IT-ITeS Sector Skills Council, Mahindra Satyam Engineering Services, Robert Bosch, and Tata...

Supported by: <Development Partner, if any>

IT-ITeS Sector Skills Council,

Industry Specific Skills – Automotive Electronics (AE)

Guideline Document for the Facilitator

in the Outcomes Based Format (OBF)

Powered by: IGate, KPIT Cummins, Mahindra Satyam Engineering Services, Robert Bosch, and Tata Technologies

<Inside page>

Every effort has been made to trace the owners of copyright material included in this document. NASSCOM® would be grateful for any omissions brought to their notice for acknowledgement in future editions of the book.

© First published in 2012 All rights are reserved. No part of this document or any related material provided may be circulated, quoted, or re-produced for distribution without the prior written approval from NASSCOM.

Acknowledgements NASSCOM would like to place on record it appreciation of its member companies— iGate, KPIT Cummins, Mahindra Satyam Engineering Services, Robert Bosch, and Tata Technologies —who have partnered with us in this initiative. We would also like to thank Engineering Proficiency Program (EPP) members, as mentioned in Annexure VI, for supporting this initiative, by structuring and fine-tuning the materials provided. NASSCOM is highly appreciative of its member companies for believing in this initiative under the IT-ITeS Sector Skill Council, which aims to increase the industry readiness of the available student pool. This is achieved by developing and facilitating the implementation of programs of educational relevance with an aim to bridge the perceived industry –academia skill gaps and specific industry related competencies w.r.t. Engineering Services Sector. The industry specific competencies (i.e. skills and knowledge) w.r.t Automotive Electronics aimed at empowering students with entry level Automotive industry related skills. NASSCOM recognizes that this is an initiative of great importance for all the stakeholders concerned; the industry, academia, and students. The tremendous work and ceaseless support offered by members of the working group / partnering companies in strategizing and designing the training material for Automotive Electronics is commendable. NASSCOM would also like to thank the senior leadership of these partner companies for sharing their thoughts and invaluable inputs in the planning and execution of the Automotive Electronics program.

Introduction to the Program The Industry Specific Skills – Automotive Electronics program will increase the industry readiness of students who want to start a career in engineering/services companies contributing to Automotive industry. This program has been developed by Industry experts: iGate, KPIT Cummins, Mahindra Satyam Engineering Services, Robert Bosch, and Tata Technologies— with a vision to enhance the student awareness about automotive eco system. The Outcomes Based Format (OBF) used to develop this program helps one focus on the key skills required to perform a given job role. The program has two tracks—one that is concentrated on guiding the facilitator and the other for guiding the student.

Objective of the Program The proposed elective course exposes Electrical and Electronic engineering students to automotive domain. The core modules of this elective include:

Automotive Electrical and Electronic overview

Principles

Design

This program is independent of any organization / product / technology.

About the Program NASSCOM suggests Automotive Electronics program to be run as an add-on program in various educational institutions. This will enable

students to equip themselves with the nuances of Automotive Electronics and develop an appreciation for this field. This will provide the

students a higher level of employability and Industry will also benefit as a result of greater availability of engineers who have broad understanding

and appreciation of the Automotive Electronics landscape.

Eligibility This program is targeted towards students pursuing Graduate courses in Electronics and Communication Engineering, Telecommunications,

Electrical and Electronics Engineering, and Computer Science. This program can also be offered to PG students who aspire to join the

Automotive industry.

Program Duration

The program is expected to be conducted over 60 hours including a blend of guided or instructor-led learning, tutorials, and practical exercises.

Table of Contents – Industry Specific Skills – Automotive Electronics A Section: Automotive Fundamentals

