Hello.

Please start by introducing your professional journey in academia

My name is. Chef No D. I am a. Theoretical physics. Who work on corner field theoretic aspect. Sorry, theory. Big effects in non initial frames.

My name is. Chef No D. I am a. Theoretical physics. Who work on corner field theoretic aspect. Sorry, theory. Big effects in non initial frames. Uh, my current interest is. How the quantum field theoretic effects and non inertial frames can be used? In the Black Horse. I did my pH D at IIT Madras. Then I did my first postdoc at IIT Bombay. 2nd postdoc. Mohali and my final poster cut. Massachusetts Institute of Technology. Uh, USA?

Alright, so you're focused on theoretical physics, specifically quantum field theory effects in non-inertial frames. If you want to add anything about your teaching or research experience, go ahead.

You've worked across several prestigious institutions and your current focus is on quantum field theory in non-inertial frames. Shifting to teaching for a moment, what foundational physics concept do you most enjoy introducing to new students, and why?

So the concept. Call Miami. Particularly, uh. When it comes to. Uh, quantum. I would like to enjoy teaching. Almost all concepts in. Quantum mechanics. Here, if required, I can teach uh. Wave particle duality. Hello. Should I teach the way particle duality?

Okay, so you're leaning toward wave-particle duality as a key concept for students in quantum mechanics. How do you usually approach explaining wave-particle duality to a class seeing it for the first time?

So wave particle duality is an interesting concept in quantum mechanics. Why you disinteresting is because. Umm, particularly something. That is localized in space and there is something that is not locally dispersed in space. So. These are kind of two. Different extremes of reality. But when it comes to quantum mechanics, all. The both wave and both particular. Both wave and particular. Considered. To be a unified in some sense.

So wave particle duality is an interesting concept in quantum mechanics. Why you disinteresting is because. Umm, particularly something. That is localized in space and there is something that is not locally dispersed in space. So. These are kind of two. Different extremes of reality. But when it comes to quantum mechanics, all. The both wave and both particular. Both wave and particular. Considered. To be a unified in some sense. So how do we end up? Having this play particle duality because. Normal humans. Cannot intuitively. Until you understand. Uh, uh, intuitively accept. The fact that an entity. Which can be both wave and particle. So this is countering equity. So let us see. How this contributed? 2 concept becomes the central stage in. Arid physics in general. So it starts with. A few experiments. Because even though it is intuitively. Not acceptable. It is the experimental evidence that forces us to. Take that uh, uh. Concept so. The first experiment. Uh, for the first concept is that, uh, suppose you take a light. So when you allow the light to pass through two slits that are very close nearby. Then and you have a screen after the. Two slates, then you will see the interference pattern.

So wave particle duality is an interesting concept in quantum mechanics. Why you disinteresting is because. Umm, particularly something. That is localized in space and there is something that is not locally dispersed in space. So. These are kind of two. Different extremes of reality. But when it comes to quantum mechanics, all. The both wave and both particular. Both wave and particular. Considered. To be a unified in some sense. So how do we end up? Having this play particle duality because. Normal humans. Cannot intuitively. Until you understand. Uh, uh, intuitively accept. The fact that an entity. Which can be both wave and particle. So this is countering equity. So let us see. How this contributed? 2 concept becomes the central stage in. Arid physics in general. So it starts with. A few experiments. Because even though it is intuitively. Not acceptable. It is the experimental evidence that forces us to. Take that uh, uh. Concept so. The first experiment. Uh, for the first concept is that, uh, suppose you take a light. So when you allow the light to pass through two slits that are very close nearby. Then and you have a screen after the. Two slates, then you will see the interference pattern. So this experiment called Young's double slit experiment. So the outcome of things Double slip experiment. Says beyond doubt. That light is away. Supposing this double film. In the place of light, suppose you have. And you send. Beam of electronics stream of electrons into these two slits. And you observe the screen. You will get. The caveat of Inspector. So now. 90s that we know. But are electrons also wave? Light we can associate frequency, so it is failed. But electrons? We don't associate frequency. Electronically associate mass because it is. Confined in a particular. Our spatial region. But still. It shows a wave like nature.

So wave particle duality is an interesting concept in quantum mechanics. Why you disinteresting is because. Umm, particularly something. That is localized in space and there is something that is not locally dispersed in space. So. These are kind of two. Different extremes of reality. But when it comes to quantum mechanics, all. The both wave and both particular. Both wave and particular. Considered. To be a unified in some sense. So how do we end up? Having this play particle duality because. Normal humans. Cannot intuitively. Until you understand. Uh, uh, intuitively accept. The fact that an entity. Which can be both wave and particle. So this is countering equity. So let us see. How this contributed? 2 concept becomes the central stage in. Arid physics in general. So it starts with. A few experiments. Because even though it is intuitively. Not acceptable. It is the experimental evidence that forces us to. Take that uh, uh. Concept so. The first experiment. Uh, for the first concept is that, uh, suppose you take a light. So when you allow the light to pass through two slits that are very close nearby. Then and you have a screen after the. Two slates, then you will see the interference pattern. So this experiment called Young's double slit experiment. So the outcome of things Double slip experiment. Says beyond doubt. That light is away. Supposing this double film. In the place of light, suppose you have. And you send. Beam of electronics stream of electrons into these two slits. And you observe the screen. You will get. The caveat of Inspector. So now. 90s that we know. But are electrons also wave? Light we can associate frequency, so it is failed. But electrons? We don't associate frequency. Electronically associate mass because it is. Confined in a particular. Our spatial region. But still. It shows a wave like nature. So what is going on behind? Now let us take. The photoelectric effect. So suppose you send. F Photon of frequency light of frequency MU. And it falls on the like, uh. Surface. Metal surface.

So wave particle duality is an interesting concept in quantum mechanics. Why you disinteresting is because. Umm, particularly something. That is localized in space and there is something that is not locally dispersed in space. So. These are kind of two. Different extremes of reality. But when it comes to quantum mechanics, all. The both wave and both particular. Both wave and particular. Considered. To be a unified in some sense. So how do we end up? Having this play particle duality because. Normal humans. Cannot intuitively. Until you understand. Uh, uh, intuitively accept. The fact that an entity. Which can be both wave and particle. So this is countering equity. So let us see. How this contributed? 2 concept becomes the central stage in. Arid physics in general. So it starts with. A few experiments. Because even though it is intuitively. Not acceptable. It is the experimental evidence that forces us to. Take that uh, uh. Concept so. The first experiment. Uh, for the first concept is that, uh, suppose you take a light. So when you allow the light to pass through two slits that are very close nearby. Then and you have a screen after the. Two slates, then you will see the interference pattern. So this experiment called Young's double slit experiment. So the outcome of things Double slip experiment. Says beyond doubt. That light is away. Supposing this double film. In the place of light, suppose you have. And you send. Beam of electronics stream of electrons into these two slits. And you observe the screen. You will get. The caveat of Inspector. So now. 90s that we know. But are electrons also wave? Light we can associate frequency, so it is failed. But electrons? We don't associate frequency. Electronically associate mass because it is. Confined in a particular. Our spatial region. But still. It shows a wave like nature. So what is going on behind? Now let us take. The photoelectric effect. So suppose you send. F Photon of frequency light of frequency MU. And it falls on the like, uh. Surface. Metal surface. So it emits. And it it peels off electrons from the surface. So this is called photoelectric effect. Now without. Uh, since if if you associate. The particle. Sorry, the wave nature. Off, uh, light to photons. Then it is. To get what the result we get. In the photogenic effect.

Alright, you emphasized how quantum mechanics unifies these two extremes—localized and delocalized behaviors. When a student struggles with that unification, what strategy do you use to help them really internalize it?

