IT-ITeS Sector Skills Council, · Supported by: IT-ITeS Sector Skills Council, Industry Specific...

Supported by: <Infosys Technologies, Mahindra Satyam, HCL>

IT-ITeS Sector Skills Council,

Industry Specific Skills – Introduction to Aerostructures

Guideline Document for the Facilitator

in the Outcomes Based Format (OBF)

Powered by: QuEST Global

<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 thank its member companies— QuEST Global—who have partnered with us in this initiative. We would also like to thank Infosys, HCL, Mahindra Satyam, and 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 Aerostructures aimed at empowering students with entry level Aerospace 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 Aerostructures 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 Aerostructures program.

Introduction to the Program The Industry Specific Skills, Introduction to Aerostructures program will increase the industry readiness of students who want to start work at design or structural analysis companies from the aerospace sector. Developed by experts from QuEST Global, Infosys, HCL, and Mahindra Satyam, the program was created with a vision to develop the skills of students graduating from colleges to match the industry requirement. 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 Introduction to Aerostructures program has been developed to facilitate the acquisition of the industry specific skills required in the Aerospace design and structural analysis sector today. The program aims to improve the students’ understanding of the Aerospace industry, domain knowledge, standards & technologies. This program incorporates theoretical foundations as well as a judicious set of practical exercises to reinforce the key concepts. It focuses on the primary structural elements including struts, plates, sheets, ties and beams, the six key stresses - tension, compression, torsion, shear, bending, hoop, and the design aspects of the major structural components, such as fuselage, skin, empennage and wings.

About the Program To increase the funnel of available quality students at ‘entry’ level, NASSCOM suggests the specialization industry skills in Aerospace Structures as advanced course to be run as an add-on program in various education institutions. One of the purposes of this initiative is

that going forward; the universities/colleges will consider making these programs compulsory for students or integrate the development of these skills into the teaching-learning program by allocating credits to these programs. The development of this program in initial stages will involve participation from various industry practitioners who will progressively transition the course to the various trainers and faculty members who will then drive the course along with the associated practical exercises.

Eligibility This program is targeted towards students in the Mechanical Engineering or Aerospace field, specifically those who have completed introductory

courses in engineering mechanics and strength of materials. There are two eligibility criteria:

Students should have completed the Foundation Skills Program in Integrated Product Development (FSIPD).

Students to have completed their Sixth Semester courses Program Duration

Program Duration

The program is expected to be conducted less than 100 hours including a blend of guided or instructor-led learning, tutorials, and practical exercises.

Table of Contents: Introduction to Aerostructures 1. Module: Aircraft Industry Overview

1.1. Unit: Introduction to Aerospace industry (1 hr) 1.1.1. Session: Evolution and History of Flight, 1.1.2. Session: Types Of Aerospace Industry, 1.1.3. Session: Global and Indian Aircraft Scenario 1.1.4. Session: Aerospace Industry Trends

1.2. Unit: Key Players (1 hr) 1.2.1. Session: Key Players in Aerospace Industry 1.2.2. Session: Prime contractors and Tier 1 Suppliers 1.2.3. Session: Key challenges in Industry Supply Chain

2. Module: Introduction to Aircrafts

2.1. Unit: Types of Aircrafts (1 hr) 2.1.1. Session: Lighter than Air/Heavier than Air Aircrafts 2.1.2. Session: Conventional Design Configurations based on Power Plant Location, Wing vertical location, intake location, Tail Unit

Arrangements, Landing Gear Arrangements 2.2. Unit: Basic Components of an Aircraft (1 hr)

2.2.1. Session: Structural members 2.2.2. Session: Aircraft Axis System and Aircraft Motions 2.2.3. Session: Control surfaces and High lift Devices

2.3. Unit: Introduction to Flight Physics –I - Properties of Sound and Air Flow (1 hr) 2.3.1. Session: Significance of speed of Sound, Air speed and Ground Speed 2.3.2. Session: Properties of Atmosphere, 2.3.3. Session: Forces on the airplane, 2.3.4. Session: Airflow over wing section, 2.3.5. Session: Pressure Distribution over a wing section 2.3.6. Session: Bernoulli principle and related principles

