Supported by: <Development Partner, if any>
IT-ITeS Sector Skills Council,
Industry Specific Skills – Embedded Systems
Guideline Document for the Facilitator
in the Outcomes Based Format (OBF)
Powered by: SASKEN, Wipro
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<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.
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Acknowledgements NASSCOM would like to place on record its appreciation of its member companies— SASKEN and Wipro —who have partnered with us in this initiative. We would also like to thank TCS, HCL, 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 that 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 Embedded Systems is aimed at empowering students with entry level Embedded System engineer 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 Embedded System 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 Embedded System program.
Introduction to the Program The Industry Specific Skills Embedded Systems program will increase the industry readiness of students who want to start work as Embedded System developers across multiple industry verticals like Automotive, Communication, Healthcare, Telecom etc. 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 program has been developed to facilitate the acquisition of the foundation skills required in the embedded software development industry
today. The program aims to improve student’s understanding of the basic concepts and provides the requisite awareness and knowledge to understand key concepts that can be applied to Embedded Systems projects.
Embedded Systems must be understood by the students who are pursuing engineering. It is important for the engineers to understand that Embedded Systems are employed in many every-day products, motivating students by showing them how they can be applied in the real world scenario. Rather than simply introduce the concept and teach embedded system, the intent of this course is to teach by elaborating examples.
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About the Program
To widen the funnel of available quality students at ‘entry’ level, NASSCOM suggests this program to be run as an add-on program in various education institutions. One of the purposes of this initiative is that going forward 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.
Eligibility
The program is targeted towards students pursuing graduate courses in the engineering or any other stream.
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.
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Table of Contents—Industry Specific Skills - Embedded Systems
A. Section: Introduction to Embedded Systems 1. Module: Introduction to Embedded Systems (4 hrs)
1.1. Unit: Fundamentals of Embedded Systems (2 hrs) 1.1.1. Session: What is an Embedded System? 1.1.2. Session: Differences between Embedded Systems and General Computing Systems 1.1.3. Session: Characteristics of Embedded Systems
1.2. Unit: Components of an Embedded System (2 hrs) 1.2.1. Session: Building blocks of a typical Embedded System (processors, peripherals, communication mechanisms) 1.2.2. Session: Integrated overview of Embedded System components: hardware, software and firmware 1.2.3. Session: Introduction to Embedded Operating Systems (OS) 1.2.4. Session: Use of Real-time Operating System (RTOS) in Embedded Systems 1.2.5. Session: Embedded application software overview 1.2.6. Session: Critical success factors of the Embedded Systems (low memory footprints, low power consumption, low cost, and high
performance)
2. Module: Embedded Systems Industry (4 hrs) 2.1. Unit: Applicability of Embedded Systems in our daily lives (2 hrs)
2.1.1. Session: Various areas in which Embedded Systems are used 2.1.2. Session: Examples: Use of Embedded Systems in Aerospace (in-flight entertainment, aircraft controls), Manufacturing industry,
Entertainment industry(movies, animation), Security and Surveillance systems, Consumer Electronics(mobile phones, microwaves, washing machines, digital watches), Transport sector (metro trains, traffic signal controls & management, GPS), Medical, Defense, Automotive (controls, rear seat entertainment), satellite communication.