So wave particle duality is an interesting concept in quantum mechanics. Why you disinteresting is because. Umm, particularly something. That is localized in space and there is something that is not locally dispersed in space. So. These are kind of two. Different extremes of reality. But when it comes to quantum mechanics, all. The both wave and both particular. Both wave and particular. Considered. To be a unified in some sense. So how do we end up? Having this play particle duality because. Normal humans. Cannot intuitively. Until you understand. Uh, uh, intuitively accept. The fact that an entity. Which can be both wave and particle. So this is countering equity. So let us see. How this contributed? 2 concept becomes the central stage in. Arid physics in general. So it starts with. A few experiments. Because even though it is intuitively. Not acceptable. It is the experimental evidence that forces us to. Take that uh, uh. Concept so. The first experiment. Uh, for the first concept is that, uh, suppose you take a light. So when you allow the light to pass through two slits that are very close nearby. Then and you have a screen after the. Two slates, then you will see the interference pattern. So this experiment called Young's double slit experiment. So the outcome of things Double slip experiment. Says beyond doubt. That light is away. Supposing this double film. In the place of light, suppose you have. And you send. Beam of electronics stream of electrons into these two slits. And you observe the screen. You will get. The caveat of Inspector. So now. 90s that we know. But are electrons also wave? Light we can associate frequency, so it is failed. But electrons? We don't associate frequency. Electronically associate mass because it is. Confined in a particular. Our spatial region. But still. It shows a wave like nature. So what is going on behind? Now let us take. The photoelectric effect. So suppose you send. F Photon of frequency light of frequency MU. And it falls on the like, uh. Surface. Metal surface. So it emits. And it it peels off electrons from the surface. So this is called photoelectric effect. Now without. Uh, since if if you associate. The particle. Sorry, the wave nature. Off, uh, light to photons. Then it is. To get what the result we get. In the photogenic effect. But. But if you associate. The particle nature to. Then only we can. Actually. The data that we obtained from the photolet. So due to these. Experimental evidences, particularly the Young's double strict experiment at photoelectric effect. We come to the conclusion that. Suppose you take your photo. It has both wave like and particular picture. It is not. Wave nature and particle nature. It is waived like. The electron is not actually a wave, but it. Shows. The photon light is actually not particular. But it like it shows particle like nature. So in quantum mechanics, what we say is that. Suppose you have an electron. Then it has wave like nature and particle like nature.

Alright, you're walking students through the double-slit experiment as the entry point for wave-particle duality. When students push back because their intuition can't accept a photon acting as both a wave and a particle, how do you help them work through that resistance?

So wave particle duality is an interesting concept in quantum mechanics. Why you disinteresting is because. Umm, particularly something. That is localized in space and there is something that is not locally dispersed in space. So. These are kind of two. Different extremes of reality. But when it comes to quantum mechanics, all. The both wave and both particular. Both wave and particular. Considered. To be a unified in some sense. So how do we end up? Having this play particle duality because. Normal humans. Cannot intuitively. Until you understand. Uh, uh, intuitively accept. The fact that an entity. Which can be both wave and particle. So this is countering equity. So let us see. How this contributed? 2 concept becomes the central stage in. Arid physics in general. So it starts with. A few experiments. Because even though it is intuitively. Not acceptable. It is the experimental evidence that forces us to. Take that uh, uh. Concept so. The first experiment. Uh, for the first concept is that, uh, suppose you take a light. So when you allow the light to pass through two slits that are very close nearby. Then and you have a screen after the. Two slates, then you will see the interference pattern. So this experiment called Young's double slit experiment. So the outcome of things Double slip experiment. Says beyond doubt. That light is away. Supposing this double film. In the place of light, suppose you have. And you send. Beam of electronics stream of electrons into these two slits. And you observe the screen. You will get. The caveat of Inspector. So now. 90s that we know. But are electrons also wave? Light we can associate frequency, so it is failed. But electrons? We don't associate frequency. Electronically associate mass because it is. Confined in a particular. Our spatial region. But still. It shows a wave like nature. So what is going on behind? Now let us take. The photoelectric effect. So suppose you send. F Photon of frequency light of frequency MU. And it falls on the like, uh. Surface. Metal surface. So it emits. And it it peels off electrons from the surface. So this is called photoelectric effect. Now without. Uh, since if if you associate. The particle. Sorry, the wave nature. Off, uh, light to photons. Then it is. To get what the result we get. In the photogenic effect. But. But if you associate. The particle nature to. Then only we can. Actually. The data that we obtained from the photolet. So due to these. Experimental evidences, particularly the Young's double strict experiment at photoelectric effect. We come to the conclusion that. Suppose you take your photo. It has both wave like and particular picture. It is not. Wave nature and particle nature. It is waived like. The electron is not actually a wave, but it. Shows. The photon light is actually not particular. But it like it shows particle like nature. So in quantum mechanics, what we say is that. Suppose you have an electron. Then it has wave like nature and particle like nature. When the wave like like nature will become prominent. When we when you use double shift experiment. Now, when it comes to. When the particle nature will become prominent when you use photoelectric effect? So. Depending on what kind of setup. What kind of apparents that you use? The quantum system shows. In the actual reality. So now the question arises. So before. Measure before we observe your system. What? Because it's reality. Unique quantum system, let us state. Doing innovation. But before doing the measurement. Does the system the quantum? Can have its own reality irrespective of the machine. But what quantum mechanics is, is that. The. One only process. Through which the reality is created. Before my son, there was no reality. This is the stand that is taken by. So these are the interpretational aspects issues in. So another. When it comes to wave particle duality. The general statement is that. You take any quantum system. If you, uh, if it has both. Wavelike and particulate nature, so depending on. The absolute. Depending on the observer, depending on what is being observed. The wave, like nature and particulate nature is established. Yeah, that's how I would. Be a particle dual value.

Alright, you walked through Young's double-slit experiment to show how both light and electrons display wave-like behavior, even when our intuition wants to treat them as particles. When students insist on thinking of electrons as just particles, what analogy or classroom demonstration helps them bridge that gap?

Alright, you laid out how experimental evidence like the double-slit and photoelectric effect makes students confront wave-particle duality—even when it’s counterintuitive. When students are still skeptical after seeing these experiments, how do you encourage them to engage with the idea, rather than just memorize it?

Professor, I noticed your 2022 Physical Review Letters paper on “Cavity optimization for Unruh effect at small accelerations.” Can you describe how your experience designing experiments to probe the Unruh effect has influenced the way you teach advanced quantum field theory concepts to your students?

Alright, you walked through Young's double-slit experiment and the photoelectric effect to show how our classical intuition breaks down, and how experimental evidence forces us to accept wave-particle duality for both light and electrons. When your students push back—maybe they say, "But the electron is a particle, how can it interfere with itself?"—what's your next move to help them work through that?

Alright, so you guide students through the double-slit and photoelectric experiments to help them see how evidence forces us to accept wave-particle duality, even if it's counterintuitive. Now, connecting your own research—your thesis at IIT Madras focused on quantum field theoretic effects in non-inertial frames. Can you describe a time when you had to simplify that work for a non-specialist audience, maybe in an undergraduate class or a public talk?

Actually my PHP. Was not on Columbia. Theoretic effects in initial frames my PhD topic was on. So this column field theoretic effects and non initial frames that I have started working on after my PhD. My PhD. This was on quantum and classical aspects of clarity.

Actually my PHP. Was not on Columbia. Theoretic effects in initial frames my PhD topic was on. So this column field theoretic effects and non initial frames that I have started working on after my PhD. My PhD. This was on quantum and classical aspects of clarity. The, uh, decline. Gravity is. Well described and successfully described by classical theories like Einstein.

Actually my PHP. Was not on Columbia. Theoretic effects in initial frames my PhD topic was on. So this column field theoretic effects and non initial frames that I have started working on after my PhD. My PhD. This was on quantum and classical aspects of clarity. The, uh, decline. Gravity is. Well described and successfully described by classical theories like Einstein. But now this gravitational field. Unlike. Other fields like. Uh, medical magnetic field. Other kinds of scalar field. All these. Description. But when it comes to uh. There is no. Quantum description for. So my. Beauty Thesis. Roughly aims at. Problems that I was introduced in is that. You suppose you take uh. And now suppose you have mass in the quantum battery. As some of you have boundary conditioning the boundary. How it? The how the vacuum affects the mass and boundary.

