I'm Doctor Gevalkanthi Singhal. I have completed my. I have a bachelor degree. From Buckrock Christian College in the year 2000.

I'm Doctor Gevalkanthi Singhal. I have completed my. I have a bachelor degree. From Buckrock Christian College in the year 2000. 11 then. I have completed. With the first class.

I'm Doctor Gevalkanthi Singhal. I have completed my. I have a bachelor degree. From Buckrock Christian College in the year 2000. 11 then. I have completed. With the first class. Then I have completed my Masters in the year 2013.

I'm Doctor Gevalkanthi Singhal. I have completed my. I have a bachelor degree. From Buckrock Christian College in the year 2000. 11 then. I have completed. With the first class. Then I have completed my Masters in the year 2013. Who is 70%? Mark 71% marks.

I'm Doctor Gevalkanthi Singhal. I have completed my. I have a bachelor degree. From Buckrock Christian College in the year 2000. 11 then. I have completed. With the first class. Then I have completed my Masters in the year 2013. Who is 70%? Mark 71% marks. Then I have qualified for net. I'm gate examination.

I'm Doctor Gevalkanthi Singhal. I have completed my. I have a bachelor degree. From Buckrock Christian College in the year 2000. 11 then. I have completed. With the first class. Then I have completed my Masters in the year 2013. Who is 70%? Mark 71% marks. Then I have qualified for net. I'm gate examination. After I have finished my PhD in the area of inorganic and material chemistry in the year 2019. Then I have worked as a postdoctoral researcher at the CSR Institute of and. Materials technology publisher.

I'm Doctor Gevalkanthi Singhal. I have completed my. I have a bachelor degree. From Buckrock Christian College in the year 2000. 11 then. I have completed. With the first class. Then I have completed my Masters in the year 2013. Who is 70%? Mark 71% marks. Then I have qualified for net. I'm gate examination. After I have finished my PhD in the area of inorganic and material chemistry in the year 2019. Then I have worked as a postdoctoral researcher at the CSR Institute of and. Materials technology publisher. Currently, I am working as an assistant professor at the CB Round Global University, Bhubaneswar.

Alright, so you completed your bachelor’s at Buckrock Christian College back in 2000. Go on.

I'm Doctor Gevalkanthi Singhal. I have completed my. I have a bachelor degree. From Buckrock Christian College in the year 2000. 11 then. I have completed. With the first class. Then I have completed my Masters in the year 2013. Who is 70%? Mark 71% marks. Then I have qualified for net. I'm gate examination. After I have finished my PhD in the area of inorganic and material chemistry in the year 2019. Then I have worked as a postdoctoral researcher at the CSR Institute of and. Materials technology publisher. Currently, I am working as an assistant professor at the CB Round Global University, Bhubaneswar. My expertise. Is in the area of inorganic and material chemistry.

I'm Doctor Gevalkanthi Singhal. I have completed my. I have a bachelor degree. From Buckrock Christian College in the year 2000. 11 then. I have completed. With the first class. Then I have completed my Masters in the year 2013. Who is 70%? Mark 71% marks. Then I have qualified for net. I'm gate examination. After I have finished my PhD in the area of inorganic and material chemistry in the year 2019. Then I have worked as a postdoctoral researcher at the CSR Institute of and. Materials technology publisher. Currently, I am working as an assistant professor at the CB Round Global University, Bhubaneswar. My expertise. Is in the area of inorganic and material chemistry. Particularly in the area of. Luminescence based sensing supercapacitor.

You finished your bachelor's with first class honors at Buckrock Christian College. What did you pursue after that?

I'm Doctor Gevalkanthi Singhal. I have completed my. I have a bachelor degree. From Buckrock Christian College in the year 2000. 11 then. I have completed. With the first class. Then I have completed my Masters in the year 2013. Who is 70%? Mark 71% marks. Then I have qualified for net. I'm gate examination. After I have finished my PhD in the area of inorganic and material chemistry in the year 2019. Then I have worked as a postdoctoral researcher at the CSR Institute of and. Materials technology publisher. Currently, I am working as an assistant professor at the CB Round Global University, Bhubaneswar. My expertise. Is in the area of inorganic and material chemistry. Particularly in the area of. Luminescence based sensing supercapacitor. Magnetism, etcetera. Electrolysis.

Alright, so you earned your master's degree in 2013 after your bachelor's. What field did you specialize in during your master's?

Okay, so you completed your master’s degree in 2013 with 71 percent marks. What was your area of specialization during your master’s?

Dr. Singhal, thinking about your experiences so far, what's one topic in chemistry you especially enjoy teaching to undergraduates, and why does it resonate with you?

Okay, so you completed your PhD in inorganic and materials chemistry in 2019, then moved into a postdoc at the CSR Institute focused on materials technology. Thinking about your teaching—when you introduce a new, complex topic in inorganic chemistry to undergraduates, what’s your go-to approach for making it approachable and engaging?

Alright, so after your postdoc, you moved into an assistant professor role at CB Round Global University. When you’re teaching material chemistry in your current position, how do you usually assess whether your students have really understood a foundational concept—do you use problem sets, oral questioning, lab work, or something else?

Okay, Dr. Singhal, so your main expertise is in inorganic and materials chemistry and you’re currently an assistant professor. When you’re teaching an introductory concept in materials chemistry, how do you decide which real-world examples or analogies to use to help your students connect with the topic?

Alright, Dr. Singhal, so your expertise is in luminescence-based sensing and supercapacitors within inorganic and materials chemistry. When you teach a topic like luminescence sensing to undergraduates, what's one analogy or demonstration you rely on to help them grasp the core concept?

