Yes, yes.

Please start by introducing your professional journey in academia

Uh, hi. Umm. I am, uh, Jythi Gupta. I have started my. Professional journey with the degree of. Btech I did. In in the year of. I started in the year of 2009 and completed in 2013. And after that? I have started my M Tech degree from IIT Roorkee. And, umm. It is completed in 2016. In the field of renewable energy. Hydro and basically focused in hydro. And solar.

Uh, hi. Umm. I am, uh, Jythi Gupta. I have started my. Professional journey with the degree of. Btech I did. In in the year of. I started in the year of 2009 and completed in 2013. And after that? I have started my M Tech degree from IIT Roorkee. And, umm. It is completed in 2016. In the field of renewable energy. Hydro and basically focused in hydro. And solar. And after that? I have done. My. From IIT Kanpur. And it is started from 2016 and ended in. 2025. So. Uh, basically in 2026 June I'm about to get my degree certificate also in convocation. June most probable date is 29 June.

Uh, hi. Umm. I am, uh, Jythi Gupta. I have started my. Professional journey with the degree of. Btech I did. In in the year of. I started in the year of 2009 and completed in 2013. And after that? I have started my M Tech degree from IIT Roorkee. And, umm. It is completed in 2016. In the field of renewable energy. Hydro and basically focused in hydro. And solar. And after that? I have done. My. From IIT Kanpur. And it is started from 2016 and ended in. 2025. So. Uh, basically in 2026 June I'm about to get my degree certificate also in convocation. June most probable date is 29 June. So I'm. I have now. Presently I am.

Uh, hi. Umm. I am, uh, Jythi Gupta. I have started my. Professional journey with the degree of. Btech I did. In in the year of. I started in the year of 2009 and completed in 2013. And after that? I have started my M Tech degree from IIT Roorkee. And, umm. It is completed in 2016. In the field of renewable energy. Hydro and basically focused in hydro. And solar. And after that? I have done. My. From IIT Kanpur. And it is started from 2016 and ended in. 2025. So. Uh, basically in 2026 June I'm about to get my degree certificate also in convocation. June most probable date is 29 June. So I'm. I have now. Presently I am. Appointed as a principal research engineer. In IIT Jodhpur. Working in a. Thermal management systems. And basically it is a DRDO funded project. Where we are fabricating a smart project.

Okay, so after your M Tech at IIT Roorkee focused on renewable energy — you mentioned hydro and solar — what did your academic path look like next?

You mentioned your work in hydro and solar energy during your MTech. Can you tell me about a foundational concept from that area that you enjoy teaching to students, and why?

Alright, so you just wrapped up your PhD at IIT Kanpur and are about to get your degree. You mentioned your background in hydro and solar—out of those, is there a particular concept or experiment you especially enjoy teaching to undergraduates? Why does it stand out for you?

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

For for which? For which? Purpose I have to break it down. Can you repeat it?

Sure, let me repeat that. You’re working on a DRDO-funded smart jacket at IIT Jodhpur to help soldiers handle extreme heat. If you had to explain the biggest engineering challenge in making that jacket both effective and comfortable to a class of undergraduates, how would you break it down for them?

OK.

Go ahead, I'd like to hear how you’d walk undergraduates through the main engineering challenge of making that smart jacket both effective and wearable.

OK. Basically, uh. To handle any of the project. Uh, you have to deal with the basics. Whether it is for the? UG or PG or some? Bigger companies. So we have to understand. What kind of basics? Involved in it. Such As for the current example of the. Jacket fabrication. So the thermal management is very effective to understand. So for undergraduate students. We need to. Make them understand. What is the human? Body comfortable temperature. How? How? The human body is comfortable. With the. Environment temperature. So start with that so the human body is comfortable. Within the range of let's say 25. To 29°C, so start from here. So the. Is you have to make a jacket in such a way that ultimately it can. Produce the desirable temperature range of 25 to 29°C. So. You can apply. Any of the technique. Which you want. That is the ultimate goal.