Okay, so your PhD was on quantum and classical aspects of gravity, and your work on quantum field effects in non-inertial frames picked up later. Can you give me an example of how you simplified the core ideas from your PhD research for an undergraduate class or a general audience?

Actually my PHP. Was not on Columbia. Theoretic effects in initial frames my PhD topic was on. So this column field theoretic effects and non initial frames that I have started working on after my PhD. My PhD. This was on quantum and classical aspects of clarity. The, uh, decline. Gravity is. Well described and successfully described by classical theories like Einstein. But now this gravitational field. Unlike. Other fields like. Uh, medical magnetic field. Other kinds of scalar field. All these. Description. But when it comes to uh. There is no. Quantum description for. So my. Beauty Thesis. Roughly aims at. Problems that I was introduced in is that. You suppose you take uh. And now suppose you have mass in the quantum battery. As some of you have boundary conditioning the boundary. How it? The how the vacuum affects the mass and boundary. One aspect that we have studied and. Another thing is that. Do location effects Suppose there is? There is a minimal length. In nature. That means, uh. You can solve small. But I would suppose you see. You take a Microsoft. You can resolve to micrometer, you can nanometer. You can. Frontometers, let us say. Solve smaller and smaller lengths.

Actually my PHP. Was not on Columbia. Theoretic effects in initial frames my PhD topic was on. So this column field theoretic effects and non initial frames that I have started working on after my PhD. My PhD. This was on quantum and classical aspects of clarity. The, uh, decline. Gravity is. Well described and successfully described by classical theories like Einstein. But now this gravitational field. Unlike. Other fields like. Uh, medical magnetic field. Other kinds of scalar field. All these. Description. But when it comes to uh. There is no. Quantum description for. So my. Beauty Thesis. Roughly aims at. Problems that I was introduced in is that. You suppose you take uh. And now suppose you have mass in the quantum battery. As some of you have boundary conditioning the boundary. How it? The how the vacuum affects the mass and boundary. One aspect that we have studied and. Another thing is that. Do location effects Suppose there is? There is a minimal length. In nature. That means, uh. You can solve small. But I would suppose you see. You take a Microsoft. You can resolve to micrometer, you can nanometer. You can. Frontometers, let us say. Solve smaller and smaller lengths. Uh, gravitational effects into account? Then you cannot. So excuse me, so you cannot.

Alright, so your PhD focused on quantum and classical aspects of gravity, especially how classical theories like Einstein's describe gravity effectively. Can you give me a concrete example of how you made those ideas accessible to undergraduates—maybe through an analogy or classroom activity?

Actually my PHP. Was not on Columbia. Theoretic effects in initial frames my PhD topic was on. So this column field theoretic effects and non initial frames that I have started working on after my PhD. My PhD. This was on quantum and classical aspects of clarity. The, uh, decline. Gravity is. Well described and successfully described by classical theories like Einstein. But now this gravitational field. Unlike. Other fields like. Uh, medical magnetic field. Other kinds of scalar field. All these. Description. But when it comes to uh. There is no. Quantum description for. So my. Beauty Thesis. Roughly aims at. Problems that I was introduced in is that. You suppose you take uh. And now suppose you have mass in the quantum battery. As some of you have boundary conditioning the boundary. How it? The how the vacuum affects the mass and boundary. One aspect that we have studied and. Another thing is that. Do location effects Suppose there is? There is a minimal length. In nature. That means, uh. You can solve small. But I would suppose you see. You take a Microsoft. You can resolve to micrometer, you can nanometer. You can. Frontometers, let us say. Solve smaller and smaller lengths. Uh, gravitational effects into account? Then you cannot. So excuse me, so you cannot. That's all the. Smaller than the. This hypothesis. Uh, we made a. Analysts how atoms respond? To this hypothesis using something called polymer quantization. And we? Made. Most our results based on like how these response of atoms. The uh. Have additional ethics. So these are some of the. Aspects that they had.

Alright, so your PhD explored quantum and classical aspects of gravity, especially that gap where there's no quantum description for the gravitational field. You mentioned issues around how vacuum affects mass and boundaries—can you give me an example of how you explained these ideas to undergraduates, maybe using an analogy or a simple experiment?

Alright, you're looking at how boundary conditions and minimal length scales affect quantum and classical gravity, especially when you can't resolve beyond a certain tiny scale. Switching gears a bit, have you ever used your research into quantum and classical gravity to design an undergraduate lab experiment or demonstration? If so, what did you do?

Alright, so your PhD work was on quantum and classical aspects of gravity—especially around boundary conditions and minimal length scales, and how quantum effects complicate our classical understanding. Now, thinking about your teaching, when you present these complex topics to undergraduates who might not have strong math backgrounds, what's your go-to strategy for making the material accessible without sacrificing rigor?

Alright, let’s look at your research portfolio from the perspective of institutional impact. Given your work in quantum gravity and quantum field theory, where do you see the most fundable research directions over the next few years? What kinds of grants or funding sources would you target for supporting your group at a place like VIT?

Regarding grants my. Research. ET critical FX and non initial frame. Uh. Is more impactful I would say. In the sense that. The corner field, theoretic effects and non initial frame as a very direct relevance. To the near horizons, analysts of. Scenarios of black.

Regarding grants my. Research. ET critical FX and non initial frame. Uh. Is more impactful I would say. In the sense that. The corner field, theoretic effects and non initial frame as a very direct relevance. To the near horizons, analysts of. Scenarios of black. Particularly. Uh, what 1? So the the quantum effects that one sees. Near a black hole horizon. It's almost same. To the quantum effects that one sees in an accelerating.

Regarding grants my. Research. ET critical FX and non initial frame. Uh. Is more impactful I would say. In the sense that. The corner field, theoretic effects and non initial frame as a very direct relevance. To the near horizons, analysts of. Scenarios of black. Particularly. Uh, what 1? So the the quantum effects that one sees. Near a black hole horizon. It's almost same. To the quantum effects that one sees in an accelerating. So with this. Equivalent. What I plan to establish is that. By doing an experiment. In uniformly accelerating frame. Is it possible to do or? Is it possible to recreate? The scenario near a black Holocaust. So really. To to do black hole with these experiments 1 doesn't. Travel till black holes in. In our Milky Way Galaxy, A nearby Galaxy. What happened has to do is that. Just set up. A uniformly accelerating frame.

Regarding grants my. Research. ET critical FX and non initial frame. Uh. Is more impactful I would say. In the sense that. The corner field, theoretic effects and non initial frame as a very direct relevance. To the near horizons, analysts of. Scenarios of black. Particularly. Uh, what 1? So the the quantum effects that one sees. Near a black hole horizon. It's almost same. To the quantum effects that one sees in an accelerating. So with this. Equivalent. What I plan to establish is that. By doing an experiment. In uniformly accelerating frame. Is it possible to do or? Is it possible to recreate? The scenario near a black Holocaust. So really. To to do black hole with these experiments 1 doesn't. Travel till black holes in. In our Milky Way Galaxy, A nearby Galaxy.

Regarding grants my. Research. ET critical FX and non initial frame. Uh. Is more impactful I would say. In the sense that. The corner field, theoretic effects and non initial frame as a very direct relevance. To the near horizons, analysts of. Scenarios of black. Particularly. Uh, what 1? So the the quantum effects that one sees. Near a black hole horizon. It's almost same. To the quantum effects that one sees in an accelerating. So with this. Equivalent. What I plan to establish is that. By doing an experiment. In uniformly accelerating frame. Is it possible to do or? Is it possible to recreate? The scenario near a black Holocaust. So really. To to do black hole with these experiments 1 doesn't. Travel till black holes in. In our Milky Way Galaxy, A nearby Galaxy. What happened has to do is that. Just set up. A uniformly accelerating frame. And the corner of globes in. And. Quantum curves. We can essentially and. What actually happens? What can actually happen in near black hole horizon? So it is essentially. Do you physical experiments in laboratory settings? One aspect that I am. This is definitely going to. Attract lot of. This has experimental relevance.