2.1.3. Session: Reasons for using an Embedded System 2.2. Unit: Overview of Embedded Systems industry landscape (2 hrs)
2.2.1. Session: Globalization of the Product Development Ecosystem 2.2.2. Session: Overview of the Embedded System industry w.r.t chipset vendors, firmware companies, OS and RTOS companies, and
Embedded System ISV and Application developer companies etc. 2.2.3. Session: Inter-dependence and Ecosystem: A case study 2.2.4. Session: Career paths for an Embedded Systems Engineer
3. Module: Building an Embedded System: From concept to a Product (12 hours)
3.1. Unit: Tear-down of a typical embedded product (Eg. Mobile phone) (2 hours) 3.1.1. Session: Video session of tear-down/deconstruction of a device 3.1.2. Session: Identification and analysis of hardware components and specifications 3.1.3. Session: Brief description of the software layered architecture of the device
3.2. Unit: Lifecycle of an Embedded System (2 hrs) 3.2.1. Session: Design and architecture phase
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3.2.2. Session: From concept into realizable functionalities and sub-functionalities 3.2.3. Session: Criteria for selecting the hardware 3.2.4. Session: Programming languages and selection criteria 3.2.5. Session: Summary of alternative lifecycle approaches
3.3. Unit: Prototyping Phase: Prototyping (2 hrs) 3.3.1. Session: Board assembling or designing/prototyping 3.3.2. Session: Tools used for hardware development 3.3.3. Session: Board Support Packages 3.3.4. Session: Device driver development 3.3.5. Session: Testing methodologies 3.3.6. Session: Tools used for development, debugging and testing purposes
3.4. Unit: Middleware and Application Development (2 hrs) 3.4.1. Session: Functionalities of Middleware Layer 3.4.2. Session: Need for middleware, application development, application testing and middleware testing, 3.4.3. Session: Tools and programming languages used for development, debugging and testing
3.5. Unit: System Testing (1 hr) 3.5.1. Session: Testing methods used in Embedded System testing 3.5.2. Session: Equipment and tools used for testing 3.5.3. Session: Programming languages used for generating test suites
3.6. Unit: Performance and Optimization Phase (2 hrs) 3.6.1. Need for measuring performance w.r.t power, size of the hardware and software, time critical requirements, and other requirements
relating to security, reliability, and environment. 3.6.2. Session: Tools &Techniques for measuring performance 3.6.3. Session: Overview of performance optimization techniques
3.7. Unit: Mass manufacturing of Embedded Products (1 hr)
4. Module: Detailed walkthrough of Embedded Systems components (8 hrs) 4.1. Unit: Deeper Dive into Embedded Systems Components (4 hrs)
4.1.1. Session: Input Peripherals (Sensors) 4.1.2. Session: Output Peripherals (Actuators) 4.1.3. Session: Processors and Controllers 4.1.4. Session: Memory 4.1.5. Session: How to read a Datasheet?
4.2. Unit: Embedded Software Development Environment (4 hrs) 4.2.1. Session: Setting up of embedded environment keeping an example platform 4.2.2. Session: Flow control of a simple use case that takes through the hardware and software components in the system keeping one
driver as a case study 4.2.3. Session: Embedded System Programming : Challenges and Techniques
5. Module: Trends in Embedded Systems (2 hours)
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5.1. Unit: Future roadmaps in Embedded Systems (1 hr) 5.1.1. Session: Highlight cutting-edge products 5.1.2. Session: Embedded Systems and impact on environment. 5.1.3. Session: Use of ‘Green Concepts’, Power Consumption, and Battery
5.2. Unit: Multicore architectures (1 hr) 5.2.1. Session: Introduction to multicore architectures 5.2.2. Session: Use of multicore architectures in Embedded Systems 5.2.3. Session: Pros and cons of multicore architectures
6. Module: Hands-on Project on an Embedded Evaluation Platform (10 hr)
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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.
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Outcomes Based Format for Curricula Design
Industry Specific Skills – Embedded Systems
Curricula Framework
IT-ITeS Sector Skills Council,
An Industry Initiative
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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.
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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 15
15 Understanding 30
5 Applying 30
Analyzing 15
Evaluating
Creating
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Part 1: Outcomes and Processes (are combined in this template)
Part-I: Outcomes Program: Industry Specific Skills – Embedded Systems
This program can be offered with undergraduate or equivalent programs/courses to mechanical, electronics, communications, electrical, and computer science streams. This program is also applicable for Post Graduate stream students who aspire to join the engineering industry at the entry level. The Embedded Systems program aims to improve student‘s awareness and understanding of the basic concepts involved in integrated product development (IPD) of Embedded Systems. Students, who undergo this program, will stand a better chance to be considered for jobs in the Engineering industry.
1. Program Outcomes Course Outcomes Duration (Hrs.)
I. Professional Outcomes Note: Professional Outcomes will be handled as part of the FSIT and also as part of the advanced courses. Hence these are not specifically addressed in this course.
0
II. Domain / Subject
Outcomes
After completing this program, the student will be able to obtain the technical skills needed to effectively play the entry level design engineer role in an engineering organization. The student will be able to:
Understand various types of Embedded Systems
Describe Embedded Systems and its uses
Appreciate the impact of Embedded System on our daily lives
Understand the role played by various companies in embedded product development
Appreciate the globalization of the product development ecosystem
Understand the career paths for an entry level professional
Explain the Embedded System architecture
Implement a new feature on an embedded product platform
Understand the development process
60
III. Employability
Outcomes
Note: Employability Outcomes will be handled as part of the FSIT and also as part of the advanced courses. Hence these are not specifically addressed in this course.
