Please start by introducing your professional journey in academia

Hi I'm doctor omprakash. I'm here for the interview for the position of. Assistant professor research. At VIP. University. For the and I, I have a slagation in the smart manufacturing in a smart materials. I completed my PhD in. Since November. 2024.

Okay, so your specialization is in smart manufacturing and materials, and you wrapped up your PhD just recently. Is there anything else from your academic journey or research focus you'd like to add before we continue?

Yeah, during my PhD I have developed a dielectric plastomer composite. Uh for a specifically. Dedicated for trial. Cyber technology.

Alright, so you developed a dielectric plastomer composite for trial cyber technology during your PhD—sounds intriguing. Anything else you'd like to highlight about your academic or research journey before we dive into specifics?

I would like to correct here it's not for cyber technology it is for. Triboelectric nanogenerator. We can continue.

Alright, now that we've got your background, let's talk teaching. What's one foundational concept in smart manufacturing that you really enjoy explaining to students?

Smart manufacturing. I have enjoyed that. And I have used.

Okay, so smart manufacturing is the area you enjoy teaching, but you didn't mention a specific foundational concept. Can you give me an example of a basic principle or topic in smart manufacturing that you find especially rewarding to explain to students?

Smart manufacturing. I have enjoyed that. And I have used. Oh, sonication. Seattle. Doctor blade technology. So all these methods have. 0 Carbonation. For working as a. Under grants.

Smart manufacturing. I have enjoyed that. And I have used. Oh, sonication. Seattle. Doctor blade technology. So all these methods have. 0 Carbonation. For working as a. Under grants. And further it was. Since I've been manufacturing tribal electric nano generator so over there. Pause. So that low frequency. Testing energy harvesting such as walking, moving, movement of. Hands or anybody part. It can harvest energy from there. So that was a very. Pretty much. The loading with the issue.

Smart manufacturing. I have enjoyed that. And I have used. Oh, sonication. Seattle. Doctor blade technology. So all these methods have. 0 Carbonation. For working as a. Under grants. And further it was. Since I've been manufacturing tribal electric nano generator so over there. Pause. So that low frequency. Testing energy harvesting such as walking, moving, movement of. Hands or anybody part.

Smart manufacturing. I have enjoyed that. And I have used. Oh, sonication. Seattle. Doctor blade technology. So all these methods have. 0 Carbonation. For working as a. Under grants. And further it was. Since I've been manufacturing tribal electric nano generator so over there.

Okay, so you enjoy teaching the practical methods—like sonication and doctor blade technology—in smart manufacturing. Can you walk me through how you’d explain the principle of sonication to students who are brand new to the topic?

Dr., in your 2025 publication "Triboelectric nanogenerator to harness energy from low-frequency and low-amplitude vibrating sources," what was the most challenging aspect to translate from your research into a classroom teaching module for undergraduates?

Okay, so you're connecting the practical methods like sonication and doctor blade to energy harvesting from movement—hands, walking, etc. When you're teaching these concepts, how do you help students visualize or grasp the real-world impact of triboelectric nanogenerators in smart manufacturing?

Okay, so you used methods like sonication and doctor blade technology for smart manufacturing, and you mentioned energy harvesting from human movement as a key application. When you're teaching these concepts, how do you help students grasp the practical connection between the manufacturing process and the energy harvesting outcome?

Since all the body movements, whether we if we talk about the gait cycle or any movement of the body, whether it is elbow, knee. I had milk or uh. Even our lower faces.

Since all the body movements, whether we if we talk about the gait cycle or any movement of the body, whether it is elbow, knee. I had milk or uh. Even our lower faces. Jawlines all. All these movements have. Frequency which is ranging from. Umm 2 hearts. 8 or 10 hours. Not more. More than that. Show. Since travel. It nano generators have capacity to harvest energy. Uh, at the very. Frequency it goes up to 0.5 Hertz to. Uh, up to maximum of 100 Hertz, which have been reported in papers. So it can be used for. A continuous health monitoring at remote conditions where electricity or. Some involvements are not there, so it can be used over the year.

You mentioned gait cycles and movement of joints like elbows and knees—so you're tying the triboelectric nanogenerator to real-world biomechanics. How do you make this connection clear for students who might not have a strong background in either material science or physiology?

