
work done in teams. graduate attribute
Reflection essay competence address
[GA1 of indicators.
GA2 engineering knowledge
GA4 engineering sciences to defined and applied engineering
GA5 procedures, processes, systems and methodologies to
GA8

data analysis

60
constraints.

Communication

projects.


61
Combine all unit’s and corresponding rubrics. Write a reflective essay. the GA will be added up and you must achieve above 50 with each one to
pass this subject.
0n a level from 0 to 5
As Described CI
what I learned unit 1
2.5 Reasoning about and conceptualising engineering materials, components, systems or processes 2.5
Purpose is performed.
2.4 Concepts, ideas and theories are communicated. 2.4
4.7 The purpose, process and outcomes of the investigation are recorded in a technical report. 4.7
Unknown 2.6 Uncertainty and risk is handled. 2.6

9.4 Knowledge acquired outside of formal instruction is comprehended and applied. 9.4
10.2 The ethical implications of decisions made are described. 10.2
10.1 The nature and complexity of ethical dilemmas is described. 10.1
Significance is performed.
4.6 Conclusions are drawn from an analysis of all available evidence. 4.6
9.5 Assumptions are challenged critically and new thinking is embraced 9.5
62
10.7 Judgements are made in decision making during problem solving and design. 10.7
10.3 Ethical reasoning is applied to evaluate engineering solutions. 10.3
Hit 2.4 Concepts, ideas and theories are communicated. 2.4

3.5 Alternatives are evaluated for implementation and a preferred solution is selected based on 3.5
techno-economic analysis and judgement.

is performed.
Purpose

63



64



65



66


conclusion
67


Overall
9.1 Learning tasks are managed autonomously and ethically, individually and in learning groups. 9.1
9.2 Learning undertaken is reflected on and own learning requirements and strategies are 9.2
determined to suit personal learning style and preferences.
3.7 The design logic and relevant information is communicated in a technical report. 3.7
6.1 The structure, style and language of written are appropriate for the purpose of the 6.1
communication and the target audience.
6.2 Graphics used are appropriate and effective in enhancing the meaning of text. 6.2
6.3 Visual materials used enhance. 6.3
68
Engineering Professionalism
9.1 Learning tasks are managed autonomously and ethically, individually and in learning groups. 9.1
10.6 Responsibility is accepted for consequences stemming from own actions. 10.6
8.2 Individual work is carried out effectively, strategically and on time. 8.2
69
CUT Graduate Attributes and Action Verbs Used in Assessments
CUT Graduate Practical Definitions

Attributes
Sustainable Ensuring a sustainable curriculum
development Incorporating aspects of sustainability in the content.
Innovation and problem Promoting the iUSE model (investigate, understand,
solving solutions and evaluate).
Entrepreneurship Featuring aspects relating to entrepreneurship.
Community engagement Encouraging students to benefit their communities.
Technologically literate Efficiently using computer hardware and software.
Numerate Performing correct calculations and equation
manipulations.
Teamwork Nurturing group work of two or more students.
Communication Promoting good written and oral communication.
Citizenship and global Including aspects relating to citizenship, leadership or
leadership management.
Technical and Operating specific equipment or apparatus effectively.
conceptual
competence
2.4 Aligning CUT Graduate Attributes to ECSA Graduate Attributes
CUT Graduate Attribute ECSA Graduate Attribute

Sustainable development Sustainability and Impact of Engineering Activity
Innovation and problem Engineering Design
solving Problem Solving
Investigations, experiments and data analysis
Entrepreneurship Independent Learning Ability
Community engagement Engineering Professionalism
Technologically literate Engineering methods, skills, tools, including Information
technology
Numerate Application of scientific and engineering knowledge
Teamwork Individual, Team and Multidisciplinary working
Communication Professional and Technical Communication
Citizenship and global Engineering Professionalism
leadership Individual, Team and Multidisciplinary working
Technical and conceptual Engineering methods, skills, tools, including information
competence technology
Engineering Design
Problem Solving
70
2.5 Revised Bloom’s Taxonomy used in the formulation of questions
Objective Definition Illustrative verbs Level
Creating Designing Generate; combine; HOq- Highest level

