Yes.

Please start

Hi, yes, we can. Please go ahead.

Just a quick intro — your name and what you've been working on in academia.

Hi, yes, we can. Please go ahead. Hello.

Alright.

Hello. Hello. Can you hear me?

Alright, Dr., let's get started properly. What's one foundational physics concept you genuinely enjoy teaching, and how do you typically introduce it to new students?

The fundamental concepts I want to go basically. Uh, semiconductors, OK, for example. The top. Because semiconductor. So how can I? Introduce this basic topic to the students.

The fundamental concepts I want to go basically. Uh, semiconductors, OK, for example. The top. Because semiconductor. So how can I? Introduce this basic topic to the students. I will say that. We have a a human beings 1 is. Men and women. OK, so like that the material have? In semiconductors I am speaking the material have. The atom and the electron the material have electron. And holds both of. OK, yes. In this semiconductor. We have a pure semiconductor and impure semiconductor. Because in ideal case we know that. It purity.

The fundamental concepts I want to go basically. Uh, semiconductors, OK, for example. The top. Because semiconductor. So how can I? Introduce this basic topic to the students. I will say that. We have a a human beings 1 is. Men and women. OK, so like that the material have? In semiconductors I am speaking the material have. The atom and the electron the material have electron. And holds both of. OK, yes. In this semiconductor. We have a pure semiconductor and impure semiconductor. Because in ideal case we know that. It purity. And there is another top. Topic Impurity. Impurities or impurities? Show insurance semiconductor. Pure semiconductor, both electric. And poles are. Charge carriers.

The fundamental concepts I want to go basically. Uh, semiconductors, OK, for example. The top. Because semiconductor. So how can I? Introduce this basic topic to the students. I will say that. We have a a human beings 1 is. Men and women. OK, so like that the material have? In semiconductors I am speaking the material have. The atom and the electron the material have electron. And holds both of. OK, yes. In this semiconductor. We have a pure semiconductor and impure semiconductor. Because in ideal case we know that. It purity. And there is another top. Topic Impurity. Impurities or impurities? Show insurance semiconductor. Pure semiconductor, both electric. And poles are. Charge carriers. OK. What is charge carriers? Charge the negative charge, positive charge it's carrying inside the material.

Alright, so you want to introduce semiconductors as a basic topic. When you first explain semiconductors to students, do you start with their physical properties or the applications—like transistors and diodes? Why that approach?

The fundamental concepts I want to go basically. Uh, semiconductors, OK, for example. The top. Because semiconductor. So how can I? Introduce this basic topic to the students. I will say that. We have a a human beings 1 is. Men and women. OK, so like that the material have? In semiconductors I am speaking the material have. The atom and the electron the material have electron. And holds both of. OK, yes. In this semiconductor. We have a pure semiconductor and impure semiconductor. Because in ideal case we know that. It purity. And there is another top. Topic Impurity. Impurities or impurities? Show insurance semiconductor. Pure semiconductor, both electric. And poles are. Charge carriers. OK. What is charge carriers? Charge the negative charge, positive charge it's carrying inside the material. OK, when? Charge carrier is moving. In when it is a transport in. There we are getting. Either by the negative charge or positive.

The fundamental concepts I want to go basically. Uh, semiconductors, OK, for example. The top. Because semiconductor. So how can I? Introduce this basic topic to the students. I will say that. We have a a human beings 1 is. Men and women. OK, so like that the material have? In semiconductors I am speaking the material have. The atom and the electron the material have electron. And holds both of. OK, yes. In this semiconductor. We have a pure semiconductor and impure semiconductor. Because in ideal case we know that. It purity. And there is another top. Topic Impurity. Impurities or impurities? Show insurance semiconductor. Pure semiconductor, both electric. And poles are. Charge carriers. OK. What is charge carriers? Charge the negative charge, positive charge it's carrying inside the material. OK, when? Charge carrier is moving.

The fundamental concepts I want to go basically. Uh, semiconductors, OK, for example. The top. Because semiconductor. So how can I? Introduce this basic topic to the students. I will say that. We have a a human beings 1 is. Men and women. OK, so like that the material have? In semiconductors I am speaking the material have. The atom and the electron the material have electron. And holds both of. OK, yes. In this semiconductor. We have a pure semiconductor and impure semiconductor. Because in ideal case we know that. It purity. And there is another top. Topic Impurity. Impurities or impurities? Show insurance semiconductor. Pure semiconductor, both electric. And poles are. Charge carriers. OK. What is charge carriers? Charge the negative charge, positive charge it's carrying inside the material. OK, when? Charge carrier is moving. In when it is a transport in. There we are getting. Either by the negative charge or positive. OK, whatever. Current we are getting. By negative, that is, by electrons. Electrum Flow. Whatever thing. Umm, current through. Umm holds. When the holes is moving. We are getting. OK. Positive charge and negative charge. Both the semiconduct.

The fundamental concepts I want to go basically. Uh, semiconductors, OK, for example. The top. Because semiconductor. So how can I? Introduce this basic topic to the students. I will say that. We have a a human beings 1 is. Men and women. OK, so like that the material have? In semiconductors I am speaking the material have. The atom and the electron the material have electron. And holds both of. OK, yes. In this semiconductor. We have a pure semiconductor and impure semiconductor. Because in ideal case we know that. It purity. And there is another top. Topic Impurity. Impurities or impurities? Show insurance semiconductor. Pure semiconductor, both electric. And poles are. Charge carriers. OK. What is charge carriers? Charge the negative charge, positive charge it's carrying inside the material. OK, when? Charge carrier is moving. In when it is a transport in. There we are getting. Either by the negative charge or positive. OK, whatever. Current we are getting. By negative, that is, by electrons. Electrum Flow. Whatever thing. Umm, current through. Umm holds. When the holes is moving. We are getting. OK. Positive charge and negative charge. Both the semiconduct. OK. So the semiconductor both the electrons and holes are? Can get it. It's for pure semiconductor in. Semiconductor What is impure? We are mixing some. Elements. Are more elements. OK, for example Gallium. Indian arsenide like that. OK, pure semiconductor silicon is the best example. Elementary.

The fundamental concepts I want to go basically. Uh, semiconductors, OK, for example. The top. Because semiconductor. So how can I? Introduce this basic topic to the students. I will say that. We have a a human beings 1 is. Men and women. OK, so like that the material have? In semiconductors I am speaking the material have. The atom and the electron the material have electron. And holds both of. OK, yes. In this semiconductor. We have a pure semiconductor and impure semiconductor. Because in ideal case we know that. It purity. And there is another top. Topic Impurity. Impurities or impurities? Show insurance semiconductor. Pure semiconductor, both electric. And poles are. Charge carriers. OK. What is charge carriers? Charge the negative charge, positive charge it's carrying inside the material. OK, when? Charge carrier is moving. In when it is a transport in. There we are getting. Either by the negative charge or positive. OK, whatever. Current we are getting. By negative, that is, by electrons. Electrum Flow. Whatever thing. Umm, current through. Umm holds. When the holes is moving. We are getting. OK. Positive charge and negative charge. Both the semiconduct. OK. So the semiconductor both the electrons and holes are? Can get it. It's for pure semiconductor in. Semiconductor What is impure? We are mixing some. Elements. Are more elements. OK, for example Gallium. Indian arsenide like that. OK, pure semiconductor silicon is the best example. Elementary. One statement behaves. Semiconductor profit. C OK. The impurity semiconductor have two types.

The fundamental concepts I want to go basically. Uh, semiconductors, OK, for example. The top. Because semiconductor. So how can I? Introduce this basic topic to the students. I will say that. We have a a human beings 1 is. Men and women. OK, so like that the material have? In semiconductors I am speaking the material have. The atom and the electron the material have electron. And holds both of. OK, yes. In this semiconductor. We have a pure semiconductor and impure semiconductor. Because in ideal case we know that. It purity. And there is another top. Topic Impurity. Impurities or impurities? Show insurance semiconductor. Pure semiconductor, both electric. And poles are. Charge carriers. OK. What is charge carriers? Charge the negative charge, positive charge it's carrying inside the material. OK, when? Charge carrier is moving. In when it is a transport in. There we are getting. Either by the negative charge or positive. OK, whatever. Current we are getting. By negative, that is, by electrons. Electrum Flow. Whatever thing. Umm, current through. Umm holds. When the holes is moving. We are getting. OK. Positive charge and negative charge. Both the semiconduct. OK. So the semiconductor both the electrons and holes are? Can get it. It's for pure semiconductor in. Semiconductor What is impure? We are mixing some. Elements. Are more elements. OK, for example Gallium. Indian arsenide like that. OK, pure semiconductor silicon is the best example. Elementary. One statement behaves. Semiconductor profit. C OK. The impurity semiconductor have two types. OK, OK. N type and P type. What is the N type? N means negative. P means. Semiconductor electrons are. Type semiconductor. It means what happening here. Electrons. It means more electrons are there to move.

The fundamental concepts I want to go basically. Uh, semiconductors, OK, for example. The top. Because semiconductor. So how can I? Introduce this basic topic to the students. I will say that. We have a a human beings 1 is. Men and women. OK, so like that the material have? In semiconductors I am speaking the material have. The atom and the electron the material have electron. And holds both of. OK, yes. In this semiconductor. We have a pure semiconductor and impure semiconductor. Because in ideal case we know that. It purity. And there is another top. Topic Impurity. Impurities or impurities? Show insurance semiconductor. Pure semiconductor, both electric. And poles are. Charge carriers. OK. What is charge carriers? Charge the negative charge, positive charge it's carrying inside the material. OK, when? Charge carrier is moving. In when it is a transport in. There we are getting. Either by the negative charge or positive. OK, whatever. Current we are getting. By negative, that is, by electrons. Electrum Flow. Whatever thing. Umm, current through. Umm holds. When the holes is moving. We are getting. OK. Positive charge and negative charge. Both the semiconduct. OK. So the semiconductor both the electrons and holes are? Can get it. It's for pure semiconductor in. Semiconductor What is impure? We are mixing some. Elements. Are more elements. OK, for example Gallium. Indian arsenide like that. OK, pure semiconductor silicon is the best example. Elementary. One statement behaves. Semiconductor profit. C OK. The impurity semiconductor have two types. OK, OK. N type and P type. What is the N type? N means negative. P means. Semiconductor electrons are. Type semiconductor. It means what happening here. Electrons. It means more electrons are there to move. Material P type semiconductor more holes are. There it is. Is free. Inside the material. The P types and connectors, so positive type and negative type. Both are. Semiconductors. How we are doing this? NP type. By mixing. Different times. It means water. Are increasing. Careers, for example. We are increasing the number of electrons. Indian Semiconductor. So it means P type semiconductor. We are increasing number of. Holds charge carriers. We are increasing the number. OK, so other. Electrons are. We are creating free elect. France and freeholds.