Regarding grants my. Research. ET critical FX and non initial frame. Uh. Is more impactful I would say. In the sense that. The corner field, theoretic effects and non initial frame as a very direct relevance. To the near horizons, analysts of. Scenarios of black. Particularly. Uh, what 1? So the the quantum effects that one sees. Near a black hole horizon. It's almost same. To the quantum effects that one sees in an accelerating. So with this. Equivalent. What I plan to establish is that. By doing an experiment. In uniformly accelerating frame. Is it possible to do or? Is it possible to recreate? The scenario near a black Holocaust. So really. To to do black hole with these experiments 1 doesn't. Travel till black holes in. In our Milky Way Galaxy, A nearby Galaxy. What happened has to do is that. Just set up. A uniformly accelerating frame. And the corner of globes in. And. Quantum curves. We can essentially and. What actually happens? What can actually happen in near black hole horizon? So it is essentially. Do you physical experiments in laboratory settings? One aspect that I am. This is definitely going to. Attract lot of. This has experimental relevance. And the. If the society fund. This research will be the. In his first kind.

So you see quantum field theoretic effects in non-inertial frames as having strong potential for funding, especially given their relevance to black hole horizon analysis. What specific granting bodies or funding mechanisms would you pursue—are you thinking national agencies like SERB, international ones, or perhaps industry partnerships?

Regarding grants my. Research. ET critical FX and non initial frame. Uh. Is more impactful I would say. In the sense that. The corner field, theoretic effects and non initial frame as a very direct relevance. To the near horizons, analysts of. Scenarios of black. Particularly. Uh, what 1? So the the quantum effects that one sees. Near a black hole horizon. It's almost same. To the quantum effects that one sees in an accelerating. So with this. Equivalent. What I plan to establish is that. By doing an experiment. In uniformly accelerating frame. Is it possible to do or? Is it possible to recreate? The scenario near a black Holocaust. So really. To to do black hole with these experiments 1 doesn't. Travel till black holes in. In our Milky Way Galaxy, A nearby Galaxy. What happened has to do is that. Just set up. A uniformly accelerating frame. And the corner of globes in. And. Quantum curves. We can essentially and. What actually happens? What can actually happen in near black hole horizon? So it is essentially. Do you physical experiments in laboratory settings? One aspect that I am. This is definitely going to. Attract lot of. This has experimental relevance. And the. If the society fund. This research will be the. In his first kind. Globally. So. The the output of this. Search will attract global attention. And at a level also.

Regarding grants my. Research. ET critical FX and non initial frame. Uh. Is more impactful I would say. In the sense that. The corner field, theoretic effects and non initial frame as a very direct relevance. To the near horizons, analysts of. Scenarios of black. Particularly. Uh, what 1? So the the quantum effects that one sees. Near a black hole horizon. It's almost same. To the quantum effects that one sees in an accelerating. So with this. Equivalent. What I plan to establish is that. By doing an experiment. In uniformly accelerating frame. Is it possible to do or? Is it possible to recreate? The scenario near a black Holocaust. So really. To to do black hole with these experiments 1 doesn't. Travel till black holes in. In our Milky Way Galaxy, A nearby Galaxy. What happened has to do is that. Just set up. A uniformly accelerating frame. And the corner of globes in. And. Quantum curves. We can essentially and. What actually happens? What can actually happen in near black hole horizon? So it is essentially. Do you physical experiments in laboratory settings? One aspect that I am. This is definitely going to. Attract lot of. This has experimental relevance. And the. If the society fund. This research will be the. In his first kind. Globally. So. The the output of this. Search will attract global attention. And at a level also. I send you Indian research community. We can only say India has produced. And, uh, I'm also. Aiming if these results turn out to be. UH can turn out to be impactful and positive. Then it is very much possible that leading searches in the in the in the world. Is likely to follow. Of likely to acknowledge. This is such uh. Listen, research line of direction.

Regarding grants my. Research. ET critical FX and non initial frame. Uh. Is more impactful I would say. In the sense that. The corner field, theoretic effects and non initial frame as a very direct relevance. To the near horizons, analysts of. Scenarios of black. Particularly. Uh, what 1? So the the quantum effects that one sees. Near a black hole horizon. It's almost same. To the quantum effects that one sees in an accelerating. So with this. Equivalent. What I plan to establish is that. By doing an experiment. In uniformly accelerating frame. Is it possible to do or? Is it possible to recreate? The scenario near a black Holocaust. So really. To to do black hole with these experiments 1 doesn't. Travel till black holes in. In our Milky Way Galaxy, A nearby Galaxy. What happened has to do is that. Just set up. A uniformly accelerating frame. And the corner of globes in. And. Quantum curves. We can essentially and. What actually happens? What can actually happen in near black hole horizon? So it is essentially. Do you physical experiments in laboratory settings? One aspect that I am. This is definitely going to. Attract lot of. This has experimental relevance. And the. If the society fund. This research will be the. In his first kind. Globally. So. The the output of this. Search will attract global attention. And at a level also. I send you Indian research community. We can only say India has produced. And, uh, I'm also. Aiming if these results turn out to be. UH can turn out to be impactful and positive. Then it is very much possible that leading searches in the in the in the world. Is likely to follow. Of likely to acknowledge. This is such uh. Listen, research line of direction. Apart from also interested in just started. Working on Quantum. Communication. Sorry for the computation.

So you're focused on quantum field theoretic effects in non-inertial frames and their connection to phenomena near black hole horizons—especially parallels with accelerated systems. For a research group working in this area, what specific granting bodies or funding programs would you target—national or international—and how would you frame your proposal to maximize its appeal for those agencies?

Okay, so you're aiming to recreate black hole horizon effects in a lab using accelerating frames, since direct experiments near black holes aren't feasible. Thinking about student involvement—can you share an example of how you've guided undergraduate or postgraduate students in a lab to achieve innovative results in semiconductor device physics?

Alright, so your plan is to recreate black hole horizon effects using accelerating frames in the lab. Thinking about curriculum development at VIT, how would you help align physics content with accreditation standards and advances in theoretical physics or quantum computation?

Regarding grants my. Research. ET critical FX and non initial frame. Uh. Is more impactful I would say. In the sense that. The corner field, theoretic effects and non initial frame as a very direct relevance. To the near horizons, analysts of. Scenarios of black. Particularly. Uh, what 1? So the the quantum effects that one sees. Near a black hole horizon. It's almost same. To the quantum effects that one sees in an accelerating. So with this. Equivalent. What I plan to establish is that. By doing an experiment. In uniformly accelerating frame. Is it possible to do or? Is it possible to recreate? The scenario near a black Holocaust. So really. To to do black hole with these experiments 1 doesn't. Travel till black holes in. In our Milky Way Galaxy, A nearby Galaxy. What happened has to do is that. Just set up. A uniformly accelerating frame. And the corner of globes in. And. Quantum curves. We can essentially and. What actually happens? What can actually happen in near black hole horizon? So it is essentially. Do you physical experiments in laboratory settings? One aspect that I am. This is definitely going to. Attract lot of. This has experimental relevance. And the. If the society fund. This research will be the. In his first kind. Globally. So. The the output of this. Search will attract global attention. And at a level also. I send you Indian research community. We can only say India has produced. And, uh, I'm also. Aiming if these results turn out to be. UH can turn out to be impactful and positive. Then it is very much possible that leading searches in the in the in the world. Is likely to follow. Of likely to acknowledge. This is such uh. Listen, research line of direction. Apart from also interested in just started. Working on Quantum. Communication. Sorry for the computation. So I'm planning to do research. Along the direction of. Particularly the. Photonical it is continuously. Because continuous variable. Is what something you? Establish a. Was releasing. Room temperature otherwise.