experiments, construct; formulate; dependent on
devices, process, propose; assemble; students
and products design; predict; reasoning ability
improve
Evaluating Choosing from Assess; justify; HOq

among alternatives conclude; evaluate;
and justifying the verify; confirm;
choice, optimizing choose; determine
processes,
making judgments
about the
environmental impact
of engineering
decisions, resolving
ethical issues
Analysing Solving well-defined Distinguish; compare; HOq
problems, developing contrast; differentiate;
process models and classify; categorize;
simulations, analyse
troubleshooting
equipment and
system problems
Applying Applying course Change; HOq

material to solve demonstrate; modify;
straightforward solve; use; show;
problems calculate
Understanding Paraphrasing text, Explain; convert; LOq

explaining concepts estimate; rearrange;
in jargon-free terms summarize; derive;
describe; discuss;
review; relate
Remembering Repeating Name; list; state; LOq - Lowest level

memorised define; describe; dependant on
information label; sketch; identify; students memory
select; insert; ability
complete
71
3. LEARNING COMPONENT
3.1 Class attendance
Class attendance is of utmost importance in this programme. Important announcements

are made and instructions are given during class meetings. Thus, it will be very difficult for
a learner to perform well in this subject if he/she does not attend classes regularly.
Furthermore, attendance records are kept and uploaded onto the ITS system of CUT.
3.2 Submitting assignments
3.2.1 All students

Due dates are set for every assignment that forms part of the assessment for this module.
The due date for each assignment will be communicated to ALL students present in class.
These dates represent the last working day on which assignments should reach the
lecturer at Central University of Technology (CUT), Free State.
3.2.2 Assignment Attachment Sheet

Each assignment must be prefaced with a completed title page available with each
assignment guideline given in this guide.
3.2.3 Late submittal penalties

Unless an extension has been sought and granted, late assignments will NOT be marked.
Thus, it is in your interest to aim to complete the assignment at least a week before the
due date.
3.2.4 Extensions
Applications for extension must be done in writing one week before the assignment due
date. The application must be accompanied supporting documentation of illness or other
exceptional circumstances. Granted extensions are only valid once the lecturer confirms
it and the student have received notification thereof.
3.2.5 Plagiarism
The Central University of Technology, Free State regards plagiarism as a very serious
offence and is regarded as grounds for expulsion. Students found plagiarising could face
proceedings under the University's Regulations. Therefore, any assessable material
submitted by the students must be their own work.
Please note: Faxed assignments will not be accepted. Always keep a copy of every
assignment you submit. Assignments do occasionally go astray.
3.3 Absenteeism when evaluations are done
Absenteeism when tests or other evaluations are done is strongly discouraged. Should a
student miss an evaluation, then the student must report to the lecturer, within the
prescribed time limit, and arrange for a supplementary evaluation. Only a medical
certificate or other acceptable written explanation will enable a student to do a
supplementary evaluation.
All tests must be written and assignments must be handed in on time.
72
3.4 Guidelines for improving performance in the module
Attend all classes. Prepare for each lecture by using this learning guide. Unless you ask
questions, the lecturer will assume that you understand all the theory and will commence
with applications. If you do not understand, bring it to the lecturer’s attention as soon as
possible by asking specific questions.
During the years, it has been proven that the following guidelines will result in academic
success:
 Read the appropriate section in your learner guide carefully before attending
the lecture.
 You should study the completed section in depth, as soon as possible after the
lecture, but at least before the following lecture.
 You must complete all the relevant homework exercises, assignments or
questions for each lecture topic. Spend more time thinking about the problem
and referring to resources mentioned in the learning units. Try to answer the
question to the best of your ability. If you have made any mistake, small as it
may be, correct it in class and if you are still not sure about the solution, ask the
lecturer for further explanation.
 Concentrate on understanding the logic of the module instead of concentration
entirely on the technique used.
 Work out all class examples, self-study work and laboratory work thoroughly
and completely.
 Test your increasing knowledge daily.
When answering any assessment:

 Read the question carefully; make sure you know what is being asked.
 Then, stop and think.
 Write your answer systematically and as neat as possible.
 Show all your calculations at all times, i.e. how you arrived at the solution.
 Make sure that you manage your time effectively, in other words, do not spend
more time on one question than is available. Work fast and accurately!
 Work through tutorials, previous test and examination papers, in order to get
used to the style and standard of the papers.
73
4. SAFETY COMPONENT
4.1 General Safety
Close attention should be given to all aspects of safety throughout training, and the highest
possible standards insisted upon. There is a special need to emphasize the fundamental
safety rules of behaviour, dress and practice when the trainee enters the workshop.
Instructors have a particular responsibility to set a good example and to check without
delay any departure from safe working practices by trainees. Individual responsibilities in
respect of the safety of all persons in the vicinity of the working area must be clearly
understood by everyone. It is essential to develop safe working habits.
4.1.1 What to do
 Think before you act.
 Ask if in any doubt.
 Help to keep gangways clear.
 Keep your bench and working area tidy.
 Find out the position and type of fire appliances available.
 Report all accidents to your supervisor
4.1.2 What not to do
 Do not run.
 Do not play practical jokes.
 Do not touch any equipment or try out machines unless authorized to do so.
 Do not leave rubbish lying about.
 Do not walk under suspended loads.
 Do not attempt to give first aid unless you are competent to do so.
 Do not throw things.
4.1.3 Further points to consider

 Wear your overalls buttoned up.
 Roll up your overall sleeves above the elbows or button up the cuffs.
 Keep hair short or wear a cap.
 Obey all safety rules and signs.
 Report any accident, however slight.
 Have all injuries properly treated, however minor.
 Do not wear torn overalls.
 Do not wear rings or a watch when working.
 Do not take chances.
4.2 Hand and Power Tools
All tools must be used in a safe manner, in particular sharp tools such as knives or
screwdrivers. These should be held in such a way as to minimize the chances of cuts to
the user if they slip from the work. The snipping of wires with side-cutters can lead to bits
of wire entering the eye and therefore goggles should be worn for such work. These tools
must be electrically safe and should be inspected regularly for cable wear and loose
connections. They should never be used without a guard or some form of protection fitted
and adjustments to these tools should only be made once they have been disconnected
from the supply. Soldering irons should always be kept covered to prevent accidents
leading to burning of the skin or of the flex of the soldering iron. The work being soldered
or de-soldered should be securely gripped and the work should take place on a heat-proof
mat. Excess solder should be wiped off using a wet cloth or sponge and should not be
flicked off. Care should also be taken to avoid breathing in the fumes of the flux.
74
4.2.1 Protective Clothing
Whether or not this is worn depends on the regulations and on the work taking place in
the workshop. Long hair should be tied back and if hair preparation is used the hair should
also be covered whenever working close to a naked flame.
75
Stages of HIV/AIDS as it relates to CD4 count:
Introduction:
In adults, a normal CD4 cell count ranges from 500 to 1,200 cells/mm3.
Lower than normal T-cell levels may be due to:
 Immune system diseases, such as HIV/AIDS
 Acute viral infections
 Aging
 Cancer
 Steroid treatment
 Radiation therapy
Previously treatment for HIV was initiated when the CD4 count was below specific values
or when a HIV positive person develops AIDS defining symptoms and signs.
Because antiretroviral treatment improved, had less side-effects and once daily dosages
ensure better compliance to treatment, treatment should now be offered to all people
who test HIV positive. Once a person starts ARV treatment the HIV viral load is a better
indication of treatment outcome than the CD4 count.
People with HIV/AIDS usually have regular blood tests to check their CD4 cell count and
Viral load:
 CD4 cells are the blood cells that HIV attacks and use to multiply. They are also
called T4 cells or "helper T cells."
 As HIV damages the immune system, the CD4 count drops. A normal CD4 count
is from 500 to 1,200 cells/mm3 of blood.
 People usually develop symptoms when their CD4 count drops below 350
cells/mm³. More serious complications occur when the CD4 count drops to 200.
When the count is below 200, the person is said to have AIDS.
 Viral load is the term used for the number of viruses that can be seen in the blood
per mm³ (the less viruses detected the better the response to treatment).
HIV/AIDS has 4 stages, namely:

1. Stage 1 (Window period) – this is the acute phase lasting about 3 months
after infection. The CD4 count is normal (more than 500cells/mm 3 of blood).
The newly infected person test negative for antibodies during a routine HIV
test.
During the window period some people might experience symptoms of sero-
conversion, for example flulike symptoms, a skin rash and swollen lymph glands.
With special tests (PCR test) the virus can be detected in the blood.
It is important to realize that people are very infectious during the window-period -
large numbers of viruses are circulating because the body is not yet producing
antibodies to fight the infection.
2. Stage 2 (Asymptomatic phase) – this is the phase when the infected
person will test positive during a routine HIV antibody test, but experience
no signs or symptoms of the disease. The CD4 count is 500 - 350cells/
mm3 of blood.
During this stage infected people might suffer from recurrent upper respiratory
infections, thrush of the mouth, itchy rash, shingles, mild weight loss, etc.
76
3. Stage 3 (Symptomatic phase) – the CD4 count is usually between 350 –
200cells/mm³. At this stage more serious symptoms develop. For example
Tuberculosis of the lung, oral thrush, more severe weight loss, diarrhoea
and or fever lasting more than 1 month, Pneumonia and Meningitis.
4. Stage 4 (AIDS phase) – the CD4 count is below 200cells/mm³ and the
infected person develop all the symptoms of full blown AIDS. Symptoms at
this stage include Tuberculosis of other organs than the lungs, thrush
spreading to the oesophagus, severe weight loss, severe Pneumonia,
some cancers and Dementia.
It is important to realize as the CD4 count drops, the viral load (number of viruses in the
body) increase and the infected person becomes susceptible to infections that does not
cause disease in healthy individuals.
As the viral load increase, the infected person becomes more infectious to his/her sexual
partners, unborn or breast feeding babies and people handling his/her blood stained body
secretions.
77
Treatment of HIV/AIDS
The following HIV infected people 15 years and older should be started on ARV (anti retro-
viral therapy) according to National Guidelines from the Department of Health. Before
starting treatment for HIV/AIDS a drug readiness program should be followed to ensure
the most effective treatment with the least side-effects are prescribed and that all current
opportunistic infections are treated.
 CD4 count less than 500cells/µl – initiate ARV within at least14 days of
confirming CD4 count
 Severe of advanced disease (Stage 3 or 4 according to world Health
Organization) – Start treatment within 7 days
 HIV positive with active Tuberculosis – start TB treatment,ARV when TB
symptoms are improving
 HIV positive with Hepatitis B Co-infection - initiate ARV within at least14
days of confirming CD4 count
 All HIV positive pregnant or breastfeeding women – Exclude active TB then
immediate initiation of treatment
 CD4 200cells/µl or less or stage 4 disease - start within 7 days
There are broadly 3 lines of treatment available, which can be adapted under certain
circumstances.
First line of treatment – consist of one tablet per day, containing 3 drugs. Contra
indications are: Significant psychiatric disease, intolerance to some of the drugs, impaired
daily function (eg some shift workers)
Second line of treatment – are issued if there is treatment failure irrespective of good
adherence to treatment schedule (virus count in the blood stay high) or complications from
first line drugs (raised cholesterol, anaemia or kidney failure)
Third line of treatment – started when the viral count remains high on second line
treatment. It is decided on by a specialist and is patient specific according to the resistance
of the virus.
Complications to ARV:
The client should never ARV if symptoms are experienced, but rather immediately
visit the treatment facility for advise, change of treatment, referral or urgent
hospitalization as indicated.
Mild complications – continue with treatment and reassess client after 2 weeks. This
includes mild nausea, vomiting, diarrhoea, dizziness, general feeling of tiredness and ill-
health, nail discoloration, painful feet, mild skin rash and fever.
Chronic complications – fat redistribution syndrome is the loss of subcutaneous fat in
face, arms and legs with accumulation of fat on the trunk. Bone density is reduced by
some drugs and can lead to fractures with minimal trauma. Raised cholesterol that leads
to an increased risk of heart disease. Breast enlargement in both boys and girls.
Serious Complications – these signs and symptom need urgent intervention: severe
anaemia, severe skin reactions, jaundice due to liver failure, renal failure, lactic acidosis,
convulsions, psychiatric symptoms, etc.
HIV Counselling and Testing:

Introduction: HIV
counselling and testing is an essential first step to identify and initiate treatment. It enables
health care workers to offer treatment and support to infected people and comprehensive
HIV prevention to the uninfected. Testing should be offered at least annually to all HIV
negative adults who are sexually active.
Permission to test:
Consent for testing can be provided verbally or in writing. In the case of children under the
78
age of 12, permission to test can be provided by a parent, guardian or caregiver.
Children (and adults) over the age of 12 who are mentally sufficiently mature to understand
the implications of an HIV test may request a test without consent from a third party.
Process for HIV Counselling and Testing:
Voluntary testing should be offered after comprehensive counselling, with consent, in a
confidential manner and with assurance that the correct test results and connections to
further care and treatment are provided.
Pre-test counselling can be done individually or in groups and should inform on:
 Information on the benefits of the test and the procedure of the test should
be communicated
 The management of positive and negative test results
 The procedure that will be followed to do the test
 The responsibility of the infected client
If an individual agrees to the HIV test after counselling, a sample of blood is obtained by
means of a finger prick. The HIV rapid test is performed immediately and the client receive
the result within 2 minutes. Post-test counselling is always offered on an individual basis
irrespective of a positive or negative result.
In the case of a negative test result, post-test counselling should include information on:
 The window period and the need for re-test after 3 months
 Information on safe sex
If the result is positive, a second HIV test is done immediately by means of a second
rapid test. If the second result is positive the client is informed and post-test counselling
offered. Post-test management of an HIV positive result includes:
 HIV education (general information on a healthy lifestyle, HIV and the
prevention thereof, medication available and enrolment in the drug
readiness program)
 TB screening
 CD4 cell count
 Hepatitis B screening
 Kidney function if indicated
In the event of a positive first and negative second test, blood is taken and sent to the
laboratory. The final result (HIV positive/negative) depends now on the laboratory result.
ELECTRICAL ENGINEERING WORKPLACE RELATED RISKS FOR
HIV/AIDS
Only if it is a proven inherent requirement of the job and permitted by the union and labour
court, can an employer force new or existing employees to be tested for HIV or to make
their HIV status known to the employer. In the Electrical Engineering work environment,
no employer can force an employee to disclose his/her HIV status or discriminate in any
way against any employee only on the basis of his/her HIV status.
Although HIV is secreted in all the body fluids of infected individuals, namely sweat, tears,
saliva, vomitus, blood, sexual secretions and breast milk, only significant amounts of
virus posing a risk of infection are secreted in breast milk, blood and sexual
secretions. Blood or blood stained secretion pose a risk of HIV transmission if:
 Blood splashes on mucus membranes – eg. eyes or mouth
 Blood entering the body through an open wound
79
 Blood enter the body through a puncture wound – eg. Taking blood, giving
injections with a hollow needle, during an operation where the surgeon
accidentally cut himself/herself, etc.
 Sharing of needles or piercings – drug users, tattoos, body piercings.
It is therefore clear that engineering students and employees in engineering