Alright, so your expertise covers luminescence-based sensing, supercapacitors, magnetism, and electrolysis in inorganic and materials chemistry. Earlier you mentioned working as an assistant professor—can you give me a specific example of a lab experiment or demonstration you use to help students really grasp one of these advanced topics?

I have done some experiment for. The master's students and in the form of analytical chemistry laboratory. Course. So there I have done some I have. Carried out some experiment for the students.

I have done some experiment for. The master's students and in the form of analytical chemistry laboratory.

I have done some experiment for. The master's students and in the form of analytical chemistry laboratory. Course. So there I have done some I have. Carried out some experiment for the students. I'm with them.

Okay, so you’ve developed experiments for master’s students in the analytical chemistry lab. What’s one example of a hands-on experiment from that course that you’ve found particularly effective for helping students bridge theory and practice?

I have done some experiment for. The master's students and in the form of analytical chemistry laboratory. Course. So there I have done some I have. Carried out some experiment for the students. I'm with them. I. So different kind of experiments I have done there. Uh, Perman? A permanent paramagnetry, etcetera.

Okay, so you've guided master's students through analytical chemistry lab experiments, but you didn't mention a specific one. Can you walk me through one experiment you designed—what was the concept, how did you set it up, and what did students actually do during the session?

Alright, so you’ve run analytical chemistry labs alongside your students. When you’re working directly with them in the lab, how do you handle a situation where a student keeps getting incorrect results from an experiment, even after following the standard procedure?

Okay, so you've guided master's students through analytical chemistry lab experiments, but you didn't mention a specific one. Can you walk me

Yes, Sir.

Right, so you've conducted experiments like paramagnetism measurements with your master's students in the analytical chemistry lab. When you're leading these sessions, what's your approach for making sure students understand not just the procedure, but the underlying scientific principles?

Yes, Sir. Sir, just like the determination of. Chlorine in baking powder.

Yes, Sir. Sir, just like the determination of. Chlorine in baking powder. Water hardness determin.

Yes, Sir. Sir, just like the determination of. Chlorine in baking powder. Water hardness determin. Using edit data address and.

Right, so you’ve used the determination of chlorine in baking powder as a hands-on experiment for your master’s students. Moving away from lab work for a moment — when you’re teaching a challenging theoretical concept in class, what’s one strategy you use to make sure even students without a strong chemistry background can follow along?

Okay, so you’ve guided students in experiments like determining chlorine in baking powder and measuring water hardness. Let’s shift a bit — outside the lab, when you’re teaching a complex theoretical concept in inorganic or materials chemistry, what’s your strategy for making sure students actually understand, not just memorize?

Right, so you've supervised experiments like the determination of chlorine in baking powder and water hardness using EDTA titration. Stepping away from lab work for a moment

Yes, Sir. Yes, Sir.

Okay, so you’ve handled classic titration and analytical experiments with students. When you’re outside the lab, say in a lecture on magnetism or electrolysis, how do you keep students engaged with abstract theory?

So I'm I can teach them. Or electrolysis of water is using. What are the basic principles that are associated for the electrolysis? And how? What are the different parameters that you need to? Who are performing an Electro catalysis and for measuring the efficiency of any catalyst during the. Electrocapillysis. So they're out the different theories. How they are occurring that can be taught. Like for hydrogen, oxygen generation. Fire rate is taking place. What are the things that are responsible for the? Talk to him from From. Water and her.

So you emphasize the underlying theory, like the principles of electrolysis and how parameters affect catalyst efficiency, and you relate it to real applications like hydrogen and oxygen generation. When you’re teaching a complicated topic like this, how do you check if your students are actually following along—do you use quick quizzes, ask them open questions, look for nonverbal cues, or something else?

I'll first Test, I'll I'll take their. Test based on the fundamental drops electrochemistry how they are performing on that. Thereafter I will go to the. If they are answering all the things OK, then I can go for the electoral catalysis chapter. Otherwise we can. I have to guarantee the fundamental things that are associated for electromagnetic.

I'll first Test, I'll I'll take their. Test based on the fundamental drops electrochemistry how they are performing on that. Thereafter I will go to the. If they are answering all the things OK, then I can go for the electoral catalysis chapter. Otherwise we can. I have to guarantee the fundamental things that are associated for electromagnetic. On making their strongest strength.

Dr. Singha, looking at your publication “Optical detection of submicromolar levels of nitro explosives by a submicron sized metal–organic phosphor material” in Journal of Materials Chemistry A, I’m curious—how has your research on luminescent sensing influenced the way you teach spectroscopy or analytical chemistry to your students?

Right, so you use fundamental tests on electrochemistry to make sure students have the basics before moving on to tougher topics like electrocatalysis. Dr. Singhal, your publication on "Optical detection of submicromolar levels of nitro explosives by a submicron sized metal–organic phosphor material" in the Journal of Materials Chemistry A caught my attention. How did you adapt the findings from that research into something that your students could understand and apply in their own lab work?

I cannot teach them how to synthesize that kind of phosphor materials that are. Absorbing light in the. Emission is occurring in the physical. So that's are the fundamental thing for first. So making passport, what are the things you have to consider? That there is some requirement of a particular. Ligand that can act like an antenna.

I cannot teach them how to synthesize that kind of phosphor materials that are. Absorbing light in the. Emission is occurring in the physical. So that's are the fundamental thing for first. So making passport, what are the things you have to consider? That there is some requirement of a particular. Ligand that can act like an antenna. So that. The energy that is absorbed from the. Visible light can be transferred to any kind of. Or lanthanide matter generating physical light like for European between weighs. Orange to red color, but for rhetorium it will be a green color. So. They would be trained. Do the synthesis of these kind of phosphor material, especially in my. That particular work, the phosphor material, was actually a metal running framework. Uh, composing finally. One for Finland, dicarboxylic acid with. Atrium and that within that framework. Some tabriya extent of terbium especially 10% die. That's why, but I remember it is 10% so. That minute amount of doping of terbium was utilized. Because when, as you know, terbium is very much costly. You have to use cities as far as minimum is possible.