The fundamental concepts I want to go basically. Uh, semiconductors, OK, for example. The top. Because semiconductor. So how can I? Introduce this basic topic to the students. I will say that. We have a a human beings 1 is. Men and women. OK, so like that the material have? In semiconductors I am speaking the material have. The atom and the electron the material have electron. And holds both of. OK, yes. In this semiconductor. We have a pure semiconductor and impure semiconductor. Because in ideal case we know that. It purity. And there is another top. Topic Impurity. Impurities or impurities? Show insurance semiconductor. Pure semiconductor, both electric. And poles are. Charge carriers. OK. What is charge carriers? Charge the negative charge, positive charge it's carrying inside the material. OK, when? Charge carrier is moving. In when it is a transport in. There we are getting. Either by the negative charge or positive. OK, whatever. Current we are getting. By negative, that is, by electrons. Electrum Flow. Whatever thing. Umm, current through. Umm holds. When the holes is moving. We are getting. OK. Positive charge and negative charge. Both the semiconduct. OK. So the semiconductor both the electrons and holes are? Can get it. It's for pure semiconductor in. Semiconductor What is impure? We are mixing some. Elements. Are more elements. OK, for example Gallium. Indian arsenide like that. OK, pure semiconductor silicon is the best example. Elementary. One statement behaves. Semiconductor profit. C OK. The impurity semiconductor have two types. OK, OK. N type and P type. What is the N type? N means negative. P means. Semiconductor electrons are. Type semiconductor. It means what happening here. Electrons. It means more electrons are there to move. Material P type semiconductor more holes are. There it is. Is free. Inside the material. The P types and connectors, so positive type and negative type. Both are. Semiconductors. How we are doing this? NP type. By mixing. Different times. It means water. Are increasing. Careers, for example. We are increasing the number of electrons. Indian Semiconductor. So it means P type semiconductor. We are increasing number of. Holds charge carriers. We are increasing the number. OK, so other. Electrons are. We are creating free elect. France and freeholds. So that. We are getting the. OK, so. That we can do.

The fundamental concepts I want to go basically. Uh, semiconductors, OK, for example. The top. Because semiconductor. So how can I? Introduce this basic topic to the students. I will say that. We have a a human beings 1 is. Men and women. OK, so like that the material have? In semiconductors I am speaking the material have. The atom and the electron the material have electron. And holds both of. OK, yes. In this semiconductor. We have a pure semiconductor and impure semiconductor. Because in ideal case we know that. It purity. And there is another top. Topic Impurity. Impurities or impurities? Show insurance semiconductor. Pure semiconductor, both electric. And poles are. Charge carriers. OK. What is charge carriers? Charge the negative charge, positive charge it's carrying inside the material. OK, when? Charge carrier is moving. In when it is a transport in. There we are getting. Either by the negative charge or positive. OK, whatever. Current we are getting. By negative, that is, by electrons. Electrum Flow. Whatever thing. Umm, current through. Umm holds. When the holes is moving. We are getting. OK. Positive charge and negative charge. Both the semiconduct. OK. So the semiconductor both the electrons and holes are? Can get it. It's for pure semiconductor in. Semiconductor What is impure? We are mixing some. Elements. Are more elements. OK, for example Gallium. Indian arsenide like that. OK, pure semiconductor silicon is the best example. Elementary. One statement behaves. Semiconductor profit. C OK. The impurity semiconductor have two types. OK, OK. N type and P type. What is the N type? N means negative. P means. Semiconductor electrons are. Type semiconductor. It means what happening here. Electrons. It means more electrons are there to move. Material P type semiconductor more holes are. There it is. Is free. Inside the material. The P types and connectors, so positive type and negative type. Both are. Semiconductors. How we are doing this? NP type. By mixing. Different times. It means water. Are increasing. Careers, for example. We are increasing the number of electrons. Indian Semiconductor. So it means P type semiconductor. We are increasing number of. Holds charge carriers. We are increasing the number. OK, so other. Electrons are. We are creating free elect. France and freeholds. So that. We are getting the. OK, so. That we can do. So this is the way I am simply. Explaining, uh. The basic concepts of semiconductor to the. It's easy.

Okay, you use the analogy of men and women to introduce electrons and holes in semiconductors. When you explain the difference between pure and impure semiconductors in class, do you usually lean on real-world applications—like why purity matters in a device—or do you stay focused on the atomic structure?

The fundamental concepts I want to go basically. Uh, semiconductors, OK, for example. The top. Because semiconductor. So how can I? Introduce this basic topic to the students. I will say that. We have a a human beings 1 is. Men and women. OK, so like that the material have? In semiconductors I am speaking the material have. The atom and the electron the material have electron. And holds both of. OK, yes. In this semiconductor. We have a pure semiconductor and impure semiconductor. Because in ideal case we know that. It purity. And there is another top. Topic Impurity. Impurities or impurities? Show insurance semiconductor. Pure semiconductor, both electric. And poles are. Charge carriers. OK. What is charge carriers? Charge the negative charge, positive charge it's carrying inside the material. OK, when? Charge carrier is moving. In when it is a transport in. There we are getting. Either by the negative charge or positive. OK, whatever. Current we are getting. By negative, that is, by electrons. Electrum Flow. Whatever thing. Umm, current through. Umm holds. When the holes is moving. We are getting. OK. Positive charge and negative charge. Both the semiconduct. OK. So the semiconductor both the electrons and holes are? Can get it. It's for pure semiconductor in. Semiconductor What is impure? We are mixing some. Elements. Are more elements. OK, for example Gallium. Indian arsenide like that. OK, pure semiconductor silicon is the best example. Elementary. One statement behaves. Semiconductor profit. C OK. The impurity semiconductor have two types. OK, OK. N type and P type. What is the N type? N means negative. P means. Semiconductor electrons are. Type semiconductor. It means what happening here. Electrons. It means more electrons are there to move. Material P type semiconductor more holes are. There it is. Is free. Inside the material. The P types and connectors, so positive type and negative type. Both are. Semiconductors. How we are doing this? NP type. By mixing. Different times. It means water. Are increasing. Careers, for example. We are increasing the number of electrons. Indian Semiconductor. So it means P type semiconductor. We are increasing number of. Holds charge carriers. We are increasing the number. OK, so other. Electrons are. We are creating free elect. France and freeholds. So that. We are getting the. OK, so. That we can do. So this is the way I am simply. Explaining, uh. The basic concepts of semiconductor to the. It's easy. That's it, That's all. Or, uh, can I continue? Heard. Then he stopped it.

Okay, so you use everyday analogies to make the electron-hole concept relatable—like comparing it to men and women. When you introduce the idea of impurities in semiconductors, do you usually focus more on the physical changes in the material or the impact on electrical properties?

Okay, so you introduce semiconductors by comparing electrons and holes to everyday analogies like men and women, then move into pure and impure materials. When students struggle with the concept of charge carriers—especially holes, since they're not physical particles—how do you clarify that for them in class?

Okay, so you use analogies like men and women to introduce electrons and holes, and you walk students through the difference between pure and impure semiconductors. When you see students struggling with the idea of charge carriers—how do you help them grasp why electrons and holes move differently in a semiconductor compared to a metal?

Okay, so you introduce semiconductors by using analogies and breaking down the concept of charge carriers. When students struggle to grasp why holes act as positive charge carriers, how do you clarify that for them in the classroom?

Okay, so you break down semiconductors for students by using analogies and covering concepts like charge carriers, electrons, and holes. When you first introduce pure versus impure semiconductors, do you find students grasp the physical differences easily, or do you need to use more real-world examples to make it stick?

Okay, so you introduce semiconductors by comparing electrons and holes to everyday analogies like men and women, then move into pure and impure materials. When students struggle with the concept of charge carriers—especially holes acting as positive charge carriers—how do you clarify that for them in class?

Okay, so you break down semiconductors for students by starting with analogies and then move to pure and impure materials, and charge carriers like electrons and holes. When you introduce charge carriers as negative or positive, do you find students usually grasp the idea right away, or do you have a particular strategy for clarifying it when they're confused?

Okay, so you walk students through pure and impure semiconductors, using analogies and breaking down charge carriers. When you're teaching this, how do you handle students who struggle to understand why holes act as positive charge carriers in the material?

Alright, you break down semiconductors for students by starting with analogies and explaining charge carriers, electrons, and holes, then moving to pure and impure materials. When you first introduce charge carriers, do you find students grasp the concept easily, or do you have a particular strategy to make it clearer when they seem confused?

Okay, so you break down semiconductors for students by starting with analogies and then move to pure and impure materials, charge carriers, and doping. When you first introduce charge carriers—especially holes as positive carriers—how do you handle students who get confused about why holes behave as positive charges?

Okay, you break down the basics of semiconductors for students using analogies and move from pure to impure materials, charge carriers, and doping. When you see students struggling to grasp the idea of charge carriers—especially holes—how do you clarify that for them in the classroom?

Okay, so you use analogies and break down electrons and holes to make semiconductors approachable for students. When you first introduce these charge carriers, what's a common misconception students have, and how do you clear it up?

Yeah, carriers. That's all. Initially explained. The the. Kind of fun. Apartments, which is having. Or negative charge.

Yeah, carriers. That's all. Initially explained. The the. Kind of fun. Apartments, which is having. Or negative charge. OK. So electrons. Is the basic. UH-1.

Yeah, carriers. That's all. Initially explained. The the. Kind of fun. Apartments, which is having. Or negative charge. OK. So electrons. Is the basic. UH-1. Students know that is you are all. In electrons are. It's so it is moving. What is going around with? Yes, that is. So that I. Introduce the absence of. Electrons. When the turns having some energy.

Dr., your research on PVP-capped CdS nanoparticles and doping effects seems quite advanced—especially your publication on their structural and optical properties. How do you bridge the complexity of that work when teaching undergraduates who might be new to nanomaterials?

Yeah, carriers. That's all. Initially explained. The the. Kind of fun. Apartments, which is having. Or negative charge. OK. So electrons. Is the basic. UH-1. Students know that is you are all. In electrons are. It's so it is moving. What is going around with? Yes, that is. So that I. Introduce the absence of. Electrons. When the turns having some energy. The holds like that. And you? Students are. Sitting in the. Bench and. The student moving. Uh, another page. So that place is vacant. Select that. From one place. This then. The is not image.

Right, so you emphasize electrons as the basic charge carrier. Dr., I noticed your research on PVP-capped CdS nanoparticles and doping effects—specifically your publication on their structural and optical properties. When you're teaching undergraduates, how do you connect the advanced concepts from that research to an introductory classroom setting?