You explained how triboelectric nanogenerators can harvest energy from low-frequency movements—like elbows, knees, and jawlines—for continuous health monitoring in places without electricity. Shifting gears, Dr., your PhD research focused on developing a dielectric plastomer composite. Can you describe a time you had to simplify that work for students or a non-specialist audience?

With a large combination of monomers such as uh. Polytimethyls locks.

With a large combination of monomers such as uh. Polytimethyls locks. And search for the energy. Start application very. Wired high dielectric constant means it can store energy. Higher energy.

With a large combination of monomers such as uh. Polytimethyls locks. And search for the energy. Start application very. Wired high dielectric constant means it can store energy. Higher energy. So for that purpose, if we. Add any kind of filler to improve the dielectric constants its elastic modulus also increases significantly.

Okay, you mentioned using a combination of monomers like polydimethylsiloxane in your composite. Can you walk me through how you'd break down that material science for students who might not have much background in polymers?

With a large combination of monomers such as uh. Polytimethyls locks. And search for the energy. Start application very. Wired high dielectric constant means it can store energy. Higher energy. So for that purpose, if we. Add any kind of filler to improve the dielectric constants its elastic modulus also increases significantly. So that if you are applying a low frequency. Deformed material can deform. So for 50. Deformation we required. Lowelastic modulus. And to. We require high dielectric constant.

Alright, so you've got a composite with high dielectric constant, which means it's good for energy storage. When you're explaining that to students—especially those new to material science—how do you make sure they understand what 'dielectric constant' actually means in practice, not just as a textbook term?

With a large combination of monomers such as uh. Polytimethyls locks. And search for the energy. Start application very. Wired high dielectric constant means it can store energy. Higher energy. So for that purpose, if we. Add any kind of filler to improve the dielectric constants its elastic modulus also increases significantly. So that if you are applying a low frequency. Deformed material can deform. So for 50. Deformation we required. Lowelastic modulus. And to. We require high dielectric constant. In general, if you add. This ceramic. Yeah. Zirconium oxides are being reported in research papers so. In those conditions, dielectric constants are improving as. At the same time. Elastic modulus is also increasing.

With a large combination of monomers such as uh. Polytimethyls locks. And search for the energy. Start application very. Wired high dielectric constant means it can store energy. Higher energy. So for that purpose, if we. Add any kind of filler to improve the dielectric constants its elastic modulus also increases significantly. So that if you are applying a low frequency. Deformed material can deform. So for 50. Deformation we required. Lowelastic modulus. And to. We require high dielectric constant. In general, if you add. This ceramic. Yeah. Zirconium oxides are being reported in research papers so. In those conditions, dielectric constants are improving as. At the same time. Elastic modulus is also increasing. So R. The elastic modulus or. Plastic models as low as possible are. 10s to the pup. What are you DMS?

With a large combination of monomers such as uh. Polytimethyls locks. And search for the energy. Start application very. Wired high dielectric constant means it can store energy. Higher energy. So for that purpose, if we. Add any kind of filler to improve the dielectric constants its elastic modulus also increases significantly. So that if you are applying a low frequency. Deformed material can deform. So for 50. Deformation we required. Lowelastic modulus. And to. We require high dielectric constant. In general, if you add. This ceramic. Yeah. Zirconium oxides are being reported in research papers so. In those conditions, dielectric constants are improving as. At the same time. Elastic modulus is also increasing. So R. The elastic modulus or. Plastic models as low as possible are. 10s to the pup. What are you DMS? For that. 1st I have added policy in glycol. Such as Paul. I would like for other polymers. Can also be. Added in the directive constant. To improve. Uh, the dielectric constant. With minimal impact on elastic model.

Alright, so you described how adding fillers to the composite boosts the dielectric constant and elastic modulus, making it better for energy storage. When you're explaining those trade-offs to students, what's your approach to helping them understand why material choices matter in real-world applications?