1. Module: Automobile Basics

1.1 Unit: Evolution of automobile and the passenger car [4 hours]

1.1.1 Session: A brief history of automobiles

1.1.2 Session: Introduction to a passenger car

1.1.3 Session: Components of an automobile

1.2 Unit: Basics of Body Control System [6 hours]

1.2.1 Session: Overview of automobile body structures

1.2.2 Session: Different electrical components of body interior and exterior

1.2.3 Session: Overview of HVAC (Heating, ventilation, and air-conditioning)

1.3 Unit: Basics of Engines and Transmission [4 hours]

1.3.1 Session: Differences between engine types (Gasoline, Diesel, EV, Hybrid)

1.3.2 Session: Study on engine layout

1.3.3 Session: Understanding basic engine specifications and different components

1.3.4 Session: Basics of Clutch and Gearbox

1.4 Unit: Steering and Suspension system [3 hours]

1.4.1 Session: Components and types of a steering system

1.4.2 Session: Types and functions of suspension system

1.5 Unit: Driver Information and Infotainment system [4 hours]

1.5.1 Session: Basics of instrument Cluster, Head Up Display (HUD)

1.5.2 Session: Basics of infotainment and navigation system

1.6 Unit: Active and Passive Safety system [3 hours]

1.6.1 Session: Overview of active and passive safety system

1.6.2 Session: An airbag

1.6.3 Session: Antilock Braking System (ABS)

1.6.4 Session: Electronic Stability Control (ESC): principles, technology, and components

B Section: Automotive Electronics 2. Module: Automotive Control Systems

2.1 Unit: Introduction to Automotive Control Systems [2 hours]

2.1.1 Session: Fundamentals of Automotive Control Systems

2.1.2 Session: Application of Automotive Control Systems

2.2 Unit: Sensors and Actuators [5 hours]

2.2.1 Session: Sensors in automotive domain

2.2.2 Session: Automotive actuators

3. Module: Communication Protocol [3 hours]

3.1 Unit: Fundamentals of Vehicle Control Networks

3.1.1 Session: Introduction to vehicle control networks

3.1.2 Session: The need for vehicle control networks

3.2 Unit: Vehicle Communication Protocols [4 hours]

3.2.1 Session: Fundamentals of vehicle communication protocols

3.2.2 Session: Different types of protocols, such as CAN, LIN, FLEXRAY, and MOST

3.2.3 Session: Application of different types of protocols

4. Module: Automotive Standards and Regulations

4.1 Unit: Introduction to Standards [5 hours]

4.1.1 Session: Overview of standards, such as AUTOSAR, GENIVI, S3C, ISO26262, and OBD2

4.1.2 Session: Design model, software architecture and methodology: AUTOSAR

4.2 Unit: On-Board Diagnostics (OBD) and Emission Norms [6 hours]

4.2.1 Session: What is diagnostics

4.2.2 Session: The need for diagnostics

4.2.3 Session: Diagnostics services (UDS)

4.2.4 Session: OBD regulations and standards

4.2.5 Session: Emission norms

5. Module: Model Based Development and Testing

5.1 Unit: Concepts of Self-Managing Automotive Systems [2 hours]

5.1.1 Session: Fundamentals Self-Managing Automotive Systems

5.1.2 Session: How and why

5.2 Unit: Testing Concepts [5 hours]

5.2.1 Session: Overview of testing concepts

5.2.2 Session: Application of model based development and testing

6. Module: Future Mobility

6.1 Unit: Overview [2 hours]

6.1.1 Session: Overview of the concept

6.1.2 Session: What’s coming up?

6.2 Unit: Trends [2 hours]

6.2.1 Session: Trends and characteristics

6.2.2 Session: Applications

How to Use this Program?

In order to make the teaching-learning process effective, this program has been developed based on the OBF for curricula design.

The curricula framework highlights an integrated output that encompasses the following for the program:

Outcomes

Processes

Inputs

The curricula framework enables every parameter to be detailed to maximize impact and empower the learner with the requisite skills and competencies toward lifelong learning and gainful employment.

For the expected learning outcomes, the facilitator must refer to the FSAS OBF detailed in the following pages.

The module content identified is followed by a suggested lesson plan and the associated assessments with assessment keys.

Outcomes Based Format for Curricula Design

Industry Specific Skills - Automotive Electronics

Curricula Framework

IT-ITeS Sector Skills Council,

An Industry Initiative

Outcomes Based Format for the Foundation and Engineering and R&D Services Curricular Framework

Framework for “Employment” oriented curricula

The “Curricula Framework” highlights an integrated output that encompasses “Outcomes”, “Processes” and “Inputs”. The framework will enable stakeholders to develop and customize programs of learning using different media to empower candidates with the desired foundation and advanced skills necessary for entry level employment in the Engineering and R&D Services industry.

