Hello.

Please start by introducing your professional journey in academia

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Yes, you're coming through clearly. Please go ahead and introduce your professional journey in academia.

Yeah. I I'm Doctor Lavanya I. My university and. Sorry M from Periyar University. And the immersive physics from Anamalai University. After completing. Physics in Nanam. I did my M tech and nanotechnology from Carnegie.

Yeah. I I'm Doctor Lavanya I. My university and. Sorry M from Periyar University. And the immersive physics from Anamalai University. After completing. Physics in Nanam. I did my M tech and nanotechnology from Carnegie. Then uh, I started my pH. In June. 2012.

Yeah. I I'm Doctor Lavanya I. My university and. Sorry M from Periyar University. And the immersive physics from Anamalai University. After completing. Physics in Nanam. I did my M tech and nanotechnology from Carnegie. Then uh, I started my pH. In June. 2012. I finished my PhD in 20. 80 with six high impact factor journals.

Yeah. I I'm Doctor Lavanya I. My university and. Sorry M from Periyar University. And the immersive physics from Anamalai University. After completing. Physics in Nanam. I did my M tech and nanotechnology from Carnegie. Then uh, I started my pH. In June. 2012. I finished my PhD in 20. 80 with six high impact factor journals. My area is on graphene based electrochemical biosensor. After. Finishing my. Bhdi started my teaching career.

Yeah. I I'm Doctor Lavanya I. My university and. Sorry M from Periyar University. And the immersive physics from Anamalai University. After completing. Physics in Nanam. I did my M tech and nanotechnology from Carnegie. Then uh, I started my pH. In June. 2012. I finished my PhD in 20. 80 with six high impact factor journals. My area is on graphene based electrochemical biosensor. After. Finishing my. Bhdi started my teaching career. As the lecturer from UH Sir Pet. Central Institute for Plastic Engineering. Technology.

Yeah. I I'm Doctor Lavanya I. My university and. Sorry M from Periyar University. And the immersive physics from Anamalai University. After completing. Physics in Nanam. I did my M tech and nanotechnology from Carnegie. Then uh, I started my pH. In June. 2012. I finished my PhD in 20. 80 with six high impact factor journals. My area is on graphene based electrochemical biosensor. After. Finishing my. Bhdi started my teaching career. As the lecturer from UH Sir Pet. Central Institute for Plastic Engineering. Technology. After that, I joined an Abihar that is Bharat Institute of Higher Education and Research. Then I joined a VIP Value Institute of Technology, Chennai campus for a postdoctoral fellow.

Yeah. I I'm Doctor Lavanya I. My university and. Sorry M from Periyar University. And the immersive physics from Anamalai University. After completing. Physics in Nanam. I did my M tech and nanotechnology from Carnegie. Then uh, I started my pH. In June. 2012. I finished my PhD in 20. 80 with six high impact factor journals. My area is on graphene based electrochemical biosensor. After. Finishing my. Bhdi started my teaching career. As the lecturer from UH Sir Pet. Central Institute for Plastic Engineering. Technology. After that, I joined an Abihar that is Bharat Institute of Higher Education and Research. Then I joined a VIP Value Institute of Technology, Chennai campus for a postdoctoral fellow. At Crescent, I'm working as an assistant professor in Sakibama Institute of Science and Technology. For physics department.

Yeah. I I'm Doctor Lavanya I. My university and. Sorry M from Periyar University. And the immersive physics from Anamalai University. After completing. Physics in Nanam. I did my M tech and nanotechnology from Carnegie. Then uh, I started my pH. In June. 2012. I finished my PhD in 20. 80 with six high impact factor journals. My area is on graphene based electrochemical biosensor. After. Finishing my. Bhdi started my teaching career. As the lecturer from UH Sir Pet. Central Institute for Plastic Engineering. Technology. After that, I joined an Abihar that is Bharat Institute of Higher Education and Research. Then I joined a VIP Value Institute of Technology, Chennai campus for a postdoctoral fellow. At Crescent, I'm working as an assistant professor in Sakibama Institute of Science and Technology. For physics department. I have. Uh, now at present I have a. 16 high impact factor journals. In that biosensors and Bioelectronics I have one paper. Synthesis and actuators. I have one paper.

Okay, so M Tech in nanotechnology from Carnegie — and after that?

