Yeah, this is. I completed my pH. General Department of Physics. So where I worked on holistic liquid crystal emulsions.

Yeah, this is. I completed my pH. General Department of Physics. So where I worked on holistic liquid crystal emulsions. So so I am. Locations such as. And the best? So and also. Am I amazing in physics?

Yeah, this is. I completed my pH. General Department of Physics. So where I worked on holistic liquid crystal emulsions. So so I am. Locations such as. And the best? So and also. Am I amazing in physics? And my. I have worked as a research associate at Department of Chemical Engineering. Annette Devarengal.

Yeah, this is. I completed my pH. General Department of Physics. So where I worked on holistic liquid crystal emulsions. So so I am. Locations such as. And the best? So and also. Am I amazing in physics? And my. I have worked as a research associate at Department of Chemical Engineering. Annette Devarengal. So there. Worked on electrical conducting adhesives.

Yeah, this is. I completed my pH. General Department of Physics. So where I worked on holistic liquid crystal emulsions. So so I am. Locations such as. And the best? So and also. Am I amazing in physics? And my. I have worked as a research associate at Department of Chemical Engineering. Annette Devarengal. So there. Worked on electrical conducting adhesives. In which I have synthesized silver nanowires. Through a microfluidic reactor. And, uh, we prepared some conduct. And conducting adhesives.

Okay, so you completed your PhD in Physics working on liquid crystal emulsions—can you share a bit more about your academic roles or research focus after your doctorate?

Yeah, this is. I completed my pH. General Department of Physics. So where I worked on holistic liquid crystal emulsions. So so I am. Locations such as. And the best? So and also. Am I amazing in physics? And my. I have worked as a research associate at Department of Chemical Engineering. Annette Devarengal. So there. Worked on electrical conducting adhesives. In which I have synthesized silver nanowires. Through a microfluidic reactor. And, uh, we prepared some conduct. And conducting adhesives. And from. Meet for AYB. PDF uh, which is uh. Funded by DST, an RF. And uh. And. Jaundice IIT Bombay.

You mentioned locations and being “amazing in physics,” but your last thought cut off a bit — did you want to add more about your academic journey or research interests?

Yeah, this is. I completed my pH. General Department of Physics. So where I worked on holistic liquid crystal emulsions. So so I am. Locations such as. And the best? So and also. Am I amazing in physics? And my. I have worked as a research associate at Department of Chemical Engineering. Annette Devarengal. So there. Worked on electrical conducting adhesives. In which I have synthesized silver nanowires. Through a microfluidic reactor. And, uh, we prepared some conduct. And conducting adhesives. And from. Meet for AYB. PDF uh, which is uh. Funded by DST, an RF. And uh. And. Jaundice IIT Bombay. So presently. King. So and. This is May.

Alright, so after your PhD on liquid crystal emulsions, you also worked as a research associate in the Department of Chemical Engineering. Anything else you’d like to add before we begin?

Yeah, this is. I completed my pH. General Department of Physics. So where I worked on holistic liquid crystal emulsions. So so I am. Locations such as. And the best? So and also. Am I amazing in physics? And my. I have worked as a research associate at Department of Chemical Engineering. Annette Devarengal. So there. Worked on electrical conducting adhesives. In which I have synthesized silver nanowires. Through a microfluidic reactor. And, uh, we prepared some conduct. And conducting adhesives. And from. Meet for AYB. PDF uh, which is uh. Funded by DST, an RF. And uh. And. Jaundice IIT Bombay. So presently. King. So and. This is May. Am I audible?

You mentioned your experience with liquid crystal emulsions and electrical conducting adhesives. What’s one physics concept you really enjoy teaching to undergraduates, and why?

Alright, so you synthesized silver nanowires using a microfluidic reactor and worked on making conducting adhesives—sounds like you’ve bridged both physics and engineering applications. When you teach these topics, how do you help students connect the underlying physics concepts to hands-on experiments or real-world technology?

Okay, so you were describing your PDF work funded by DST and your connection to IIT Bombay, but you trailed off there. Did you want to add more about your role in that fellowship or what you focused on during that period?