With a large combination of monomers such as uh. Polytimethyls locks. And search for the energy. Start application very. Wired high dielectric constant means it can store energy. Higher energy. So for that purpose, if we. Add any kind of filler to improve the dielectric constants its elastic modulus also increases significantly. So that if you are applying a low frequency. Deformed material can deform. So for 50. Deformation we required. Lowelastic modulus. And to. We require high dielectric constant. In general, if you add. This ceramic. Yeah. Zirconium oxides are being reported in research papers so. In those conditions, dielectric constants are improving as. At the same time. Elastic modulus is also increasing. So R. The elastic modulus or. Plastic models as low as possible are. 10s to the pup. What are you DMS? For that. 1st I have added policy in glycol. Such as Paul. I would like for other polymers. Can also be. Added in the directive constant. To improve. Uh, the dielectric constant. With minimal impact on elastic model. That we have added at the higher temperature. So it's 60°C that the. Be easy or polythene glycol can be melted and. It can be directly added to. After addition. Activity was increased. Up to 210 times. 10 Only 10% increment in elastic models.

With a large combination of monomers such as uh. Polytimethyls locks. And search for the energy. Start application very. Wired high dielectric constant means it can store energy. Higher energy. So for that purpose, if we. Add any kind of filler to improve the dielectric constants its elastic modulus also increases significantly. So that if you are applying a low frequency. Deformed material can deform. So for 50. Deformation we required. Lowelastic modulus. And to. We require high dielectric constant. In general, if you add. This ceramic. Yeah. Zirconium oxides are being reported in research papers so. In those conditions, dielectric constants are improving as. At the same time. Elastic modulus is also increasing. So R. The elastic modulus or. Plastic models as low as possible are. 10s to the pup. What are you DMS? For that. 1st I have added policy in glycol. Such as Paul. I would like for other polymers. Can also be. Added in the directive constant. To improve. Uh, the dielectric constant. With minimal impact on elastic model. That we have added at the higher temperature. So it's 60°C that the. Be easy or polythene glycol can be melted and. It can be directly added to. After addition. Activity was increased. Up to 210 times. 10 Only 10% increment in elastic models. Go clear to a higher energy generation at scene.

Okay, so you're balancing the need for a high dielectric constant for energy storage with the need for a low elastic modulus to allow deformation at low frequencies. When you've explained these trade-offs to students, what's an analogy or simple demonstration you've used to help them visualize the material behavior?

With a large combination of monomers such as uh. Polytimethyls locks. And search for the energy. Start application very. Wired high dielectric constant means it can store energy. Higher energy. So for that purpose, if we. Add any kind of filler to improve the dielectric constants its elastic modulus also increases significantly. So that if you are applying a low frequency. Deformed material can deform. So for 50. Deformation we required. Lowelastic modulus. And to. We require high dielectric constant. In general, if you add. This ceramic. Yeah. Zirconium oxides are being reported in research papers so. In those conditions, dielectric constants are improving as. At the same time. Elastic modulus is also increasing. So R. The elastic modulus or. Plastic models as low as possible are. 10s to the pup. What are you DMS? For that. 1st I have added policy in glycol. Such as Paul. I would like for other polymers. Can also be. Added in the directive constant. To improve. Uh, the dielectric constant. With minimal impact on elastic model. That we have added at the higher temperature. So it's 60°C that the. Be easy or polythene glycol can be melted and. It can be directly added to. After addition. Activity was increased. Up to 210 times. 10 Only 10% increment in elastic models. Go clear to a higher energy generation at scene. 57% is. So. Directly linked to. That's the minimal. Loading or with us. So it can be. In that man.

Alright, you brought up zirconium oxide fillers and their impact on both dielectric constant and elastic modulus — that's pretty technical. When you had to explain this to undergraduates who might not have a strong materials science background, how'd you make the trade-off between flexibility and energy storage clear for them?

Now, given your work in smart manufacturing and triboelectric nanogenerators, where do you see the most fundable research directions over the next three years? What kinds of grants or external funding sources would you pursue to support that research at VIT?

Okay, so you experimented with adding different polymers to boost the dielectric constant while keeping the elastic modulus low—sounds like you were optimizing for both energy storage and material flexibility. Given your experience with triboelectric nanogenerators and smart manufacturing, where do you see the most fundable research directions over the next few years? What kinds of external grants would you target?

Alright, so you managed to boost the dielectric constant by up to 210 times, with only a 10 percent increase in elastic modulus—pretty impressive trade-off. Now, given your work in smart manufacturing and triboelectric nanogenerators, where do you see the most fundable research directions over the next three years? What kinds of grants or external funding would you target?

Alright, you got a big boost in dielectric constant with minimal increase in elastic modulus by adding polyethylene glycol at higher temperatures—so you were optimizing for energy storage and flexibility. Now, thinking about your work in smart manufacturing and triboelectric nanogenerators, where do you see the most fundable research directions over the next three years? What kinds of grants or external funding would you target?