We propose the course assessments, formative and summative, to be based on the learning styles, as explained in the adaptation of the Bloom’s taxonomy. Please refer to the illustration below.

Current Practice (anecdotal evidence)

Proposed System (Subject to module

requirement)

80 Remembering 10

15 Understanding 15

5 Applying 15

Analyzing 15

Evaluating 15

Creating 15

Effective Communication

Part 1: Outcomes and Processes (are combined in this template)

Part-I: Outcomes Program: Industry Specific Skills – Automotive Electronics The proposed elective course exposes Electrical and Electronic engineering students to automotive domain. The core modules of this elective include automotive electrical and electronic overview, introduction, principles, design, material, and standards in Automotive Industry. This program is independent of any organization / product / technology. .

1. Program Outcomes Course Outcomes Duration (Hrs.)

I. Professional Outcomes NA

II. Course Outcomes This course provides an overall exposure to the automotive electronics technology. After completing this program, the student will be able to:

Understand the evolution of automobile and the passenger car

Understand the basics of body control system

Explain the basics of engines and transmission

Know about steering and suspension system

Know about the infotainment systems

Understand the overall Electrical architecture of a vehicle

Summarize active and passive safety systems

Know about the Automotive Control Systems

Understand sensors and actuators

Understand the use of different communication protocols, such as CAN, LIN, FLEXRAY, and MOST

Understand the different standards, methodology, such as AUTOSAR

Explain On-Board Diagnostics and emission norms

Understand the concept of Self-Managing Automotive Systems

Discuss future mobility

50

III. Employability

Outcomes

Students will develop skills relevant to a profession or career in Automotive Electronics domain. They will be equipped to handle the following roles in:

Analysis of the requirement w.r.t automotives

Electrical architecture designs in automotives

Detailed design and development of automotives

10

Total 60

Note: All levels of thinking skills need not be mandatorily filled in

Program

Outcomes Student

Learning

Outcomes Student Learning Objectives

Key Performance Indicators (KPI)

Performance Ensuring Measures

(PEM) / Assessments

Continuous (C), Summative (S),

Final (F)

Duration

(Hrs.)

Process (How to do)

Course Outcomes ( Domain Subject )

Knowledge

At the end of the program, the students will be able to:

Know about the history of the

automobiles

The student is able to:

Understand the evolution of

an automobile

Class Discussion

1 Face-to-Face Discussion, Instruction, Use of video clippings, Showing practical example in a real Vehicle

Know about various types of

engines

Understand different engine

types and their uses

Class Discussion

2 Classroom (using presentation, picture, and video)

List different standards that are applicable to the automotive industry:

o AUTOSAR o GENIVI o S3C o ISO26262 o OBD2

Explain different standards

and their applicability in the

automotive industry.

Class Discussion

2 Face-to-Face

List the components of an

automobile.

Label different components of

an automobile

Know the use of each

component

Understand the use of each

component in automobile

Practical session

1 Video/Lab: Show a tear down of an automobile

List the need of different communication protocols, such as Flexray, CAN, LIN, MOST

Understand the use of

different communication

protocols

Class Discussion

2 Face-to-Face

Define automotive body

control system

Describe automotive body

control system

Class Discussion

2 Face-to-Face

Know about the steering and

suspension system

Understand steering and

suspension system

Class Discussion

2 Face-to-Face

Define concept of HVAC

Define elements of HVAC system requirements and performance

Understand HVAC Class Discussion

3 Face-to-Face

Describe instrument cluster

Describe Head Up Display

(HUD)

Explain driver information Class Discussion

2 Face-to-Face

Describe infotainment system Understand infotainment

system

Practical session

2 Show the intent of infotainment system in an automobile.

List different class of sensors

and actuators.


sensors and actuators.

Class Discussion

1 Face-to-Face

Define different control theory

and applicability

Link control system theory

with practical application

Class Discussion

1 Face-to-Face

Define the concept of vehicle

control networking

List the need of CAN

Define the operation of CAN

Define the concept of vehicle network

Explain the need for standard

and protocol.