OK. Basically, uh. To handle any of the project. Uh, you have to deal with the basics. Whether it is for the? UG or PG or some? Bigger companies. So we have to understand. What kind of basics? Involved in it. Such As for the current example of the. Jacket fabrication. So the thermal management is very effective to understand. So for undergraduate students. We need to. Make them understand. What is the human? Body comfortable temperature. How? How? The human body is comfortable. With the. Environment temperature. So start with that so the human body is comfortable. Within the range of let's say 25. To 29°C, so start from here. So the. Is you have to make a jacket in such a way that ultimately it can. Produce the desirable temperature range of 25 to 29°C. So. You can apply. Any of the technique. Which you want. That is the ultimate goal. So the next target is that which I will. Elaborate to Btech student that make the jacket in such a way that it is very lightweight because our soldier. Have to perform very hectic tasks. They have to run, they have to lift the weights. All of things so. They need to so the Btech or undergrad is to student has to understand the jacket itself should not be. That much heavy. So the weight criteria is the very big challenge because we can achieve the. Cold temperature, but the. Weight criteria is very important because we have to maintain the temperature of desirable range. As well as we have to maintain the weight of the jacket also, so we have to work accordingly. And the third thing which I will. Tell them. Is that apart from the weight? And temperature you have to work in such a way that. The cost? Behind Fabricate. These jackets should be less. So that it is. Of easily affordable in the market. So these three things are the building. Stock of fabricating the jacket. So these three things. Has to be. Marked for the undergrad or any. Be umm, person. To start the work on that. Thank you.

Right, so you’d start with the fundamentals of human comfort and work backwards from there. But in practice, when you’re actually building something for the field—like this jacket—what’s the biggest technical roadblock you hit, and how did you address it?

Right, so you’d have students focus on temperature control, jacket weight, and manufacturing cost as the key constraints. But when you actually had to source components or select materials for this DRDO jacket, what was the hardest trade-off you faced, and how did you handle it?

The hardest tradeoff is that since is uh. Fabricating the jacket. The hardest thing is the. Controlling the. Wait, because we can implement any of the technique. We have to maintain the weight such As for example if I say. I'm using a hybrid technique. I'm using the active component. I'm using the passive cooling component. I can use any of these. Two technique but. If I am applying all this technique. The main. Problem is that we have. To suppose for. Unit we have. To make the system in such a way that it can charge the peltier. Peltier is a. Active, uh, component of the. Project which can. Support the PCM for charging or for the charging. Hmm, so. In such a case, we can. Not to use any of the battery. Of any weight. So I have to select. The battery in such a way that using those batteries. Should should be risk. Three in terms of. The hazards. Happen or. Feel lesser weight? And. It provide the. Durability. Such as the cooling time. If I propose is you have to provide the jacket of. 3-4 schooling. So I have to. Uh, incorporates. Such battery. Can operate for these proposed time limit. So these are the very challenging tasks. We have to challenge, we have to handle it very precisely. So that. We can assure the safety as well as the weight constraint.

The hardest tradeoff is that since is uh. Fabricating the jacket. The hardest thing is the. Controlling the. Wait, because we can implement any of the technique. We have to maintain the weight such As for example if I say. I'm using a hybrid technique. I'm using the active component. I'm using the passive cooling component. I can use any of these. Two technique but. If I am applying all this technique. The main. Problem is that we have. To suppose for. Unit we have. To make the system in such a way that it can charge the peltier. Peltier is a. Active, uh, component of the. Project which can. Support the PCM for charging or for the charging. Hmm, so. In such a case, we can. Not to use any of the battery. Of any weight. So I have to select. The battery in such a way that using those batteries. Should should be risk. Three in terms of. The hazards. Happen or. Feel lesser weight? And. It provide the. Durability. Such as the cooling time. If I propose is you have to provide the jacket of. 3-4 schooling. So I have to. Uh, incorporates. Such battery. Can operate for these proposed time limit.