Yeah. I I'm Doctor Lavanya I. My university and. Sorry M from Periyar University. And the immersive physics from Anamalai University. After completing. Physics in Nanam. I did my M tech and nanotechnology from Carnegie. Then uh, I started my pH. In June. 2012. I finished my PhD in 20. 80 with six high impact factor journals. My area is on graphene based electrochemical biosensor. After. Finishing my. Bhdi started my teaching career. As the lecturer from UH Sir Pet. Central Institute for Plastic Engineering. Technology. After that, I joined an Abihar that is Bharat Institute of Higher Education and Research. Then I joined a VIP Value Institute of Technology, Chennai campus for a postdoctoral fellow. At Crescent, I'm working as an assistant professor in Sakibama Institute of Science and Technology. For physics department. I have. Uh, now at present I have a. 16 high impact factor journals. In that biosensors and Bioelectronics I have one paper. Synthesis and actuators. I have one paper. Material research and bulletin. Materials physics and chemistry. I have a paper talent. It's a very good journal. Then uh. I have presented many. Paper papers in the conference.

Yeah. I I'm Doctor Lavanya I. My university and. Sorry M from Periyar University. And the immersive physics from Anamalai University. After completing. Physics in Nanam. I did my M tech and nanotechnology from Carnegie. Then uh, I started my pH. In June. 2012. I finished my PhD in 20. 80 with six high impact factor journals. My area is on graphene based electrochemical biosensor. After. Finishing my. Bhdi started my teaching career. As the lecturer from UH Sir Pet. Central Institute for Plastic Engineering. Technology. After that, I joined an Abihar that is Bharat Institute of Higher Education and Research. Then I joined a VIP Value Institute of Technology, Chennai campus for a postdoctoral fellow. At Crescent, I'm working as an assistant professor in Sakibama Institute of Science and Technology. For physics department. I have. Uh, now at present I have a. 16 high impact factor journals. In that biosensors and Bioelectronics I have one paper. Synthesis and actuators. I have one paper. Material research and bulletin. Materials physics and chemistry. I have a paper talent. It's a very good journal. Then uh. I have presented many. Paper papers in the conference. Both in oral and poster. In Google Scholar I have a. More than. 600 citations. My h-index is 30. Night and index is 30. Purpose. I have more than 400 citations.

Dr., you mentioned your background in both traditional physics and nanotechnology. What's one foundational physics concept you especially enjoy teaching, and how do you typically introduce it to students who are seeing it for the first time?

So you wrapped up your PhD in 2018 with six high-impact publications — that's impressive. Out of the core physics concepts you teach, which one do you find most rewarding to introduce to new undergraduates, and how do you make it accessible?

Alright, so after your PhD work on graphene-based electrochemical biosensors, you went straight into teaching. When you introduce new students to the concept of quantum mechanics, what's your favorite analogy or approach to help them grasp the basics?

Alright, so you moved into teaching at the Central Institute for Plastic Engineering and Technology right after your doctoral work in graphene-based sensors. When you first started lecturing, what was one physics concept or experiment you found especially rewarding to teach, and how did you make it engaging for students who might not have a strong science background?

Okay, so after your doctorate on graphene-based biosensors, you went from the Central Institute for Plastic Engineering and Technology to Bharat Institute, then a postdoc at Value Institute of Technology. Out of all these teaching environments, which one challenged your teaching style the most, and how did you adapt to engage students there?

That's an interesting point. Could you elaborate a bit more on that?

So you now have 16 high-impact journal publications, with work in Biosensors and Bioelectronics as well as Synthesis and Actuators. I noticed your research in graphene-based electrochemical biosensors — can you tell me about a time you had to explain the core ideas from that work to students who didn’t have a background in nanotechnology? What approach did you use?

You've built a strong publication record, Dr., especially with those high-impact journals in biosensors and materials science. Thinking specifically about your paper in Biosensors and Bioelectronics—how did that particular research influence the way you teach core concepts in physics or materials science to your undergraduate students?

With that strong research background and your experience presenting both oral and poster papers, let's shift to the bigger picture. Given your work in graphene-based electrochemical biosensors, where do you see the most fundable research directions emerging over the next three years? Which grant opportunities would you prioritize pursuing, and why?

Yeah, I have a. Fiber checkers.