Dr., your thesis on cholesteric liquid crystal emulsions for biosensing and optical switching caught my eye. Can you share an example of how you’ve simplified that research for undergraduate students—maybe in a lecture or lab setting?

Yeah, you're coming through clearly now. You mentioned synthesizing silver nanowires with microfluidics and preparing conducting adhesives, plus your DST-funded postdoctoral work linked to IIT Bombay. Earlier, I asked about your thesis on cholesteric liquid crystal emulsions—can you give a concrete example of how you’ve explained that research to undergraduate students in a way that made it accessible?

So let's say electrical emulsions means. In real life we can see uh. Oil and water. If you try to, uh, mix oil, water, it is not miscible. So it will find. Separate layer. But if it. In the user so. Uh, it is a. Two liquids which. Google means a day if you buy. Play 4 sarmatical mixing also. Continuous phase.

The hair gel will be there, so their tiny tiny tablets will be there.

Alright,

Okay, so you’re using the hair gel analogy to help students visualize emulsions—those tiny tablets suspended in gel make the concept

Hmm. Am I audible?

Yeah, you’re audible. You were saying those tiny tablets in hair gel help students picture how emulsions work—can you walk me through how you connect that analogy to the actual physics, so students understand both the everyday example and the scientific principles behind it?

So the. Properties depend. In the properties. So if we consider. Other than general error. River water so. If we try to act. Some power like. One is edited. So. Yeah, dude. Are density mismatch. So. Dispers. Adopt. So their physique. Is which control?

Right, you were describing how properties like density mismatch and dispersion affect emulsions, and how you try to connect that to real-life examples for students. Shifting gears, you mentioned your postdoctoral work on synthesizing silver nanowires and preparing electrically conducting adhesives. How did you use that research experience to enhance your teaching, especially when introducing topics like nanomaterials or advanced electronics in the classroom?

So the. Properties depend. In the properties. So if we consider. Other than general error. River water so. If we try to act. Some power like. One is edited. So. Yeah, dude. Are density mismatch. So. Dispers. Adopt. So their physique. Is which control? When the liquid frustration proper. So will play a cruel role. A crucial role. So. Let's say. Two properties which will play cruel in. Fire emulsions. Hello. I'm in Norble.

Right, you were explaining how density mismatch and dispersion control the behavior of emulsions, and how you use familiar analogies for students. Earlier you mentioned your work synthesizing silver nanowires for conducting adhesives—how do you connect that research to undergraduate teaching, say in a lab course or project?

Yeah, so. I can demonstrate by using. It says in. Review boards will. Space, which is a picture of lead. The tin.

Yeah, so. I can demonstrate by using. It says in. Review boards will. Space, which is a picture of lead. The tin. Iron so which is like effect. Interlinked person. But if you. Turning to flexible surfaces where bendable flexible surfaces. They were a. Flexibility.

Given your experience with microfluidics and nanowire synthesis, where do you see the most fundable research directions in this area over the next few years? What grants or funding sources would you target to sustain and grow your work?

Yeah, so. I can demonstrate by using. It says in. Review boards will. Space, which is a picture of lead. The tin. Iron so which is like effect. Interlinked person. But if you. Turning to flexible surfaces where bendable flexible surfaces. They were a. Flexibility. The best the. Flexible things. So I I. Created by connecting. Materials. And like within. Which of silver? Silver Nas.

Yeah, so. I can demonstrate by using. It says in. Review boards will. Space, which is a picture of lead. The tin. Iron so which is like effect. Interlinked person. But if you. Turning to flexible surfaces where bendable flexible surfaces. They were a. Flexibility. The best the. Flexible things. So I I. Created by connecting. Materials. And like within. Which of silver? Silver Nas. Particles, so it will. Elasticity. Bendable tape. So. Yes, babe.

Yeah, so. I can demonstrate by using. It says in. Review boards will. Space, which is a picture of lead. The tin. Iron so which is like effect. Interlinked person. But if you. Turning to flexible surfaces where bendable flexible surfaces. They were a. Flexibility. The best the. Flexible things. So I I. Created by connecting. Materials. And like within. Which of silver? Silver Nas. Particles, so it will. Elasticity. Bendable tape. So. Yes, babe. So by, uh only. As a connecting. Tube Avik. Battery. So where it? The conducting wire.