2.4. Unit: Introduction to Flight Physics –II - Lift and Drag (2 hrs) 2.4.1. Session: Generation of Lift and Drag 2.4.2. Session: Types of Drag 2.4.3. Session: Lift curve 2.4.4. Session: Drag Curve 2.4.5. Session: Lift/Drag Ratio Curve 2.4.6. Session: Factors affecting Lift and Drag 2.4.7. Session: Effects of speed, Air density on drag 2.4.8. Session: Pitching moments

2.5. Unit: Introduction to Flight Physics –III – Aerofoil (2 hrs)

2.5.1. Session: Center of Pressure and its effects. 2.5.2. Session: Aerofoil Nomenclature, 2.5.3. Session: Types of Aerofoil, 2.5.4. Session: Wing Section- Aerodynamic Center, Aspect Ratio,

2.6. Unit: Unconventional Configurations (2 hrs) 2.6.1. Session: Biplane 2.6.2. Session: Variable Sweep 2.6.3. Session: Canard Layout 2.6.4. Session: Twin Boom Layouts 2.6.5. Session: Span loaders 2.6.6. Session: Blended Body Wing Layout 2.6.7. Session: STOL and STOVL Aircraft 2.6.8. Session: Stealth Aircraft 2.6.9. Session: Advantages and disadvantages of these Configurations

3. Module: Introduction to Aircraft Systems

3.1. Unit: Mechanical Systems (5 hrs) 3.1.1. Session: Environmental control systems (ECS) 3.1.2. Session: Pneumatic systems 3.1.3. Session: Hydraulic systems 3.1.4. Session: Fuel systems 3.1.5. Session: Landing gear systems 3.1.6. Session: Engine Control Systems 3.1.7. Session: Ice and rain protection systems 3.1.8. Session: Cabin Pressurization and Air Conditioning Systems 3.1.9. Session: Steering and Brakes Systems Auxiliary Power Unit

3.2. Unit: Electrical and Electronic Systems (3 hrs) 3.2.1. Session: Avionics, Flight controls, 3.2.2. Session: Autopilot and Flight Management Systems, 3.2.3. Session: Navigation Systems, 3.2.4. Session: Communication, 3.2.5. Session: Information systems, 3.2.6. Session: Radar System

3.3. Unit: The Interplay of Aerodynamics, Structural Mechanics & Propulsion (2 hrs)

3.3.1. Session: Briguet Range Equation 3.3.2. Session: Case Study – Thrust Vectoring

4. Module: Aircraft Loads

4.1. Unit: Introduction (5 hrs)

4.1.1. Session: Process and methods 4.1.2. Session: Data requirements 4.1.3. Session: Design airspeeds

4.2. Unit: Loading Scenarios (5 hrs) 4.2.1. Session: Symmetric maneuver loads 4.2.2. Session: Antisymmetric maneuver loads 4.2.3. Session: Ground handling loads 4.2.4. Session: Distributed loads calculations 4.2.5. Session: Control surface loads 4.2.6. Session: Miscellaneous loads 4.2.7. Session: Dynamic loads analysis 4.2.8. Session: Landing loads 4.2.9. Session: Unsteady aerodynamics 4.2.10. Session: Discrete gust loads 4.2.11. Session: Random (PSD) loads analysis 4.2.12. Session: Continuous turbulence gust loads 4.2.13. Session: Fatigue loads

5. Module: Aircraft structures and Components 5.1. Unit: Principal Structural Elements (PSE) (5 hrs)

5.1.1. Session: Primary Structures 5.1.2. Session: Secondary Structures 5.1.3. Session: Auxiliary and Tertiary Structures

5.2. Unit: Aircraft Fuselage (10 hrs) 5.2.1. Session: Concept of monolithic and stiffened panels 5.2.2. Session: Functions of different structural components 5.2.3. Session: Cut outs 5.2.4. Session: Pressurization and Pressure bulkheads 5.2.5. Session: Fittings 5.2.6. Session: Loads on fuselage 5.2.7. Session: Typical failure modes 5.2.8. Session: Analysis pertaining to Fuselage structures