I cannot teach them how to synthesize that kind of phosphor materials that are. Absorbing light in the. Emission is occurring in the physical. So that's are the fundamental thing for first. So making passport, what are the things you have to consider? That there is some requirement of a particular. Ligand that can act like an antenna. So that. The energy that is absorbed from the. Visible light can be transferred to any kind of. Or lanthanide matter generating physical light like for European between weighs. Orange to red color, but for rhetorium it will be a green color. So. They would be trained. Do the synthesis of these kind of phosphor material, especially in my. That particular work, the phosphor material, was actually a metal running framework. Uh, composing finally. One for Finland, dicarboxylic acid with. Atrium and that within that framework. Some tabriya extent of terbium especially 10% die. That's why, but I remember it is 10% so. That minute amount of doping of terbium was utilized. Because when, as you know, terbium is very much costly. You have to use cities as far as minimum is possible. So that. That's why we have docked. Are small per substitution in the ATM compound. With the turbine. 13% terbium and we have characterized this compound that is disease forming in the Ichromorpha structure. By means of XRD. Then we have. Than the elemental mapping elemental. Uh, analysis using edx to. Confirm the pigeons of Atrium and Terbium in nine. After we have taken the. U is Spectra Spectra. Of this compound and based on that we have. Confirm the exact wavelength and depending using that excitation wavelength. UV design we have. Guard the emission in the physical region. Based on that. Lanthanide dissenter strength transition.

I cannot teach them how to synthesize that kind of phosphor materials that are. Absorbing light in the. Emission is occurring in the physical. So that's are the fundamental thing for first. So making passport, what are the things you have to consider? That there is some requirement of a particular. Ligand that can act like an antenna. So that. The energy that is absorbed from the. Visible light can be transferred to any kind of. Or lanthanide matter generating physical light like for European between weighs. Orange to red color, but for rhetorium it will be a green color. So. They would be trained. Do the synthesis of these kind of phosphor material, especially in my. That particular work, the phosphor material, was actually a metal running framework. Uh, composing finally. One for Finland, dicarboxylic acid with. Atrium and that within that framework. Some tabriya extent of terbium especially 10% die. That's why, but I remember it is 10% so. That minute amount of doping of terbium was utilized. Because when, as you know, terbium is very much costly. You have to use cities as far as minimum is possible. So that. That's why we have docked. Are small per substitution in the ATM compound. With the turbine. 13% terbium and we have characterized this compound that is disease forming in the Ichromorpha structure. By means of XRD. Then we have. Than the elemental mapping elemental. Uh, analysis using edx to. Confirm the pigeons of Atrium and Terbium in nine. After we have taken the. U is Spectra Spectra. Of this compound and based on that we have. Confirm the exact wavelength and depending using that excitation wavelength. UV design we have. Guard the emission in the physical region. Based on that. Lanthanide dissenter strength transition. And you know about? 454. 5 nanometer main peaks, that is. Is centered among the poor people.

I cannot teach them how to synthesize that kind of phosphor materials that are. Absorbing light in the. Emission is occurring in the physical. So that's are the fundamental thing for first. So making passport, what are the things you have to consider? That there is some requirement of a particular. Ligand that can act like an antenna. So that. The energy that is absorbed from the. Visible light can be transferred to any kind of. Or lanthanide matter generating physical light like for European between weighs. Orange to red color, but for rhetorium it will be a green color. So. They would be trained. Do the synthesis of these kind of phosphor material, especially in my. That particular work, the phosphor material, was actually a metal running framework. Uh, composing finally. One for Finland, dicarboxylic acid with. Atrium and that within that framework. Some tabriya extent of terbium especially 10% die. That's why, but I remember it is 10% so. That minute amount of doping of terbium was utilized. Because when, as you know, terbium is very much costly. You have to use cities as far as minimum is possible. So that. That's why we have docked. Are small per substitution in the ATM compound. With the turbine. 13% terbium and we have characterized this compound that is disease forming in the Ichromorpha structure. By means of XRD. Then we have. Than the elemental mapping elemental. Uh, analysis using edx to. Confirm the pigeons of Atrium and Terbium in nine. After we have taken the. U is Spectra Spectra. Of this compound and based on that we have. Confirm the exact wavelength and depending using that excitation wavelength. UV design we have. Guard the emission in the physical region. Based on that. Lanthanide dissenter strength transition. And you know about? 454. 5 nanometer main peaks, that is. Is centered among the poor people. That are present for terbium. So that was a visible light. Color. So which was? Utilize for the detection of Nitro explosives. At some TNP that is trinitrophenol. RDMP or. Nitrophenol that kind of or DNB. If that contains the temporal contents, that kind. Nitro explosives, so one. Are exciting, that one. Then emission. The city of the compound will be depressed as though you. You are gradually using. And you are doing the addition of. TNP like Ignatius. So, uh. Can visualize it in naked eye that is the green color. Was Artias emitting that? Time, yeah.

So you’d start by teaching them about the role of ligands acting as antennae in phosphor materials, rather than jumping straight to the synthesis. If a student struggled with that concept—maybe they’re stuck on why a ligand is needed for light absorption—how would you break it down further or clarify it for them?