Alright, you’re talking about demonstrating flexible surfaces and connecting it to conducting adhesives in a classroom or lab. How do you ensure that this kind of hands-on research experience aligns with VIT's accreditation standards and practical learning outcomes for physics students?

Alright, you were describing how you demonstrate flexible, bendable surfaces using silver nanowires and connect that to traditional conducting materials in a lab setting. How do you ensure that this kind of hands-on research experience aligns with practical learning outcomes for students, especially given VIT’s emphasis on real-world skills?

Alright, so you’re describing how you demonstrate flexible, bendable surfaces using silver nanowires and connect that to traditional conducting materials in a lab setting. How do you ensure that this kind of hands-on research experience aligns with accreditation standards and helps students develop practical skills that VIT expects?

Alright, you were describing how you demonstrate flexible, bendable surfaces using silver nanowires and connect that to traditional conducting materials in a lab setting. How do you ensure that this kind of hands-on research experience aligns with VIT University's focus on practical learning outcomes and prepares students for real-world physics challenges?

Student will be there. Postcard students will be there. So. They can understand.

You mentioned students and postgrads would be there, but I need a bit more detail—how would you structure a mentoring approach for those students if they wanted to apply machine learning techniques to a physics problem, given VIT’s emphasis on practical outcomes?

Student will be there. Postcard students will be there. So. They can understand. Like if we consider. Research what is. What's the flick? So. Means there. All research. The flexible materials.

Student will be there. Postcard students will be there. So. They can understand. Like if we consider. Research what is. What's the flick? So. Means there. All research. The flexible materials. So so. The students. And I can. Explain them. The application how this would. Work so in. Will earn the basic. Things of flexible. Electronics as well as. Now in flexible letter. These are like. Robotics are there.

You mentioned flexible materials and research, but I need something more concrete—how would you mentor a student who wants to use machine learning to solve a physics problem, making sure they get real, practical experience the way VIT expects?

You mentioned students learning about flexible materials and robotics applications.

So 7. So I. The study. So internal efficiency. So. Start the liquid display. But the liquidity? There are. If we try to. Modify some materials. Take me to some.

You started to talk about modifying materials for liquid crystal displays—can you give a concrete example of a research direction in cholesteric liquid crystals or nanomaterials that you think would attract funding, and name a specific grant or agency you’d go after?

So 7. So I. The study. So internal efficiency. So. Start the liquid display. But the liquidity? There are. If we try to. Modify some materials. Take me to some. We can use. Actuators means. I just if. Are there any? Energy due to the. Will actuate like. Uh, I think our. Getting. So these are ulcer. Elast. The tactile.

Alright, you were touching on actuator materials and tactile energy applications, but I need something more concrete. For your work in cholesteric liquid crystals or nanomaterials, can you name one specific grant—maybe from DST or SERB—you’d pursue, and explain why that funding stream would be viable for your lab at VIT?

Yes. So current. Fellow SO. On a project like funded. So. For another project. The ACR receives that. So even. So they.

Yes. So current. Fellow SO. On a project like funded. So. For another project. The ACR receives that. So even. So they. And uh. This liquidation level. What's this flexible? Materials Mm-hmm. Yeah. So. And if you are teaching me. So I will. 1st So if a. Uh, topic so. Them. Their. Like Prev.

You mentioned your current fellowship and previous DST-funded projects, plus targeting ACR for future work. Let's switch to student engagement—suppose you’re teaching a large introductory physics course with over 200 students and slides aren’t allowed. How would you structure the session to keep students actively involved and learning, rather than just listening passively?

You started to say you'd begin with a topic and then... but you trailed off. Walk me through how you'd actually run the session—what would you do to make sure students stay involved and understand the material if you can't use slides?

Mm-hmm. Yeah. So. And if you are teaching me. So I will. 1st So if a. Uh, topic so. Them. Their. Like Prev. World. So first I will. So then. Uh, so I. I will the entry. Students by Innova. So this way. Yeah, like friends, I can. Uh, muscle So, uh, here. We use both.

So, uh, here. We use both. Slides also means. Sometimes.