Discussion 1 Class discussion: Stat a discussion how CAN works in the real life scenario.

Understanding/Comprehension


Understand the different types

of automotive systems and

their application

Understand the application of

different types of automotive

systems


List different types of automotive systems and their application

Assignments 1 After class

Understand various electrical

components and their

functions

Know about various

electrical functions

Class Discussion

3 Face-to-Face (videos)

Basic knowledge of engine

and transmission

Understand the engine and

transmission

Class Discussion

2 Classroom (debate and group discussion. More that instruction, discussion

method should be used.)

Understand the working of

ABS

Understand safety active and

passive system

Explain the use of ABS

Differentiate between

active and passive safety

system

Practical session

2 Labs, Assignments (For example after the class on ABS asking the student to prepare a presentation on challenges that is seen in implementation of an ABS system)

Understand the types of

steering system


steering system

List the types of steering

systems and their uses

Practical session

1 Lab/video: Show the usages of steering systems and how they impact the automobile driving

Understand the concept of vehicle control networking

Understand how different

Explain the necessity and relevance of various systems

Understand the requirement

Class Discussion

1 Face-to-Face

subsystem communicates in a

vehicle.

Understand different standard

and protocol in practice in

Automotive Electronics and

their need.

specification.

Understand different sensors

that are commonly used in the

AUTOMOTIVE application

Determine the use of a

particular sensor for an

application and how the

sensor data can be used.

Practical sessions

1 Some tie up with vehicle manufacturer or vehicle workshop

Understand different actuators

(BLDC, stepper motor etc.)

and their applicability.

Understand the concept of

developing a control system

comprising sensors and

actuators

Will be able to design simple

system comprising of

sensors, actuators and

control algorithm.

Select an actuator for a

specific application.

Class Discussion

1 Face-to-Face

Application At the end of the program, the students will be able to:

Apply concepts in selection of

a component for a particular

feature.


Design simple system comprises of hardware and software.

Practical sessions

Model building

1 Labs - Using tools design of simple requirement

Able to create test cases by

considering different use case

scenario for a system.

Design software architectures

Validate vehicle control

networks

Work on AUTOSAR

Validate and verify communication protocols in embedded systems

Practical sessions

4 Lab

simulators to understand

command lows through stack

Analysis (HOTS) At the end of the program, the students will be able to:

Analyze the applicability of

different functions and

features of different

automobile components


Determine the applicability of specific features of an automobile

Brainstorming 1 Classroom

Analyze the applicability of

different standards

Identify the need for different

standards

Distinguish whether a design

is compliant to a specific

standard

Determine whether a given

design follows a specific

standard

Class Discussion

1 Face-to-Face

To be able to break down the

requirements in different

components, identify use

cases and determine the

sequence of events.

Determine whether a given

requirement is correct.

Practical 1 Lab

Analyze diagnostic

requirements

Apply the diagnostics

Synthesis (HOTS) At the end of the program, the students will be able to:

Build checklists and review

mechanisms

Analyze requirements


Write sample checklist for a feature to be reviewed or tested

Determine from given criteria the most suitable design

Brainstorming 2 Face-to-Face

Evaluation (HOTS) At the end of the program, the students will be able to:


Class 2 Face-to-Face

Summarize diagnostic

requirements for different

services

Explain diagnostic requirements for different services

Discussion Classroom After class

Compare the common feature

of different standards

Interpret the reasons for using

different standards

Compare different standards

Understand the common

features across different

standards

Class Discussion

1 Face-to-Face

Explain AUTOSAR design

model

Describe AUTOSAR Class Discussion

1 Face-to-Face

Explain vehicle control

networks

Describe the need for

vehicle control networks

and their functionalities

Practical 2 Lab

Program

Outcomes

Student Learning Outcomes

Student Learning Objectives Key Performance Indicators

(KPI)

Performance Ensuring Measures

(PEM)

Duration

(Hrs.)

Process (How to do)

Employability Outcomes

Knowledge


Describe overview of Automotive Electronics.

Describe how different subsystems are linked.