Yeah, carriers. That's all. Initially explained. The the. Kind of fun. Apartments, which is having. Or negative charge. OK. So electrons. Is the basic. UH-1. Students know that is you are all. In electrons are. It's so it is moving. What is going around with? Yes, that is. So that I. Introduce the absence of. Electrons. When the turns having some energy. The holds like that. And you? Students are. Sitting in the. Bench and. The student moving. Uh, another page. So that place is vacant. Select that. From one place. This then. The is not image. Goals, yeah. Absence of electron. In the presence of old. So like that I can explain the concepts of. Electron and holds.

So you clarify that electrons are the basic charge carriers, but you also emphasize the absence of electrons—holes—as a key concept. Dr., I noticed your research on PVP-capped CdS nanoparticles and the effects of doping—especially your publication on their structural and optical properties. How do you bridge the complexity of that research when introducing advanced material to undergraduates or non-specialist students?

Alright, so you use the analogy of students moving between benches to illustrate holes and electron movement. Now, Dr., your research on PVP-capped CdS nanoparticles and their doping effects stands out. When you teach undergraduates about the structural and optical properties you studied, how do you make those advanced concepts accessible to them?

Alright, so you clarify the distinction between electrons and holes with the student bench analogy, which helps make the concept less abstract. Now, Dr., you've published on PVP-capped CdS nanoparticles and their doping effects, which is quite a specialized area. How do you take insights from that research and use them to enrich your undergraduate teaching—especially for students who might never work with nanomaterials?

Yes.

Yes. Uh, yes, I will continue. I will explain. Uh, uh, nanoparticle nanotechnology? What is that? Nano Science.

You've said "yes," but I'd like a bit more detail. When you teach undergraduates about nanoparticle doping, what practical example or analogy do you use to help them understand why doping changes the properties of the material?

Yes. Uh, yes, I will continue. I will explain. Uh, uh, nanoparticle nanotechnology? What is that? Nano Science. The science which is deals with the. Particles which is its. Nanometer size. This is small size. Uh, like a meter, centimeter, decimeter like it is, I said. 10 power -9 met. Very, very small. Which can. Table 2. In the net, so we need some microscope. It's OK nanop. Later. OK, so. Nanoparticles. Into this. I mean the party. The nanolet.

Yes. Uh, yes, I will continue. I will explain. Uh, uh, nanoparticle nanotechnology? What is that? Nano Science. The science which is deals with the. Particles which is its. Nanometer size. This is small size. Uh, like a meter, centimeter, decimeter like it is, I said. 10 power -9 met. Very, very small. Which can. Table 2. In the net, so we need some microscope. It's OK nanop. Later. OK, so. Nanoparticles. Into this. I mean the party. The nanolet. The property. OK. And you can see that. Having a big size. Material. If you hold it in the heater it stayed long time to melt OK like that. If you if you go into the nanoscale. What melting point is? Decreases like that. OK.

Yes. Uh, yes, I will continue. I will explain. Uh, uh, nanoparticle nanotechnology? What is that? Nano Science. The science which is deals with the. Particles which is its. Nanometer size. This is small size. Uh, like a meter, centimeter, decimeter like it is, I said. 10 power -9 met. Very, very small. Which can. Table 2. In the net, so we need some microscope. It's OK nanop. Later. OK, so. Nanoparticles. Into this. I mean the party. The nanolet. The property. OK. And you can see that. Having a big size. Material. If you hold it in the heater it stayed long time to melt OK like that. If you if you go into the nanoscale. What melting point is? Decreases like that. OK. Uh, like. Uh, my work. OK, the this is what case.

Yes. Uh, yes, I will continue. I will explain. Uh, uh, nanoparticle nanotechnology? What is that? Nano Science. The science which is deals with the. Particles which is its. Nanometer size. This is small size. Uh, like a meter, centimeter, decimeter like it is, I said. 10 power -9 met. Very, very small. Which can. Table 2. In the net, so we need some microscope. It's OK nanop. Later. OK, so. Nanoparticles. Into this. I mean the party. The nanolet. The property. OK. And you can see that. Having a big size. Material. If you hold it in the heater it stayed long time to melt OK like that. If you if you go into the nanoscale. What melting point is? Decreases like that. OK. Uh, like. Uh, my work. OK, the this is what case. Nanometers. What is the semicondynamics I'm using?

Yes. Uh, yes, I will continue. I will explain. Uh, uh, nanoparticle nanotechnology? What is that? Nano Science. The science which is deals with the. Particles which is its. Nanometer size. This is small size. Uh, like a meter, centimeter, decimeter like it is, I said. 10 power -9 met. Very, very small. Which can. Table 2. In the net, so we need some microscope. It's OK nanop. Later. OK, so. Nanoparticles. Into this. I mean the party. The nanolet. The property. OK. And you can see that. Having a big size. Material. If you hold it in the heater it stayed long time to melt OK like that. If you if you go into the nanoscale. What melting point is? Decreases like that. OK. Uh, like. Uh, my work. OK, the this is what case. Nanometers. What is the semicondynamics I'm using? Cadmium sulfide. It's a kind of. Compound semiconductor. OK, which is have. Band energy.

Yes. Uh, yes, I will continue. I will explain. Uh, uh, nanoparticle nanotechnology? What is that? Nano Science. The science which is deals with the. Particles which is its. Nanometer size. This is small size. Uh, like a meter, centimeter, decimeter like it is, I said. 10 power -9 met. Very, very small. Which can. Table 2. In the net, so we need some microscope. It's OK nanop. Later. OK, so. Nanoparticles. Into this. I mean the party. The nanolet. The property. OK. And you can see that. Having a big size. Material. If you hold it in the heater it stayed long time to melt OK like that. If you if you go into the nanoscale. What melting point is? Decreases like that. OK. Uh, like. Uh, my work. OK, the this is what case. Nanometers. What is the semicondynamics I'm using? Cadmium sulfide. It's a kind of. Compound semiconductor. OK, which is have. Band energy. Up to two point almost 2.42 electron Volt OK. So what? Reset bandgap. Know that valence band and. Condition when in V2 OK? So we are. With some. Uh uh, met. Into that material. Create some blah. Uh, and. Padding of electrons. These things have to happen. Carriers will be increasing. And more. Will be happen under 1. And cadmium sulfide.

Yes. Uh, yes, I will continue. I will explain. Uh, uh, nanoparticle nanotechnology? What is that? Nano Science. The science which is deals with the. Particles which is its. Nanometer size. This is small size. Uh, like a meter, centimeter, decimeter like it is, I said. 10 power -9 met. Very, very small. Which can. Table 2. In the net, so we need some microscope. It's OK nanop. Later. OK, so. Nanoparticles. Into this. I mean the party. The nanolet. The property. OK. And you can see that. Having a big size. Material. If you hold it in the heater it stayed long time to melt OK like that. If you if you go into the nanoscale. What melting point is? Decreases like that. OK. Uh, like. Uh, my work. OK, the this is what case. Nanometers. What is the semicondynamics I'm using? Cadmium sulfide. It's a kind of. Compound semiconductor. OK, which is have. Band energy. Up to two point almost 2.42 electron Volt OK. So what? Reset bandgap. Know that valence band and. Condition when in V2 OK? So we are. With some. Uh uh, met. Into that material. Create some blah. Uh, and. Padding of electrons. These things have to happen. Carriers will be increasing. And more. Will be happen under 1. And cadmium sulfide. Cadmium sulfide reduces the particles I synthesized. The small. Level that is a nano scale. Under between 10 nanometers. When I'm decreasing the. Space I am the. Uh, the optical property. The luminescent behavior. Is increasing.

Okay, that's helpful. Now, Dr., given your research focus on semiconductor nanostructures and optical properties, where do you see the most fundable research directions over the next three years? What kind of grants or collaborations would you pursue to support that work?

Yes. Uh, yes, I will continue. I will explain. Uh, uh, nanoparticle nanotechnology? What is that? Nano Science. The science which is deals with the. Particles which is its. Nanometer size. This is small size. Uh, like a meter, centimeter, decimeter like it is, I said. 10 power -9 met. Very, very small. Which can. Table 2. In the net, so we need some microscope. It's OK nanop. Later. OK, so. Nanoparticles. Into this. I mean the party. The nanolet. The property. OK. And you can see that. Having a big size. Material. If you hold it in the heater it stayed long time to melt OK like that. If you if you go into the nanoscale. What melting point is? Decreases like that. OK. Uh, like. Uh, my work. OK, the this is what case. Nanometers. What is the semicondynamics I'm using? Cadmium sulfide. It's a kind of. Compound semiconductor. OK, which is have. Band energy. Up to two point almost 2.42 electron Volt OK. So what? Reset bandgap. Know that valence band and. Condition when in V2 OK? So we are. With some. Uh uh, met. Into that material. Create some blah. Uh, and. Padding of electrons. These things have to happen. Carriers will be increasing. And more. Will be happen under 1. And cadmium sulfide. Cadmium sulfide reduces the particles I synthesized. The small. Level that is a nano scale. Under between 10 nanometers. When I'm decreasing the. Space I am the. Uh, the optical property. The luminescent behavior. Is increasing. Adam sulk, we can. Go for. Manufacturing of the. OK. When replacing. Uh, after existing 135 semiconductors, here is in the 26 semiconductors cadmium required?

Yes. Uh, yes, I will continue. I will explain. Uh, uh, nanoparticle nanotechnology? What is that? Nano Science. The science which is deals with the. Particles which is its. Nanometer size. This is small size. Uh, like a meter, centimeter, decimeter like it is, I said. 10 power -9 met. Very, very small. Which can. Table 2. In the net, so we need some microscope. It's OK nanop. Later. OK, so. Nanoparticles. Into this. I mean the party. The nanolet. The property. OK. And you can see that. Having a big size. Material. If you hold it in the heater it stayed long time to melt OK like that. If you if you go into the nanoscale. What melting point is? Decreases like that. OK. Uh, like. Uh, my work. OK, the this is what case. Nanometers. What is the semicondynamics I'm using? Cadmium sulfide. It's a kind of. Compound semiconductor. OK, which is have. Band energy. Up to two point almost 2.42 electron Volt OK. So what? Reset bandgap. Know that valence band and. Condition when in V2 OK? So we are. With some. Uh uh, met. Into that material. Create some blah. Uh, and. Padding of electrons. These things have to happen. Carriers will be increasing. And more. Will be happen under 1. And cadmium sulfide. Cadmium sulfide reduces the particles I synthesized. The small. Level that is a nano scale. Under between 10 nanometers. When I'm decreasing the. Space I am the. Uh, the optical property. The luminescent behavior. Is increasing. Adam sulk, we can. Go for. Manufacturing of the. OK. When replacing. Uh, after existing 135 semiconductors, here is in the 26 semiconductors cadmium required? So particle is decreasing because of the. Size decreases.