Alright, you said you use both—sounds like you’re combining real-world examples with entry questions to trigger student interest. Can you give me one concrete activity or exercise you’d use in that session to get students talking, not just listening, especially with a class that size and no slides?

So, uh, here. We use both. Slides also means. Sometimes. What we are. Fill the site there.

Alright, you said sometimes you use slides, but here you'd need another approach. Give me a concrete example—say you're teaching electromagnetic induction. What specific activity or exercise would you use to get 200 students actively participating and actually grappling with the physics, not just listening?

Alright, so you said sometimes you use slides, but here we're imagining you can't. Since we've covered this from a few angles, let's shift. Earlier, you mentioned mentoring students in flexible electronics and robotics—if you had a group at VIT interested in applying machine learning to physics problems, how would you guide them to move from theory to an actual hands-on project? What steps would you take to ensure they learn practical skills, not just concepts?

So, uh, here. We use both. Slides also means. Sometimes. What we are. Fill the site there. Are virtually they? Students so. See if I am trying to. Physics of progli. Like so that. Shut the lights. So I will. Fraction as well. X-ray effect. So the. So now the. How we? Light as a umm. Wave so the. Critical general part. Momentum.

So, uh, here. We use both. Slides also means. Sometimes. What we are. Fill the site there. Are virtually they? Students so. See if I am trying to. Physics of progli. Like so that. Shut the lights. So I will. Fraction as well. X-ray effect. So the. So now the. How we? Light as a umm. Wave so the. Critical general part. Momentum. Behave like a. Wave. So how? Deep call and. Length of electron. So we. Compare so there the. The will be. The harder meters. And whereas if you try to. Find a cricket ball. It will. Around. Yes, so we want. Instrumental. Much to. So this guy. In this way can happen. Concept oriented.

Right, let's change focus. Accreditation cycles can be pretty demanding—for example, if you joined our department and found outcome assessment data was inconsistent across courses, how would you approach fixing that?

Alright, so you described using physical demonstrations and comparisons—like showing how the momentum of electrons and cricket balls differ—to make concepts more tangible and concept-oriented, even without slides. Let's shift focus a bit. Accreditation cycles can be pretty demanding—for example, if you joined our department and found outcome assessment data was inconsistent across courses, how would you approach fixing that?

So sorry outcome. Like. It is current. Like feedback. Am I audible?

Yeah, I can hear you. You were starting to connect outcome assessment to feedback, but I need more detail—if you found that the data collected for accreditation outcomes was inconsistent or incomplete, what specific steps would you take to address and standardize that process across different physics courses?

Yeah, uh, I will. Sir, I will. Wolf like weather in our. Concept is. Teach them and. And any. Done by me. I will like.

Yeah, uh, I will. Sir, I will. Wolf like weather in our. Concept is. Teach them and. And any. Done by me. I will like. Uh, correct by saying. Yesterday some. Seeing one. I thought. Different way. So I come. And correct like this.

Yeah, uh, I will. Sir, I will. Wolf like weather in our. Concept is. Teach them and. And any. Done by me. I will like. Uh, correct by saying. Yesterday some. Seeing one. I thought. Different way. So I come. And correct like this. In the future. That one.

Okay, you mentioned you'd check whether your own teaching matches the intended concept, but I need a concrete step—let's say there's disagreement among faculty about what counts as sufficient evidence for learning outcomes. How would you get everyone on the same page and ensure the department meets accreditation standards?

Let's move to a scenario around ethics and institutional pressures. Imagine one of your students files a formal complaint, claiming your grading was biased—at the same time, the department head is urging you to improve pass rates in your class. How would you handle this situation while maintaining both academic integrity and collegial relationships?

Okay, so you'd try to correct inconsistencies as you notice them in your own teaching and collaborate to address differences. Let's move to a scenario around ethics and institutional pressures. Imagine one of your students files a formal complaint, claiming your grading was biased—at the same time, the department head is urging you to improve pass rates. How do you navigate that?

So cast. Means a while. Inside. In what way I thought of subjects?

You started to explain how you approach subjects, but the scenario is a bit more complicated—there’s a formal complaint about grading bias, and your department head wants you to raise pass rates. What would you actually do to balance fairness to the student, integrity in grading, and the institutional pressure?