Right, so you managed a big increase in dielectric constant with only a minor rise in elastic modulus by adjusting your polymer additives and process temperature. Now, given your expertise in smart manufacturing and triboelectric nanogenerators, where do you see the most promising, fundable research directions over the next few years? What kinds of grants or external funding would you target to sustain and grow a research group?

In the short terms. I can go for. Integration of. Travel electric nano generator or TNC. To directly bearable, flexible, bearable sensors.

In the short terms. I can go for. Integration of. Travel electric nano generator or TNC. To directly bearable, flexible, bearable sensors. Such as O2 level measuring. Heartbeat. Body temperature management. Measuring sensors.

Alright, integration of triboelectric nanogenerators with flexible wearable sensors—so you're looking at short-term projects that could attract funding for health monitoring or smart textiles. If you were building a research group around this at VIT, what would your strategy be for securing external grants or industry partnerships?

In the short terms. I can go for. Integration of. Travel electric nano generator or TNC. To directly bearable, flexible, bearable sensors. Such as O2 level measuring. Heartbeat. Body temperature management. Measuring sensors. What is loop uh current? And voltage is range between. 3. Can apply? The funding regarding these two integrations for. And in program we can go. For further improvement in dielectric constant as well as. With minimum. Packed with some ionic gels. Anecdotes can. Decrease the elastic modulus further. That 10% deviation can also be decreased. So it can be. Negatively or suppose one. Megapascal is for elastic modulus of PDMS. So we can reduce it up to. Umm, it may it 800 kilopascal. In that that condition, it is expected that the energy harvesting can be improved so that. The sensors can be powered sufficiently and it. Continuous monitoring can be performed.

So you're aiming to integrate triboelectric nanogenerators with wearable sensors for health monitoring—that's a realistic, fundable direction. If you had to pitch this to a grant committee at a top Indian science agency, what would you highlight to convince them of the societal impact and technical novelty?

Alright, you’re looking at integrating triboelectric nanogenerators with flexible, wearable sensors for health monitoring, and you mentioned targeting grants to support both short-term integration work and longer-term material optimization. If you had to pitch this to a grant committee at a top institution, what evidence or preliminary data would you highlight to convince them it’s worth funding?

Uh, I have 5. For one. Travel electric nano generator which I have completed during my PS. The ACT patent is being published. Over there. I have achieved a voltage of. 7 Volt. And the correct. Sufficient to. Power of 1 sensor. So. So. Evidence can be. Provided to. Am I audible?

Dr., let's turn to your teaching. Suppose you're leading a large smart manufacturing class, but you can't use slides or traditional lectures—how would you keep 200 students engaged and actively learning?

For large batch without any support of smart classes or. Normal lecture I will go for a. Quiz type or uh. Whole type, uh, education, uh, teaching system. So where where I can involve? All the students I can ask their answer. For certain topic or certain lecture which topics which which is being covered in during the lecture? And for that? Uh I'll ask one by one. What are the their responses and we will discuss one by one? Set the maximum.

You’d use a quiz or poll system to involve everyone and get responses on key topics during the lecture—so you’re aiming for active participation. How would you measure whether this approach actually helped students understand the material, and what would you do if a big chunk of the class seemed disengaged?

OK. So if. Almaraz large amount of students are uh, seems to be in this in this, So in that condition I'll. Go for this, uh, event, breaking down the lecture in a short.

OK. So if. Almaraz large amount of students are uh, seems to be in this in this, So in that condition I'll. Go for this, uh, event, breaking down the lecture in a short. Dot format so we can cover the topic by topic or. Set the maximum student can get benefited. UH class volume has UH class which I'm teaching. The. 3 topics to cover, so I'll break it down that one by uh. 1/3 or 1/10. So that. Each topic can become. Delivered efficiently to. Most of the student.

Alright, let's shift toward your role in institutional stewardship. Accreditation cycles can be pretty demanding—if you joined our department and found that outcome assessment data was inconsistent across courses, how would you approach fixing that?

Alright, breaking lectures down into smaller chunks makes sense for engagement, especially if students are losing focus. Now, let's shift toward your role in institutional stewardship. Accreditation cycles can be pretty demanding—if you joined our department and found that outcome assessment data was inconsistent across courses, how would you approach fixing that?