Design simple system Practical 2 Lab

Understanding/Comprehension


Understand different

diagnostic tools


Apply different diagnostic

tools

Practical 2 Lab

Application At the end of the program, the students will be able to:

Apply their knowledge to develop the product or offer service in the automotive domain


Design simple system Practical 2 Lab

Analysis (HOTS) At the end of the program, the students will be able to:

Analyze the use of different

communication protocols

Analyze the application of

automotive control systems


Understand the use of different communication protocols in different scenarios

Understand how automotive control systems work

Assignment 1 After class

Evaluation (HOTS)


Determine different standards and their uses in specific scenarios


Understand the application of different standards

Quiz 1 Face-to-Face (FtoF)

Synthesis(HOTS) At the end of the program, the students will be able to:

Correlate different requirements for using sensors


Understand requirement for using sensors with various components in an automotive

Assignment 2 After class

PART-II Inputs for facilitating and achieving the Outcomes Fill in the details:

Inputs

Curriculum TOC

Syllabus A Section: Automotive Fundamentals

Module: Automobile Basics

o Evolution of automobile and the passenger car

o Basics of Body Control System

o Basics of Engines and Transmission

o Steering & Suspension system

o Driver Information and Infotainment system

o Active and Passive Safety system

B Section: Automotive Electronics

Automotive Control Systems

o Introduction to Automotive Control Systems

o Sensors and Actuators

Communication Protocol

o Fundamentals of Vehicle Control Networks

o Vehicle Communication Protocols

Module: Automotive Standards and Regulations

o Introduction to Standards

o On-Board Diagnostics (OBD) and Emission Norms

Module: Model Based Development and Testing

o Concepts of Self-Managing Automotive Systems

o Testing Concepts

Module: Future Mobility

o Overview

o Trends

Infrastructure Required Infrastructure: i. Classroom layout: The class layout shall be designed so that it makes the student see each other and

facilitates discussion and debates ii. Classroom infrastructure & ICT requirement

A. Projector B. Flipchart C. White Board D. Audio/Video equipment

iii. Labs

Physical - Microcontroller, Sensor and Actuator, DSO

Virtual - None

Faculty and Support Staff

Faculty: i. Qualifications: Minimum ME. ii. Experience: 5 years of Industry experience is required in the field of automotive engineering or

Automotive Electronics It is preferred that the faculty has prior training experience. Support staff

i. Qualifications : Diploma ii. Experience : Hands on working knowledge with electronic components

Library 2. Library - Physical and virtual i. CBT ii. WBT iii. Articles iv. Books v. Internet references

Text books

Practical -Labs infrastructure & ICT requirements

Practical:

Labs - Physical - Virtual

Tutorials

Internship programs

Internship i. Company ii. Simulated in classroom

Lesson Plans Template

Lesson Plans for Delivery (a sample lesson Plan for each is to be prepared) and attaches as annexure Course/program delivery using Blended learning:

i. Lectures ii. Role plays

iii. Presentations iv. Assignments (classrooms and homework) v. Discussion forums & Group discussions

Projects Projects: i. Lab based ii. Classroom based iii. Online projects

Assessment & Evaluation Practice Details Sample question papers;

Assessments and Evaluation i. Continuous ii. End of Module assessments

End of Course Certification

Certification framework to be worked.

Employment Skill Assessment

Certification framework to be worked.

ANNEXURE-I

Content Outline Weekly Plan —Guideline document for the Trainer: To be filled in by the trainer while customizing delivery

Course Name: Automotive Electronics Module: Communication Protocol

Hours Lesson Plan for each activity in place

Yes / No

Face -to-

Face

Team Work

individual project/

Internship +

Feedback

Practical + Feedback

Assessments +Feedback

Continuous Summative

1. Fundamentals of Vehicle Control Networks

3

2. Vehicle Communications Protocols

4

ANNEXURE-II

Directional Guideline Plan for Modules

Curriculum

Module 1

Unit 1

Session 1 Session

Rationale

Session Objectives

Session Plan

Session 2

|

Session n

Unit 2

|

Unit n

Module 2

|

Module n

ANNEXURE-III

A. Lesson Plan Template: *Day-wise Template Note: This table is to be filled by the facilitator for each session based on the schedule and class information.