Regarding grants my. Research. ET critical FX and non initial frame. Uh. Is more impactful I would say. In the sense that. The corner field, theoretic effects and non initial frame as a very direct relevance. To the near horizons, analysts of. Scenarios of black. Particularly. Uh, what 1? So the the quantum effects that one sees. Near a black hole horizon. It's almost same. To the quantum effects that one sees in an accelerating. So with this. Equivalent. What I plan to establish is that. By doing an experiment. In uniformly accelerating frame. Is it possible to do or? Is it possible to recreate? The scenario near a black Holocaust. So really. To to do black hole with these experiments 1 doesn't. Travel till black holes in. In our Milky Way Galaxy, A nearby Galaxy. What happened has to do is that. Just set up. A uniformly accelerating frame. And the corner of globes in. And. Quantum curves. We can essentially and. What actually happens? What can actually happen in near black hole horizon? So it is essentially. Do you physical experiments in laboratory settings? One aspect that I am. This is definitely going to. Attract lot of. This has experimental relevance. And the. If the society fund. This research will be the. In his first kind. Globally. So. The the output of this. Search will attract global attention. And at a level also. I send you Indian research community. We can only say India has produced. And, uh, I'm also. Aiming if these results turn out to be. UH can turn out to be impactful and positive. Then it is very much possible that leading searches in the in the in the world. Is likely to follow. Of likely to acknowledge. This is such uh. Listen, research line of direction. Apart from also interested in just started. Working on Quantum. Communication. Sorry for the computation. So I'm planning to do research. Along the direction of. Particularly the. Photonical it is continuously. Because continuous variable. Is what something you? Establish a. Was releasing. Room temperature otherwise. So otherwise. Spin-based computation is cannot be realized at group. Unless to go to till. My milli Kelvin on my. To real estate. Screen based quantum. Devices. So these are some of. The plans that I have for quantum computation. So that also within another six months to one year. I'm currently working on a few problems so. Six to one year after. Make those papers works. Are we available online? I will. Published. So based on that also I'm planning to.

So you're aiming to leverage quantum field theoretic effects in accelerating frames to simulate black hole horizon phenomena, making it experimentally accessible and fundable. Before we wrap this section, can you give an example of how you've guided students in a lab setting to achieve innovative outcomes in semiconductor device physics research?

You see laboratory analogues of black hole phenomena as fundable and impactful, especially if experiments can be done with accelerating frames. Now, thinking about curriculum development at VIT—how would you help align physics content with accreditation standards, especially as new advances in quantum computation and theoretical physics emerge?

So you're aiming for experiments in uniformly accelerating frames as laboratory analogues for black hole horizon effects, and you see that as globally competitive and fundable research. Before we wrap up this section, how would you help VIT develop its physics curriculum to better align with accreditation standards and advances in theoretical physics and quantum computation?

You see experiments with accelerating frames as a way to simulate black hole horizons in the lab, and believe that kind of work would attract global attention and funding. Shifting gears—how would you contribute to curriculum development at VIT, especially making sure the content aligns with accreditation standards and new advancements in theoretical physics or quantum computation?

So you're planning lab-based experiments to simulate black hole horizon effects using accelerating frames, making the research both globally competitive and practical for funding. Let's shift focus. Can you give an example of how you've guided undergraduate or postgraduate students in a laboratory setting to achieve innovative outcomes in semiconductor device physics research?

You’re looking to recreate black hole horizon effects through accelerating frames—making the research experimentally accessible and globally competitive. Now, Dr., how would you contribute to curriculum development at VIT, especially in aligning content with accreditation standards and advancements in theoretical physics and quantum computation?

So the funding is. To be uh. So since, uh. My. What LP TV take effects in non-international frames that.

Alright, you’re thinking about how to secure funding for your quantum field theory work in non-inertial frames. Now, Dr., let’s pivot to teaching—can you share an example of guiding undergraduate or postgraduate students in a lab setting to achieve innovative outcomes in semiconductor device physics research?

So the funding is. To be uh. So since, uh. My. What LP TV take effects in non-international frames that. Oh, that research. Is more fundamental. And conceptual in nature. So so. Uh, for this uh search area I can write. Guns to air now. And. I can write. The persons to. DST for all of science and technology. And I can also. Uh, right to.

So the funding is. To be uh. So since, uh. My. What LP TV take effects in non-international frames that. Oh, that research. Is more fundamental. And conceptual in nature. So so. Uh, for this uh search area I can write. Guns to air now. And. I can write. The persons to. DST for all of science and technology. And I can also. Uh, right to. Uh, I'm also, I, uh. So with my collaborator. Uh, on quantum computation, so I'm also. Uh, plan to start a. Start. Cup on computer. On producing softwares. Electric rotation. So. This I'm planning to. Initiate another. Or two years, but the plan is that. I will. Now I am working on. A few problems on computation. So within one year my plan is to get it published. So, uh. One style dose works are published then I will. Few grants, a few proposed. And after getting proposals then. If I used to open. So start a startup on. Particularly, uh. To start a startup. In designing softwares, a letter. So this is my off.

Right, so you're thinking about DST and possibly international agencies to fund your fundamental research on quantum field theory in non-inertial frames. What about industry collaboration—how would you connect your research to real-world applications or work with companies to bring those ideas into VIT's classrooms or labs?

Alright, so you’re thinking about DST and international sources for your fundamental quantum field work, and you’re also planning a startup for quantum computation software once you have some papers published. Now, Dr., how would you bring real-world applications of physics concepts into VIT’s classrooms or labs, especially through collaborations with industries or research institutes?

Yeah, so. Uh, with respect to technology, now quantum computation has more relevance. There are a few. Uh uh, startups are few companies that. That that aim to build on. Because they even still have. Their own content content. Computers so. Quantum computers are mostly. Skin-based quantum computers.

Yeah, so. Uh, with respect to technology, now quantum computation has more relevance. There are a few. Uh uh, startups are few companies that. That that aim to build on. Because they even still have. Their own content content. Computers so. Quantum computers are mostly. Skin-based quantum computers. So, uh. They they exist only. They can be realized only in extremely low temperature. Uh. If I am given an opportunity to teach. Basic course on quantum computation. Quantum mechanics for engineers.

Yeah, so. Uh, with respect to technology, now quantum computation has more relevance. There are a few. Uh uh, startups are few companies that. That that aim to build on. Because they even still have. Their own content content. Computers so. Quantum computers are mostly. Skin-based quantum computers. So, uh. They they exist only. They can be realized only in extremely low temperature. Uh. If I am given an opportunity to teach. Basic course on quantum computation. Quantum mechanics for engineers. Quantum computation for computer science. This computer. Certain engineers. If I'm given an opportunity to teach these? Discussions, then. I update the. With the. I'm called a computer.

Yeah, so. Uh, with respect to technology, now quantum computation has more relevance. There are a few. Uh uh, startups are few companies that. That that aim to build on. Because they even still have. Their own content content. Computers so. Quantum computers are mostly. Skin-based quantum computers. So, uh. They they exist only. They can be realized only in extremely low temperature. Uh. If I am given an opportunity to teach. Basic course on quantum computation. Quantum mechanics for engineers. Quantum computation for computer science. This computer. Certain engineers. If I'm given an opportunity to teach these? Discussions, then. I update the. With the. I'm called a computer. Startups or companies in India? So whom I can? Where I can take? My student, my class to. To directly show them.

You mentioned the growing relevance of quantum computation and that some startups are working on building quantum computers, mostly spin-based. Now, Professor, how would you contribute to curriculum development efforts at VIT, especially making sure content aligns with accreditation standards and the latest advancements in theoretical physics and quantum computation?