So cast. Means a while. Inside. In what way I thought of subjects? And how they? Wrote the paper. This is. That's the basic thing. Without like. Anything. So. I give. Biasing SO. Uh, how they wrote the? Umm exam. So. So direct. Means complaining. The word in this case. So they are. And I will.

So cast. Means a while. Inside. In what way I thought of subjects? And how they? Wrote the paper. This is. That's the basic thing. Without like. Anything. So. I give. Biasing SO. Uh, how they wrote the? Umm exam. So. So direct. Means complaining. The word in this case. So they are. And I will. The Jodhpur. How wrote the paper?

Alright, let's pivot to something more practical. Given your background in flexible materials and nanotechnology, do you have industry connections that could translate into internship or placement opportunities for students at VIT?

You explained you'd base grading strictly on how students answer and what they've written, not on outside factors. Let's pivot to industry connections—given your background in flexible materials and nanotechnology, do you have relationships with companies or labs that could help students at VIT secure internships or placements?

So cast. Means a while. Inside. In what way I thought of subjects? And how they? Wrote the paper. This is. That's the basic thing. Without like. Anything. So. I give. Biasing SO. Uh, how they wrote the? Umm exam. So. So direct. Means complaining. The word in this case. So they are. And I will. The Jodhpur. How wrote the paper? Sunny step. Hello.

You explained you'd focus on correcting issues as you see them, but I was asking specifically about standardizing outcome assessment data for accreditation. Let's pivot to industry alignment—given your background in flexible materials and nanotechnology, do you have any direct industry connections that could help students land internships or placements, or bring real-world problems into your classroom?

Yeah, NVIDIA for project. Makanawana like preparing this. ECG and ETC.

Yeah, NVIDIA for project. Makanawana like preparing this. ECG and ETC. Devices so we. The product. Go into like the. So it is going to release. In contact with SO. Different industries. Another SO. This experience I can. CS go umm uh, when? Entrepreneurs of Vit. Show plan to take. As industry visit and. So this will be. So useful for the students of VIT.

Alright, switching gears now. Let's talk about some core skills for this role. For theoretical physics, can you walk me through a situation where you had to apply advanced theory to solve a real experimental problem—what was the problem, and how did you use theory to guide your approach?

Alright, you mentioned working with NVIDIA and entrepreneurs at VIT for projects like ECG device development, plus industry visits. What about semiconductor device physics—have you ever collaborated directly with a semiconductor manufacturer or used their fabrication facilities, and if so, what was your role in that partnership?

But I. Like prepare. Like thin. Thin films. Because I worked as a TI at IIT Bombay. There I have. This elaboration method. So I can prepare this. So by. Now prepare the semiconductor thick limbs. But. Some reason? I have. No collaboration with the industries.

Alright, so you worked on thin film fabrication at IIT Bombay using elaboration methods, but haven't collaborated directly with industry yet. Moving on—let's talk machine learning. Have you supervised any student projects or research where machine learning was applied to physics data, and if so, what kind of dataset or modeling approach did you use?

I like I. Supervised training student using like concepts of machine learning.

I like I. Supervised training student using like concepts of machine learning. So far. Research work only to give these. I uh, planned Friday program. Working so. Analysis only. So a surprise. And I did. Where did that call?

I like I. Supervised training student using like concepts of machine learning. So far. Research work only to give these. I uh, planned Friday program. Working so. Analysis only.

Okay, so you've supervised students using machine learning concepts. Can you give me a concrete example of a student project—what kind of physics data did they use, and which machine learning model or algorithm did you guide them through?

You said you've supervised students in machine learning for research and analysis, but I didn't catch a concrete example. Can you describe the type of physics data the students worked with and which machine learning model they used for their analysis?

Right, so you supervised students working with machine learning concepts, mostly for analysis. Let's shift to quantum computation—have you ever designed or taught a module where students actually simulated quantum gates or circuits, maybe using Qiskit or any other tool? If so, what did you focus on to make the concepts accessible?

But steps of con. I'm like you. Uh, research. So preparing cables. So. This prayer they have. But uh. Yes. Am I audible?