Okay, Dr., let's shift to teaching for a moment. Given your expertise in semiconductor device physics and nanomaterials, suppose you have to teach a lab section with undergraduates who have never worked with advanced materials before. How would you guide them to actually achieve something innovative in the lab, rather than just following a recipe?

Yes. The student who don't know anything about materials, who is. Fresh tool this engineering engineering course. For them. I will Teach First. Of diode for semiconductor, diode is the fundamental. Device and it is a very fundamental. It's the most important unit and semiconductor device, so I will. Teach them about the diode characteristics they. Then I will go in depth to find the. Bandgap of diode.

Yes. The student who don't know anything about materials, who is. Fresh tool this engineering engineering course. For them. I will Teach First. Of diode for semiconductor, diode is the fundamental. Device and it is a very fundamental. It's the most important unit and semiconductor device, so I will. Teach them about the diode characteristics they. Then I will go in depth to find the. Bandgap of diode. Three and four datas this I will teach them how. The semiconductor works with REST. Spectral temperature and with respect to voltage. So this will be my first laboratory experiment for the UG students who don't know anything about materials.

So you'd start with the basics of diode characteristics and then move into bandgap measurement. Once you've taught that, how would you check if your students actually understood and could apply those concepts in a hands-on way, rather than just repeating what you showed them?

Alright, so you'd kick things off with diode characteristics and then dig into bandgap measurement — pretty foundational stuff. How would you actually check if students not only followed your instructions, but understood what was happening and could extend that knowledge to a new material or device?

Yeah. I'll assess the students meet. Hello I will. One or more diodes and. Understood the concept or not?

Yeah. I'll assess the students meet. Hello I will. One or more diodes and. Understood the concept or not? Because semiconductor and. Different with respect to temperature. So. Why this? I can, uh, evaluate the students.

So you'd check their understanding by seeing if they could work with more than one type of diode and grasp the core concepts. Let's say some students are doing all the steps but seem disengaged or just going through the motions — how would you intervene to get them genuinely involved with the material?

So you'd use different diodes and look at how they behave with temperature to see if students really get it. Now, let's switch gears. If you wanted to bring more real-world physics into your classroom at VIT, how would you collaborate with industry or research institutes to make that happen for your students?

Yes. In industry. This is what the fundamentals. I whatever.

You started to say "in industry,

That fundamental. Now I'm coming to. Research and collaborative.

Right, so you're moving from the fundamentals to research and collaboration. Go on, how would you actually set up a partnership with an industry or institute so that students could participate or benefit directly?

That fundamental. Now I'm coming to. Research and collaborative. Work with industry. Other institutions like IACS. Where I will make the students to work on their own. Problems. The industry will have a problem, for example St. Gobain. They have. The problem? Coating.

That fundamental. Now I'm coming to. Research and collaborative. Work with industry. Other institutions like IACS. Where I will make the students to work on their own. Problems. The industry will have a problem, for example St. Gobain. They have. The problem? Coating. Obesity will give the problem based on the needs of industry and research collaboration.

So you'd look for an industry problem, like the coating challenge at Saint Gobain, and get students to work on it directly. Walk me through how you'd actually bring that problem into your classroom or lab — how do students engage, and what's your role during that process?

So you'd work directly with industry partners like Saint Gobain, bring their real problems—such as material coatings—into your classroom, and have students tackle those challenges. If some students struggle to translate a real-world industry problem into a research question they can actually investigate, how would you mentor them through that process?

That fundamental. Now I'm coming to. Research and collaborative. Work with industry. Other institutions like IACS. Where I will make the students to work on their own. Problems. The industry will have a problem, for example St. Gobain. They have. The problem? Coating. Obesity will give the problem based on the needs of industry and research collaboration. A student point of view I will make them to more to. To go for a more literature survey. Based on the mix. Materials for hydrophobia. Increasing the hydrophobicity. And increasing the applications in. I have a very good research collaborators contact. Means I. At present I'm working with the Central Institute of Plastic Engineering and Technology. For supercapacitor applications. So I can ask the students to work. With the because supercapacitors are energy storage devices so students can work in. Its revises and I'm also collaborating with the. Doctor Raki. From mid. Madras Christian College. She is working in fluorescence and. So I can. Guide my students to work in. Sort of sentences as. Finally, I will end up my research collaboration with a good UH. Product.