Yeah, so. Uh, with respect to technology, now quantum computation has more relevance. There are a few. Uh uh, startups are few companies that. That that aim to build on. Because they even still have. Their own content content. Computers so. Quantum computers are mostly. Skin-based quantum computers. So, uh. They they exist only. They can be realized only in extremely low temperature. Uh. If I am given an opportunity to teach. Basic course on quantum computation. Quantum mechanics for engineers. Quantum computation for computer science. This computer. Certain engineers. If I'm given an opportunity to teach these? Discussions, then. I update the. With the. I'm called a computer. Startups or companies in India? So whom I can? Where I can take? My student, my class to. To directly show them. The actual contact computer and. The manipulations are calculation that is. Scientific calculation that. That is all I. And more than that. Other that is one part. Other part is that even for example lesser you take, lesser is a purely quantum system. So I use a laser to explain.

You mentioned the practical relevance of quantum computation and spin-based quantum computers, and you’d teach quantum mechanics for engineers if given the opportunity. Since curriculum development is key at VIT, how would you align course content with accreditation standards and recent advancements in theoretical physics and quantum computation?

Alright, Dr., let's switch gears to teaching. You mentioned teaching quantum mechanics to engineers and computer scientists. Imagine you have a large undergraduate class—say, 200 students—and you can't use slides. How would you run a session that keeps them engaged and helps them wrestle with the material, not just listen?

Right, so you’d connect students with startups working on quantum computers, and show them actual devices. When you do that, how would you assess if students are really grasping the link between classroom physics and the technology they see in industry—what would you look for in their learning or responses?

Okay, so you’d connect students with quantum computing startups, let them see real devices, and use lasers as a hands-on quantum system in class. When you do that, how do you actually assess whether students are making the link between classroom theory and those real-world applications?

Yeah, so. Uh, with respect to technology, now quantum computation has more relevance. There are a few. Uh uh, startups are few companies that. That that aim to build on. Because they even still have. Their own content content. Computers so. Quantum computers are mostly. Skin-based quantum computers. So, uh. They they exist only. They can be realized only in extremely low temperature. Uh. If I am given an opportunity to teach. Basic course on quantum computation. Quantum mechanics for engineers. Quantum computation for computer science. This computer. Certain engineers. If I'm given an opportunity to teach these? Discussions, then. I update the. With the. I'm called a computer. Startups or companies in India? So whom I can? Where I can take? My student, my class to. To directly show them. The actual contact computer and. The manipulations are calculation that is. Scientific calculation that. That is all I. And more than that. Other that is one part. Other part is that even for example lesser you take, lesser is a purely quantum system. So I use a laser to explain. We participate. Are you in the you inside the class itself? I can both. This is to give you. Examples if you there is any specific questions. Any instances that you want to ask I I'm happy to answer for. Hello, are you there?

Right, you’d take your students to see quantum computers at startups, and use lasers for hands-on demos in class. When you do that, how do you actually assess whether students are understanding the connection between what you teach and the real-world devices they’re seeing?

Yeah. So when you take. Car laser.

Yeah. So when you take. Car laser. First of all, it is a. And in the class. I teach them why this how this coordinate comes out.

Yeah. So when you take. Car laser. First of all, it is a. And in the class. I teach them why this how this coordinate comes out. So by seeing the. Light because. They can actually see. In real life, that. Of laser light, that is one thing. And I can use. There's a light. In a double slit experiment. And I can show them.

Yeah. So when you take. Car laser. First of all, it is a. And in the class. I teach them why this how this coordinate comes out. So by seeing the. Light because. They can actually see. In real life, that. Of laser light, that is one thing. And I can use. There's a light. In a double slit experiment. And I can show them. Uh, interference patterns. In the class. Using this lesser light. And a photo. Metal Metal surface.

Accreditation cycles can be demanding — if you joined our department and found that outcome assessment data was inconsistent across courses, how would you approach fixing that?

Yeah. So when you take. Car laser. First of all, it is a. And in the class. I teach them why this how this coordinate comes out. So by seeing the. Light because. They can actually see. In real life, that. Of laser light, that is one thing. And I can use. There's a light. In a double slit experiment. And I can show them. Uh, interference patterns. In the class. Using this lesser light. And a photo. Metal Metal surface. I can show. The photorealistic effect right in the class. So it's the same.

Yeah. So when you take. Car laser. First of all, it is a. And in the class. I teach them why this how this coordinate comes out. So by seeing the. Light because. They can actually see. In real life, that. Of laser light, that is one thing. And I can use. There's a light. In a double slit experiment. And I can show them. Uh, interference patterns. In the class. Using this lesser light. And a photo. Metal Metal surface. I can show. The photorealistic effect right in the class. So it's the same. Salesforce if. Fused in double slit experiment. It gives. It doesn't matter.

Yeah. So when you take. Car laser. First of all, it is a. And in the class. I teach them why this how this coordinate comes out. So by seeing the. Light because. They can actually see. In real life, that. Of laser light, that is one thing. And I can use. There's a light. In a double slit experiment. And I can show them. Uh, interference patterns. In the class. Using this lesser light. And a photo. Metal Metal surface. I can show. The photorealistic effect right in the class. So it's the same. Salesforce if. Fused in double slit experiment. It gives. It doesn't matter. If used in photoelectric. Metal surface. It gives electrons.

You walk them through how the laser works and its role in quantum mechanics. Do you ever use lab reports, group presentations, or interviews to check if students actually connect the theory to the device, or is it mostly based on classroom observation?

Yeah. So when you take. Car laser. First of all, it is a. And in the class. I teach them why this how this coordinate comes out. So by seeing the. Light because. They can actually see. In real life, that. Of laser light, that is one thing. And I can use. There's a light. In a double slit experiment. And I can show them. Uh, interference patterns. In the class. Using this lesser light. And a photo. Metal Metal surface. I can show. The photorealistic effect right in the class. So it's the same. Salesforce if. Fused in double slit experiment. It gives. It doesn't matter. If used in photoelectric. Metal surface. It gives electrons. So this gives a very. Uh. Will will die contrast. Between uh. Both behaving as particle like and wavelike.

Yeah. So when you take. Car laser. First of all, it is a. And in the class. I teach them why this how this coordinate comes out. So by seeing the. Light because. They can actually see. In real life, that. Of laser light, that is one thing. And I can use. There's a light. In a double slit experiment. And I can show them. Uh, interference patterns. In the class. Using this lesser light. And a photo. Metal Metal surface. I can show. The photorealistic effect right in the class. So it's the same. Salesforce if. Fused in double slit experiment. It gives. It doesn't matter. If used in photoelectric. Metal surface. It gives electrons. So this gives a very. Uh. Will will die contrast. Between uh. Both behaving as particle like and wavelike. This is a very, very concrete. Evidence of concrete. Realization that students can. Get to see. Real life you see lesser. This is to give ******.

Alright, so you use the laser as a real-life example in class and walk students through the physics behind its operation. When you’re managing labs or hands-on sessions, how do you ensure the outcome assessment data is consistent across courses—especially when accreditation depends on standardized evidence?

So you use lasers and double-slit experiments in class to help students see real physics with their own eyes. Now, accreditation cycles can be demanding—if you joined our department and found that outcome assessment data was inconsistent across courses, how would you approach fixing that?

Alright, so you actually replicate the double-slit and photoelectric effect in class, letting students see the interference and the emission of electrons with their own eyes. Now, shifting gears to something departmental—accreditation cycles can be demanding. If you joined our department and found the outcome assessment data was inconsistent across courses, how would you approach fixing that?

You’re actually getting students to see the double-slit and photoelectric effects with their own eyes, making the theory very tangible. Alright, Dr., curriculum development is a big part of this role—how would you contribute to updating VIT’s physics curriculum, especially making sure it aligns with both accreditation standards and advances like quantum computation?