Okay, so you had to balance the weight of the battery while still providing enough cooling time—especially since safety and durability are critical for field use. Now, considering your background in renewable energy and your current applied research, where do you see the most fundable research directions in the next three years, and which types of grants or funding agencies would you target for those projects?

Okay, so you had to balance active and passive cooling components, but the battery choice was the toughest call since it affects both weight and runtime—and you had to watch for safety risks too. Given that, where do you see the most promising research directions in thermal management for the next few years, especially those likely to attract funding? Any particular grants or agencies you'd target?

Yeah. So in the terms of thermal management, I have worked in the apart from the jacket. Fabrication for the DRDO guys. I'm also working in the field of solar. Solar PV panels. So which? Is very much trendy nowadays. So. Where I'm using the. Where where I am control using a. Passive technique of evaporative cooling.

Yeah. So in the terms of thermal management, I have worked in the apart from the jacket. Fabrication for the DRDO guys. I'm also working in the field of solar. Solar PV panels. So which? Is very much trendy nowadays. So. Where I'm using the. Where where I am control using a. Passive technique of evaporative cooling. The backside of the solar panel in such a way that the, uh, effective cell temperature rise of the PV panel is reduced so that the efficiency of the PV panel can be increased. So this project I'm also dealing with. Nowadays. And. Apart from that. I'm also handling one more project. Which is involving a local cooling. Based system. Nowadays. All the people cannot afford ACS. So we we are. Fabricating. A system in such a way that it can provide a local cooling such that. We are fabricating a blanket with multiple holes. Which can provide you. Uh, cold air. To the local area. So that. Poor people can also sleep. Very nicely all night. So that is. The trendy things in the thermal market. Which I'm dealing with. And apart from that? The funding and all. There are. I'm also right. One ANRF project. For the in the field of that. Look localized. Cooling system. Yeah.

So you're applying evaporative cooling techniques to solar PV panels as a research avenue. If you were seeking funding for that work, which specific government agencies or international bodies would you approach, and how would you frame the impact to make your proposal competitive?

Okay, let’s shift to teaching. Dr., can you describe your approach to combining theoretical teaching with hands-on laboratory sessions for courses in Mechatronics or Smart Vehicle Technologies?

Theoretical teaching with hands. OK.

Alright, so how do you actually structure that balance—do you, for example, start with a theoretical lecture and then design a lab around it, or do you have students jump into experiments and pull out the theory as they go?

Theoretical teaching with hands. OK. For in the terms of megatronics and level. Basically, I'm expert in the field of thermals.

Alright, so you specialize in thermals. Let's say you're teaching a core thermal systems module in Smart Vehicle Technologies. How would you design a lab session that actually gets students to apply the theory—what sort of experiment or hands-on activity would you have them run?

Theoretical teaching with hands. OK. For in the terms of megatronics and level. Basically, I'm expert in the field of thermals. And fluid mechanic expert. But in the field of mechatronics. Because. Currently for the DRDO project I am dealing with the. Electronic parts also. So we are. Um, actively making the. Active and passive cooling technique, but the active. Technique system involves. The various electronic parts and all. So they are also fabricating that. But for that. Need a. Basically if I have to train someone. Or Btech student. So for that. I need definitely a lab and all. So, umm. Basically. For those I need to elaborate the theory part such as. How the? Electronic circuits are. Working how the uh. Registers, capacitors, inductors are working. All these things I have to elaborate. With proper hands. And very, very small. Project I can. Give to the. Students like you have to make a project in such a way that you have to. Uh, blink the LED in series or blink the LED in? Or you have to make. Some LED with the sensor movement, such as. Motion sensor. News, that is. Operated when there is a. Motion is. Going on through the. Uh, sensor. So such kind of small, small project we can do. And make the student learn in the field of. Megatronics. To make them expert in the field of. That. Yeah.