Yes. Uh, yes, I will continue. I will explain. Uh, uh, nanoparticle nanotechnology? What is that? Nano Science. The science which is deals with the. Particles which is its. Nanometer size. This is small size. Uh, like a meter, centimeter, decimeter like it is, I said. 10 power -9 met. Very, very small. Which can. Table 2. In the net, so we need some microscope. It's OK nanop. Later. OK, so. Nanoparticles. Into this. I mean the party. The nanolet. The property. OK. And you can see that. Having a big size. Material. If you hold it in the heater it stayed long time to melt OK like that. If you if you go into the nanoscale. What melting point is? Decreases like that. OK. Uh, like. Uh, my work. OK, the this is what case. Nanometers. What is the semicondynamics I'm using? Cadmium sulfide. It's a kind of. Compound semiconductor. OK, which is have. Band energy. Up to two point almost 2.42 electron Volt OK. So what? Reset bandgap. Know that valence band and. Condition when in V2 OK? So we are. With some. Uh uh, met. Into that material. Create some blah. Uh, and. Padding of electrons. These things have to happen. Carriers will be increasing. And more. Will be happen under 1. And cadmium sulfide. Cadmium sulfide reduces the particles I synthesized. The small. Level that is a nano scale. Under between 10 nanometers. When I'm decreasing the. Space I am the. Uh, the optical property. The luminescent behavior. Is increasing. Adam sulk, we can. Go for. Manufacturing of the. OK. When replacing. Uh, after existing 135 semiconductors, here is in the 26 semiconductors cadmium required? So particle is decreasing because of the. Size decreases. It gives different colors, luminous and the air. It will be happening. So for example. Uh, it starts with the. 5 meter, 6 nanometer.

So you start by breaking down nanoscience as working with extremely small particles, emphasizing scale and visibility. When you relate doping effects—like with gallium or indium—to undergraduates, do you tie it to real-world devices or experiments they've seen, or do you keep it at the conceptual level?

Yes. Uh, yes, I will continue. I will explain. Uh, uh, nanoparticle nanotechnology? What is that? Nano Science. The science which is deals with the. Particles which is its. Nanometer size. This is small size. Uh, like a meter, centimeter, decimeter like it is, I said. 10 power -9 met. Very, very small. Which can. Table 2. In the net, so we need some microscope. It's OK nanop. Later. OK, so. Nanoparticles. Into this. I mean the party. The nanolet. The property. OK. And you can see that. Having a big size. Material. If you hold it in the heater it stayed long time to melt OK like that. If you if you go into the nanoscale. What melting point is? Decreases like that. OK. Uh, like. Uh, my work. OK, the this is what case. Nanometers. What is the semicondynamics I'm using? Cadmium sulfide. It's a kind of. Compound semiconductor. OK, which is have. Band energy. Up to two point almost 2.42 electron Volt OK. So what? Reset bandgap. Know that valence band and. Condition when in V2 OK? So we are. With some. Uh uh, met. Into that material. Create some blah. Uh, and. Padding of electrons. These things have to happen. Carriers will be increasing. And more. Will be happen under 1. And cadmium sulfide. Cadmium sulfide reduces the particles I synthesized. The small. Level that is a nano scale. Under between 10 nanometers. When I'm decreasing the. Space I am the. Uh, the optical property. The luminescent behavior. Is increasing. Adam sulk, we can. Go for. Manufacturing of the. OK. When replacing. Uh, after existing 135 semiconductors, here is in the 26 semiconductors cadmium required? So particle is decreasing because of the. Size decreases. It gives different colors, luminous and the air. It will be happening. So for example. Uh, it starts with the. 5 meter, 6 nanometer. 1520 like that. Optical properties enhance like that. Gap also. I think Vancouver. Increases the rate. The energy is increasing. OK, so we can. Critical property. By tuning the. Particle size. So it will be. Helpful for optoelectronic devices. Photon based light. Electronic device, for example, Ltd.

Yes. Uh, yes, I will continue. I will explain. Uh, uh, nanoparticle nanotechnology? What is that? Nano Science. The science which is deals with the. Particles which is its. Nanometer size. This is small size. Uh, like a meter, centimeter, decimeter like it is, I said. 10 power -9 met. Very, very small. Which can. Table 2. In the net, so we need some microscope. It's OK nanop. Later. OK, so. Nanoparticles. Into this. I mean the party. The nanolet. The property. OK. And you can see that. Having a big size. Material. If you hold it in the heater it stayed long time to melt OK like that. If you if you go into the nanoscale. What melting point is? Decreases like that. OK. Uh, like. Uh, my work. OK, the this is what case. Nanometers. What is the semicondynamics I'm using? Cadmium sulfide. It's a kind of. Compound semiconductor. OK, which is have. Band energy. Up to two point almost 2.42 electron Volt OK. So what? Reset bandgap. Know that valence band and. Condition when in V2 OK? So we are. With some. Uh uh, met. Into that material. Create some blah. Uh, and. Padding of electrons. These things have to happen. Carriers will be increasing. And more. Will be happen under 1. And cadmium sulfide. Cadmium sulfide reduces the particles I synthesized. The small. Level that is a nano scale. Under between 10 nanometers. When I'm decreasing the. Space I am the. Uh, the optical property. The luminescent behavior. Is increasing. Adam sulk, we can. Go for. Manufacturing of the. OK. When replacing. Uh, after existing 135 semiconductors, here is in the 26 semiconductors cadmium required? So particle is decreasing because of the. Size decreases. It gives different colors, luminous and the air. It will be happening. So for example. Uh, it starts with the. 5 meter, 6 nanometer. 1520 like that. Optical properties enhance like that. Gap also. I think Vancouver. Increases the rate. The energy is increasing. OK, so we can. Critical property. By tuning the. Particle size.

Right, you emphasize the scale and how properties shift at the nanoscale, like melting point changes. When you're planning future research in nanostructures, which direction feels most promising for external funding—are you leaning toward quantum computation applications, or something else? And which grants would you target first?

Alright, you highlight the dramatic shift in melting point as materials move to the nanoscale, which makes it clear to students how properties change fundamentally. Thinking ahead, where do you see the most fundable research directions in nanostructured semiconductors over the next few years—what grants would you pursue to sustain your work?

Right, you highlight the extreme scale and how melting points drop at the nanoscale, which usually grabs students' attention. Now, thinking about your research with semiconductor nanostructures, where do you see the strongest opportunities for external funding over the next three years—what grants or collaborations would you target?

You made nanoscale properties really tangible for students, especially connecting melting point changes with everyday materials. Now, thinking about institutional priorities—where do you see the most promising, fundable research directions in your field over the next three years? Which grants or agencies would you target first?

You really emphasize scale and property changes, which helps students grasp nanoparticles. Switching gears, thinking about curriculum development—how would you integrate concepts of quantum computation into an undergraduate physics course, especially considering VIT University's focus on emerging technologies?

You brought up how shrinking to nanoscale changes optical properties and luminescence, which ties directly to your research. Thinking institutionally—where do you see the most fundable directions in semiconductor nanostructure research over the next few years? Which grants would you target and why?

You really focus on scale and property changes to make nanoparticles relatable, and you tie in your own synthesis work with cadmium sulfide. Switching gears, Dr., thinking about curriculum development—how would you integrate concepts of quantum computation into an undergraduate physics curriculum, especially if you're aligning with a university that's focused on emerging technologies?

You highlighted the way melting point and optical properties shift at the nanoscale, and made a point about bandgap tuning in cadmium sulfide nanoparticles. Thinking institutionally, Dr.—where do you see the most promising, fundable research directions in semiconductor nanostructures over the next three years, and what kinds of grants or funding sources would you target for this work?

Alright, you made the nanoscale tangible for students, and highlighted how optical properties change with size. Now, thinking about fiscal sustainability—where do you see the most fundable research directions in semiconductor nanostructures over the next three years, and what kinds of grants would you pursue?

You really emphasize how bandgap and optical properties change at the nanoscale, and you connect that to your CdS work. Thinking bigger picture—where do you see the most fundable research directions in semiconductor physics and nanotechnology over the next few years? Which grants or agencies would you target?

You made the nanoscale tangible for students and highlighted how optical properties change with size. Now, thinking about fiscal sustainability—where do you see the most fundable research directions in semiconductor device physics over the next few years, and what kinds of grants would you pursue to support those efforts?

Yeah. So. In each now. We all know, come to know that. In our world. OK already. Fabricating. Nano device.

Yeah. So. In each now. We all know, come to know that. In our world. OK already. Fabricating. Nano device. Non semiconductor based nanometer. As nano devices like that. Names. Names. Start manufacturing. Even in. Stop and some. Purchasing from. Jesus, OK. Like. The Nano. Small water. We are importing so. Now initial. Our Indian government.

You mentioned nano devices and fabrication—sounds like you see that as a real growth area. If VIT University wanted to integrate quantum computation concepts into the undergraduate curriculum, how would you approach that, especially given the focus on emerging technologies?

Yeah. So. In each now. We all know, come to know that. In our world. OK already. Fabricating. Nano device. Non semiconductor based nanometer. As nano devices like that. Names. Names. Start manufacturing. Even in. Stop and some. Purchasing from. Jesus, OK. Like. The Nano. Small water. We are importing so. Now initial. Our Indian government. Semi fabric like a. The application so semiconductor device. Keeps the microwave.

Yeah. So. In each now. We all know, come to know that. In our world. OK already. Fabricating. Nano device. Non semiconductor based nanometer. As nano devices like that. Names. Names. Start manufacturing. Even in. Stop and some. Purchasing from. Jesus, OK. Like. The Nano. Small water. We are importing so. Now initial. Our Indian government. Semi fabric like a. The application so semiconductor device. Keeps the microwave. It's like that they invest more amount of money. Semiconductor. Devices made in India. OK, we are going. Make. OK, Indian. So. So if we are going to. You invest more. So the Government of India I can able to write. Project uh. I can hear you. Able to stop. Uh. Uh, this is based on. Nano material synthesis. Or depart. It's OK, previously my. Yeah, this is. Uh, umm, basic, uh, wet. This chemical is. And we are. Nanoparticles and small scale device if we are. Thing. Uh. Film. OK, semiconductor. Films. OK, we can easily. Try to get a device. Like the small scale?