I cannot teach them how to synthesize that kind of phosphor materials that are. Absorbing light in the. Emission is occurring in the physical. So that's are the fundamental thing for first. So making passport, what are the things you have to consider? That there is some requirement of a particular. Ligand that can act like an antenna. So that. The energy that is absorbed from the. Visible light can be transferred to any kind of. Or lanthanide matter generating physical light like for European between weighs. Orange to red color, but for rhetorium it will be a green color. So. They would be trained. Do the synthesis of these kind of phosphor material, especially in my. That particular work, the phosphor material, was actually a metal running framework. Uh, composing finally. One for Finland, dicarboxylic acid with. Atrium and that within that framework. Some tabriya extent of terbium especially 10% die. That's why, but I remember it is 10% so. That minute amount of doping of terbium was utilized. Because when, as you know, terbium is very much costly. You have to use cities as far as minimum is possible. So that. That's why we have docked. Are small per substitution in the ATM compound. With the turbine. 13% terbium and we have characterized this compound that is disease forming in the Ichromorpha structure. By means of XRD. Then we have. Than the elemental mapping elemental. Uh, analysis using edx to. Confirm the pigeons of Atrium and Terbium in nine. After we have taken the. U is Spectra Spectra. Of this compound and based on that we have. Confirm the exact wavelength and depending using that excitation wavelength. UV design we have. Guard the emission in the physical region. Based on that. Lanthanide dissenter strength transition. And you know about? 454. 5 nanometer main peaks, that is. Is centered among the poor people. That are present for terbium. So that was a visible light. Color. So which was? Utilize for the detection of Nitro explosives. At some TNP that is trinitrophenol. RDMP or. Nitrophenol that kind of or DNB. If that contains the temporal contents, that kind. Nitro explosives, so one. Are exciting, that one. Then emission. The city of the compound will be depressed as though you. You are gradually using. And you are doing the addition of. TNP like Ignatius. So, uh. Can visualize it in naked eye that is the green color. Was Artias emitting that? Time, yeah. It is almost vanished after. The addition of some extent of. But then we have analyzed the data. Using star Vermont equation and from that the case below was in the order of 10 to the power 4 for the. So the from that. Study we can confirm that it was highly specific. For the detection of TNP. As compared to others. And uh. The detection limit was also significantly low.

I cannot teach them how to synthesize that kind of phosphor materials that are. Absorbing light in the. Emission is occurring in the physical. So that's are the fundamental thing for first. So making passport, what are the things you have to consider? That there is some requirement of a particular. Ligand that can act like an antenna. So that. The energy that is absorbed from the. Visible light can be transferred to any kind of. Or lanthanide matter generating physical light like for European between weighs. Orange to red color, but for rhetorium it will be a green color. So. They would be trained. Do the synthesis of these kind of phosphor material, especially in my. That particular work, the phosphor material, was actually a metal running framework. Uh, composing finally. One for Finland, dicarboxylic acid with. Atrium and that within that framework. Some tabriya extent of terbium especially 10% die. That's why, but I remember it is 10% so. That minute amount of doping of terbium was utilized. Because when, as you know, terbium is very much costly. You have to use cities as far as minimum is possible. So that. That's why we have docked. Are small per substitution in the ATM compound. With the turbine. 13% terbium and we have characterized this compound that is disease forming in the Ichromorpha structure. By means of XRD. Then we have. Than the elemental mapping elemental. Uh, analysis using edx to. Confirm the pigeons of Atrium and Terbium in nine. After we have taken the. U is Spectra Spectra. Of this compound and based on that we have. Confirm the exact wavelength and depending using that excitation wavelength. UV design we have. Guard the emission in the physical region. Based on that. Lanthanide dissenter strength transition. And you know about? 454. 5 nanometer main peaks, that is. Is centered among the poor people. That are present for terbium. So that was a visible light. Color. So which was? Utilize for the detection of Nitro explosives. At some TNP that is trinitrophenol. RDMP or. Nitrophenol that kind of or DNB. If that contains the temporal contents, that kind. Nitro explosives, so one. Are exciting, that one. Then emission. The city of the compound will be depressed as though you. You are gradually using. And you are doing the addition of. TNP like Ignatius. So, uh. Can visualize it in naked eye that is the green color. Was Artias emitting that? Time, yeah. It is almost vanished after. The addition of some extent of. But then we have analyzed the data. Using star Vermont equation and from that the case below was in the order of 10 to the power 4 for the. So the from that. Study we can confirm that it was highly specific. For the detection of TNP. As compared to others. And uh. The detection limit was also significantly low. That that. That can be. That was helpful. For the detection of TNP because the detection they are. Or also small and this. Synthesis of this compound we have carried out using. The mechanic chemical grinding techniques, so that is very. And green process. That. Is the green techniques, so you can use that one.

Dr. Singhal, given your background in inorganic and materials chemistry—especially your work on luminescence-based sensing and supercapacitors—where do you see the most fundable research directions emerging over the next few years? Which grant agencies or funding calls would you target to support this work at VIT?