Alright, so you have ongoing collaborations, and you try to bring current industry and research problems straight into the student experience—like the Saint Gobain coating issue or supercapacitor work with CIPET. Before we wrap this section, tell me how you'd mentor a student who's interested in applying machine learning to physics, given VIT's focus on practical outcomes. How would you make sure they're not just coding, but really using ML to get new physical insight?

Yeah, first of all, I. I'm a very good materialist and the physicist nanotechnology. I have a very. Very basic knowledge in ML machine learning.

Alright,

1st I have to give the. Datas to. The mission Learning. In the form of. In learning will will help my students. For, uh, doing. Multitasking work means. For, uh, whatever.

1st I have to give the. Datas to. The mission Learning. In the form of. In learning will will help my students. For, uh, doing. Multitasking work means. For, uh, whatever. Device I have done for electrochemical sensor is 1 devices. So it is if I combine. Machine learning with this electrochemical sensor. It will increase the number of. Sensor number. Growth data it will give. It will give me the collection of data so I can. That I can process the data by using machine learning in the point of physics.

1st I have to give the. Datas to. The mission Learning. In the form of. In learning will will help my students. For, uh, doing. Multitasking work means. For, uh, whatever. Device I have done for electrochemical sensor is 1 devices. So it is if I combine. Machine learning with this electrochemical sensor. It will increase the number of. Sensor number. Growth data it will give. It will give me the collection of data so I can. That I can process the data by using machine learning in the point of physics. Uh, I don't know much about the application of machine learning it. Physics.

Dr., accreditation cycles can be demanding. If you joined our department and found that outcome assessment data was inconsistent across different physics courses, how would you approach fixing that?

So you see machine learning as a way to process large sensor datasets and find patterns that might not be obvious otherwise, especially in electrochemical sensors. If your department asked you to help with accreditation, and you noticed that outcome assessment data was inconsistent across physics courses, what steps would you take to address that?

Alright, Dr., imagine this scenario: a student files a formal complaint saying your grading is biased, but at the same time, your department head is pressuring you to raise your pass rates. How would you handle that tension between fairness and institutional expectations?

Could you please repeat it?

Sure. Imagine a student files a formal complaint saying your grading is biased, while at the same time your department head is pressuring you to increase pass rates. How would you handle the tension between being fair and meeting institutional expectations?

The grading is biased with. Uh, if I want to. Pass. Increase the pass.

The grading is biased with. Uh, if I want to. Pass. Increase the pass. As in a project in project so that the. The students can in. Please, uh, I can increase the. Past percentage rate. Without affecting. Without conducting any RE exams or something like that?

So you're weighing both pressures, but let's say the department head pushes back and insists you need to be more lenient for the department's numbers. What would you actually do in that situation?

So you're saying you'd try to give students more project opportunities as a way to improve pass rates, without just making the exams easier or holding re-exams. But if your department head keeps pushing you to be even more lenient, what would you actually do in that situation?

OK if my department is asking me to push me more. More lenient ways. Give marks to the students only based on the performance of their. Exam and how they attend. Based on the. How they attend my class? How they behave in in my class if? My student or. Behaving enough? Obedient and in a disciplined manner in the class. Based on that also I can. Give some mark.

Alright, Dr., shifting focus a bit. Given your background in semiconductors and nanomaterials, do you have any industry connections or partnerships that could help students get internships or hands-on project experience while at VIT?

At present. Collaborate. I am I in the sense, not me. That is Satya Obama. Bacon and initiative. For uh, sign. Mou between Lamb Research, that is a semiconductor fabrication company. So that I can. Make the students. To get internship. And to and to get training. And also by chance, if the performance level of the students is very good, they can. We place in lamb research also. At present I haven't. Uh, take an initiative. For signing the Mou between Lam Research, Semiconductor Fabrication and Satyabhama Institute of. So I can give.

Okay,

I can use up.

You mentioned the MOU with Lam Research and how that could open up internships and training for students, especially in semiconductor fabrication. Can you give a concrete example of a project or hands-on experience a student might get through this partnership?

Yeah. One example is how to fabricate a semiconductor device. Lam Research. We could come. The global company for semiconductor fabrication. So. They are, They have. Have a partnership with ISE Bangalore. Both combine and they are giving a train. At present they are doing. So that this 2. Students can. Get train. On the fabrication of semiconductor devices.

Yeah. One example is how to fabricate a semiconductor device. Lam Research. We could come. The global company for semiconductor fabrication.