Alright, so you’d start with foundational electronics, then guide students through hands-on mini-projects like sensor-triggered LEDs to ground their understanding. But how do you actually measure if students are learning—do you use traditional exams, project demos, peer assessment, or something else?

Yeah, that is a very good question. If I have to examine the student. So for me examination is not a one day process. First of all.

Yeah, that is a very good question. If I have to examine the student. So for me examination is not a one day process. First of all. So, uh, during examination, the examination basically starts with the beginning of the project or beginning of the demo or experiment. So, umm. The examination or the evaluation include. The. Proper making of the documentation.

You emphasized that assessment shouldn't be a one-day process, which aligns with a continuous evaluation philosophy. Earlier, you mentioned guiding hands-on projects like sensor-based LEDs—can you share a specific example of an interdisciplinary student project you supervised, and how you ensured it reached completion?

So you start evaluating from the beginning, looking at how well students document their work as the project unfolds, not just at the end. What do you do if a student’s documentation and effort are strong, but their final experiment or project demo just doesn’t work as intended?

Yeah, that is a very good question. If I have to examine the student. So for me examination is not a one day process. First of all. So, uh, during examination, the examination basically starts with the beginning of the project or beginning of the demo or experiment. So, umm. The examination or the evaluation include. The. Proper making of the documentation. As well as proper. Making of the circuit diagram execution of the. Circuits and proper handling. And also asking the question at the end of the. Elaboration. And apart from that? If the. Elaboration from the teachers side is ended the student. Has to make a. Report and. Apart from that. The dedicated project. Will be ended with a small. Quiz multiple choice. They if the student understand well, they can definitely answer well. Yeah.

So you’re looking for students to show their learning in multiple ways—documentation, execution, reporting, and a quiz at the end. Can you share an example of a student project you guided that involved interdisciplinary research, and how you ensured its successful completion?

For interdisciplinary research. Basically I have guided. Many Btech students. Suppose recently I am guiding. Two students so. They are working in the field of solar panel. So those students. Are working well. They have, I have elaborated them. The how to conduct and ultimately they the student should know what is the. Aim of the project. And how? It can be. Achieved. And with. The advent of the experiments. Whatever data is. Coming the analysis process is the. Key step. Successful implementation of any of the project.

For interdisciplinary research. Basically I have guided. Many Btech students. Suppose recently I am guiding. Two students so. They are working in the field of solar panel. So those students. Are working well. They have, I have elaborated them. The how to conduct and ultimately they the student should know what is the. Aim of the project. And how? It can be. Achieved. And with. The advent of the experiments. Whatever data is. Coming the analysis process is the. Key step. Successful implementation of any of the project. So the analysis the student should understand the. Mathematical statistical tools. To analyze the data and also. How will they have achieved the aim? Because. Initiative May. Forecast the aim as. That it is. No 100% we can achieve, but at the end. We can reach a little less because of the some losses, so there is no problem at all because the actual system performs. Underperform. Uh, definitely there is some losses occur in the system, so. Uh, such time, such type of. Evaluation steps are. Necessary for the student to learn. And. Umm, so 2. To demonstrate. This student all these things we I need or the. Mentor. Uh, guide them step by step. That is during the execution. During the data analysis. During. Outcome or any conclusive part or in the cost estimation all these things so that it can finally. Come into the market as a product. So the mentoring the things is. Also very very step-involved process.