First identification of the problem. Why that data is inconsistent or? Data is not particularly there. And after that, we will. Talk to the concerning department. That's why this data is uh. In such a format and then we will uh. Try to work on one by one. So that. Those data can or those in consist in inconsistency can be. Reduced or minimized? We will follow the guidelines provided by the accreditation agencies. Uh and uh try to align the regulation or try to align the. Rules by the institutions. So the both can work. Uh simultaneously.

First identification of the problem. Why that data is inconsistent or? Data is not particularly there.

Alright, starting with root cause analysis makes sense. Once you've identified why the outcome assessment data is inconsistent, what concrete steps would you take to bring all courses into alignment and ensure compliance for accreditation?

Now, Professor, let’s talk about ethical dilemmas. Imagine a colleague asks you to be a co-author on a research paper, but you notice some of the experimental data looks questionable or possibly manipulated. What would you actually do in that situation?

1st if my. Kaleidoscope not identify. At ditas inclusive or manipulated? So I'll help them. To analyze the data if. Or if there is some inconsistency during the. Calculation or analyzing data so we can go for that. By performing the experiments again, we can get the actual data and then we can report it out.

You’d start by helping your colleague analyze the data, and if issues came up, you’d re-run experiments to get clean results before reporting. What would you do if your colleague insisted the original data was fine and refused to repeat the experiments?

In that condition I have to deny to be a co-author. Uh, for the paper. And I'll guide them or I'll suggest them to re perform the experiment.

Switching gears, Professor, your experience with triboelectric nanogenerators and smart manufacturing is quite relevant to industry trends. How have you connected students with real-world industry opportunities—like internships or collaborative projects—based on your research or professional network?

Uh, I have guided. UH-2 batches of PhD. Oh, sorry, undergrads.

So you mentioned guiding two batches of undergrads. Can you give a concrete example—maybe name a company, lab, or project—where your students actually got hands-on exposure to industry work through your efforts?

Uh, I have guided. UH-2 batches of PhD. Oh, sorry, undergrads. The undergraduate students during my PhD. Ashford collaboration work with industry. Finalized. However, in the industry or industry, uh, sorry. In academia collaboration. I have tried to collaborate with some of my uh. Senior Faculties.

Uh, I have guided. UH-2 batches of PhD. Oh, sorry, undergrads. The undergraduate students during my PhD. Ashford collaboration work with industry. Finalized. However, in the industry or industry, uh, sorry. In academia collaboration. I have tried to collaborate with some of my uh. Senior Faculties. So. And As for UC undergrads, student and postgraduate students, they have worked vigorously on the. So they. Those models have been effectively. Working conditions. They have developed a working conditions to create nano generators and. All things are going well for India. I was undressed.

So you tried collaborating with industry but ended up working more with senior faculty in academia. Was there a particular company or lab where your undergrad students got hands-on experience, or was it mostly within the university?

So you guided undergrad batches and collaborated more within academia, but it sounds like you didn’t get the industry exposure for your students that you were hoping for. If you joined VIT, how would you go about building those industry connections so students could work on real-world projects or internships tied to smart manufacturing?

Avoid the contact some of those. Industries who are working with the wearable sensors. Specially especially smartwatches or some other variable devices. Uh, so that. These two systems can be integrated together for a self-powered wearable devices. So it can be a child. In those systems does not require any battery or rechargeable. System uh. So it can be made pretty much affordable as well as at the same time. Lightweight.

Avoid the contact some of those. Industries who are working with the wearable sensors. Specially especially smartwatches or some other variable devices. Uh, so that. These two systems can be integrated together for a self-powered wearable devices. So it can be a child. In those systems does not require any battery or rechargeable. System uh. So it can be made pretty much affordable as well as at the same time. Lightweight. So in that conditions we can. In those conditions we can. Uh, contact any industry for. My students. To get their. Real life. Exposure to the. PNG as well as variable sensors.

Switching topics, Professor, let's talk about student evaluation. Say you're responsible for both designing and grading a final exam in a smart manufacturing course. How do you make sure your exam actually measures student understanding, not just rote memorization?

So you're planning to reach out to industries working on wearable sensors and devices, tying student projects directly to real-life product development. When you set up these collaborations, how do you make sure students aren't just doing routine tasks but actually get meaningful, hands-on experience with the technology?