Yeah. So. In each now. We all know, come to know that. In our world. OK already. Fabricating. Nano device. Non semiconductor based nanometer. As nano devices like that. Names. Names. Start manufacturing. Even in. Stop and some. Purchasing from. Jesus, OK. Like. The Nano. Small water. We are importing so. Now initial. Our Indian government. Semi fabric like a. The application so semiconductor device. Keeps the microwave. It's like that they invest more amount of money. Semiconductor. Devices made in India. OK, we are going. Make. OK, Indian. So. So if we are going to. You invest more. So the Government of India I can able to write. Project uh. I can hear you. Able to stop. Uh. Uh, this is based on. Nano material synthesis. Or depart. It's OK, previously my. Yeah, this is. Uh, umm, basic, uh, wet. This chemical is. And we are. Nanoparticles and small scale device if we are. Thing. Uh. Film. OK, semiconductor. Films. OK, we can easily. Try to get a device. Like the small scale? And then we can. Make it and also. So like that we I can. Are able to propose a. Project which is based ON Semiconductor.

You mentioned the Indian government’s push on nano device fabrication and importing small components. If you were building a research group at VIT, how would you position your work to attract sustained funding—are you thinking government grants, industry partnerships, or something else?

You mentioned the Indian government's push for semiconductor fabrication and nano device manufacturing, and the trend of importing small components. If VIT University wanted to integrate quantum computation concepts into the undergraduate curriculum, how would you approach that so it aligns both with emerging technologies and the institution's focus?

You mentioned the Indian government’s investment in semiconductor fabrication and nano device manufacturing. If VIT University wanted to integrate quantum computation concepts into the undergraduate curriculum, how would you approach that, given the need to align with industry trends and emerging technologies?

You talked about nano material synthesis and device films, and mentioned government funding for semiconductor fabrication. Can you walk me through a specific project you've led or proposed—what was the technical challenge, and how did you address it?

So yet not proposed anything from the. Oh, my captain, Yeah, I didn't propose yet. Have a proposal? Uh uh, I want. I might wish to fabricate. Uh, uh, film OK the. Uh, I mean like, uh. Electronic semiconductor materials Metal oxides are. Like that? Supercapacitor. OK, I have some idea. Flexible. Fabricating techniques. OK. So when I go to mix with the semiconductor interlocks like. Paper materials along with the. And or something. You know, like a carbon based one. And and, uh, when I mixed. So we can have. The current carriers. So I can utilize this material as. Electrode metal. I can make. Flux Film. I can adapt. It and I can make it. Film, uh. Flexible film. Call which is loaded with the semiconducting metal oxides or materials.

So yet not proposed anything from the. Oh, my captain, Yeah, I didn't propose yet. Have a proposal? Uh uh, I want. I might wish to fabricate. Uh, uh, film OK the. Uh, I mean like, uh. Electronic semiconductor materials Metal oxides are. Like that? Supercapacitor. OK, I have some idea. Flexible. Fabricating techniques. OK. So when I go to mix with the semiconductor interlocks like. Paper materials along with the. And or something. You know, like a carbon based one. And and, uh, when I mixed. So we can have. The current carriers. So I can utilize this material as. Electrode metal. I can make. Flux Film. I can adapt. It and I can make it. Film, uh. Flexible film. Call which is loaded with the semiconducting metal oxides or materials. Hybrid materials I can make. So if we can out. I mean. Damage caused in the. Existing. So a supercapacitor. Current we can control. And easily the current flow we can increase. And capacity? Under cyclic capability. We can increase so the kind of proposed level. Proposal I have in my mind. So I can uh. Write a proposal based on. It means that. I can make. Make it Electro which is flexible. So we can roll it. And make it. Uh, super capacitor. OK, otherwise. Uh. Banner like make up. That. Flat. Small like it. We are using in.

Alright, Dr., you described your vision for flexible films and supercapacitor materials, even though you haven't formally proposed a project yet. Let's shift a bit—how would you contribute to curriculum development at VIT University, especially in aligning content with accreditation standards and the latest advances in theoretical physics and quantum computation?

So yet not proposed anything from the. Oh, my captain, Yeah, I didn't propose yet. Have a proposal? Uh uh, I want. I might wish to fabricate. Uh, uh, film OK the. Uh, I mean like, uh. Electronic semiconductor materials Metal oxides are. Like that? Supercapacitor. OK, I have some idea. Flexible. Fabricating techniques. OK. So when I go to mix with the semiconductor interlocks like. Paper materials along with the. And or something. You know, like a carbon based one. And and, uh, when I mixed. So we can have. The current carriers. So I can utilize this material as. Electrode metal. I can make. Flux Film. I can adapt. It and I can make it. Film, uh. Flexible film. Call which is loaded with the semiconducting metal oxides or materials. Hybrid materials I can make. So if we can out. I mean. Damage caused in the. Existing. So a supercapacitor. Current we can control. And easily the current flow we can increase. And capacity? Under cyclic capability. We can increase so the kind of proposed level. Proposal I have in my mind. So I can uh. Write a proposal based on. It means that. I can make. Make it Electro which is flexible. So we can roll it. And make it. Uh, super capacitor. OK, otherwise. Uh. Banner like make up. That. Flat. Small like it. We are using in. Who is that kind of a battery? I can. Able to fabricate. So that proposal I have. So that we can increase the energy energy density. And power density as well. Yeah, it means that. I can hear you, please. Go for a flexible type of. Super capacitor. When I fabricate. Semiconductor loaded carbon electrodes. That is one proposal I have.

So yet not proposed anything from the. Oh, my captain, Yeah, I didn't propose yet. Have a proposal? Uh uh, I want. I might wish to fabricate. Uh, uh, film OK the. Uh, I mean like, uh. Electronic semiconductor materials Metal oxides are. Like that? Supercapacitor. OK, I have some idea. Flexible. Fabricating techniques. OK. So when I go to mix with the semiconductor interlocks like. Paper materials along with the. And or something. You know, like a carbon based one. And and, uh, when I mixed. So we can have. The current carriers. So I can utilize this material as. Electrode metal. I can make. Flux Film. I can adapt. It and I can make it. Film, uh. Flexible film. Call which is loaded with the semiconducting metal oxides or materials. Hybrid materials I can make. So if we can out. I mean. Damage caused in the. Existing. So a supercapacitor. Current we can control. And easily the current flow we can increase. And capacity? Under cyclic capability. We can increase so the kind of proposed level. Proposal I have in my mind. So I can uh. Write a proposal based on. It means that. I can make. Make it Electro which is flexible. So we can roll it. And make it. Uh, super capacitor. OK, otherwise. Uh. Banner like make up. That. Flat. Small like it. We are using in. Who is that kind of a battery? I can. Able to fabricate. So that proposal I have. So that we can increase the energy energy density. And power density as well. Yeah, it means that. I can hear you, please. Go for a flexible type of. Super capacitor. When I fabricate. Semiconductor loaded carbon electrodes. That is one proposal I have. I not sub. I have not submitted any proposal and. I not. Project B. Hello.

You described flexible supercapacitor films using hybrid materials and metal oxides, and how that could improve current flow and cyclic capability. Thinking about curriculum development—how would you help VIT University align its physics courses with both accreditation standards and advances in quantum computation?

Right, so you’re thinking about flexible supercapacitors with hybrid materials, aiming to boost energy and power density. Now, if you were to help develop the physics curriculum—especially aligning content with accreditation standards and advances like quantum computation—how would you make sure new courses actually prepare students for emerging industry trends?

Yes. Yeah, see. 1st we have to introduce. Uh, different kind of, uh. Remittance I mean. Before going I mean. During the curriculum. Framing. We have to 1st approach. In the basic level. Of materials, OK, materials oriented. Like like. Umm, electronic materials. Conducting materials, magnetic materials, we have to. Classify the materials. This kind of class we are playing to. In that curriculum, so that the students may understand what are the different kind of materials. What is the materials? Oriented materials. What are device I mean? Materials, uh. Which is used to fabricate the device so that they can understand the materials OK. Next. Definitely. Should include. Uh, the base. Forest students. OK, students, if they study the physics, OK, what I mean? Like, uh. Quantum mechanics. On the uh. What is semiconducting materials? What is a magnetic material like that we can introduce but. They don't know.

Yes. Yeah, see. 1st we have to introduce. Uh, different kind of, uh. Remittance I mean. Before going I mean. During the curriculum. Framing. We have to 1st approach. In the basic level. Of materials, OK, materials oriented. Like like. Umm, electronic materials. Conducting materials, magnetic materials, we have to. Classify the materials. This kind of class we are playing to. In that curriculum, so that the students may understand what are the different kind of materials. What is the materials? Oriented materials. What are device I mean? Materials, uh. Which is used to fabricate the device so that they can understand the materials OK. Next. Definitely. Should include. Uh, the base. Forest students. OK, students, if they study the physics, OK, what I mean? Like, uh. Quantum mechanics. On the uh. What is semiconducting materials? What is a magnetic material like that we can introduce but. They don't know. Where we are applying the magnetic materials, where we are applying the. Conducting materials or. The semiconducting materials or. Quantum phenomena like that so. We should. No come we should frame the curriculum. To make the students to. Understand what are the differences. Materials existed. And how can we go for doping? And what is the? Nanomaterials. The average. Include into the catalog. Students know what's happening. A globe and inside the country. And uh. Industry, OK, so. We have to cover. Order, umm, some, uh. Divas oriented materials.

Yes. Yeah, see. 1st we have to introduce. Uh, different kind of, uh. Remittance I mean. Before going I mean. During the curriculum. Framing. We have to 1st approach. In the basic level. Of materials, OK, materials oriented. Like like. Umm, electronic materials. Conducting materials, magnetic materials, we have to. Classify the materials. This kind of class we are playing to. In that curriculum, so that the students may understand what are the different kind of materials. What is the materials? Oriented materials. What are device I mean? Materials, uh. Which is used to fabricate the device so that they can understand the materials OK. Next. Definitely. Should include. Uh, the base. Forest students. OK, students, if they study the physics, OK, what I mean? Like, uh. Quantum mechanics. On the uh. What is semiconducting materials? What is a magnetic material like that we can introduce but. They don't know. Where we are applying the magnetic materials, where we are applying the. Conducting materials or. The semiconducting materials or. Quantum phenomena like that so. We should. No come we should frame the curriculum. To make the students to. Understand what are the differences. Materials existed. And how can we go for doping? And what is the? Nanomaterials. The average. Include into the catalog. Students know what's happening. A globe and inside the country. And uh. Industry, OK, so. We have to cover. Order, umm, some, uh. Divas oriented materials. Dividend metrics for students. How could we character? Them. That's materials. Like we have to include. A SIM for example, scanning electronic. X-ray diffraction is there. A portable X-ray diffraction machine is there so we can. Umm, put lab. Put those experiments in the lab. And the students should know how. Place the materials.