So you actually replicate the double-slit and photoelectric effect in class, letting students see the interference and the emission of electrons with their own eyes. Now, shifting gears to something administrative—accreditation cycles can be demanding. If you joined our department and found that outcome assessment data was inconsistent across courses, how would you approach fixing that?

Okay, so you actually show students the real quantum effects with lasers and metals right in class, connecting the theory to what they see. Now, accreditation cycles can be demanding—if you joined our department and found that outcome assessment data was inconsistent across courses, how would you approach fixing that?

You actually show students the double-slit and photoelectric effects with lasers and metals in class, so they see the contrast themselves. Let's switch gears—accreditation cycles can be demanding. If you joined our department and found that outcome assessment data was inconsistent across courses, how would you approach fixing that?

So it depends on. Uh, under, I mean which, which? Parameters. Are contradicting to each other. Uh, so I would like to. I would try to understand. So. So teaching. Involve 2. One is uh, where I deliver a lecture. And I I sat my. And the students, how they understand. So if you're teaching, learning process goes on either. Teacher who? Delivers knowledge and experience. There is some problem with teaching.

So it depends on. Uh, under, I mean which, which? Parameters. Are contradicting to each other. Uh, so I would like to. I would try to understand. So. So teaching. Involve 2. One is uh, where I deliver a lecture. And I I sat my. And the students, how they understand. So if you're teaching, learning process goes on either. Teacher who? Delivers knowledge and experience. There is some problem with teaching. Uh, where there is some problem with? Digesting. Digesting the concept. So usually what I do is that. I don't wait. Till the end of the semester. To uh. To get a feedback. On on my teaching. But what I do is that. Every once in a month. I take. Anonymous feedback. So that. Over the period of 1 semester, I will get to know every month I will I will take I take anonymous feedback so the over a period of semester. I know that weather, actually. I'm teaching it well. Whatever I am teaching. Is digested absorbed properly by the students?

So it depends on. Uh, under, I mean which, which? Parameters. Are contradicting to each other. Uh, so I would like to. I would try to understand. So. So teaching. Involve 2. One is uh, where I deliver a lecture. And I I sat my. And the students, how they understand. So if you're teaching, learning process goes on either. Teacher who? Delivers knowledge and experience. There is some problem with teaching. Uh, where there is some problem with? Digesting. Digesting the concept. So usually what I do is that. I don't wait. Till the end of the semester. To uh. To get a feedback. On on my teaching.

So it depends on. Uh, under, I mean which, which? Parameters. Are contradicting to each other. Uh, so I would like to. I would try to understand. So. So teaching. Involve 2. One is uh, where I deliver a lecture. And I I sat my. And the students, how they understand. So if you're teaching, learning process goes on either. Teacher who? Delivers knowledge and experience. There is some problem with teaching. Uh, where there is some problem with? Digesting. Digesting the concept. So usually what I do is that. I don't wait. Till the end of the semester. To uh. To get a feedback. On on my teaching. But what I do is that. Every once in a month. I take. Anonymous feedback. So that. Over the period of 1 semester, I will get to know every month I will I will take I take anonymous feedback so the over a period of semester. I know that weather, actually. I'm teaching it well. Whatever I am teaching. Is digested absorbed properly by the students? So so. This I have been doing. For more than one year. The the institution where I'm currently working there also. I take anonymous feedback. Roughly once in a month. So why? Because. Suspense. Students in an Indian context. Uh uh, in Indian Indian setting. They they feel. Uh, some kind of uh. Uneasiness. They don't. They don't. The main weapon. To teach us when it comes to. Criticizing or commenting about their own. A critical commenting about. There won't be. So even though. My during my student times also I also had this feeling. So. That's why since I as as a student had this feeling, I even now also I feel in the new generation also they have the similar feeling. Ticket I I made, I I I decided to. I, I I I follow this. The process of taking anonymous feedback. So if the feedback is anonymous. The students they tend. Tell whatever the. The difficulty they face, whatever the issues they have. In a very, very open and in a very direct, in a more critical sense. So that gives you. Gives me a very. Direct access to. Students feel. And what they think about the teaching. And since I'm taking, I'm taking this feedback once in a month roughly. So I get to know, I get time. Father. I mean if it is. Feedback is another semester. Don't get time. Correct myself, but if I take anonymous feedback once in a month then I get. Ample amount of time to cut myself. Like that over the. Over the course of the course delivery. I will get enough opportunities since I'm taking this around university, but I will get enough opportunity. Correct myself so by following this way.

So it depends on. Uh, under, I mean which, which? Parameters. Are contradicting to each other. Uh, so I would like to. I would try to understand. So. So teaching. Involve 2. One is uh, where I deliver a lecture. And I I sat my. And the students, how they understand. So if you're teaching, learning process goes on either. Teacher who? Delivers knowledge and experience. There is some problem with teaching. Uh, where there is some problem with? Digesting. Digesting the concept. So usually what I do is that. I don't wait. Till the end of the semester. To uh. To get a feedback. On on my teaching. But what I do is that. Every once in a month. I take. Anonymous feedback. So that. Over the period of 1 semester, I will get to know every month I will I will take I take anonymous feedback so the over a period of semester. I know that weather, actually. I'm teaching it well. Whatever I am teaching. Is digested absorbed properly by the students? So so. This I have been doing. For more than one year. The the institution where I'm currently working there also. I take anonymous feedback. Roughly once in a month. So why? Because. Suspense. Students in an Indian context. Uh uh, in Indian Indian setting. They they feel. Uh, some kind of uh. Uneasiness. They don't. They don't. The main weapon. To teach us when it comes to. Criticizing or commenting about their own. A critical commenting about. There won't be.

Alright, Professor, imagine this scenario: a student files a formal complaint alleging your grading is biased, but at the same time, your department head is pressuring you to improve pass rates in your course. How would you navigate that situation?

So it depends on. Uh, under, I mean which, which? Parameters. Are contradicting to each other. Uh, so I would like to. I would try to understand. So. So teaching. Involve 2. One is uh, where I deliver a lecture. And I I sat my. And the students, how they understand. So if you're teaching, learning process goes on either. Teacher who? Delivers knowledge and experience. There is some problem with teaching. Uh, where there is some problem with? Digesting. Digesting the concept. So usually what I do is that. I don't wait. Till the end of the semester. To uh. To get a feedback. On on my teaching. But what I do is that. Every once in a month. I take. Anonymous feedback. So that. Over the period of 1 semester, I will get to know every month I will I will take I take anonymous feedback so the over a period of semester. I know that weather, actually. I'm teaching it well. Whatever I am teaching. Is digested absorbed properly by the students? So so. This I have been doing. For more than one year. The the institution where I'm currently working there also. I take anonymous feedback. Roughly once in a month. So why? Because. Suspense. Students in an Indian context. Uh uh, in Indian Indian setting. They they feel. Uh, some kind of uh. Uneasiness. They don't. They don't. The main weapon. To teach us when it comes to. Criticizing or commenting about their own. A critical commenting about. There won't be. So even though. My during my student times also I also had this feeling. So. That's why since I as as a student had this feeling, I even now also I feel in the new generation also they have the similar feeling. Ticket I I made, I I I decided to. I, I I I follow this. The process of taking anonymous feedback. So if the feedback is anonymous. The students they tend. Tell whatever the. The difficulty they face, whatever the issues they have. In a very, very open and in a very direct, in a more critical sense. So that gives you. Gives me a very. Direct access to. Students feel. And what they think about the teaching. And since I'm taking, I'm taking this feedback once in a month roughly. So I get to know, I get time. Father. I mean if it is. Feedback is another semester. Don't get time. Correct myself, but if I take anonymous feedback once in a month then I get. Ample amount of time to cut myself. Like that over the. Over the course of the course delivery. I will get enough opportunities since I'm taking this around university, but I will get enough opportunity. Correct myself so by following this way. Uh uh, it is not likely that. The parameters will be contradicted to each other. Hello there.