Will the goal for? Smaller goals so that. Students can get generate reports on that one that. You supposed to. Material development So one guy has if the students have developed a material. So we'll get for the characterization that what? What kind of improvement they have achieved?

Will the goal for? Smaller goals so that. Students can get generate reports on that one that. You supposed to. Material development So one guy has if the students have developed a material. So we'll get for the characterization that what? What kind of improvement they have achieved? And how the materials are being integrated.

Will the goal for? Smaller goals so that. Students can get generate reports on that one that. You supposed to. Material development So one guy has if the students have developed a material. So we'll get for the characterization that what? What kind of improvement they have achieved? And how the materials are being integrated. So bye. I answering both. Uh, we can monitor that students are not doing day-to-day. Work. Rather they are achieving something. With the real life problem.

So, you're breaking down the project so students can report progress on smaller goals, like material development and characterization—basically tracking measurable improvements. Can you give a concrete example of how you'd evaluate whether a student's project work actually met industry standards, not just academic expectations?

So you plan to assign smaller, trackable milestones—like having students report on material development and integration—so you can monitor their progress and see specific improvements. Let's change direction. Tell me about a time you designed and graded a final exam. How did you make sure your exam actually measured student understanding, not just memorization?

Right, you’re tracking student progress through concrete milestones like material development and integration, not just routine tasks. Now, Professor, thinking about your experience with student evaluation and exam duties—when you design and grade a final exam for a smart manufacturing course, how do you make sure your exam actually measures what students have learned, not just their memorization?

While. Return news blooms. Where from? Zero business knowledge to. Their implementation can be checked. By using close technology, blooms. Taxonomy.

While. Return news blooms. Where from? Zero business knowledge to. Their implementation can be checked. By using close technology, blooms. Taxonomy. So blooms are well designed to. Evaluate the students.

While. Return news blooms. Where from? Zero business knowledge to. Their implementation can be checked. By using close technology, blooms. Taxonomy. So blooms are well designed to. Evaluate the students. Based on their knowledge. How they are evaluate? That those problems. And how they can implement those?

You mentioned using Bloom’s taxonomy to evaluate students’ understanding—that helps move beyond memorization. When you teach theory and lab courses, how do you make sure students connect what they learn in lectures to the hands-on lab work?

You’re using Bloom’s taxonomy to evaluate deeper understanding—so you’re aiming for implementation and application, not just knowledge recall. Now, when you guide student projects and research, what’s your process for helping students move from a vague research idea to a clear, actionable project plan?

Alright, you’re using Bloom’s taxonomy to evaluate deeper understanding—so you’re aiming for implementation and application, not just knowledge recall. Now, when you guide student projects and research, what’s your approach for keeping students motivated and ensuring they actually finish their work on time?

While. Return news blooms. Where from? Zero business knowledge to. Their implementation can be checked. By using close technology, blooms. Taxonomy. So blooms are well designed to. Evaluate the students. Based on their knowledge. How they are evaluate? That those problems. And how they can implement those? Was learned in the subject that can be. Evaluated pretty much. Efficiently in that. Blue technology is one way to go for. Assistant manifold. It's efficient assessment of the work.

Okay, you mentioned monitoring improvements through material development and characterization, which does help track student achievement in real-world projects. Let's switch topics—when you're teaching theory and lab courses, how do you make sure your communication is clear and structured so students follow the material, especially with complex concepts?

While dealing with the Cong. Complex concept.

While dealing with the Cong. Complex concept. We can teach something. Uh, some topics and then. I will get back to take the feedback from the students ask the reverse questions that what they have learned in the. During the lecture. So and. That condition a student can. Uh, fully participate in the lecture, so. Their their concentration is. Somewhere else as well as. How what they have understand? That can be. Check during the poll or. Wills during the classes.

So you’re setting smaller, measurable goals like material development and characterization to keep students focused on outcomes. Now, tell me about your own research publications—what’s one paper you published in a reputed journal that you’re most proud of, and what impact did it have on the field?

Alright, you’re using reverse questions and polls to check student understanding as you go, which keeps the classroom interactive. Let’s dig a bit deeper into guiding student projects and research—when you’re supervising a student working on a smart vehicle technology project, how do you help them pick a research question that’s both ambitious and actually doable in the timeframe they have?