Alright, so you’ve mostly focused on quantum concepts in your research and student work, but haven’t directly taught quantum simulation modules yet. Let’s talk about your research publications—can you walk me through one recent published paper where you contributed significantly, and explain what made your role essential to that work?

Yeah, so current. Play as a part NVIDIA project. So I have synthesized a hydrogel. A double hydrogel. Start I doped with. RGB materials. So where I implemented in studies for wearable applications? Let's say, uh. Wrist pulse monitoring and. Human motion monitoring, like bending. So this. I demonstrated that one.

Yeah, so current. Play as a part NVIDIA project. So I have synthesized a hydrogel. A double hydrogel. Start I doped with. RGB materials. So where I implemented in studies for wearable applications? Let's say, uh. Wrist pulse monitoring and. Human motion monitoring, like bending. So this. I demonstrated that one. So. Means study the makeup. Please have hydrogel like. DML net so it. Strength. Lowest strength.

Yeah, so current. Play as a part NVIDIA project. So I have synthesized a hydrogel. A double hydrogel. Start I doped with. RGB materials. So where I implemented in studies for wearable applications? Let's say, uh. Wrist pulse monitoring and. Human motion monitoring, like bending. So this. I demonstrated that one. So. Means study the makeup. Please have hydrogel like. DML net so it. Strength. Lowest strength. The the. Are proper design. Uh, Mark, so if it. Paired with MX in RGB these materials the properties can be enhanced significantly. And Alfredo I studied. Uh, Eye Magazine. Down with hydrogel. And also. RGO loan so these two. Uh. In enhancing. Properties of this but. If a magazine. And rgo in optimal. Proper portions. So this increases. Uh. Near 100 percentage.

Yeah, so current. Play as a part NVIDIA project. So I have synthesized a hydrogel. A double hydrogel. Start I doped with. RGB materials. So where I implemented in studies for wearable applications? Let's say, uh. Wrist pulse monitoring and. Human motion monitoring, like bending. So this. I demonstrated that one. So. Means study the makeup. Please have hydrogel like. DML net so it. Strength. Lowest strength. The the. Are proper design. Uh, Mark, so if it. Paired with MX in RGB these materials the properties can be enhanced significantly. And Alfredo I studied. Uh, Eye Magazine. Down with hydrogel. And also. RGO loan so these two. Uh. In enhancing. Properties of this but. If a magazine. And rgo in optimal. Proper portions. So this increases. Uh. Near 100 percentage. And also. Uh, conductive. So, uh. Very nice in. Like fingerprinting? Wrist bending. And also entering. Uh. This, uh. Review in a publication.

Okay, so for the NVIDIA project you synthesized a double hydrogel doped with RGB materials for wearable applications, and you demonstrated its use in pulse and motion monitoring. What was the toughest technical hurdle you faced during that project, and how did you solve it?

Okay, so you synthesized a double hydrogel with RGB materials for wearable sensors and studied its mechanical properties, which sounds hands-on. Let’s switch to teaching skills—when you’re designing a new physics course, what’s your process for building the syllabus and picking which experiments or demonstrations to include?

Okay, so for the NVIDIA project you synthesized a double hydrogel doped with RGB materials for wearable applications, and you demonstrated its use in pulse and motion monitoring. What was the toughest technical challenge you faced during that project, and how did you personally solve it?

Alright, you said you helped develop ECG devices with NVIDIA, but I need more specifics. What exactly was your technical role in that project—did you design the circuitry, write software, manage the testing, or something else?

Totally designing, so a rare thing used. Printer plate tours on. Like a period kind of sheet. But I replace the. And like a fact. With the TPU. So on the. Uh, printed screen printed. Silver and carp. Electrodes having. $3 only if. It is contained 12 leads. But I have designed three lead. So ECG. Uh, which is the good signals? Circuit City, Why? There was there another team? So they.

Totally designing, so a rare thing used. Printer plate tours on. Like a period kind of sheet. But I replace the. And like a fact. With the TPU. So on the. Uh, printed screen printed. Silver and carp. Electrodes having. $3 only if. It is contained 12 leads. But I have designed three lead. So ECG. Uh, which is the good signals? Circuit City, Why? There was there another team? So they. Take hardware. I.