For interdisciplinary research. Basically I have guided. Many Btech students. Suppose recently I am guiding. Two students so. They are working in the field of solar panel. So those students. Are working well. They have, I have elaborated them. The how to conduct and ultimately they the student should know what is the. Aim of the project. And how? It can be. Achieved. And with. The advent of the experiments. Whatever data is. Coming the analysis process is the. Key step. Successful implementation of any of the project. So the analysis the student should understand the. Mathematical statistical tools. To analyze the data and also. How will they have achieved the aim? Because. Initiative May. Forecast the aim as. That it is. No 100% we can achieve, but at the end. We can reach a little less because of the some losses, so there is no problem at all because the actual system performs. Underperform. Uh, definitely there is some losses occur in the system, so. Uh, such time, such type of. Evaluation steps are. Necessary for the student to learn. And. Umm, so 2. To demonstrate. This student all these things we I need or the. Mentor. Uh, guide them step by step. That is during the execution. During the data analysis. During. Outcome or any conclusive part or in the cost estimation all these things so that it can finally. Come into the market as a product. So the mentoring the things is. Also very very step-involved process. So I will elaborate them. In a very. Very conceptual and. Step-by-step process.

You’ve highlighted some hands-on student guidance, especially in interdisciplinary projects. Now, stepping back from teaching and research, let’s look at the bigger picture. If you joined our department and noticed that outcome assessment data was inconsistent across courses—something that can affect accreditation—how would you approach fixing that?

You emphasized guiding students through the entire process—defining the aim, analyzing data, and understanding real-world limitations, like losses in a system. When you’re mentoring these interdisciplinary projects, what’s your role if a student group hits a roadblock with, say, integrating a statistical tool they’ve never used before?

Alright, so you guide your students step-by-step, especially when real-world results fall short of the ideal and losses are involved, making sure they understand not just the technical process but also the practical realities. Now, stepping back—if you joined our department and found that outcome assessment data was inconsistent across courses, how would you approach fixing that?

Can you ask again?

Sure. If you joined our department and discovered the outcome assessment data—meaning the evidence we use to show students are meeting learning goals—was inconsistent across different courses, what steps would you actually take to fix that?

So, uh. For me, uh. If I get something which is the. Inconsistent in terms of. Uh, what type of inconsistency you are talking about first? Tell me that. Tell me.

Alright,

What kind of? Inconsistency.

You want to know what I mean by inconsistency. For example, some courses submit very detailed student outcome reports with lots of evidence and examples, while others just turn in brief or incomplete data that barely shows whether students met the goals. That kind of inconsistency—how would you work to fix it across the department?

OK, so. Mean that some. Students have. The data of. Pretty much in a detail and some student have taken the data. With the less accuracy and. So I have now how I have to fix this problem? So to fix such a problem. We I need to spend. More time with those students. Which are having the problem. So I need to find out. Share the problem eyes. So. So for that I need to I need to consistently. He mind the student step-by-step or time-to-time so that such problems do not occur.

OK, so. Mean that some. Students have. The data of. Pretty much in a detail and some student have taken the data. With the less accuracy and. So I have now how I have to fix this problem? So to fix such a problem. We I need to spend. More time with those students. Which are having the problem. So I need to find out. Share the problem eyes. So. So for that I need to I need to consistently. He mind the student step-by-step or time-to-time so that such problems do not occur. To avoid such. Condition. Umm, I have to. Uniformly. Examine all these students. But if in case. Such situation persist. So in that case. I need. Um, communicate with. Those students and. And fix the issue where the problem is coming. And. Devote a little extra time with those student and get the problem fixed.

Alright, so you’d address the inconsistency by spending extra time mentoring the students who are struggling with their data quality, checking on them regularly to catch problems early. Within the department, how would you help your colleagues—other faculty—improve the consistency of their outcome assessment reporting?

Right, so you’d work closely with students who are struggling, identify the root causes, and check their progress more regularly to keep things on track. Within the department, though, if a senior colleague pushed back and said your approach was too time-consuming or not scalable, how would you respond?