Yes. Yeah, see. 1st we have to introduce. Uh, different kind of, uh. Remittance I mean. Before going I mean. During the curriculum. Framing. We have to 1st approach. In the basic level. Of materials, OK, materials oriented. Like like. Umm, electronic materials. Conducting materials, magnetic materials, we have to. Classify the materials. This kind of class we are playing to. In that curriculum, so that the students may understand what are the different kind of materials. What is the materials? Oriented materials. What are device I mean? Materials, uh. Which is used to fabricate the device so that they can understand the materials OK. Next. Definitely. Should include. Uh, the base. Forest students. OK, students, if they study the physics, OK, what I mean? Like, uh. Quantum mechanics. On the uh. What is semiconducting materials? What is a magnetic material like that we can introduce but. They don't know. Where we are applying the magnetic materials, where we are applying the. Conducting materials or. The semiconducting materials or. Quantum phenomena like that so. We should. No come we should frame the curriculum. To make the students to. Understand what are the differences. Materials existed. And how can we go for doping? And what is the? Nanomaterials. The average. Include into the catalog. Students know what's happening. A globe and inside the country. And uh. Industry, OK, so. We have to cover. Order, umm, some, uh. Divas oriented materials. Dividend metrics for students. How could we character? Them. That's materials. Like we have to include. A SIM for example, scanning electronic. X-ray diffraction is there. A portable X-ray diffraction machine is there so we can. Umm, put lab. Put those experiments in the lab. And the students should know how. Place the materials. That is the. Agent so that what materials. Uh, we are going to. OK if for example, if the students. Uh, come more. How to action? Uh, blah blah.

Yes. Yeah, see. 1st we have to introduce. Uh, different kind of, uh. Remittance I mean. Before going I mean. During the curriculum. Framing. We have to 1st approach. In the basic level. Of materials, OK, materials oriented. Like like. Umm, electronic materials. Conducting materials, magnetic materials, we have to. Classify the materials. This kind of class we are playing to. In that curriculum, so that the students may understand what are the different kind of materials. What is the materials? Oriented materials. What are device I mean? Materials, uh. Which is used to fabricate the device so that they can understand the materials OK. Next. Definitely. Should include. Uh, the base. Forest students. OK, students, if they study the physics, OK, what I mean? Like, uh. Quantum mechanics. On the uh. What is semiconducting materials? What is a magnetic material like that we can introduce but. They don't know. Where we are applying the magnetic materials, where we are applying the. Conducting materials or. The semiconducting materials or. Quantum phenomena like that so. We should. No come we should frame the curriculum. To make the students to. Understand what are the differences. Materials existed. And how can we go for doping? And what is the? Nanomaterials. The average. Include into the catalog. Students know what's happening. A globe and inside the country. And uh. Industry, OK, so. We have to cover. Order, umm, some, uh. Divas oriented materials. Dividend metrics for students. How could we character? Them. That's materials. Like we have to include. A SIM for example, scanning electronic. X-ray diffraction is there. A portable X-ray diffraction machine is there so we can. Umm, put lab. Put those experiments in the lab. And the students should know how. Place the materials. That is the. Agent so that what materials. Uh, we are going to. OK if for example, if the students. Uh, come more. How to action? Uh, blah blah. And then how? At and like a mark. The sample how to load the? Thing a lot of the material samples inside. That's good instrument. And how? We can see those. Nanomaterials or something? In the truth, Microsoft so. Application voted. And uh. Oriented that can. Columbia. Uh, include into the. Syllabus, OK. And the quantum computation, OK, you come to the. Points like a quantum computing is the one thing. And now we initiated, it is in. Uh, Hyderabad. OK, so vit. University now. NVIDIA University we have to go for. Uh syllabus. OK. Battery should do some experiments.

Okay, so you’re thinking of starting with materials classification to help students understand device fabrication, then building up to quantum mechanics and advanced topics. If you noticed students struggling with quantum computation concepts—maybe not connecting the math to the physical systems—how would you adapt your approach to help them bridge that gap?

Okay so you’d start with material classification and connect it to device fabrication, then bring in quantum phenomena for context. If you noticed students struggling to grasp quantum computation, what specific teaching intervention would you try to help them get unstuck?

Yes. Yeah, see. 1st we have to introduce. Uh, different kind of, uh. Remittance I mean. Before going I mean. During the curriculum. Framing. We have to 1st approach. In the basic level. Of materials, OK, materials oriented. Like like. Umm, electronic materials. Conducting materials, magnetic materials, we have to. Classify the materials. This kind of class we are playing to. In that curriculum, so that the students may understand what are the different kind of materials. What is the materials? Oriented materials. What are device I mean? Materials, uh. Which is used to fabricate the device so that they can understand the materials OK. Next. Definitely. Should include. Uh, the base. Forest students. OK, students, if they study the physics, OK, what I mean? Like, uh. Quantum mechanics. On the uh. What is semiconducting materials? What is a magnetic material like that we can introduce but. They don't know. Where we are applying the magnetic materials, where we are applying the. Conducting materials or. The semiconducting materials or. Quantum phenomena like that so. We should. No come we should frame the curriculum. To make the students to. Understand what are the differences. Materials existed. And how can we go for doping? And what is the? Nanomaterials. The average. Include into the catalog. Students know what's happening. A globe and inside the country. And uh. Industry, OK, so. We have to cover. Order, umm, some, uh. Divas oriented materials. Dividend metrics for students. How could we character? Them. That's materials. Like we have to include. A SIM for example, scanning electronic. X-ray diffraction is there. A portable X-ray diffraction machine is there so we can. Umm, put lab. Put those experiments in the lab. And the students should know how. Place the materials. That is the. Agent so that what materials. Uh, we are going to. OK if for example, if the students. Uh, come more. How to action? Uh, blah blah. And then how? At and like a mark. The sample how to load the? Thing a lot of the material samples inside. That's good instrument. And how? We can see those. Nanomaterials or something? In the truth, Microsoft so. Application voted. And uh. Oriented that can. Columbia. Uh, include into the. Syllabus, OK. And the quantum computation, OK, you come to the. Points like a quantum computing is the one thing. And now we initiated, it is in. Uh, Hyderabad. OK, so vit. University now. NVIDIA University we have to go for. Uh syllabus. OK. Battery should do some experiments. Uh, with. I mean, like, badly. OK, uh, so. What? What they're studying Mag? Material, for example. So you. They go for some magnetism. Application for example. Uh, that's all. Experiment like uh. Magnetostriction effector. We are using Quincy's tube like that. OK, how when we are using the? Give magnetic feet. Magnification. Level is increasing. They are come, no. And then BSM. Then a vibrating sample Magnum per meter. Some some small. Instruments are there. For example, I have. Four different SC. PM OK and a from. And optical property means UV visible spectroscopy. Copy and. FDR I. Spectroscopy. So like that. OK, so instead of giving some. Theory if we have. Forming curriculum. Based on experiment. Yesterday students get uh. Motivated. To involve in the. So because they. All computer science students see. Electronic communications from Easy IT. Going to. You say they should know what happening. Uh, uh, when? About the physics. They should know why we are studying the physics. What's happening? With the physics everything so application oriented and experimental oriented. Syllabus is. Important. So like that we can frame. The curriculum for. The 8th university.

Yes. Yeah, see. 1st we have to introduce. Uh, different kind of, uh. Remittance I mean. Before going I mean. During the curriculum. Framing. We have to 1st approach. In the basic level. Of materials, OK, materials oriented. Like like. Umm, electronic materials. Conducting materials, magnetic materials, we have to. Classify the materials. This kind of class we are playing to. In that curriculum, so that the students may understand what are the different kind of materials. What is the materials? Oriented materials. What are device I mean? Materials, uh. Which is used to fabricate the device so that they can understand the materials OK. Next. Definitely. Should include. Uh, the base. Forest students. OK, students, if they study the physics, OK, what I mean? Like, uh. Quantum mechanics. On the uh. What is semiconducting materials? What is a magnetic material like that we can introduce but. They don't know. Where we are applying the magnetic materials, where we are applying the. Conducting materials or. The semiconducting materials or. Quantum phenomena like that so. We should. No come we should frame the curriculum. To make the students to. Understand what are the differences. Materials existed. And how can we go for doping? And what is the? Nanomaterials. The average. Include into the catalog. Students know what's happening. A globe and inside the country. And uh. Industry, OK, so. We have to cover. Order, umm, some, uh. Divas oriented materials. Dividend metrics for students. How could we character? Them. That's materials. Like we have to include. A SIM for example, scanning electronic. X-ray diffraction is there. A portable X-ray diffraction machine is there so we can. Umm, put lab. Put those experiments in the lab. And the students should know how. Place the materials. That is the. Agent so that what materials. Uh, we are going to. OK if for example, if the students. Uh, come more. How to action? Uh, blah blah. And then how? At and like a mark. The sample how to load the? Thing a lot of the material samples inside. That's good instrument. And how? We can see those. Nanomaterials or something? In the truth, Microsoft so. Application voted. And uh. Oriented that can. Columbia. Uh, include into the. Syllabus, OK. And the quantum computation, OK, you come to the. Points like a quantum computing is the one thing. And now we initiated, it is in. Uh, Hyderabad. OK, so vit. University now. NVIDIA University we have to go for. Uh syllabus. OK. Battery should do some experiments. Uh, with. I mean, like, badly. OK, uh, so. What? What they're studying Mag? Material, for example. So you. They go for some magnetism. Application for example. Uh, that's all. Experiment like uh. Magnetostriction effector. We are using Quincy's tube like that. OK, how when we are using the? Give magnetic feet. Magnification. Level is increasing. They are come, no. And then BSM. Then a vibrating sample Magnum per meter. Some some small. Instruments are there. For example, I have. Four different SC. PM OK and a from. And optical property means UV visible spectroscopy. Copy and. FDR I. Spectroscopy. So like that. OK, so instead of giving some. Theory if we have. Forming curriculum. Based on experiment. Yesterday students get uh. Motivated. To involve in the. So because they. All computer science students see. Electronic communications from Easy IT. Going to. You say they should know what happening. Uh, uh, when? About the physics. They should know why we are studying the physics. What's happening? With the physics everything so application oriented and experimental oriented. Syllabus is. Important. So like that we can frame. The curriculum for. The 8th university. This is my idea basically. Laksa.

Dr., 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'd start by framing the curriculum around materials classification and connect it to real-world device fabrication, plus quantum phenomena. If you noticed students struggling to grasp quantum computation, what teaching approach would you use to make it accessible without oversimplifying the subject?