You designed the circuitry for a three-lead ECG using printed silver and carbon electrodes on TPU, and worked with the team on signal quality. That’s pretty hands-on. Switching gears—can you give me one concrete example of how you’ve adapted your teaching methods to help struggling students grasp a tough physics concept, maybe something like quantum tunneling or semiconductor band structure?

You designed a three-lead ECG with printed silver and carbon electrodes on TPU, and worked closely on circuit quality and hardware with your team. For teaching—walk me through how you’d introduce the concept of uncertainty in measurement to first-year physics students so it actually sticks with them. You designed the circuitry for a three-lead ECG using printed electrodes and worked with hardware specialists. For teaching skills—how would you introduce the concept of uncertainty in measurement to first-year physics students in a way that really makes sense to them?

So you handled the entire design for the three-lead ECG using printed silver and carbon electrodes on TPU, which is pretty specialized. What about industry projects or consultancy—have you ever provided direct technical advice to a company, or worked as a consultant on a physics-related problem for industry outside of academia?

The AC work it is a company of my professor. So so directly related in the Ind. Start coming. So uh, I am doing the designs whenever. Issues remain alert. If you. Gardens so. I have a Yeah, there, uh. Like. Uh. And also. Bihar to curate? 20° in period. So. And one more thing is there, uh. Flexible like a bendable, mechanical proper. I have observed. And different kind. TPU Materials. As well as pet materials. So I started. Different materials but tip. Perfect one.

The AC work it is a company of my professor. So so directly related in the Ind. Start coming.

The AC work it is a company of my professor. So so directly related in the Ind. Start coming. So uh, I am doing the designs whenever. Issues remain alert.

Right, so you were involved with a company started by your professor, but not directly in industry otherwise. Let’s shift to teaching—when you’re explaining a tough physics concept to undergraduates, what’s one specific analogy or demonstration you’ve used that really helped students understand?

Right, so you’ve helped with designs for your professor’s company when issues came up, but haven’t done formal consultancy for outside industry yet. For teaching and academic skills, when you’re explaining a tough physics concept to undergraduates—like quantum tunneling or semiconductor band gaps—what strategy do you use to make sure the majority actually understand it, not just memorize it?

Yeah, there, uh. Like. Uh. And also. Bihar to curate? 20° in period. So. And one more thing is there, uh. Flexible like a bendable, mechanical proper. I have observed. And different kind. TPU Materials. As well as pet materials. So I started. Different materials but tip. Perfect one. Because of in that way. I fixed this issue.

Alright, we're wrapping up. Is there anything you'd like to ask about the role or the team?

So you figured out the best material for bendable, flexible properties—sounds like you did hands-on testing and fixed the issue by selecting the right TPU or PET blend. Alright, Dr., we're wrapping up. Is there anything you'd like to ask about the role or the team?

Yeah, so if. Select a part. What are my roles there like?

You’re asking about your responsibilities if selected—let me check the official role details to give you an accurate answer. Your primary responsibilities would be teaching physics courses, running lab sessions, mentoring students, guiding their projects, supporting ongoing research, contributing to publications, and helping with academic and departmental tasks. It's a mix of classroom teaching, research, and some administrative work, with an emphasis on adapting to the curriculum and fostering student development. Anything else you'd like to know about the role or the team?

What are the like uh. Things in. Faculty. For conducting. If it nearly joined. I want to start his research.

What are the like uh. Things in. Faculty.

What are the like uh. Things in. Faculty. For conducting. If it nearly joined.

What are the like uh. Things in. Faculty. For conducting. If it nearly joined. I want to start his research. So the facelift is you provide.

You’re curious about faculty life—so, beyond the classroom, faculty are expected to mentor students, participate in departmental meetings, help shape the curriculum, and sometimes organize academic events or workshops. The team is collaborative and values initiative, so you'll have room to contribute ideas and grow professionally. If you have any other questions, let me know—otherwise, I’ll wrap up.

Okay, noted.

You mentioned testing different materials for flexibility, like TPU and PET, and settling on the right one to solve the issue—so for new faculty starting research, you'll have access to lab facilities and can propose projects, but you'll need to apply for grants and build collaborations. Support is there for starting up, but getting funding and assembling your own team will be part of your initial work. Any other questions about the team or department before we finish up?