Course Name Automotive Electronics

Date, Day, Time DD/MM/YYYY, <Day>, HH:MM

Name of Faculty Mr./Ms/ XXX

Name of Company/ College/University

XXX University/ YYY College

Number and Nature of Students

30 students in engineering stream

Base Equipment Overhead Projector/Chart Board/Pens etc) in Class or Conference Room

*Course Lesson Plan templates Course Rationale, Objective & Plan

Course Rationale & Objective:

Course Rationale: The purpose of learning this course on Automotive Electronics is to prepare students for the automotive industry and help them build a career in engineering/services companies contributing to Automotive industry. The program aims to improve student‘s understanding of the Communications industry, domain knowledge, standards and technologies.

Course Objective: At the end of this module on Evolution of automobile and the passenger car, the learner will be able to describe understand the brief history of automobiles and get introduced to the basics of a passenger car. The module will also cover components of an automobile.

Session Rationale, Objective & Plan

Session Rationale: The purpose of learning this session on Components of an automobile is to explain the different types of different components of an automobile.

Session Objective: At the end of this session on Electromagnetic spectrum and bands, the learner will be able to understand the different types of automobile components.

Session Plan

Time Content Learning Aid /

Methodology

Trainer

Approach

Learner

Activity

Learning Outcome

(Skill, Competency)

9:00 to 9.10 AM Introduction

Discussion Participation Introduction of the course.

9.10 to 9.40 AM Automobile

components PPT/Lecture Discussion Participation

Understand different automobile

components

9.40 to 9.50 AM

“Did I get it?”

self check

exercises

Questions - Participation Verification of the concepts learnt

9.50 to 10.00 AM Conclusion &

Summary

Supplementary

information and links Discussion Participation

Get a recap of things learnt and

links for further learning

ANNEXURE-IV

Assessment Templates: Any further assessments required by the trainer can be developed.

ANNEXURE-V

Employment Assessment

NASSCOM Assessment of Competence-Tech (NAC-Tech)

About NAC-Tech NAC-Tech has been conceived as an industry standard assessment and certification program to ensure the transformation of a "trainable" workforce into an "employable" workforce, hence creating a robust and continuous pipeline of talent for the IT/engineering industry. It is targeted at final year and pre-final year students, who will be seeking employment opportunities in the IT/engineering sector. Conceptualization of NAC-Tech In-depth meetings with the large recruiters in the industry were conducted to understand their recruitment practices, cause of attrition desired skills in a candidate, etc. Based on this, a job-skill matrix was developed which formed the basis for the design of this assessment program. Core and working committees from the industry were formed and constant interactions were made to make sure that the program was in line with the industry requirements. An evaluation committee was set up to finalize the vendors and decide on the approach to the pilot. Multi-tier evaluation of the vendors happened after the initial interaction. The identified vendors provided the content and technology to run the test. The companies that have helped develop the assessment program are—TCS, Wipro, Infosys, Accenture, Cognizant and HCL. Key Features of NAC-Tech Eligibility for NAC-Tech - Any candidate appearing in “final year” of BE, B. Tech, MCA, M. Sc-IT is eligible to take the test - Preferred scores of candidates: 60% aggregate in graduation, 12th standard & 10th standard Advantages of NAC-Tech for various stakeholders a. For Colleges/Universities

Enable the college to generate a quantifiable picture of the knowledge and skill level of its students.

Approach industry aggressively and in a more organized way for placement opportunities. b. For Students

Detailed feedback on their knowledge and skills help them decide career opportunities in different areas of IT.

NAC-Tech score card enables them to leap-frog to the next level of selection to multiple companies endorsing the program. c. For the Industry

Industry gets a pool of pre-assessed candidates mapped against competencies required for entry level professionals.

It helps them reach out to a wider geography and access talent from level 2 and 3 cities and institutions.

Test Matrix for NAC-Tech is illustrated below:

Part A (this must be attempted by all candidates)

Skill Competencies Checked Duration (in min)

Mode of delivery

Verbal Ability To assess candidate's verbal building blocks by evaluating skills like grammar, spellings, punctuations, and vocabulary. To assess English usage by evaluating skills like structure, arguments, and verbal reasoning.