You mentioned working with electrochemical sensors and supercapacitor materials, and bringing in real-world projects from industry. Let's talk about theoretical physics—can you give me an example of a situation where you had to apply advanced theoretical concepts to solve a practical research problem or to guide an experiment?

So students would actually get hands-on training with semiconductor fabrication by working alongside Lam Research and ISE Bangalore. Now, switching gears a bit, can you walk me through a situation where you've applied a concept from theoretical physics directly to solve a practical problem in your research or industry work?

Yeah. Theoretical physics. The application of theoretical physics to the practical. Theatrical physics icon. Give an example quantum physics.

Yeah. Theoretical physics. The application of theoretical physics to the practical. Theatrical physics icon. Give an example quantum physics. The application of this quantum physics is nanotechnology. Both nanotechnology nanomaterials are working.

Yeah. Theoretical physics. The application of theoretical physics to the practical. Theatrical physics icon. Give an example quantum physics. The application of this quantum physics is nanotechnology. Both nanotechnology nanomaterials are working. Nanometabics have. Properties because of quantum confinement, so the. I can apply the theoretical physician. Quantum Physics.

Yeah. Theoretical physics. The application of theoretical physics to the practical. Theatrical physics icon. Give an example quantum physics. The application of this quantum physics is nanotechnology. Both nanotechnology nanomaterials are working. Nanometabics have. Properties because of quantum confinement, so the. I can apply the theoretical physician. Quantum Physics. To stand. What is the effect of nanomaterials? To apply the nanomaterials. For industrial applications.

Okay, so you mentioned quantum physics as an example where theoretical physics informs practical work, but can you walk me through a specific instance—maybe a device, experiment, or calculation—where you actually used quantum concepts to solve a real-world problem?

Alright, let's shift to quantum computation for a moment. Suppose a student in your lab wants to explore how quantum algorithms could help simulate materials or physical systems. How would you guide them to ensure their project is both rigorous in theory and practical enough to yield meaningful results?

Okay, so you brought up quantum confinement effects in nanomaterials—so you’re saying you used quantum physics principles to explain or predict the behavior of those materials. Can you give me a concrete example, maybe from your own work, where understanding quantum confinement actually changed how you designed or interpreted a device or experiment?

Okay, so you're connecting quantum physics—specifically quantum confinement—to understanding and applying nanomaterials in industry. Let's touch on quantum computation now. If one of your students wanted to use quantum algorithms to simulate physical systems, how would you guide them in designing a project that combines both quantum computation and your materials background?

Quantum computation and your material bag.

So you were connecting your materials background to quantum computation. If a student wanted to use a quantum algorithm to model nanomaterial properties, what kind of physical problem would you recommend they start with, and how would you help them define success for that project?

Quantum computation and your material bag. Quantum computers. Yeah, theoretical point of. You I can. Make the students to model. Material structure by using some uh. Uh, softwares like. Chemdra or Gaussian pure? From. That I can ask the students to. Study the theoretical knowledge. That is, instead of. Directly going to the lab. Undoing it in a hand.

Quantum computation and your material bag. Quantum computers. Yeah, theoretical point of. You I can. Make the students to model. Material structure by using some uh. Uh, softwares like. Chemdra or Gaussian pure? From. That I can ask the students to. Study the theoretical knowledge. That is, instead of. Directly going to the lab. Undoing it in a hand. 2 theoretical. Simulation, that is, modeling and simulation use. Using uh. Gaussian software or scoring engine software. That them. To understand. Them about the material properties like uh. **** Lumo Bandgap. And which is which will be exactly similar. Uh, more or less it will be similar to the experimental.

Quantum computation and your material bag. Quantum computers. Yeah, theoretical point of. You I can. Make the students to model. Material structure by using some uh. Uh, softwares like. Chemdra or Gaussian pure? From. That I can ask the students to. Study the theoretical knowledge. That is, instead of. Directly going to the lab. Undoing it in a hand. 2 theoretical. Simulation, that is, modeling and simulation use. Using uh. Gaussian software or scoring engine software. That them. To understand. Them about the material properties like uh. **** Lumo Bandgap. And which is which will be exactly similar. Uh, more or less it will be similar to the experimental. So. By this way I can make the students. To combine this quantum computing and. My material science.