5.3. Unit: Wing/HT/VT (10 hrs) 5.3.1. Session: Concepts of structural arrangements in Wing/HT/VT box 5.3.2. Session: Functions of different structural components 5.3.3. Session: Loads on Wing/HT/VT 5.3.4. Session: Typical failure modes 5.3.5. Session: Analysis of Wing/HT/VT structures 5.3.6. Session: Estimation of Weight and CG, LOPA

6. Module: Aircraft Structural Analysis Methods

6.1. Unit: Review of Theory of Linear Elasticity (10 hrs) 6.1.1. Session: Torsion 6.1.2. Session: Solid 6.1.3. Session: Thin-walled open and closed sections 6.1.4. Session: Bending, shear and torsion of open and closed thin –walled beams 6.1.5. Session: Bending and extension of thin plates 6.1.6. Session: Structural instability of columns and plates 6.1.7. Session: Bolt Pattern Analysis

6.2. Unit: Stress Analysis of Aircraft Components and Structures (10 hrs) 6.2.1. Session: Fuselage structures 6.2.2. Session: Wing structures

6.3. Unit: Practical Aspects (10 hrs) 6.3.1. Session: Aerostructure design 6.3.2. Session: Design considerations 6.3.3. Session: Failure modes

7. Module: Aircraft Materials 7.1. Unit: Material (1 hr)

7.1.1. Session: Criteria for selecting material 7.2. Unit: Different materials used in aircraft Unit: Aluminum and its alloys (2 hrs)

7.2.1. Session: Certification methods of material allowable (A, B, and S basis) 7.2.2. Session: Different types of heat treatment 7.2.3. Session: Different alloying elements

7.3. Unit: Composite Materials (2 hrs) 7.3.1. Session: Certification methods of material allowable 7.3.2. Session: Manufacturing processes 7.3.3. Session: Rules for ply lay ups and sequencing

7.4. Unit: Typical Failures (2 hrs) 7.4.1. Session: Types of typical failures 7.4.2. Session: Reasons for failures

8. Airworthiness, Certification and Standards 8.1. Unit: Agencies (1 hr)

8.1.1. Session: Agencies designate for airworthiness such as FAR, CAR, DGCA, CEMILAC 8.1.2. Session: Role of these agencies

8.2. Unit: Documents and Standards (1 hr) 8.2.1. Session: The intent for documents and standards

8.2.2. Session: Applicable certification for airplanes and helicopters.

9. Module: Aircraft Repair

9.1. Unit: Inspection (1 hr) 9.1.1. Session: Inspection Methods 9.1.2. Session: Manufacturing non-conformances

9.2. Unit: Repairs (2 hrs) 9.2.1. Session: Temporary repairs 9.2.2. Session: Permanent repairs 9.2.3. Session: In-service repairs 9.2.4. Session: Customizations and Modifications

10. Module: Industry Approved Aircraft Design and Analysis References 10.1. Unit: Industry Approved References (2 hrs)

10.1.1. Session: Discussion of Industry approved references

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 Introduction to Aerostructures OBF detailed in the following pages.

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

Outcomes Based Format for Curricula Design

Industry Specific Skills – Introduction to Aerostructures

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

Effective Communication

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

Part-I: Outcomes Program: Industry Specific Skills : Introduction to Aerospace The outcome of this course is that students can apply the skills learned in the engineering mechanics and strength of material courses to projects and assignments in the area of aerostructures. The student will have both the theoretical background of the aerospace industry, aerospace structural elements as well the ability to quickly adapt and practically apply the appropriate design practices and methods. Those who undergo this program will stand a better chance of being considered for professional careers in the aircraft structural design, aircraft structural analysis, aftermarket and manufacturing sectors.