0
Total 60
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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:
Define the typical building blocks of an Embedded System
The student is able to:
Write a high level block diagram of an Embedded System with its components and explain them to an audience
Quizzes
Class Discussion
1 2
Classroom (F2F) lectures, Video modules of expert lectures, device tear-downs, Virtual industry tours, peer-level presentations, quizzes, case studies etc. Example case study: Effective energy utilization: Thousands of dollars in wasted energy running industrial fans when plants were empty. Customers needed an efficient and “greener” alternative to
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manage energy costs during shift fluctuations.
Describe the reasons to use Embedded Systems
Understand the
reasons for using
embedded systems
Class Discussion 1 Face-to-Face
Identify the use of different tools and programming languages used in Embedded System.
Apply the knowledge
to use different tools
and programming
languages
Class Discussion 1
Understand the hardware and software components of an Embedded System
List the hardware components in a given Embedded System and categorize them based on their type (input/sensor, processor, output/actuator etc)
Class Discussion 1
Understand the use of Given a particular Class Discussion 1
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multicore architectures in Embedded Systems
Understand the impact of Embedded System on environment.
Understand the pros and cons of an embedded operating system
use-case, identify the
primary requirements
and features of an
Embedded System
for the use case
Understanding / Comprehension
At the end of the program, the students will be able to:
Understand the steps involved in designing an Embedded System starting from a conceptual idea to a final working product/prototype
Understand the tools and platforms applicability at various stages of development
Explain the interfaces between the hardware and software components in an Embedded System
Articulate key success factors and tradeoffs of the Embedded Systems
The student is able to:
Given a set of requirements & features, candidate is able to visualize a suitable layered software architecture, explain it and identify the trade-offs eg. Low power Vs size or time criticality Vs accuracy and so on.
Set up a working environment for hands-on development
Use an available Embedded System platform to develop a simple application
Write firmware to interface a few key hardware components
Quizzes 2 Classroom (F2F) lectures, Practical hands-on lab sessions, Video modules of expert lectures, device tear-downs, Virtual industry tours, peer-level presentations, quizzes, case studies etc.
Assignments (mini case study)
2
Class Discussion 2
Project 4
Class Discussion 2 Example Video: Sixth Sense: http://www.pranavmistry.com/projects/sixthsense/
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Appreciate the usage of Embedded Systems in our daily lives
Explain key reasons for using Embedded Systems in a given product
Appreciate the distributed nature of product development in global environment
Distinguish the role of a company in Embedded System development
Class Discussion 2 Example Case Study Discussion: What Really Happened on Mars?? http://research.microsoft.com/en-us/um/people/mbj/mars_pathfinder/authoritative_account.html and http://research.microsoft.com/en-us/um/people/mbj/Mars_Pathfinder/
Explain the role of
RTOS in Embedded
Systems
Become familiar with
the use of RTOS in
sharing resources
Class Discussion 1 Face-to-Face
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Application At the end of the program, the students will be able to:
Apply and relate theory learnt as part of the course work in the case studies and projects designed in this program
Reinforce concepts learnt as part of regular course work
Set up an embedded development environment
The student is able to:
Design a simple Embedded System module and develop a design document including diagrams. Also, develop a macro-level project plan based on the lifecycle identified.
Problem Solving / Bug fixing: Is able to resolve a simulated bug/problem by first replicating it,
Practical sessions with simulated problems
4 Labs
Program small features on an Embedded System platform
Develop a design document for a given Embedded System use case
Identify potential causes and fixing them.
Practical sessions with simulated problems
2
Workshops 2 Labs
Model building 4 Example Project Assignment: Design of a Remote Control System for Controlling Home Appliances via Telephone. http://mason.gmu.edu/~szewari/OralPresentaton_for_ECE493.ppt Minimum of 1 project by a
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team of two or three member is recommended. Open source development boards can be used for this purpose. Sample project is given below
A/V Encoding and Decoding: Allow crawling text for dynamic corporate presentations on large format video screen
Analysis (HOTS) At the end of the program, the students will be able to:
Analyze an Embedded System module design or an application design
Analyze Embedded Systems use-cases, control flows and discuss the pros/cons of a particular design or use case
The student is able to:
Review a design document and present a cogent critique with an analysis of the trade-offs.
Participate and contribute to case studies presented by peers.
Project 4 Labs
Class Discussions of case studies.