20 Online

Reading Comprehension To assess candidate's comprehension of English passages and ability to make inferences from a large amount of information. Be able to connect the dots and make an assessment based on information and ideas spread across the passage.

10 Online

Analytical Reasoning To assess problem-solving skills through questions on quantitative reasoning. To assess candidate's logical skills by evaluating skills like deduction, induction and visualization.

25 Online

Attention to Detail To assess candidates eye for detail. 5 Online

total duration 60

Part B - Optional (can be attempted if the student desires so) (The candidate can choose any one of the domains)

Skill Competencies Checked Duration (in min)

Mode of delivery

IT To assess candidate's technical skills in the core area of education. 30 Online

Electrical -do- 30 Online

Electronics -do- 30 Online

Mechanical -do- 30 Online

Civil -do- 30 Online

Chemical -do- 30 Online

Textile -do- 30 Online

Bio-Technology -do- 30 Online

Telecommunications -do- 30 Online

total duration 30

Technical requirements for NAC-Tech

Minimum Configuration for NAC-Tech Tests

Description Client PC (Test Taking PC) (with a Monitor, Mouse, & Keyboard)

Operating System Windows® XP SP3+, or 7

CPU Pentium® IV and higher

RAM 1GB RAM and above

HDD At least 500 MB free disk space

Web browser: Internet Explorer 6.0, 7.0 or 8.0

Broadband Internet connection E1 with a bandwidth of at least 1Mbps or Shared DSL or cable with a bandwidth of at least 2 Mbps for 25–30 users

Sound Card with necessary audio and video drivers

Yes (Should support recording & playback capabilities)—OPTIONAL

Headset with Microphone Headset with a USB headset is strongly recommended -- OPTIONAL

Java Scripts JRE 1.6 (Enabled in the browser)

Adobe Flash Player 10.0 Yes

UPS (assuming that generator will be used during power failure)

2 Hours Battery Backup

Generator (may be used for 8 hours or more if needed)

Yes

CD-ROM Drive OPTIONAL

USB Ports OPTIONAL

Antivirus Yes

Screen resolution 1024 x 768 pixels

Network security access to allow http://202.138.124.234/Nactech2 (port 80)

Disable pop-up blocker on all machines

ANNEXURE-VI

Engineering Proficiency Program Members

S. No. Name of the Company Contact Person Email id

1. HCL Manjunatha Hebbar [email protected]

2. HCL Vayu Nandan Kumar [email protected]

3. HCL Ashok G [email protected]

4. TCS S Selvan [email protected]

5. Infosys KNS Acharya [email protected]

6. Infosys Tomy Thomas [email protected]

7. Infotech Enterprises Ramanand pattige [email protected]

8. Defiance KN Varadarajan [email protected]

9. L&T Integrated Engineering Services

Krishnakumar [email protected]

10. iGate Santanu Ray [email protected]

11. iGate Sheela Jain [email protected]

12. iGate Animesh Das [email protected]

13. EMC Veda [email protected]

14. KPIT Cummins Prashant Ghanekar [email protected]

15. KPIT Cummins Renuka Krishna [email protected]

16. Microsoft Phani Kondepudi [email protected]

17. Microsoft Vinay Tamboli [email protected]

18. Wipro Hemachandra Bhat [email protected]

19. Alcatel Lucent Murthy Bhamidi [email protected]

20. Alcatel Lucent RadhaKrishna [email protected]

21. Synapse Naren Nande [email protected] / [email protected]

22. Aricent MC Parameswaran [email protected]

mailto:[email protected]

mailto:[email protected]

23. Mahindra Satyam Srinivas Ramanathan [email protected]

24. UTC Aerospace Systems

Sharatkumar Variyar [email protected]

25. Bosch Ajay Kumar [email protected]

26. Bosch Anju Bhadoria [email protected]

27. Tata Technologies Ravindra Ranade [email protected]

28. Mahindra Engineering Prabu Sunil [email protected]

29. Mahindra Engineering Durgaprasad Shukla [email protected]

30. Airbus Suraj Chettri [email protected]

31. SAP Jai Prakash Nethala [email protected]

32. Intel Apreeta Singh [email protected]

33. SASKEN Vijai Simha [email protected]

34. Huawei Ashok Gopinath [email protected]

***

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