1. Program Outcomes Course Outcomes Duration (Hrs.)

I. Professional Outcomes This part is covered in the Professional Skills OBF.

0 hrs

II. Course Outcomes After completing this program, the student will be able to obtain the following technical skills needed to effectively play the entry level design engineer role in an engineering organization:

General understanding of the product and the industry

Understand the key players in this domain

Identify different types of aircrafts

Describe basic components of an aircraft

Understand Flight Physics

Understand unconventional configurations of an aircraft

Understand the mechanical systems of an aircraft

Describe the electrical and electronics systems of an aircraft

Understand the interplay of aerodynamics, structural mechanics, and propulsion

Understand of the aircraft development lifecycle

Understand the design intent of various different components and structures

Demonstrate structural design and analysis capabilities

Know about the aircraft loads and loading scenarios

Describe the aircraft structural analysis methods

Understand the aircraft materials and their different types

Explain different certifications and standards

Know about different aircraft repair methods

Know about customizations and modifications

49 hrs

III. Employability Students will develop skills relevant to a profession or career in : 51 hrs

Outcomes Aerospace Structural Design

Aerospace Structural Analysis

Manufacturing non-conformances

Structural Repairs

Technical publications

Total 100

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)

Durati

on (Hrs.)

Process (How to do)

Develop a good understanding of the Aerospace Domain and Products

Knowledge

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

Overview of the Aerospace industry in terms of types, key players, manufacturers, prime contractors & Tier1 suppliers

The student is able to:

Able to identify the names of key industries and the space / key customers they work for

Class Discussion and Practical

1 List of websites of the key aerospace industries, publications bodies such as Jane’s, AIAA Poster paper presentation– Take any one type of player and prepare a chart or poster that show cases the key activities and relationships with other stakeholders

Identify the basic components of aircraft and its need in an aircraft

Identify the basic aircraft components.

Quiz 1 Using diagrams, ask students to label each component.

Understand the different types of aircrafts

Understand the conventional design configurations based on various factors like power plant location, wing vertical location, intake location etc.

Identify different types of aircrafts based on their conventional designs.

Discussion 1 Identification using photographs or sketches

Define various mechanical systems that are part of an aircraft

Identify various mechanical systems of an aircraft

Practical 2 Videos and presentations by the faculty

Identify the type and different configurations of aircrafts and its application

Define various structural zones in the lay-out drawings of different classes of an aircraft

Able to locate various structural zones in the lay-out drawings of for three or four typical classes of aircraft

Quizzes

Assignments

Drawing reading quiz - Correctly label

various parts

against the

annotations in

the scale

drawings

supplied

Term Papers ( working as a team of 4)

Quality of the model built2

2 Cardboard/ sheet metal Modeling exercises to be worked out by students on their own with constructive evaluation done by the teacher. Cleat structure, riveted joints

Projects to be supplemented with detailed specifications, templates, and checklists to give a real life feel. For eg. Fuselage pressurization cycle.

Use of aircraft scale models, working models of control surfaces etc.

Training material Cardboard models creation kits : Shears, cutters, glue, fasteners

Library of sketches and drawings of standard aerostructure designs

Sheet metal working Tools, shearing, riveting, measuring

Identify and classify the key structural components of an airplane - primary, secondary, tertiary, identify aircraft zones and stations

State the key structural components of an airplane, explain how they are connected to each other

Assignments 5 After class

Understand aircraft loads

Explain the loads and design requirements due to structural loads

Class Discussion 2 Face-to-Face

Understand the aerodynamic loading and consequent structural loads eg. thrust, lift, drag, turbulence, gust

Explain the origin of lift, drag and dynamic aerodynamic loads

Explain the loads and design requirements due to aerodynamics

Class Discussion 1 Classroom lectures that communicate ideas with practical examples.

Practical 1 Lectures are interactive in nature, where students to be challenged with problems and assisted to discover the solution For example what wing structure requires more strength– twin engine or four engine, for same thrust ( this decision is based on engine flame out)

Assignments to be solved by groups of students : umbrella load structure, load path in bicycle frame

Identify the loads associated with aerial maneuvers; loads arising from engines, wings, fuselage, fuel, external stores, passengers and cargo; and dynamic loads such as fatigue loads

List the loads in symmetric and asymmetric maneuvers

Class Discussion 2 Classroom

created by engine vibration, pressure cycles and undercarriage cycles

Identify the loads associated with the use of control surfaces

List the loads due to use of control surfaces

Identify the loads due to unsteady aerodynamics

List the loads due to unsteady aerodynamics (gusts, etc.)