Oh, that means the students are very uh. Free listening and. Telling that the my process is time-consuming in such a way in in such a condition, I will. Uh, definitely talk to them. To ask what are. Choose and. How does how they can do the same task with? Uh, with less time. More accuracy. So in in such in such scenario we have a symbiotic. Is that a student? Benefit and as well as the teachers. Also get benefit of that. So in such a in such a situation. We have to give chance to those. Who are? Giving their own ideas. To improve the system or to improve the accuracy of the particular. Project.

Okay, so you'd listen to suggestions from others and look for ways to improve efficiency, not just stick to your own method. Let's shift to something different—imagine a student files a formal complaint alleging your grading is biased, but at the same time, your department head is pressuring you to improve pass rates. How do you navigate that situation?

OK, so suppose. There is a pressure of passing. Uh 95% of the student. Hmm, and and. In the exam. Honestly, 60% of the student have. Done the task. So in such a situation I have to make a category.

OK, so suppose. There is a pressure of passing. Uh 95% of the student. Hmm, and and. In the exam. Honestly, 60% of the student have. Done the task. So in such a situation I have to make a category. In such a situation, I will grade. In not in absolute sense, in a relative marking sense.

OK, so suppose. There is a pressure of passing. Uh 95% of the student. Hmm, and and. In the exam. Honestly, 60% of the student have. Done the task. So in such a situation I have to make a category. In such a situation, I will grade. In not in absolute sense, in a relative marking sense. Suppose the best student have done. The 90%? Part out of 100, the best one has get 90 marks. 90 is also passed. Huh. And apart from that, the weakest. Uh, weakest, but. Uh, pressurized past is 33%. MMM, so. 33 is also passed. So apart from in such a situation, I will just. I will just make. Of rhythm. Relative marking as. 90% as a. And the weekly passed as C and. B. In such a case, all the students are passed. And the remaining that. Are uh which is lying between line below. The 30% they are failed and they are supposed. 10% of the class. But the 90? Percent of the. Passed in such a sense. So if we do the relative marking. So the students are also satisfied as well as. The pressure can also be handled. Very well. So in such a. Case No student have the problem.

Alright, Dr., let's talk about connecting your research and teaching to professional industry needs. Given your background in thermal management and solar technologies, do you have industry connections that could translate into internship or placement opportunities for students?

So, you’d switch to relative grading if the department expects higher pass rates, even if only 60 percent have actually mastered the material. But thinking about your industry connections—you mentioned working with DRDO and solar projects. Have you been able to translate any of those collaborations into internships or placement opportunities for your students? If so, how did that actually work?

Okay, so you’d use relative grading to balance department pressure and student satisfaction, making sure most students pass while still differentiating performance. Thinking about your industry connections now—you mentioned working with DRDO and some hands-on projects in solar cooling—have any of these led to concrete internship or job opportunities for your students, or are there companies you actively collaborate with for placements?

Uh uh, as far as. The Dr. Do is concerned. I am handling the. That jacket fabrication project. And uh. Before that. I have also. Uh, handle one project? That is. Purely dedicated. Fluid flow problem that is. On the weighted jet in cross flows. And. So till now I have handled. 2 project and the. The uh. Earlier I have no connection with the company, but now presently. Uh, since I'm working with the DRDO, so I have a collaboration with the DRDO and. As far as the. Placement opportunities are there. Till now. There is a. There's no one. Who is uh uh. In that project project because they have not. Opened any kind of such opportunity? But if they open. The opportunity. Definitely, uh. I I. The B.Tech student or M Tech student? Who joined the project and all?

Uh uh, as far as. The Dr. Do is concerned. I am handling the. That jacket fabrication project. And uh. Before that. I have also. Uh, handle one project? That is. Purely dedicated. Fluid flow problem that is. On the weighted jet in cross flows. And. So till now I have handled. 2 project and the. The uh. Earlier I have no connection with the company, but now presently. Uh, since I'm working with the DRDO, so I have a collaboration with the DRDO and. As far as the. Placement opportunities are there. Till now. There is a. There's no one. Who is uh uh. In that project project because they have not. Opened any kind of such opportunity? But if they open. The opportunity. Definitely, uh. I I. The B.Tech student or M Tech student? Who joined the project and all? Because it's a good opportunity to start the career for the. Btech student or Mtech students?