Alright, so you're saying you'd have students use modeling software like ChemDraw or Gaussian to study material structures theoretically before they ever set foot in the lab. If a student came to you struggling to connect those simulations to real-world measurements from an actual device, how would you help them bridge that gap?

Alright, so you'd have students use simulation tools like Gaussian or scoring engine to study bandgap and material properties before they do experiments. Now, let's say a student wants to compare the results they get from quantum simulation with data from real fabricated devices. How would you help them identify and explain discrepancies between their simulation and experimental results?

You described using software like Gaussian to simulate material properties and help students understand things like bandgap before doing physical experiments. Now, thinking about machine learning, say you wanted to use it to analyze large datasets from your materials research—what specific kind of data would you collect, and how would you train a model to get useful insights?

At present I'm collecting the data. From a single sensor. OK, so this. This sensor will one single sensor. Now the acuity food. Check the if I want to give the data. For. The UH for uh dye. Using Corona in some. Yeah, I want. More sensors.

At present I'm collecting the data. From a single sensor. OK, so this. This sensor will one single sensor. Now the acuity food. Check the if I want to give the data. For. The UH for uh dye. Using Corona in some. Yeah, I want. More sensors. So. I can collect datas. From the. Uh, from sensor and and I give it. See, to be frank, I don't know. Chin learning applications to maintain. Material science or electrochemical sensor? I'm very very, very. Uh, pain mission learning.

At present I'm collecting the data. From a single sensor. OK, so this. This sensor will one single sensor. Now the acuity food. Check the if I want to give the data. For. The UH for uh dye. Using Corona in some. Yeah, I want. More sensors. So. I can collect datas. From the. Uh, from sensor and and I give it. See, to be frank, I don't know. Chin learning applications to maintain. Material science or electrochemical sensor? I'm very very, very. Uh, pain mission learning. I just. Know the word of machine learning? I'm not. Good in machine learning?

You're collecting data from a single sensor now, but you mentioned you'd want more sensors for a richer dataset. Stepping away from machine learning for a moment, let's talk quantum computation—if you had access to a real quantum computer, what specific physics experiment or material property would you try to simulate that you think classical computers struggle with?

Alright, so you’re still building experience with machine learning in materials science and sensors, that’s clear. Let’s switch gears—can you describe a time you used concepts from quantum computation in your own research, not just teaching? Maybe a specific problem where quantum computational ideas changed your approach?

Alright, you said you're not very experienced with machine learning in your materials research, and that's clear. Let's talk about quantum computation specifically—can you describe a time you used concepts from quantum computation to design, interpret, or improve an experiment or simulation in your work?

So quantum computing, specifically I. Have gone for a workshop. OK, for. In Peoria I have gone for a workshop on Schoenger. Yeah, Golden chair, uh, guy. In view workshop it is. To design the material that is to. Draw the material. To model the material structure, the material will be processed. It will. Go for a simulation. To get the. Nations on uh. Bandgap. What to say? You can get the theoretical data. You. We. Ennamaa. FTIR datas without. Synthesizing them. Material or without examining. In a practical way.

Alright, you described attending a workshop to simulate material structures and predict their properties using quantum computational techniques, even before physically synthesizing them

Yeah. Yes.

Okay, you were able to get theoretical data like FTIR readings from simulations before doing any lab work. Let's move on—can you describe a time when your teaching approach made a difficult physics concept click for your students?

Can you describe a time? Play music. I'm not getting. Please, uh, repeat. Can you please repeat the question?

Can you describe a time? Play music. I'm not getting. Please, uh, repeat.

Of course. Can you tell me about a time when you explained a difficult physics concept in a way that finally made it click for your students?

Of course, I'll repeat it. Can you describe a time when your teaching approach helped a student finally understand a difficult physics concept?

The students? Yes, they can. I can, yeah. When a student. Is applying the physical concept. Day-to-day life. At that time, the students. Day-to-day life in the sense in their lab work. The students will get a very good understanding. On my theoretical. Top applications of laser if I. Topic. In the tier. In class I will be taking about. The application. Millions of lizards, all those things but. Student will have. Very good. Understanding on this laser syllabus only. When they. Ha, when they are doing hands-on experience, Hands-on experience means. They know about the applications of late. In real world. Then only their students will have a very Please don't mind published papers. Research work is. Based on sensor. So my problem is. Today. Most of the disease. Or less. Theft because of due to undiagn. Because Please don't mind published papers. Research work is. Based on sensor. So my problem is. Today. Most of the disease. Or less. Theft because of due to undiagn. Because. We are not in a. Diet disease at a right. In a stage, so for that. We need. S sensor to diagnose the disease. Is at a very.