departments are not routinely at any risk of being infected by HIV in the workplace.
Occupational exposure is considered a high risk in Health Care Workers (also cleaners),
Police, Emergency workers and the Military. In abovementioned settings standard Post
Exposure Prophylaxis protocols and starter medicine kits are available
Should any injury or disease leading to blood loss or the spilling of blood stained body
fluids (eg. blood stained vomitus) occur at the workplace, there is a potential risk of
exposure, all injured employees to be managed as potentially HIV infected. The following
precautions should be taken by management/employers to protect students/employees
from work related HIV transmission.
 Students/employees should be identified and trained as first aiders
 Only trained and certified first aiders should be allowed to assist the injured
or sick employee
 The first aid box should be kept fully stocked and easily accessible
 Adequate personal protective equipment (latex gloves) should be made
available to first aiders for use while assisting the injured/sick employee
 Adequate bandages and dressings to cover any bleeding lesions should
be available in the first aid box
 Safe disposal of any soiled consumables (bandages, gloves, etc.) by an
accredited service provider should be ensured
 Cleaners should receive training, the correct cleaning/disinfectant agents
and personal protection (gloves, impermeable aprons and shoes) when
cleaning up any blood or blood stained secretions
In the case of Occupational exposure to HIV the exposed should be handled as an Injury
on Duty and free counselling, testing and treatment should be provided by the employer
In the case of Non-occupational related exposure to HIV the exposed should visit the
private or public health care setting and counselling, testing and treatment should be
offered at the employee’s own cost and time.
Post exposure prophylaxis should be started as soon as possible after exposure/high risk
activities – ideally within 8 hours after exposure, but will still be issued up to 72 hours post
exposure. Prophylaxis should not be issued if exposure occurred longer than 72 hours
ago as it is not proven to be effective.
Tablets should be taken for 28 days if the source is HIV positive and the exposed person
is HIV negative. HIV testing should be done as soon as possible post exposure, after 3, 6
and 12 months post exposure.
80

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k3336333399

FACULTY OF ENGINEERING AND INFORMATION

PROGRAMME: Bachelor of Engineering Technology in Electrical

MODULE NAME: Digital Technology III

MODULE CODE: EDT216C

COMPILED BY: N Luwes

DATE REVISED: 2021

1. COMMUNICATION TECHNOLOGY II MODULE OVERVIEW 3

2. MODULE LEARNING OUTCOMES 6

1.1 Module Purpose Statement

The purpose of this qualification is to build the necessary knowledge,

1.2 Module Syllabus Overview

 Basic 8086, arm and FPGA

Unit 2: Digital design concepts for FPGA

 Boolean algebra, Boolean Notation

Unit 3: Implementation and combinational circuits on FPGA

 Multiplexer and multi-level multiplexers

Unit 4: State machines

 Concept of state machines as programming method

Unit 5: Analogue processing and comparators

1.3 Learning Material

Prescribed Textbook: Digital Fundamentals Thomas L. Floyd

1.4 Knowledge Areas covered in this Module

ECSA Credits in Knowledge Area

Code Module Name NQF Module MS NS ES ED C CS

MS: Mathematical Sciences

Code Module Name NQF Level 1 2 3 4 5 6 7 8 9 10

See rubrics for GA address of indicators

1.6 Information about the lecturer

Postal address: Central University of Technology, Free State

EMA125C Engineering Mathematics II

This module will be presented according to the outcomes-based education philosophy.

2.1 Calculation of Module Credits and Notional Hours

Boolean algebra, Boolean Notation, Digital

Real-time and FPGA programming

Multiplexer and multi-level

7 7: main test week

All Graduate Attributes is added up and one need above 50 % to be competent

Total 100 total

2.3.1 Unit 1: Hardware

Graduate Attribute 4: Investigations, experiments and

Graduate Attribute 5: Engineering methods, skills,

Graduate Attribute 6: Professional and Technical

Graduate Attribute 8: Individual, Team and

Graduate Attribute 9: Independent Learning

Graduate Attribute 10: Engineering Professionalism

Rubric for report

basic the agreement indicate the

3.1 How well is the design basic

3.3 How well is knowledge, Literature clearly show the

3.2 How well is the design basic Methodology clearly show

3.6 Is the selected design is results discuss if the design

4.6 How thorough is the results with results clearly show

5.1 How thorough is the

10.7 How well is results with results clearly show

basic the purpose show

basic This significance discussion

10.4 Continued competence

8.2 Individual work is

Total marks: 100

Graduate Attribute 4: Investigations, experiments and

Graduate Attribute 6: Professional and Technical

Graduate Attribute 8: Individual, Team and