Alright, Professor, now I want to focus on a few specific areas crucial for this role. Starting with your expertise—when you're designing a hands-on lab or project in mechatronics or smart manufacturing, what's a real-world scenario you've used to help students connect theory to application?

So, your collaboration with DRDO is opening doors, but so far, there haven't been direct placement opportunities for students from those projects. If a student approached you for guidance on securing an industry internship or building connections based on your ongoing research, how would you actively support them?

So suppose uh. I have to. Teach fluid mechanics. I'm giving the answer with. The giving this answer with the example. So I have to teach the. Mechanics. So the subject is start with the definition of the fluid. And. And it involves. And it goes on. With the. The elaborate. One of the theories like. Fundamental theory like Bernoulli's equation. Or a face meter and all these things. So, uh. That simultaneously if I teach one chapter. Basically I have to send the student after teaching. I have to send the student to explore the same. Through the concept on. In the experimental sense. Like I have, I have talked. The students about the. Orifice meter, so I will. Chair, I will send this to. During experimental hours to explore the explore. Power office meter experimentally, how it works, whatever I have. Taught them whether that. A theory applies. On the same platform. Onbexperimental. Not so X. Exploring the. Theory as well. Exploring same thing. On the. Experimental platform will connect. The. Connect and it will absorbs in the students mind. So first teach and then we'll send on. To the lab so that they can explore the whatever equations whatever. Theory has been taught. Those things will absorb. In the mind of the students. Because if we. Do anything. It will absorb in the mind. Deep in the mind. So. First. First you have to go through the concepts and you have to apply. Those concepts with the experiments. So this. Will be the practical way. To create the theory part as well as the experimental part. Side-by-side. Family side by side and if I have to start new, then we have to go for the next experiment. So first. Teach the theory and then go for the experiment. Step by step. Yeah.

Okay, so you start with core theory, then immediately have students apply it in the lab to reinforce the concepts—teaching and experimentation side by side. When you’re evaluating students for both theory and lab, how do you make sure your grading is fair and reflects their actual understanding, especially if a student is strong in the practical but weak in written exams?

So, uh. The student can be perfect, so actually. Some there are many student of. A many kind if you say some. Are exceptionally well in the experiment, but weak in the theory. So in that case. Whatever the 2. Learn from the experiment.

So, uh. The student can be perfect, so actually. Some there are many student of. A many kind if you say some. Are exceptionally well in the experiment, but weak in the theory. So in that case. Whatever the 2. Learn from the experiment. That can be written in the exam. As well. So umm. Learning from the experiment. Actually.

So, uh. The student can be perfect, so actually. Some there are many student of. A many kind if you say some. Are exceptionally well in the experiment, but weak in the theory. So in that case. Whatever the 2. Learn from the experiment. That can be written in the exam. As well. So umm. Learning from the experiment. Actually. Lead the student in that field. Very deeply and. A person student who only. Uh, read the theory and write. In the exam. The length of that time only. So so the grading. Grading as far As for the. Grading concept. So if any student perform the experiments well. And. Suppose it has not documented well that experiment, but he has performed and all the readings are good. All the data. Are good and I have what? Question I have asked. To the student. And that is student has given answer. No doubt. Very good. And and and there were. The theoretical exam. Theoretically. Grading. Suppose I will divide the theory exam as 60. And under the experimental exam. 40% so the 40% marks will definitely be achieved by the student. So overall that student. Quickly pass. No, no, no, no. It will fail but the.

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

Alright, so you see value in students learning from the experiments, and you try to ensure their hands-on understanding is reflected in their exam performance as well. We’re at the end of our conversation, Dr. Is there anything you’d like to ask about the role or our team before we wrap up?