Identify the functions of the key structural components

State what each structural component does

State the nature of loads (concentrated / distributed), static/dynamic/cyclic,/thermal, that needs to be carried by the key structural components


Identify the structural requirements for certification

Express the requirements for certification


Understanding/Comprehension

Understand the key

challenges in

Industry Supply

Chain, OEM Supply

Chain Strategies

Understand key

challenges in

various supply chain

strategies

Discussion 1 Videos

Understand the

aerodynamics

principles behind

Key design drivers –

lower costs, faster

production times,

Create a poster as

a team the various

pneumatic and

8 Videos

“How an aircraft

flies”

Understand the key design drivers

Understand the different types of aircraft systems and their application

Understand the different mechanical, electrical & electronics systems in an aircraft and its overall operation

Explain the need for thin-walled structures in aircraft

Describe the similarities and differences between aircraft and non-aircraft structures

Identify differences between structure in subsonic and supersonic aircraft

Explain the load paths acting on various classes of structures

Airframe loading: static loads eg those due to weight of engines, wings, fuselage, fuel, external stores,

passengers and

risk mitigation

Describe the flight in

fixed wing aircraft

Describe the weight restrictions in aircraft

Identify various locations where weight reduction features are incorporated

Compare thin-walled (aerospace) structures to solid (non-aerospace) structure

List the structural aspects that change as the speed of an aircraft is increased

Examine the various structural elements and the types of loads that act on it

Differentiate between the sheet metal approach versus machined parts approach for same structural function

hydraulic systems

in any twin seater

aircraft

Classroom

cargo; dynamic loads eg thrust, lift, weight, drag, manoeuvre, turbulence, gust; fatigue

loads eg those created by engine vibration, pressure cycles and undercarriage cycles

Appreciate various

design intents,

recognize design

concepts (such as,

failsafe, safe life

and damage

tolerant structures,

Explain the various design intents of an aircraft

Class Discussion

1 Face-to-Face

Practical 1 Videos

Exercise involving the use of Cleats versus Joggles and the differences in the failure modes thereby

Understand the

methods of

alignment, and

symmetry checks

Better understanding of design concepts

Discussion 4 Classroom / Videos

Appreciate the

types of loads that

act on the airplane

on the ground, take-

off, landing and

taxiing

Understand why

and how different

types of loads

impact an aircraft at

different times

List the main ground loads

State the system of

forces acting on the

system during the

take-off, landing,

braking, taxiing etc.

Application Determine the maximum load that can be placed on a component depending on the material used

Use various design methods based on the part or class of aircraft structure

Identify the type of construction and assembly methods used for circular, prismatic and sheet metal features

Fuselage

Use material properties to determine the strength of a certain part

Differentiate the right standards and procedures to use for design of various structures.

Use existing parts and make modifications to this baseline based on the new requirements

Discussions

Workshops

Demonstrate the load transfer in the case of a cleat or a joggle

Identification of four situations where bolts are preferred to rivets

Identify features designed for taking care of notching, knife-edging and other stress raisers

4 Ability to convert

written instructions

(with pictorial

sketches) to practical

scale models

Exercise that need the

use of drawings,

sketches, models and

written instructions

Exercise involving

assembly and

disassembly of

constructions e.g. skin, frames, longerons, pressure bulkheads, fuselage sections, wing, stabilizers, pylon, arrestor gear, and undercarriage/landing gear attachments;

Wing construction e.g. stressed skin, stiffeners, spars, ribs,

Assembly eg landing gear, pylon, control surface and high

lift/drag devices 1. Mass and

aerodynamic balancing of flight controls

2. Consideration of design for notching, knife-edging and other stress raisers

bicycle.

– Appreciation of

different design

features, design

intent, observation of

design for

manufacturing and

design for assembly.