The students? Yes, they can. I can, yeah. When a student. Is applying the physical concept. Day-to-day life.

Okay, so you find students really get it when they can connect physics concepts to everyday life. Let's move to your research experience—can you give me a specific example of a published paper or an industry project where you were directly involved and explain your personal contribution?

The students? Yes, they can. I can, yeah. When a student. Is applying the physical concept. Day-to-day life. At that time, the students. Day-to-day life in the sense in their lab work. The students will get a very good understanding. On my theoretical. Top applications of laser if I. Topic. In the tier. In class I will be taking about. The application. Millions of lizards, all those things but. Student will have. Very good. Understanding on this laser syllabus only. When they. Ha, when they are doing hands-on experience, Hands-on experience means. They know about the applications of late. In real world.

So you find that students only really understand concepts like lasers when they get hands-on experience and see real-world applications, not just classroom theory. Makes sense. Now, can you give me a specific example of a published paper or an industry collaboration you've led that had a measurable impact—either academically or in terms of student opportunities?

Please don't mind published papers. Research work is. Based on sensor. So my problem is. Today. Most of the disease. Or less. Theft because of due to undiagn. Because. We are not in a. Diet disease at a right. In a stage, so for that. We need. S sensor to diagnose the disease. Is at a very. Stage, that is. The problem? Main problem. In lifetime. So. For that. There are many types of sensors. What I choose was. Chemical sensor. EA Choose that electrochemical sensor. It is very portable and it is cost effective when compared to other. So this is also. One of the problem solving. Uh, yeah.

Please don't mind published papers. Research work is. Based on sensor. So my problem is. Today. Most of the disease. Or less. Theft because of due to undiagn. Because. We are not in a. Diet disease at a right. In a stage, so for that. We need. S sensor to diagnose the disease. Is at a very. Stage, that is. The problem? Main problem. In lifetime. So. For that. There are many types of sensors. What I choose was. Chemical sensor. EA Choose that electrochemical sensor. It is very portable and it is cost effective when compared to other. So this is also. One of the problem solving. Uh, yeah. Next one is material. Material point of view.

Please don't mind published papers. Research work is. Based on sensor. So my problem is. Today. Most of the disease. Or less. Theft because of due to undiagn. Because. We are not in a. Diet disease at a right. In a stage, so for that. We need. S sensor to diagnose the disease. Is at a very. Stage, that is. The problem? Main problem. In lifetime. So. For that. There are many types of sensors. What I choose was. Chemical sensor. EA Choose that electrochemical sensor. It is very portable and it is cost effective when compared to other. So this is also. One of the problem solving. Uh, yeah. Next one is material. Material point of view. Optical, electrochemical, piezoresistive, Mechanical. The main role is material role. Setting the. Sensing virtual sens. Details on three problems 1 is. For early detection. For developing. Early census for early detection of these cases next. Is to make. To fabricate or to give a sensor in a. Be less in a cost effective. Manner and. And also in a portable manner. Next third one.

So your research is focused on developing sensors for early disease diagnosis, since many illnesses go undetected until it's too late. What methods did you use to test or validate the effectiveness of your sensor in real-world conditions?

Please don't mind published papers. Research work is. Based on sensor. So my problem is. Today. Most of the disease. Or less. Theft because of due to undiagn. Because. We are not in a. Diet disease at a right. In a stage, so for that. We need. S sensor to diagnose the disease. Is at a very. Stage, that is. The problem? Main problem. In lifetime. So. For that. There are many types of sensors. What I choose was. Chemical sensor. EA Choose that electrochemical sensor. It is very portable and it is cost effective when compared to other. So this is also. One of the problem solving. Uh, yeah. Next one is material. Material point of view. Optical, electrochemical, piezoresistive, Mechanical. The main role is material role. Setting the. Sensing virtual sens. Details on three problems 1 is. For early detection. For developing. Early census for early detection of these cases next. Is to make. To fabricate or to give a sensor in a. Be less in a cost effective. Manner and. And also in a portable manner. Next third one. X2 to give a material which is. Which can give. Sensitivity and selective selectivity. For Bianna Light. So, uh. 3. In three problems I have worked. And given the research papers. Space using this three problem statements.