Alright, you’d want to start by introducing materials classification and hands-on lab work, and make sure undergraduates get exposure to both the fundamentals and industry-relevant advances like quantum computation. If you joined and found that outcome assessment data was inconsistent across courses—say, some courses had clear rubrics but others were vague—how would you approach bringing everything up to an accreditation-ready standard?

Okay, you’d structure the curriculum to build up from basic materials, bring in hands-on lab work, and make sure students see how quantum computation connects to real-world devices—especially with industry-relevant experiments. Now, day to day, accreditation requires detailed outcome tracking and documentation. Say you join VIT and find the program’s course outcome data isn’t consistent—how would you make sure your department meets those accreditation standards going forward?

Alright, you’d want students to get hands-on with material classification and lab experiments, plus exposure to quantum computation in context. Thinking about department-level governance, what role do you see yourself playing on curriculum committees or during program reviews—especially when it comes to keeping courses aligned with accreditation requirements?

Umm, see. For getting the accreditation.

You started to talk about accreditation but didn't quite finish. What would your approach be if you noticed that outcome assessment data was inconsistent across different physics courses in the department?

Umm, see. For getting the accreditation. To face the accreditation we have to go for. Uh, sports curriculum. That's all. Perriculum. Design and. Uh, was. Syllabus framing.

Alright, imagine this scenario: a student formally complains that your grading was biased, but at the same time, your department head is pushing you to raise pass rates. How would you handle this situation while staying true to academic integrity?

Umm, see. For getting the accreditation. To face the accreditation we have to go for. Uh, sports curriculum. That's all. Perriculum. Design and. Uh, was. Syllabus framing. Uh. Like a. What are the assessments? What are the tests connected to the? I mean like a. Students out outcome. And, uh, course. We have to make that. Program outcome yet to match everything. We have to. OK, so. Show my. To uh. Be a part of this. OK, so it's a group work. You have to face the accreditation. Show my part. Basically, if I. I have a chance to. I lead a group also it is OK. That I can. Go ahead and. And it's a group work. The conditions. Curriculum framing and. Uh, information course outcome. Program we have everything we have to match. OK match. Is used to. Get a good. Uh, I've accreditation. It's a combined work. I definitely uh. To involve myself.

Umm, see. For getting the accreditation. To face the accreditation we have to go for. Uh, sports curriculum. That's all. Perriculum. Design and. Uh, was. Syllabus framing. Uh. Like a. What are the assessments? What are the tests connected to the? I mean like a. Students out outcome. And, uh, course. We have to make that. Program outcome yet to match everything. We have to. OK, so. Show my. To uh. Be a part of this. OK, so it's a group work. You have to face the accreditation. Show my part. Basically, if I. I have a chance to. I lead a group also it is OK. That I can. Go ahead and. And it's a group work. The conditions. Curriculum framing and. Uh, information course outcome. Program we have everything we have to match. OK match. Is used to. Get a good. Uh, I've accreditation. It's a combined work. I definitely uh. To involve myself. To get an uh. Good afternoon the. Good. Require one tire to tire. I mean the. We have to take the. To get that. The traditional to our university. I didn't think what.

Alright, so you're comfortable leading or collaborating on curriculum design to meet accreditation, making sure the outcomes match up. Now, let me put you in a real-world scenario: imagine a student files a formal complaint alleging your grading is biased, but your department head is pressuring you to improve pass rates. How would you handle that situation?

Alright, you’re comfortable leading curriculum design as a group effort for accreditation and matching outcomes. Now, imagine you’re faced with an ethical dilemma: a student files a formal complaint saying your grading was biased, but your department head is pushing you to raise pass rates. How would you handle this situation?

No, no, yeah. I can understand this one. Uh, umm, like, uh. We cannot push. The students.

No, no, yeah. I can understand this one. Uh, umm, like, uh. We cannot push. The students. The past month, OK. Pass marks biased. Bias one. That is the important thing, OK? Like one student will have. Head score and other students. So. So you cannot, uh, I mean we cannot able to. Accept bias. OK, Definitely. In my past experience, I I never. And this biased?

No, no, yeah. I can understand this one. Uh, umm, like, uh. We cannot push. The students. The past month, OK. Pass marks biased. Bias one. That is the important thing, OK? Like one student will have. Head score and other students. So. So you cannot, uh, I mean we cannot able to. Accept bias. OK, Definitely. In my past experience, I I never. And this biased? I can understand. Who is? Easily grasp. The syllabus and getting a good pass. Last month. And what? For the students.

No, no, yeah. I can understand this one. Uh, umm, like, uh. We cannot push. The students. The past month, OK. Pass marks biased. Bias one. That is the important thing, OK? Like one student will have. Head score and other students. So. So you cannot, uh, I mean we cannot able to. Accept bias. OK, Definitely. In my past experience, I I never. And this biased? I can understand. Who is? Easily grasp. The syllabus and getting a good pass. Last month. And what? For the students. Who is having? Again to get the. Marks OK. So we have to. Identify. Classroom. We have to identify inside the classroom.

No, no, yeah. I can understand this one. Uh, umm, like, uh. We cannot push. The students. The past month, OK. Pass marks biased. Bias one. That is the important thing, OK? Like one student will have. Head score and other students. So. So you cannot, uh, I mean we cannot able to. Accept bias. OK, Definitely. In my past experience, I I never. And this biased? I can understand. Who is? Easily grasp. The syllabus and getting a good pass. Last month. And what? For the students. Who is having? Again to get the. Marks OK. So we have to. Identify. Classroom. We have to identify inside the classroom. We have to give extra classes. Like after. I I mean. After. College awards are. We can. Yes, that particular student. We have to 1 to one phase. Students one to one and ask them to. Make a group discussion. OK, if the title is. If I give a one topic.

No, no, yeah. I can understand this one. Uh, umm, like, uh. We cannot push. The students. The past month, OK. Pass marks biased. Bias one. That is the important thing, OK? Like one student will have. Head score and other students. So. So you cannot, uh, I mean we cannot able to. Accept bias. OK, Definitely. In my past experience, I I never. And this biased? I can understand. Who is? Easily grasp. The syllabus and getting a good pass. Last month. And what? For the students. Who is having? Again to get the. Marks OK. So we have to. Identify. Classroom. We have to identify inside the classroom. We have to give extra classes. Like after. I I mean. After.

No, no, yeah. I can understand this one. Uh, umm, like, uh. We cannot push. The students. The past month, OK. Pass marks biased. Bias one. That is the important thing, OK? Like one student will have. Head score and other students. So. So you cannot, uh, I mean we cannot able to. Accept bias. OK, Definitely. In my past experience, I I never. And this biased? I can understand. Who is? Easily grasp. The syllabus and getting a good pass. Last month. And what? For the students. Who is having? Again to get the. Marks OK. So we have to. Identify. Classroom. We have to identify inside the classroom. We have to give extra classes. Like after. I I mean. After. College awards are. We can. Yes, that particular student. We have to 1 to one phase. Students one to one and ask them to. Make a group discussion. OK, if the title is. If I give a one topic. I I will. Ask the students who are. Having a very high spot. And some are having a. Score. I can make a groove.

No, no, yeah. I can understand this one. Uh, umm, like, uh. We cannot push. The students. The past month, OK. Pass marks biased. Bias one. That is the important thing, OK? Like one student will have. Head score and other students. So. So you cannot, uh, I mean we cannot able to. Accept bias. OK, Definitely. In my past experience, I I never. And this biased? I can understand. Who is? Easily grasp. The syllabus and getting a good pass. Last month. And what? For the students. Who is having? Again to get the. Marks OK. So we have to. Identify. Classroom. We have to identify inside the classroom. We have to give extra classes. Like after. I I mean. After. College awards are. We can.

Alright. Given your background in semiconductor device physics, do you have any industry connections that could help translate into internship or placement opportunities for students?

No, no, yeah. I can understand this one. Uh, umm, like, uh. We cannot push. The students. The past month, OK. Pass marks biased. Bias one. That is the important thing, OK? Like one student will have. Head score and other students. So. So you cannot, uh, I mean we cannot able to. Accept bias. OK, Definitely. In my past experience, I I never. And this biased? I can understand. Who is? Easily grasp. The syllabus and getting a good pass. Last month. And what? For the students. Who is having? Again to get the. Marks OK. So we have to. Identify. Classroom. We have to identify inside the classroom. We have to give extra classes. Like after. I I mean. After. College awards are. We can. Yes, that particular student. We have to 1 to one phase. Students one to one and ask them to. Make a group discussion. OK, if the title is. If I give a one topic. I I will. Ask the students who are. Having a very high spot. And some are having a. Score. I can make a groove. And I will give the topic so that. We can discuss inside the classroom. And each one can shake. Ideas and share the. Uh, I mean, uh, I mean like, what are? OK, so. Great students also. Can go for. He can learn easily. And again. Easily learn and get. So I can easily have. I will not bias, I never biased before also. So I can easily. After my head of the department.

No, no, yeah. I can understand this one. Uh, umm, like, uh. We cannot push. The students. The past month, OK. Pass marks biased. Bias one. That is the important thing, OK? Like one student will have. Head score and other students. So. So you cannot, uh, I mean we cannot able to. Accept bias. OK, Definitely. In my past experience, I I never. And this biased? I can understand. Who is? Easily grasp. The syllabus and getting a good pass. Last month. And what? For the students. Who is having? Again to get the. Marks OK. So we have to. Identify. Classroom. We have to identify inside the classroom. We have to give extra classes. Like after. I I mean. After. College awards are. We can. Yes, that particular student. We have to 1 to one phase. Students one to one and ask them to. Make a group discussion. OK, if the title is. If I give a one topic. I I will. Ask the students who are. Having a very high spot. And some are having a. Score. I can make a groove. And I will give the topic so that. We can discuss inside the classroom. And each one can shake. Ideas and share the. Uh, I mean, uh, I mean like, what are? OK, so. Great students also. Can go for. He can learn easily. And again. Easily learn and get. So I can easily have. I will not bias, I never biased before also. So I can easily. After my head of the department. I will not get a bias and then. Once I can handle. He will, definitely. Type of. A good marks.