Alright, so you don’t wait till semester’s end for feedback—you’re actively checking if students are digesting the material. Let’s try a scenario: say a student files a formal complaint, claiming your grading is biased, while your department head is pressuring you to increase pass rates. How would you handle that situation to balance fairness and institutional expectations?

Alright, so you use hands-on experiments and frequent feedback to spot gaps in student understanding before semester’s end. Let’s try an ethical scenario: imagine a student files a formal complaint, alleging your grading is biased, but at the same time your department head is pressuring you to improve pass rates in your course. How do you navigate that situation?

Alright, so you’re careful about monthly anonymous feedback because you know students might hesitate to criticize in an Indian academic setting. Now, let’s try an ethical scenario: imagine a student files a formal complaint, claiming your grading is biased, but your department head is pressuring you to improve pass rates. How would you handle that conflict?

Right, so you’re proactive about anonymous feedback and adjusting your teaching based on what’s actually working for students. Let’s try an ethical scenario: suppose a colleague asks you to co-author a paper, but you notice some of the data seems questionable. What would you do?

No, it is.

No, it is. Not just because. The head of the department is. Pressurizing me to increase the past percentage. Uh, I cannot do that. Because. All the uh. All the answer scripts that is written by students. And the mark that I have given. That is all on record. So suppose a student is not. Writing the answers properly. I then I cannot give marks because if I give more marks that means. On Calcutta, I am I am doing a violation. And it is uh. So yeah, I'm on record. I'm doing a violation. And which which which keeps me uh. It's put puts me. Uh, in a. Not in a good state. So I don't do that whatever the student writes. Try my best to help the students understand the concepts. To increase their cognitive abilities, I. I'll do my best. And what? What? Contact, then they. The the the evaluation mechanism, everything else is. The University of Skyes. It is up to the. Evaluation mechanism I I just leave it as I. And while while doing the. Evaluation. Market, I just do. What is required as per the? Schematics. I don't do anything more. Don't give anything less. It is if you have student complaints. Time biased. So then. The scripts and the marks that I have given it is there. It is there to verify.

No, it is. Not just because. The head of the department is. Pressurizing me to increase the past percentage. Uh, I cannot do that. Because. All the uh. All the answer scripts that is written by students. And the mark that I have given. That is all on record. So suppose a student is not. Writing the answers properly. I then I cannot give marks because if I give more marks that means. On Calcutta, I am I am doing a violation. And it is uh. So yeah, I'm on record. I'm doing a violation. And which which which keeps me uh. It's put puts me. Uh, in a. Not in a good state. So I don't do that whatever the student writes. Try my best to help the students understand the concepts. To increase their cognitive abilities, I. I'll do my best. And what? What? Contact, then they. The the the evaluation mechanism, everything else is. The University of Skyes. It is up to the. Evaluation mechanism I I just leave it as I. And while while doing the. Evaluation. Market, I just do. What is required as per the? Schematics. I don't do anything more. Don't give anything less. It is if you have student complaints. Time biased. So then. The scripts and the marks that I have given it is there. It is there to verify. Oh, uh, I mean I cannot be. Biased.

No, it is. Not just because. The head of the department is. Pressurizing me to increase the past percentage.

You said “no,” so I’m going to push a bit. If you were facing both a student complaint and departmental pressure to change your grading, what would you actually do? Walk me through the steps you’d take.

No, it is. Not just because. The head of the department is. Pressurizing me to increase the past percentage. Uh, I cannot do that. Because. All the uh. All the answer scripts that is written by students. And the mark that I have given. That is all on record. So suppose a student is not. Writing the answers properly. I then I cannot give marks because if I give more marks that means. On Calcutta, I am I am doing a violation. And it is uh. So yeah, I'm on record. I'm doing a violation. And which which which keeps me uh. It's put puts me. Uh, in a. Not in a good state. So I don't do that whatever the student writes. Try my best to help the students understand the concepts. To increase their cognitive abilities, I. I'll do my best. And what? What?

No, it is. Not just because. The head of the department is. Pressurizing me to increase the past percentage. Uh, I cannot do that. Because. All the uh. All the answer scripts that is written by students. And the mark that I have given. That is all on record. So suppose a student is not. Writing the answers properly. I then I cannot give marks because if I give more marks that means. On Calcutta, I am I am doing a violation. And it is uh. So yeah, I'm on record. I'm doing a violation. And which which which keeps me uh. It's put puts me. Uh, in a. Not in a good state. So I don't do that whatever the student writes. Try my best to help the students understand the concepts. To increase their cognitive abilities, I. I'll do my best. And what? What? Contact, then they. The the the evaluation mechanism, everything else is. The University of Skyes. It is up to the. Evaluation mechanism I I just leave it as I. And while while doing the. Evaluation. Market, I just do. What is required as per the? Schematics. I don't do anything more. Don't give anything less.

No, it is. Not just because. The head of the department is. Pressurizing me to increase the past percentage. Uh, I cannot do that. Because. All the uh. All the answer scripts that is written by students. And the mark that I have given. That is all on record. So suppose a student is not. Writing the answers properly. I then I cannot give marks because if I give more marks that means. On Calcutta, I am I am doing a violation. And it is uh. So yeah, I'm on record. I'm doing a violation.

No, it is. Not just because. The head of the department is. Pressurizing me to increase the past percentage. Uh, I cannot do that. Because. All the uh. All the answer scripts that is written by students. And the mark that I have given. That is all on record. So suppose a student is not. Writing the answers properly. I then I cannot give marks because if I give more marks that means. On Calcutta, I am I am doing a violation. And it is uh. So yeah, I'm on record. I'm doing a violation. And which which which keeps me uh. It's put puts me. Uh, in a. Not in a good state. So I don't do that whatever the student writes. Try my best to help the students understand the concepts. To increase their cognitive abilities, I. I'll do my best. And what? What? Contact, then they. The the the evaluation mechanism, everything else is. The University of Skyes. It is up to the. Evaluation mechanism I I just leave it as I. And while while doing the. Evaluation. Market, I just do. What is required as per the? Schematics.

No, it is. Not just because. The head of the department is. Pressurizing me to increase the past percentage. Uh, I cannot do that. Because. All the uh. All the answer scripts that is written by students.

Alright, Dr., shifting to industry alignment. Given your background in quantum computation and device physics, do you have connections with companies or research institutes that could help students here at VIT get exposure to real-world labs or internships?

Alright, Dr., quick check on core skills before we finish up. Let’s start with semiconductor device physics. Imagine you’re troubleshooting a MOSFET that’s exhibiting unexpected leakage current at high temperature. What would be your first steps to figure out the root cause?

You’re clear that you wouldn’t compromise grading integrity even with departmental pressure. Let’s check core skills before we wrap up. For semiconductor device physics: say you’re troubleshooting a MOSFET showing unexpected leakage current at high temperature. What’s your process for isolating the root cause?

Okay, so you’re clear on not adjusting marks under pressure and focus on students actually demonstrating understanding. Quick check before we wrap up—when you’re working on a quantum computation project, what’s one scenario where you’d choose a continuous-variable approach over a qubit-based one?

Alright, so you’re using real laser-based demos to make quantum concepts tangible for students, and you’re clear about teaching integrity under pressure. Let’s check core skills before we finish up. For semiconductor device physics: say you’re troubleshooting a MOSFET that’s exhibiting unexpected leakage current at high temperature. What’s your process for narrowing down the cause?

Okay, you’re clear that you stick to university guidelines for evaluation and don’t inflate grades under pressure. Quick check before we wrap up—when you’re working on a quantum computation project, how do you decide between using discrete versus continuous variables for your approach?

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

Alright, you’re pretty thorough about using regular anonymous feedback and keeping clear records for evaluation, so complaints can be addressed transparently. Professor, we're wrapping up. Is there anything you'd like to ask about the role or the team before we finish?

Uh, yeah. So. Will I be able to? Uh, get any seed funding of seed money from the institute? To start my research and how many? Students will be allowed. After I joined.