4 Classroom
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PART-II Inputs for facilitating and achieving the Outcomes Fill in the details
Inputs
Curriculum TOC
Syllabus
Introduction to Embedded Systems (4 hours)
Fundamentals of Embedded Systems (2 hrs)
Components of an Embedded System (2 hrs)
Embedded Systems Industry (Duration 4 hours)
Applicability of Embedded Systems in our daily lives (2 hrs)
Overview of Embedded Systems industry landscape (2 hrs)
Building an Embedded System: From concept to a Product (12 hours)
Tear-down of a typical embedded product (eg. Mobile phone) (2 hours)
Lifecycle of an Embedded System (2 hrs)
Prototyping Phase: Prototyping (5 hrs)
Middleware and application Development (3 hrs)
System Testing: Testing methods used in Embedded System testing, equipment and tools used for testing, programming languages used for generating test suites (1 hr)
Performance and Optimization Phase (2 hrs)
Detailed walkthrough of Embedded Systems components (8 hours)
Deeper Dive into Embedded Systems components
Embedded Software Development Environment
Embedded Systems Trends (2 hours)
Future roadmaps in Embedded Systems
Infrastructure Required Infrastructure: i. Classroom layout (classroom diagram )
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ii. Classroom infrastructure & ICT requirement
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 / DVD Drive MS Office Speakers Headphones with microphone—25 Nos. Internet Connection with 2 Mbps speed
LCD Projector & Screen—1 Whiteboard—1 Flip Charts—5
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)
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Computer lab with 25 Computers (desktop) with following: CD-ROM Speakers Headphones with microphone—30 Nos. Internet Connection with 2 Mbps speed
LCD Projector & Screen—1 Whiteboard—1
iii. Labs
Physical A lab with a computing peripherals 10 embedded development platforms, such as ARDUINO, BEAGLE BOARD, etc. 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
Virtual - NA
Faculty and Support Staff
Faculty: i. Qualifications – BE with 8 years of industry experience. The trainer should have excellent communication
skills. ii. Experience – 5 years Hands-on practical knowledge
Support staff i. Qualifications – BE with 5 years of industry experience. ii. Experience – 3 years hands-on practical knowledge
Library 2. Library - Physical and virtual i. CBT ii. WBT iii. Articles iv. Books v. Internet references
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vi. Videos on Embedded Systems
Text books
Practical -Labs infrastructure & ICT requirements
Practical:
Labs - Physical - Virtual
Tutorials
Internship programs
Internship
Company - NA
Simulated in classroom - NA
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 i. Continuous ii. End of Module assessments iii. Case study presentations
End of Course Certification
NA
Employment Skill Assessment
NA
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ANNEXURE-I
Content Outline Weekly Plan —Guideline document for the Trainer: To be filled in by the trainer while customizing delivery Course Name: Embedded Systems Module: Introduction to Embedded Systems
Hours Lesson Plan for each activity in place Yes / No
Face -to-
Face
Team Work
individual project/
Internship + Feedback
Practical + Feedback
Practical+ Feedback
Assessments +Feedback
Continuous Summative
A Fundamentals of Embedded Systems
2 No
B Components of an Embedded Systems
2 No
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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
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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 Embedded Systems
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 Embedded System, is to improve student‘s awareness and understanding of the basic concepts involved in Embedded System by providing exposure to the Embedded Systems concepts, tools, and real-life scenarios.
Course Objective: At the end of this course on Embedded System, the learner will be able to: understand the importance of Embedded System and how it is integrated in the products that we use in our daily life.
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Session Rationale, Objective & Plan
Session Rationale: The purpose of learning this course on Embedded Systems, is to: improve student‘s awareness and understanding of the basic concepts involved in Embedded System by providing exposure to the key Embedded Systems concepts.
Session Objective: At the end of this module on Embedded Systems, the learner will be able to: understand the importance of Embedded Systems.
Session Plan
Time Content Learning Aid /
Methodology
Trainer
Approach
Learner
Activity
Learning Outcome
(Skill, Competency)
9:00 to 9.10 AM
Introduction:
Introduction to
Embedded system
PPT/Lecture Discussion Participation Acknowledge importance of session.
9.10 to 9.40 AM
Differences between
Embedded Systems
and General
Computing Systems
PPT/Lecture Discussion Participation Understand how Embedded
Systems are different
9.40 to 9.50 AM Why Embedded
Systems
Web based
questions Discussion Participation
Understand the need of Embedded
System
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
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ANNEXURE-IV Assessment Templates: Any further assessments required by the trainer can be developed.
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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.
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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
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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
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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]
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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]
***