No, no, yeah. I can understand this one. Uh, umm, like, uh. We cannot push. The students. The past month, OK. Pass marks biased. Bias one. That is the important thing, OK? Like one student will have. Head score and other students. So. So you cannot, uh, I mean we cannot able to. Accept bias. OK, Definitely. In my past experience, I I never. And this biased? I can understand. Who is? Easily grasp. The syllabus and getting a good pass. Last month. And what? For the students. Who is having? Again to get the. Marks OK. So we have to. Identify. Classroom. We have to identify inside the classroom. We have to give extra classes. Like after. I I mean. After. College awards are. We can. Yes, that particular student. We have to 1 to one phase. Students one to one and ask them to. Make a group discussion. OK, if the title is. If I give a one topic. I I will. Ask the students who are. Having a very high spot. And some are having a. Score. I can make a groove. And I will give the topic so that. We can discuss inside the classroom. And each one can shake. Ideas and share the. Uh, I mean, uh, I mean like, what are? OK, so. Great students also. Can go for. He can learn easily. And again. Easily learn and get. So I can easily have. I will not bias, I never biased before also. So I can easily. After my head of the department. I will not get a bias and then. Once I can handle. He will, definitely. Type of. A good marks. Tried before but. Handle those students which is. Storing a low marks. I can make I can easily identify in the first or two. First two class itself. Then I will ask. That particular students approached me. And make group formation. And the quiz type questions.

No, no, yeah. I can understand this one. Uh, umm, like, uh. We cannot push. The students. The past month, OK. Pass marks biased. Bias one. That is the important thing, OK? Like one student will have. Head score and other students. So. So you cannot, uh, I mean we cannot able to. Accept bias. OK, Definitely. In my past experience, I I never. And this biased? I can understand. Who is? Easily grasp. The syllabus and getting a good pass. Last month. And what? For the students. Who is having? Again to get the. Marks OK. So we have to. Identify. Classroom. We have to identify inside the classroom. We have to give extra classes. Like after. I I mean. After. College awards are. We can. Yes, that particular student. We have to 1 to one phase. Students one to one and ask them to. Make a group discussion. OK, if the title is. If I give a one topic. I I will. Ask the students who are. Having a very high spot. And some are having a. Score. I can make a groove. And I will give the topic so that. We can discuss inside the classroom. And each one can shake. Ideas and share the. Uh, I mean, uh, I mean like, what are? OK, so. Great students also. Can go for. He can learn easily. And again. Easily learn and get. So I can easily have. I will not bias, I never biased before also. So I can easily. After my head of the department. I will not get a bias and then. Once I can handle. He will, definitely. Type of. A good marks. Tried before but. Handle those students which is. Storing a low marks. I can make I can easily identify in the first or two. First two class itself. Then I will ask. That particular students approached me. And make group formation. And the quiz type questions. Some activity, extra activity for that particular. To get together. Scope in the exams that is not. Issue. I will easily handle those things. That's it.

Okay, so you see yourself actively involved in matching program outcomes to accreditation requirements, and you’re comfortable leading or collaborating as needed. Thinking about VIT University’s focus on emerging technologies—how would you integrate concepts of quantum computation into the undergraduate curriculum so students gain both theoretical understanding and practical exposure?

Okay, so you’re clear that bias isn’t acceptable and you’d stick to fair grading, regardless of pressure. Now, let’s talk about industry alignment. Given your background in semiconductor device physics, do you have any industry connections that could help translate into internship or placement opportunities for students?

Okay, so you’re clear on not accepting bias and would always focus on fair grading, even if there’s pressure. Let's shift to industry alignment. Given your background in semiconductor device physics, do you have any connections to industry partners or companies that could help students with internships or placements?

Alright, you’re clear that bias isn’t acceptable and you’d stick to fair grading, regardless of pressure. Now, thinking about industry alignment—have you had any collaborations with semiconductor companies, or contacts in the field, that could help students at VIT University with internships or placement opportunities?

Right, so you’d be hands-on with matching course and program outcomes for accreditation, and you’re comfortable leading or collaborating as needed. Now, thinking about industry alignment—have you had any collaborations with semiconductor companies or research labs that could give students internship or placement opportunities, or is that something you’d look to build?

Alright, you’d be happy to work as part of a group, or even lead, to make sure course outcomes match program goals and accreditation standards. Now, Dr., looking at VIT University’s emphasis on emerging tech—how would you integrate quantum computation concepts into the undergraduate curriculum so students connect theory with industry needs?

Alright, let's shift focus. Say you're supervising a student project on quantum computation—if they get stuck trying to simulate a quantum algorithm with limited classical resources, how would you guide them to approach the problem?

You’re clear that you’d stick to fair grading and try to help struggling students with extra sessions or group discussions. Let’s shift gears to theoretical physics—imagine you’re leading a seminar on symmetry breaking in particle physics. How would you get students to connect the math to real-world phenomena, rather than just abstract theory?

You made it clear you’d never allow bias and would support struggling students with group discussions or extra sessions. Let's shift gears to theoretical physics—imagine you’re leading a seminar on symmetry breaking in quantum systems. How would you frame that concept for students who haven’t seen advanced math yet?

You made it clear you never allow bias, and you’d support struggling students with extra sessions or group discussions. Let’s shift gears to theoretical physics—imagine you’re leading a seminar on symmetry breaking. How would you get students to grasp its physical significance, not just the math?

Okay, so you’re clear about fairness and group work for struggling students. Switching focus—machine learning is becoming critical in physics research. Can you give me a concrete example of how you’d use machine learning to analyze experimental data from your nanoparticle synthesis work?

Yeah, we have to give some, uh. To go to the nanoparticle synthesis. Under the characterization. Techniques. We know that. That kind of software. We can give to the students to. Train the students.

Yeah, we have to give some, uh. To go to the nanoparticle synthesis. Under the characterization. Techniques. We know that. That kind of software. We can give to the students to. Train the students. So that he can easily. Uh, plot those graph. I mean easily I. Able to. Uh, twice the nanoparticles. So as I told. X-ray diffraction. For example, X-ray diffraction. Uh, scanning electron microscopy for. So like. We have to do some. Uh, softwares. The origin software is there and some other Sigma plots softwares are there. So that we are giving the data. Data to the students and ask them to. Uh, interpret. Identify the nanoparticles.

Yeah, we have to give some, uh. To go to the nanoparticle synthesis. Under the characterization. Techniques. We know that. That kind of software. We can give to the students to. Train the students. So that he can easily. Uh, plot those graph. I mean easily I. Able to. Uh, twice the nanoparticles. So as I told. X-ray diffraction. For example, X-ray diffraction. Uh, scanning electron microscopy for. So like. We have to do some. Uh, softwares. The origin software is there and some other Sigma plots softwares are there. So that we are giving the data. Data to the students and ask them to. Uh, interpret. Identify the nanoparticles. Two characterize the nanoparticle. So like that, not an issue.

Yeah, we have to give some, uh. To go to the nanoparticle synthesis. Under the characterization. Techniques. We know that. That kind of software. We can give to the students to. Train the students. So that he can easily. Uh, plot those graph. I mean easily I. Able to. Uh, twice the nanoparticles. So as I told. X-ray diffraction. For example, X-ray diffraction. Uh, scanning electron microscopy for. So like. We have to do some. Uh, softwares. The origin software is there and some other Sigma plots softwares are there. So that we are giving the data. Data to the students and ask them to. Uh, interpret. Identify the nanoparticles. Two characterize the nanoparticle. So like that, not an issue. That's that's.

You mentioned training students with software, but I'm looking for something more concrete. Say you have a dataset from your CdS nanoparticle experiments—how would you actually use machine learning to extract patterns or make predictions from that data?

Alright, you mentioned using Origin and SigmaPlot for data analysis, but those are more for visualization. If you were to use machine learning for something more advanced, like predicting optical properties based on synthesis parameters, what kind of model or approach would you actually use?

You mentioned using tools like Origin and SigmaPlot for plotting, but those aren't really machine learning approaches. Can you walk me through how you'd actually use a specific machine learning algorithm—like linear regression or a neural network—to predict or classify something from your nanoparticle experimental data?

You described using software for characterization, but for machine learning, I'm looking for how you'd automate pattern recognition or prediction. Let's switch gears—can you talk about your experience with quantum computation, maybe a scenario where you had to explain quantum algorithms to a student or colleague?

I I never. I mean like I didn't have experience. To work on. Quantum computation. And also the algorithm based work idea. I didn't. I didn't use that one. I no, I have no idea.

I I never. I mean like I didn't have experience.

I I never. I mean like I didn't have experience. To work on. Quantum computation.

Alright, you haven’t worked directly with quantum computation yet. No problem. Let’s talk about your industry projects or consultancy experience—can you give me one example where you applied your physics expertise outside academia, maybe in a collaboration or technical consulting role?

Alright, you haven't worked directly with quantum computation. No worries. Dr., let me ask about your industry projects or consultancy—can you share a concrete example where you applied your physics expertise to help solve a real-world issue for a company or client?

Okay, we've covered quite a bit. Before we wrap up, is there anything you'd like to ask about the role or the team?

Yeah, MMM. Hey, Cortana, roll up.

Yeah, MMM. Hey, Cortana, roll up. Uh, so. I applied for. I still assume professor.

Alright, sounds like you might be wrapping up. If you have any specific questions about the Assistant Professor role or the team, now's the time—happy to answer one or two before we finish up. If not, I'll close things out.

Yeah, MMM. Hey, Cortana, roll up. Uh, so. I applied for. I still assume professor. In physics, but I have a very good experience, international experience. Seven years later. Out of that one year in Japan and six years in. On and in Savita University I working. Almost five years. I crossed five years, so mostly. 2012. Completed my PhD. And 2003. I completed my post graduation. So Bas. Based on the experience I am expecting. My question to be a. Associate professor in physics.

Yeah, MMM. Hey, Cortana, roll up. Uh, so. I applied for. I still assume professor. In physics, but I have a very good experience, international experience. Seven years later. Out of that one year in Japan and six years in. On and in Savita University I working. Almost five years. I crossed five years, so mostly. 2012. Completed my PhD. And 2003. I completed my post graduation. So Bas. Based on the experience I am expecting. My question to be a. Associate professor in physics. So I hope that I have. My experience is. Well and good to. I accommodate that position associate. Physics, I mean associate professor in. 36 Department. So that that is my. I hope that I am eligible for that.

Okay, you're interested in the Assistant Professor role itself. Just to clarify, you applied for the Assistant Professor - Physics position, which focuses on both teaching foundational and advanced physics courses and actively engaging in research, especially in areas like semiconductor device physics, nanomaterials, and emerging fields such as quantum computation and machine learning applications in physics. There’s also an expectation you'll contribute to curriculum development and departmental governance. Was there something specific about the responsibilities or expectations you wanted to know more about? If so, happy to answer one or two questions. If not, we can wrap up.

Dr., I hear you—your international experience is substantial, and you’re looking for consideration as an Associate Professor. The current opening is for Assistant Professor - Physics, but if you’d like details about progression or future opportunities, I can share that. Is there anything else you want to know about the role, the team, or advancement?