Determine the maximum load that can be placed on a component depending on the material used

Use material properties to determine the strength of a certain part

Model building: Assess the consistency of the load-transfer paths (jointing) in a wing session model built using ribs, rib-post, spar, stringer and skin

4 Classroom

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


Demonstrate awareness of Aerospace industry in terms of types, key players


Ready to face the interview panel for the aerostructure entry level job

Quiz 2 Face-to-Face (FtoF)

Explain manufacturers, prime contractors and Tier1 suppliers, aerospace industry challenges, in terms of supply chain management


Show familiarity with the various structural concepts, construction methods, general design features Conversant in the major loads applied to the structure of an aircraft

Demonstrate familiarity with the various structural concepts, construction methods, general design features Conversant in the major loads applied to the structure of an aircraft


Describe the standards necessary for certification of aircraft

Identify structural elements that comply with


structures

Interpret design or work with structural elements that comply with specifications and certification

specifications and certification

Get familiar with the sequence of assembly, fitment, inspection and maintenance of key systems.

Understand the sequence of assembly


Understanding/Comprehension


Comprehend the structural differences inherent in aircrafts used for different purposes (subsonic vs. supersonic, speed vs. maneuverability, short range versus long-range, military versus civil application, etc.)


Demonstrate good understanding of Aerostructures

KPI 2

Quiz

Discussion

PEM 2

10 After class

Appreciate and relate to design features or practices introduced for successful manufacture, production and maintenance

Demonstrate good understanding of production and maintenance

Practical

Lab

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

Apply the appropriate standards and methods based on the component / product family

Be acquainted with the


Take up a wing, or fuselage structure for a twin seater aircraft and compare it with the design of large civil

Short Presentation

PEM 2

10 Classroom

structural requirements or features for performance, aerodynamics and operational aspects of the aircraft

Apply knowledge of the sheet metal as well as machined part options for the same end functionality

airline

Identify the nature

of loading and

probable failure

modes for various

structural elements

Analysis (HOTS)


Apply the correct reference charts, approximations or factors to analyze various locations and ensure the adequacy of the design

Apply the right material specification table at a given reference temperature


Apply various conservative approximations to loads and boundary conditions based on the part under study to make it amenable to analysis

List the checks that need to be performed for qualifying the part design (eg a simple riveted /bolted joint)

Group Discussion 4 After class (Team work)

Evaluation (HOTS)


Evaluate structural behavior

Evaluate and compare structural behavior


Analyse structures

Make and induce changes to geometry, loads, assumptions and interpret the difference in behavior

Presentation and discussion to ensure both the KPI’s are addressed with practical examples

6 Face to Face

Synthesis (HOTS)


Gain good understanding of Aerostructures

Summarize tools and their uses

Explain real life problems


Demonstrate readiness for industry

KPI 2

Overall aggregate of all previously discussed PEMs

PEM 2

11 Face to Face

PART-II Inputs for facilitating and achieving the Outcomes Inputs

Curriculum TOC

Syllabus

Aircraft Industry Overview (2 hours)

Introduction to Aerospace industry

Key Players

Introduction to Aircrafts (8 hours)

Types of Aircrafts

Basic components of an Aircraft

Introduction to Flight Physics –I - Properties of sound and air flow

Introduction to Flight Physics –II - Lift and Drag

Introduction to Flight Physics –III - Aerofoil

Unconventional Configurations

Introduction to Aircraft Systems (10 hour)

Mechanical Systems

Electrical and Electronic Systems.

The interplay of aerodynamics, Structural Mechanics & Propulsion

Aircraft Loads (10 hours)

Introduction

Loading scenarios

Aircraft structures and Components (25 hours) Principal Structural Elements (PSE)

Aircraft Fuselage

Wing/HT/VT Aircraft Structural Analysis Methods (30 hours)

Review of theory of linear elasticity

Stress analysis of aircraft components and structures

Practical aspects

Aircraft Materials (6 hours)

Material

Composite materials

Typical failures

Airworthiness, certification and Standards (2 hours)

Agencies

Documents and standards

Module: Aircraft Repair (3 hours)

Inspection

Repairs

Customizations and Modifications

Module: Industry approved aircraft design and analysis references (3 hours)

Discussion of Industry approved references

Infrastructure Required Infrastructure: i. Classroom layout (classroom diagram )

For TTT/TOT (batch of 25 trainers):

Classroom size—Min. 10 ft. x 15 ft.