I cannot teach them how to synthesize that kind of phosphor materials that are. Absorbing light in the. Emission is occurring in the physical. So that's are the fundamental thing for first. So making passport, what are the things you have to consider? That there is some requirement of a particular. Ligand that can act like an antenna. So that. The energy that is absorbed from the. Visible light can be transferred to any kind of. Or lanthanide matter generating physical light like for European between weighs. Orange to red color, but for rhetorium it will be a green color. So. They would be trained. Do the synthesis of these kind of phosphor material, especially in my. That particular work, the phosphor material, was actually a metal running framework. Uh, composing finally. One for Finland, dicarboxylic acid with. Atrium and that within that framework. Some tabriya extent of terbium especially 10% die. That's why, but I remember it is 10% so. That minute amount of doping of terbium was utilized. Because when, as you know, terbium is very much costly. You have to use cities as far as minimum is possible. So that. That's why we have docked. Are small per substitution in the ATM compound. With the turbine. 13% terbium and we have characterized this compound that is disease forming in the Ichromorpha structure. By means of XRD. Then we have. Than the elemental mapping elemental. Uh, analysis using edx to. Confirm the pigeons of Atrium and Terbium in nine. After we have taken the. U is Spectra Spectra. Of this compound and based on that we have. Confirm the exact wavelength and depending using that excitation wavelength. UV design we have. Guard the emission in the physical region. Based on that. Lanthanide dissenter strength transition. And you know about? 454. 5 nanometer main peaks, that is. Is centered among the poor people. That are present for terbium. So that was a visible light. Color. So which was? Utilize for the detection of Nitro explosives. At some TNP that is trinitrophenol. RDMP or. Nitrophenol that kind of or DNB. If that contains the temporal contents, that kind. Nitro explosives, so one. Are exciting, that one. Then emission. The city of the compound will be depressed as though you. You are gradually using. And you are doing the addition of. TNP like Ignatius. So, uh. Can visualize it in naked eye that is the green color. Was Artias emitting that? Time, yeah. It is almost vanished after. The addition of some extent of. But then we have analyzed the data. Using star Vermont equation and from that the case below was in the order of 10 to the power 4 for the. So the from that. Study we can confirm that it was highly specific. For the detection of TNP. As compared to others. And uh. The detection limit was also significantly low. That that. That can be. That was helpful. For the detection of TNP because the detection they are. Or also small and this. Synthesis of this compound we have carried out using. The mechanic chemical grinding techniques, so that is very. And green process. That. Is the green techniques, so you can use that one. And there is no requirement of large amount of solvent that kind of toxic things. So it is it kept me easy. Still synthesize. So we have synthesized that one using mechanical grinding process and we have. To characterize that one by matching the X-ray pattern of the terbium dope compound that is generated from mechanochemical. Grinding process.

So you’d start by teaching them about the role of ligands acting as antennae in phosphor materials, rather than jumping straight to the synthesis. If a student struggled with that concept—maybe they’re not connecting the ligand’s function to the emission properties—how would you approach explaining it differently so they actually get it?

Okay, so you walked your students through the fundamental photophysical process—how the ligand acts as an antenna, energy transfer, and why terbium doping is kept minimal because of cost and efficiency. Thinking about the broader impact, how do you see this kind of luminescence-based sensing research translating into real funding opportunities over the next few years—are there specific grants or industry partnerships you’d target?

I cannot teach them how to synthesize that kind of phosphor materials that are. Absorbing light in the. Emission is occurring in the physical. So that's are the fundamental thing for first. So making passport, what are the things you have to consider? That there is some requirement of a particular. Ligand that can act like an antenna. So that. The energy that is absorbed from the. Visible light can be transferred to any kind of. Or lanthanide matter generating physical light like for European between weighs. Orange to red color, but for rhetorium it will be a green color. So. They would be trained. Do the synthesis of these kind of phosphor material, especially in my. That particular work, the phosphor material, was actually a metal running framework. Uh, composing finally. One for Finland, dicarboxylic acid with. Atrium and that within that framework. Some tabriya extent of terbium especially 10% die. That's why, but I remember it is 10% so. That minute amount of doping of terbium was utilized. Because when, as you know, terbium is very much costly. You have to use cities as far as minimum is possible. So that. That's why we have docked. Are small per substitution in the ATM compound. With the turbine. 13% terbium and we have characterized this compound that is disease forming in the Ichromorpha structure. By means of XRD. Then we have. Than the elemental mapping elemental. Uh, analysis using edx to. Confirm the pigeons of Atrium and Terbium in nine. After we have taken the. U is Spectra Spectra. Of this compound and based on that we have. Confirm the exact wavelength and depending using that excitation wavelength. UV design we have. Guard the emission in the physical region. Based on that. Lanthanide dissenter strength transition. And you know about? 454. 5 nanometer main peaks, that is. Is centered among the poor people. That are present for terbium. So that was a visible light. Color. So which was? Utilize for the detection of Nitro explosives. At some TNP that is trinitrophenol. RDMP or. Nitrophenol that kind of or DNB. If that contains the temporal contents, that kind. Nitro explosives, so one. Are exciting, that one. Then emission. The city of the compound will be depressed as though you. You are gradually using. And you are doing the addition of. TNP like Ignatius. So, uh. Can visualize it in naked eye that is the green color. Was Artias emitting that? Time, yeah. It is almost vanished after. The addition of some extent of. But then we have analyzed the data. Using star Vermont equation and from that the case below was in the order of 10 to the power 4 for the. So the from that. Study we can confirm that it was highly specific. For the detection of TNP. As compared to others. And uh. The detection limit was also significantly low. That that. That can be. That was helpful. For the detection of TNP because the detection they are. Or also small and this. Synthesis of this compound we have carried out using. The mechanic chemical grinding techniques, so that is very. And green process. That. Is the green techniques, so you can use that one. And there is no requirement of large amount of solvent that kind of toxic things. So it is it kept me easy. Still synthesize. So we have synthesized that one using mechanical grinding process and we have. To characterize that one by matching the X-ray pattern of the terbium dope compound that is generated from mechanochemical. Grinding process. Simulator XRP pattern. Generated from the single crystals of the iteratorium based compound. Then we have. Today is the mechanism aspect of what were the different reasons that were responsible for the detection of TNT. As compared to others. So we have for that purpose we have performed the UV and lumination Spectra and that. Are you a unique spectrum of the? And light was matched with some excitation wavelength of the. Vivekananda of some analyze that is DNP was well matched with excitation wavelength. So that was some inert filter effect may be there besides that. That was a. Large extent of overlap. The emission sector of the ligand. That is one for phenyl in diacetic altitude of the mob. The absorption factor of. So there was a possible operation and synergy transferred from the. A ligand to the TMP so that besides that that that. Theoretical task study was also performed to confirm that whether this is. Electron transfer is possible or so not. So yeah. Confirmed that the electron transfer was also responsible for. The detection of TMP as compared to others took a combined. Effect of electron transfer. And energy transfer and the phenolphthalein impact that is associated. With that was the prime reason behind the detection of TNT. In acetaminophen.