Show Horace Mann. People there are several topics that they can choose. Whether there is, there is. Uh energy storage device. Safety device on. Guiding system.

Show Horace Mann. People there are several topics that they can choose. Whether there is, there is. Uh energy storage device. Safety device on. Guiding system. So based on that first. What industry or what the product needs? That has to be identified. Properties they are going to. Prove or on which property they are. They are what? Then, but then we have to check it out that. Tuition permit it. Or the tech. The facilities are available, then it's. OK if If not then identify the. And then, uh, contact them. That whether we can perform that those experiments, what are their constrain? Constraints for testing those properties and then. After that. Will go for. Uh, slowly. By working one at a time, picking one problem at a time. Then work work it on. And later on in that given time frame. We can uh, uh. Compile all those works so that. Final report can be generated.

Alright, so you’re helping them narrow down topics based on what’s achievable—like energy storage or safety devices. When a student wants to tackle something really ambitious, how do you help them break it down so they don’t get overwhelmed and can actually finish within their project timeline?

So you help students narrow down their research topics based on what's achievable with available facilities, and you guide them step by step to keep things realistic. Now, you mentioned working with triboelectric nanogenerators—can you walk me through a recent paper you published on this, and tell me what part of the work was most original or innovative?

In my project nano generator I have published. Patent in UH. April 2020. Five and which is under, uh. Consideration for grant.

In my project nano generator I have published. Patent in UH. April 2020. Five and which is under, uh. Consideration for grant. Patent grant in Indian Patent Office. IPO.

In my project nano generator I have published. Patent in UH. April 2020. Five and which is under, uh. Consideration for grant. Patent grant in Indian Patent Office. IPO. So in that problem. The. Basic problem was innovation was to harness the energy at low frequency control, which was. So that mechanical in. Mechanical input. Where I have to provide the mechanical input at the control. Frequency. That was the major challenge.

In my project nano generator I have published. Patent in UH. April 2020. Five and which is under, uh. Consideration for grant. Patent grant in Indian Patent Office. IPO. So in that problem. The. Basic problem was innovation was to harness the energy at low frequency control, which was. So that mechanical in. Mechanical input. Where I have to provide the mechanical input at the control. Frequency. That was the major challenge. For that one we have designed a circuit. Electrical circuit to control the. Frequency of. And by controlling the frequency. Got the output. In that way, the amazing. Issue was. To pick the material which was the PDMS composite or dielectric classroom composite to the system because due to the rapid. Uh, the material was getting separated frequently. So that was the major challenge first, but challenge second. Challenge was the circuitry. Because actual. Uh, time without. Moving body or with the dynamic loading conditions. Where the load was being applied with the time. The. To comply with the. From that movement. So that it won't get detached from the circuit that was the second. And thirdly. Uh, since it was a dual layer dielectric cluster, uh composite.

In my project nano generator I have published. Patent in UH. April 2020. Five and which is under, uh. Consideration for grant. Patent grant in Indian Patent Office. IPO. So in that problem. The. Basic problem was innovation was to harness the energy at low frequency control, which was. So that mechanical in. Mechanical input. Where I have to provide the mechanical input at the control. Frequency. That was the major challenge. For that one we have designed a circuit. Electrical circuit to control the. Frequency of. And by controlling the frequency. Got the output. In that way, the amazing. Issue was. To pick the material which was the PDMS composite or dielectric classroom composite to the system because due to the rapid. Uh, the material was getting separated frequently. So that was the major challenge first, but challenge second. Challenge was the circuitry. Because actual. Uh, time without. Moving body or with the dynamic loading conditions. Where the load was being applied with the time. The. To comply with the. From that movement. So that it won't get detached from the circuit that was the second.

You mentioned a patent for your nanogenerator project, which sounds promising, but I was asking about a published paper. Can you walk me through either a recent publication or the patent submission—what’s the one detail or method in your work that you think stands out as most innovative compared to existing approaches?