U-Shaped table with a seating capacity of 25

Computer/Laptop with speakers & CD ROM—1 (for master trainer)

Computer lab with 25 Computers (desktop) with following:

CD-ROM

MS Office

Speakers

Headphones with microphone—25 Nos.

Internet Connection with 2 Mbps speed

LCD Projector & Screen—1

Whiteboard—1

Flip Charts—5

Post-It Pads in different sizes and colours

Sketching Kit (Pencils, eraser, sharpener, stencils, Highlighter, colour pencils, sketches, charts)

Mockup development articles (cardboard, paper, cloth, scissor, clay, thermocol, toys, Lego Mindstorm kits and others)

Products for experiential learning (Remote operated car, videogame etc.,)

ii. Classroom infrastructure & ICT requirement

For Student Training (batch of 30 candidates):

Classroom size—Min. 10 ft. x 15 ft.

Tables/chairs - 30

Computer/Laptop with speakers & CD ROM—1 (for trainer)

Computer lab with 25 Computers (desktop) with following:

CD-ROM

MS Office

Typing Tutor (software)

Speakers

Headphones with microphone—30 Nos.

Internet Connection with 2 Mbps speed

LCD Projector & Screen—1

Whiteboard—1

Flip Charts—5

Post-It Pads in different sizes and colours

Sketching Kit (Pencils, eraser, sharpener, stencils, highlighter, colour pencils, sketches, charts)

Mock-up development articles (cardboard, paper, cloth, scissor, clay, thermocol, toys, Lego Mindstorm kits and others)

Products for experiential learning (Remote operated car, videogame etc.,)

iii. Labs - Physical

Lab for performing model activities with Lego Mindstorm/ similar kits

A lab with a computing peripherals

The lab should have licensed software available to build and install the operating systems, domains and email systems, and a facility to record

The lab should have internet facility available to students

Preferably online classrooms with projector will enhance the learning experience in the classroom

White board and marker pens

Lab guides will help the students to be on their own while doing hands-on assignments and reduce intervention from faculty

Faculty and Support Staff

Faculty:

Qualifications

Experience Support staff

Qualifications

Experience

Library Library - Physical and virtual

CBT

WBT

Articles

Books

Internet references

Text books None

Practical -Labs infrastructure & ICT requirements

Practical:

Labs - Physical - Virtual

Tutorials

Internship programs

Internship

Company

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:

Lectures

Role plays

Presentations

Assignments (classrooms and homework)

Discussion forums & Group discussions

Projects Projects:

Lab based

Classroom based

Online projects

Assessment & Evaluation Practice Details Sample question papers;

Assessments and Evaluation

Continuous

End of Module assessments

End of Course Certification

None

Employment Skill Assessment

None

ANNEXURE-I

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

Course Name: Introduction to Aerostructures Module : Aircraft Industry Overview

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. Introduction to Aerospace Industry

1

2. Key Players 1

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 Introduction to Aerostructures

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 Introduction to Aerostructures is to improve student‘s awareness and understanding of the tools and technologies involved in aircraft design.

Course Objective: At the end of this module on Aircraft Industry Overview, the learner will be able to:

Understand the evolution of flight

Know the types of Aerospace industries

Understand the global and Indian aircraft scenario

Understand the aerospace industry trends

Session Rationale, Objective & Plan

Session Rationale: The purpose of learning this session on Evolution and History of Flight is to provide an overview to the evolution and history of aerospace industry.

Session Objective: At the end of this session on Introduction to CAD system, the learner will be able to:

Understand how aerospace industry has evolved

Session Plan

Time Content Learning Aid /

Methodology

Trainer

Approach

Learner

Activity

Learning Outcome

(Skill, Competency)

9:00 to 9.10 AM Introduction PPT/Lecture Discussion Participation Acknowledge importance of session.

9.10 to 9.40 AM Aerospace –

Evolution PPT/Lecture Discussion Participation

Understanding of Aerospace

industry evolution

9.40 to 9.50 AM “Did I get it?” self

check exercises Web based 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 270

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 Vain 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]

***

IT-ITeS Sector Skills Council, · Supported by: IT-ITeS Sector Skills Council, Industry Specific...

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