Okay, so you focused on teaching students the fundamentals behind your phosphor material research—like how ligands act as antennae and the reasons for minimal terbium doping—before getting into synthesis details. Given your expertise in inorganic and materials chemistry, especially around luminescence sensing and supercapacitors, where do you see the most fundable research directions emerging over the next few years? What kinds of grants or funding sources would you target to support those projects?

Okay, so you taught your students about how ligand choice and doping levels impact the efficiency and specificity of phosphor materials for sensing nitro explosives, and you mentioned using techniques like XRD and elemental analysis to characterize your materials. Given your experience translating high-level research into teachable lab concepts, where do you see the most fundable research directions emerging in inorganic and materials chemistry over the next few years—especially ones you’d be excited to pursue at VIT? What kinds of grants or funding sources do you see as most realistic for this work?

Alright, so you explained how you’d teach the synthesis and photophysical properties of those phosphor materials, and even touched on green chemistry techniques. Shifting gears—given your expertise in inorganic and materials chemistry, where do you see the most fundable research directions over the next few years? Which grants or funding agencies would you target to support your work?

So you synthesized that terbium-doped metal–organic framework using a green mechanochemical process, and you emphasized how the minimal terbium doping helped with both cost and specificity for nitro explosive sensing. Thinking ahead, with your background in luminescent sensing and supercapacitors, where do you see the most fundable research directions over the next few years? Which grants or funding sources would you target to make this research sustainable for an institution?

So you used a mechanochemical grinding technique to synthesize that terbium-doped material

Yes, Sir.

Alright, you've clearly thought about how to translate your research into something accessible and hands-on for students, even when the science is complex or the materials are expensive. Given your background in luminescence, magnetism, and electrolysis, where do you see the most fundable research direction over the next few years—and what kinds of grants or funding sources would you target to support that work?

Yes, Sir. Yes, Sir. Am I audible, Sir?

Yes, Dr. Singhal, you're coming through clearly. Now, considering your expertise in luminescence and material chemistry, where do you see the most fundable research directions over the next three years? Which specific grants or agencies would you target to support your work?

Set up Visit.

Alright,

So our next. So if it is given the next three years, our research will be focused on the generation of different calcium box. And their derivatives for the utilization. Energy storage for faster and especially super capacitor. And the energy conversion that is electrocatalysis for water splitting, that kind of thing, Sir.

So you're planning to focus on calcium-based materials and their derivatives for energy storage and electrocatalysis, especially supercapacitors and water splitting

So any kind of metal or any framework it may be. For others it may be any kind of elements from the periodic table. Yes, Sir. Am I audible?

Okay, so you're open to frameworks built from a variety of elements, not just calcium, to broaden your research in energy storage and catalysis. Thinking about funding, which specific government or industry grants do you think are most realistic for supporting this work at VIT in the near term?

It conveys RST. An RF.

It conveys RST. An RF. Besides that, the CRCS are also there.

Alright, Dr. Singhal, shifting gears to teaching—when you're designing a new course, say in molecular modeling or renewable energy chemistry, how would you move beyond traditional lectures to get students actively engaged with the material?

Right, you mentioned SERB, DST, and CSIR as likely funding sources for your work. Now, Dr. Singhal, shifting gears to teaching—when you're designing a new course, say in molecular modeling or renewable energy chemistry, how would you move beyond traditional lectures to get students actively involved and really engaging with the material?

So, umm. That time they I have to learn about the different software. That are used for doing this kind of research in theoretically. Uh, so I did not have. Proper idea of the about the software, How to use that one? Because I am an experimental person.

So you're more comfortable on the experimental side and haven't used molecular modeling software much yourself. If you were asked to design a hands-on activity for students in this area, how would you approach it so they still learn to engage critically with computational chemistry tools?

So that time, Sir, I have to. Learn that one I do not have Prophetia. How to do that one I have to learn. And I have to learn from others. And I require needs then I have to collaborate with some. To your decomposition computational person that. People are working in this area.

Alright, Dr. Singhal, let's talk about institutional responsibilities. If you joined our department and found that outcome assessment data for accreditation was inconsistent across courses, how would you approach fixing that?

I'll try tomorrow.

I'll try tomorrow. Overcome the shortcomings that are coming from my side, so I will try.

I'll try tomorrow. Overcome the shortcomings that are coming from my side, so I will try. What come that one? I'll put my effort.

Alright, Dr. Singhal, let's talk about institutional responsibilities. If you joined our department and found that outcome assessment data for accreditation was inconsistent across courses, how would you approach fixing that?

You said you'll try to overcome the shortcomings on your side. Can you give me a concrete example of what steps you'd actually take to address those data inconsistencies across courses?

You said you'll put in effort to overcome shortcomings on your side. To get more specific, Professor, let's imagine a situation where a student formally complains that your grading is biased, but at the same time your department head is pressuring you to raise pass rates. How would you handle that ethical tension between fairness and administrative pressure?

So that time, Sir. Go to the. And split management accessibility checking guidelines that will be provided because that. Kind of evaluation seats are always there for a particular question paper and I will. Try that if some students are. Are lower, so how can? We they can do better. Or how they can, how they are writing all these things if it is possible some. Pot marking if it. This can be possible for them then. It can be provided if they are. Playing, uh, adjust. Below the. Otherwise it is very difficult. Concert. And I will discuss all these things regarding that one which is the corresponding HRD.