In my project nano generator I have published. Patent in UH. April 2020. Five and which is under, uh. Consideration for grant. Patent grant in Indian Patent Office. IPO. So in that problem. The. Basic problem was innovation was to harness the energy at low frequency control, which was. So that mechanical in. Mechanical input. Where I have to provide the mechanical input at the control. Frequency. That was the major challenge. For that one we have designed a circuit. Electrical circuit to control the. Frequency of. And by controlling the frequency. Got the output. In that way, the amazing. Issue was. To pick the material which was the PDMS composite or dielectric classroom composite to the system because due to the rapid. Uh, the material was getting separated frequently. So that was the major challenge first, but challenge second. Challenge was the circuitry. Because actual. Uh, time without. Moving body or with the dynamic loading conditions. Where the load was being applied with the time. The. To comply with the. From that movement. So that it won't get detached from the circuit that was the second. And thirdly. Uh, since it was a dual layer dielectric cluster, uh composite. So in that condition the. Consistent contact between the two layers, that was the major challenge and major innovative innovation in that. Area in the video.

You mentioned your patent submission for a nanogenerator, but I was hoping to hear about the most innovative part of your work—what specific aspect made your approach stand out compared to existing nanogenerator designs?

Alright, you described working on a nanogenerator patent and controlling mechanical input frequency, but let's pivot for a moment. When you teach laboratory courses—especially hands-on sessions—how do you ensure students actually understand the underlying theory, not just follow steps mechanically?

Alright, so your nanogenerator patent focused on controlling input frequency and keeping the material attached under dynamic loading, which definitely shows innovation. Now, Professor, tell me about your PhD specialization—what was your main research focus, and how does it connect to mechatronics or smart manufacturing?

Alright, you described designing a circuit to control input frequency and selecting PDMS composites, plus handling dynamic loading without detachment—that’s quite a bit of technical innovation. Now, Professor, you’ve got a PhD in a relevant field, but I want to hear how your research background shapes the way you approach teaching theory versus laboratory sessions. How does having that research experience change the way you deliver the classroom material?

Alright, you explained how you navigated material choices and circuit design for your nanogenerator patent. Now, Professor, tell me about a time you worked directly with industry—maybe a project or consultancy—where your mechatronics or smart manufacturing expertise helped solve a real operational problem. What was the challenge, and how did you approach it?

For a period of time I have worked with. Hello. PMT One. And over there. They had to design A ribs on TMT bar. Because every PMT bars come with. Uh, ribs.

For a period of time I have worked with. Hello. PMT One. And over there. They had to design A ribs on TMT bar. Because every PMT bars come with. Uh, ribs. For that, but they wanted to optimize their rates of a TMT bar. And pretty much we have. Went from. Straight PMT reps to the trapezoidal. Circular. Crossed and in. Conditions are. In those conditions we have obtained that the trapezoidal. Ribs gets the more contact area. So it. And it. So in that condition we have supplied to. Those data to the TMT bar, TMT manufacturing companies. They are pretty much producing those. Ribs. Dreamy ribs.

You worked with PMT on designing ribs for TMT bars, which shows you’ve handled real manufacturing challenges with industry. Now, I’d like to talk about your ability to teach theory and laboratory courses. When you lead a lab session, how do you make sure students actually understand the experiment and its purpose, not just the steps?

You worked with PMT to optimize TMT bar ribs, and your data led to a design that's now in production—shows you've tackled real manufacturing problems hands-on. When you're teaching theory and lab courses, how do you make sure students actually understand the technical concepts, not just memorizing procedures?

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

Was uh on dielectric last summer composite. So over there. Uh, I have improved. The material property. To store energy better. Better energy storage. As well as with the low modulus, which was pretty much good for. Easy deformation because at the since we are. Moving an elbow or. Knee, so that is. So that. The comfort levels. Cannot be disturbed for any patient or a normal human being. So that was, uh. And during work. See my 1 was. To improve. The dielectric constant by 200. 10 times with. 10%, only 10% improvement in elastic model Uh, no. Pretty much I have got. The generalized idea that. I have to work in a research team and as well as in teaching.

Was uh on dielectric last summer composite. So over there.

Was uh on dielectric last summer composite. So over there. Uh, I have improved. The material property. To store energy better. Better energy storage.

Okay, so your dissertation was on dielectric elastomer composites, but you didn’t get into the specifics yet. Can you briefly describe one key research method you used in that work—maybe a particular experimental setup or analysis approach—and how it showed your expertise in mechatronics or smart manufacturing?

Okay, so your dissertation focused on improving dielectric elastomer composites for better energy storage, which ties directly to your research in nanogenerators and materials. Alright, we're wrapping up. Is there anything you'd like to ask about the role or the team before we finish?