Please don't mind published papers. Research work is. Based on sensor. So my problem is. Today. Most of the disease. Or less. Theft because of due to undiagn. Because. We are not in a. Diet disease at a right. In a stage, so for that. We need. S sensor to diagnose the disease. Is at a very. Stage, that is. The problem? Main problem. In lifetime. So. For that. There are many types of sensors. What I choose was. Chemical sensor. EA Choose that electrochemical sensor. It is very portable and it is cost effective when compared to other. So this is also. One of the problem solving. Uh, yeah. Next one is material. Material point of view. Optical, electrochemical, piezoresistive, Mechanical. The main role is material role. Setting the. Sensing virtual sens. Details on three problems 1 is. For early detection. For developing. Early census for early detection of these cases next. Is to make. To fabricate or to give a sensor in a. Be less in a cost effective. Manner and. And also in a portable manner. Next third one. X2 to give a material which is. Which can give. Sensitivity and selective selectivity. For Bianna Light. So, uh. 3. In three problems I have worked. And given the research papers. Space using this three problem statements. By changing the analyte that is. Changing the environment, whatever. He worked on biosensors.

Please don't mind published papers. Research work is. Based on sensor. So my problem is. Today. Most of the disease. Or less. Theft because of due to undiagn. Because. We are not in a. Diet disease at a right. In a stage, so for that. We need. S sensor to diagnose the disease. Is at a very. Stage, that is. The problem? Main problem. In lifetime. So. For that. There are many types of sensors. What I choose was. Chemical sensor. EA Choose that electrochemical sensor. It is very portable and it is cost effective when compared to other. So this is also. One of the problem solving. Uh, yeah. Next one is material. Material point of view. Optical, electrochemical, piezoresistive, Mechanical. The main role is material role. Setting the. Sensing virtual sens. Details on three problems 1 is. For early detection. For developing. Early census for early detection of these cases next. Is to make. To fabricate or to give a sensor in a. Be less in a cost effective. Manner and. And also in a portable manner. Next third one. X2 to give a material which is. Which can give. Sensitivity and selective selectivity. For Bianna Light. So, uh. 3. In three problems I have worked. And given the research papers. Space using this three problem statements. By changing the analyte that is. Changing the environment, whatever. He worked on biosensors. You make the students. To work in a pesticide sensor, which is a very. Important for agriculture. And I can do. Students to study the quality of food, quality of food and. Just to check the quality.

So you focused on developing electrochemical sensors for early disease detection because they're portable and cost-effective compared to other types. Tell me, how did you go about validating that your sensor actually detects diseases at an earlier stage than existing methods?

Alright, you chose electrochemical sensors for early disease detection because they’re portable and cost-effective. What was your process for testing how well these sensors actually detected diseases at an early stage?

Alright, Professor, we're wrapping up our conversation. Is there anything you'd like to ask about the role or the team? You can ask me up to two questions.

Okay, so your research focused on early detection of diseases using electrochemical sensors, and you tackled problems like sensitivity, selectivity, and making the devices both portable and cost-effective. Alright, Professor, we're wrapping up our conversation. Is there anything you'd like to ask about the role or the team? You can ask me up to two questions.

Alright, Professor, we're wrapping up our conversation. Is there anything you'd like to ask about the role or the team? You can ask me up to two questions.

Right, so you focused on real-world problems like early disease detection and food quality using electrochemical sensors, and you involved students in making pesticide sensors for agriculture. Dr., we're wrapping up. Is there anything you'd like to ask about the role or the team? You can ask me up to two questions.

Question.

Sure, go ahead with your question about the role or the team.

Yeah, that is what how? Was my answers to your. Is it OK?

You're asking how your answers were—so from what you've shared, it's clear you've got strong hands-on experience in sensor technology and a practical approach to teaching. You were upfront about where you're still learning, like in machine learning, which is appreciated. If you have another question about the role or the team, feel free to ask.

How to learn the machine learning could you please?

I understand wanting to learn about machine learning, but for the interview I can't give specific advice or resources. If you have a question about the Assistant Professor role or the team, I'm happy to answer that. Anything else about the position you'd like to know?

No, thank you. Interview.