So that time, Sir. Go to the. And split management accessibility checking guidelines that will be provided because that. Kind of evaluation seats are always there for a particular question paper and I will. Try that if some students are. Are lower, so how can? We they can do better. Or how they can, how they are writing all these things if it is possible some. Pot marking if it. This can be possible for them then. It can be provided if they are. Playing, uh, adjust. Below the. Otherwise it is very difficult. Concert. And I will discuss all these things regarding that one which is the corresponding HRD. So depending on his or her response, I will try Yes, Sir.

Alright, let's discuss how you connect your research and teaching to industry. Given your expertise in luminescent materials and energy storage, do you have any industry contacts or collaborations that could help students get hands-on experience or internships relevant to their studies?

You said you’d consult the official evaluation guidelines and, if needed, bring concerns to HRD, especially if you suspect the marking criteria or department expectations are conflicting. That’s a pragmatic approach. Thinking about connecting students to industry—when you guide research or student projects, how do you make sure those topics stay relevant to current industry trends and don’t drift into purely academic exercises?

That actually I this in these areas are nowadays are industry related hot topic because government are also given paying some attention over the. You in hydrogen. As compared to other sources of energy. So. So that many companies are working on that. So that shouldn't be. Said to that particular.

That actually I this in these areas are nowadays are industry related hot topic because government are also given paying some attention over the. You in hydrogen. As compared to other sources of energy. So. So that many companies are working on that. So that shouldn't be. Said to that particular. For learning all these things after. Annoying. That theory is properly in the class.

So you’re pointing out that hydrogen and related energy technologies are hot with both government and industry right now, which definitely keeps your research aligned. Can you give me a concrete example of a company or an active industry collaboration you’d look to involve, or maybe a recent project where you brought in a real-world industry problem for students to tackle?

So, you're saying hydrogen and energy-related topics are hot with both government and industry, and you make sure students are aware of that connection after they’ve learned the theory. Before we wrap up this section, how do you mentor students—not just academically, but also in terms of their personal growth and career development—so that they’re ready for both research and industry roles?

So I. I will do the mentoring of them. For the the different courses, how they have to approach or what are the different? Options that are available for them for their. Career growth. So that's kind of thing. I'll discuss with them. And they will learn where to apply after some time after the completion of the course. What are the different opportunities they have?

Okay, so you talk to students about different career paths and where they might apply what they've learned after graduation, which helps them see opportunities beyond the classroom. Professor, you mentioned earlier that you guide projects in areas that are industry-relevant—can you give me an example of a specific student project you've supervised that directly connected to real-world industry needs, or explain how you would structure such a project if you haven't done so yet?

I I I will learn. Work for them. And the ADL fired in the sun and some catalyst will be developed and that. Kind of catalyst can be used for hydrogen generation. On that kind of catalyst. Uh, activity, durability and their performance could be checked in collaboration of such. When industry for real life application.

I I I will learn. Work for them. And the ADL fired in the sun and some catalyst will be developed and that. Kind of catalyst can be used for hydrogen generation. On that kind of catalyst. Uh, activity, durability and their performance could be checked in collaboration of such. When industry for real life application. So they they, they may. Go for industry, for collaboration or. Of the use of the catalyst. For particular use.

Okay, Dr. Singhal, I’m going to verify a few core skills for this role. First up, given your background in hydrogen research and energy storage, imagine you’re tasked with designing a new research project to improve battery efficiency using novel materials. What’s your process for identifying which materials to focus on, and how do you decide which characterization techniques to prioritize?

So you're involving students in catalyst development for hydrogen generation, and connecting that to real-world industry

Yes, Sir.

Alright, you’ve described how students developing catalysts for hydrogen generation can test their work in collaboration with industry, making it practical and relevant. How do you make sure your lectures and lab instructions are clear enough for students who might not have a strong background in physical chemistry?

So, Sir, they have to. You have to teach fundamental schema of spread. Music Alchemist. Electrochemistry fire to teach that kind of courses. So that they are. Space will be strong enough for. Capturing the things that will be taught in that particular course. Of hydrogen related. Energy Research Then I will have to monitor them and I would have to talk them in personally. And in in beyond the classroom. In the cabin so we can discuss what are the things they are not understanding. And how that can be?

So, Sir, they have to. You have to teach fundamental schema of spread. Music Alchemist. Electrochemistry fire to teach that kind of courses. So that they are. Space will be strong enough for. Capturing the things that will be taught in that particular course.

So, Sir, they have to. You have to teach fundamental schema of spread. Music Alchemist. Electrochemistry fire to teach that kind of courses.

So you're saying you make sure students have a grounding in fundamental topics like electrochemistry before tackling more advanced material. If you notice a batch of students still struggling with core concepts even after your lectures, how do you adjust your teaching or support them to bring everyone up to speed?

So you focus on building up their fundamentals—like electrochemistry—so they're ready for the more advanced topics in your courses. What’s your approach if you notice a group of students is still struggling with those basics halfway through the semester?

So you’d meet with struggling students individually outside class, digging into what they’re not understanding and working through it with them. Let’s shift gears—when you’re evaluating students, like grading lab reports or exams, how do you make sure your assessment is consistent and objective across the whole class?

That I'll have to check the how they. Return or responding to my assessment, that is. Continue our assessment that may be assessment assignment, all these things that can be. Than during the and some spot test can be carried out in the form of. With so that they are they can we can understand easily whether. They are capturing all the previous. Whatever I have taught them. So they are properly. Understanding on all those things or not. So, so some kind of the that kind of assessment can be carried out for continuous evaluation.

That I'll have to check the how they. Return or responding to my assessment, that is. Continue our assessment that may be assessment assignment, all these things that can be. Than during the and some spot test can be carried out in the form of. With so that they are they can we can understand easily whether. They are capturing all the previous. Whatever I have taught them. So they are properly. Understanding on all those things or not.

You check how students respond to assessments like assignments and spot tests to gauge their understanding. But when it comes to grading, how do you make sure your marking is fair and doesn’t accidentally favor some students over others, especially in subjective parts like essay questions?

You talked about using assignments and spot tests for continuous evaluation to see if students are following along. But when it comes to grading, how do you make sure your marking is fair and doesn’t accidentally favor certain students or overlook others?

That said, I have to check. Uh, for properly the assignment or they are. During that class how they are responding? All these things I have to monitor. During the classes.

You’re saying you’d monitor participation and responses during class to keep things fair, so you’re really active in observing students’ engagement. Shifting gears, I’d like to hear a bit about your communication style—how do you structure a complex theoretical lecture so that students at different levels can follow along, especially when the material gets dense?

I'll have to. Him the possibly. Some PowerPoint. Not capturing still that one. Then I. Discuss that kind of thing to buy. The chalk and blackboard or other kind of boards so that. They can write. During the class and they can observe what is going on. How? All these calculates and all these things are. Done so that can be done so fast. If they are not. Able to capture from the PowerPoint, then we have to go for. So that they can. Follow me, I am writing that kind of things. So that they are after any kind of other how they are coming all the derivation or all the other aspect? Of chemistry that what are the things that are responsible? All these things, if they are not understanding from the PowerPoint, we have to go for board.

I'll have to. Him the possibly. Some PowerPoint. Not capturing still that one. Then I. Discuss that kind of thing to buy. The chalk and blackboard or other kind of boards so that. They can write.

I'll have to. Him the possibly. Some PowerPoint. Not capturing still that one. Then I. Discuss that kind of thing to buy. The chalk and blackboard or other kind of boards so that. They can write. During the class and they can observe what is going on. How? All these calculates and all these things are. Done so that can be done so fast. If they are not. Able to capture from the PowerPoint, then we have to go for. So that they can. Follow me, I am writing that kind of things.

Okay, so if students aren't getting the material from your PowerPoint, you switch to chalk and blackboard and work through things step by step. Can you give a concrete example of a time when that method helped students grasp a tough concept, maybe in one of your hydrogen or energy storage classes?

So if students aren't following the PowerPoint, you move to the board and work through calculations live with them—that's hands-on. Shifting to your own background, Professor, you have a PhD in your field; can you talk about your main research area and how your work in theoretical chemistry, battery or energy storage, or hydrogen research connects to what's happening in industry right now?

So if students don't grasp the material from PowerPoint, you switch to the board and walk through calculations step by step—that's a hands-on way to adapt. You mentioned holding a PhD; can you briefly describe how your research has contributed to the field, especially in terms of peer-reviewed journal publications or industry collaboration?

So I, I, I am working that kind of area in the area of super capacity and electrocatalysis and I haven't. Unacceptably involved in the development of different. Electrode materials for long performing super. That is. Uh, durability. For a long period of time, the catalyst, uh, sorry, the electrode can work. I'm also working for the development. Of electrocatalyst that can be used for water splitting. All these things so. So I am. Contributed to three papers in the area of Super Capacitor and. People see in the area of electric catalysis. Good impact journals. And now I am doing research on this particular area and I'm trying to develop some. You are. Available substances that can be. Both for the development of electrod. Or for the catalyst. Electrocatalysis show that the. Cost of the particular. That is maybe for super capacitor or that for. Electrical is the cost easily for. OK, I'd like to get a list of platinum based catalysts. All these things are used and that are of. High price so you are. I am working in the. The Elect. Uh, and to synthesize them. From less costly material. Instead of platinum all these things.

So I, I, I am working that kind of area in the area of super capacity and electrocatalysis and I haven't. Unacceptably involved in the development of different. Electrode materials for long performing super. That is. Uh, durability. For a long period of time, the catalyst, uh, sorry, the electrode can work. I'm also working for the development. Of electrocatalyst that can be used for water splitting. All these things so. So I am. Contributed to three papers in the area of Super Capacitor and. People see in the area of electric catalysis. Good impact journals. And now I am doing research on this particular area and I'm trying to develop some. You are. Available substances that can be. Both for the development of electrod. Or for the catalyst. Electrocatalysis show that the. Cost of the particular. That is maybe for super capacitor or that for. Electrical is the cost easily for. OK, I'd like to get a list of platinum based catalysts. All these things are used and that are of. High price so you are. I am working in the. The Elect. Uh, and to synthesize them. From less costly material. Instead of platinum all these things. And I'm also working for super capacitor for different spinel type of side. Or others and doping them for the utilization of, uh, getter conductivity. In the Electro. Electron transfer process so that it can be used. For electric supercapacitor with more effectiveness.

You've clearly contributed to research in supercapacitors and electrocatalysis, including publishing in reputable journals and working on cost-effective catalyst materials. Alright, we're wrapping up. Is there anything you'd like to ask about the role or the team before we finish?

I I I will create a research group that will work on the. Particular topic. And as a. Investigator. And some students that are having master's degree.

I I I will create a research group that will work on the. Particular topic. And as a. Investigator. And some students that are having master's degree. Working as the. The student or. That kind of work to perform in micro research group.

So you'd like to create a research group to pursue your chosen topic, acting as the principal investigator and involving master's students in the work. That's a clear vision. Was there anything else you wanted to ask about the role or the team before we finish up?

So you'd like to form a research group with master's students working under your guidance on your chosen topic, acting as the principal investigator—that's a well-defined plan. Was there anything else

Yes, Sir.