Myself. Doctor Vidyut. Michael. I'm from Jharkhand. In the district. I have completed my BTEC. From West Bengal University of Technology.

Myself. Doctor Vidyut. Michael. I'm from Jharkhand. In the district. I have completed my BTEC. From West Bengal University of Technology. One and. **** **** Birla Institute of Technology. Mishra Ranchi.

Myself. Doctor Vidyut. Michael. I'm from Jharkhand. In the district. I have completed my BTEC. From West Bengal University of Technology. One and. **** **** Birla Institute of Technology. Mishra Ranchi. And PhD from. Indian Institute of. Indian School of Mines. Dhanbad.

Okay, so you completed your B.Tech from West Bengal University of Technology. Go on.

Alright, so after your B.Tech you went to Birla Institute of Technology in Ranchi. What did you focus on during your studies or research there?

Myself. Doctor Vidyut. Michael. I'm from Jharkhand. In the district. I have completed my BTEC. From West Bengal University of Technology. One and. **** **** Birla Institute of Technology. Mishra Ranchi. And PhD from. Indian Institute of. Indian School of Mines. Dhanbad. Throughout my career. My domain of work. Is electrical engineering. My specialization in Mtech. And PhD. Is basically power electronics. But lean towards. Application in. Renewable energy systems.

Myself. Doctor Vidyut. Michael. I'm from Jharkhand. In the district. I have completed my BTEC. From West Bengal University of Technology. One and. **** **** Birla Institute of Technology. Mishra Ranchi. And PhD from. Indian Institute of. Indian School of Mines. Dhanbad. Throughout my career. My domain of work. Is electrical engineering. My specialization in Mtech. And PhD. Is basically power electronics. But lean towards. Application in. Renewable energy systems. Thank.

Dr. Vidyut, since you've taught and researched at several institutions, can you tell me about one foundational concept in power electronics that you especially enjoy teaching to students?

So your M.Tech and PhD both centered on power electronics, especially with renewable energy systems as the main application area. When you're teaching that subject, what's one specific topic or lab experiment in power electronics that you find really resonates with students?

Alright, you've built your career around electrical engineering with a focus on power electronics for renewable energy systems. When you teach this material, how do you help students connect the theory of power electronics to practical renewable energy applications in the lab?

OK, so when I teach students. My basic area of work is. Inverter. Multi level inverter I have been. Uh, designing different topologies. Of multi level inverters. So basically in. 2nd year. Tart Singh students amid the subject of power electronics. So there I introduce. Bing.

OK, so when I teach students. My basic area of work is. Inverter. Multi level inverter I have been. Uh, designing different topologies. Of multi level inverters. So basically in. 2nd year. Tart Singh students amid the subject of power electronics. So there I introduce. Bing. To this topologies. From my research papers. I give. And then papers. To to study. Obviously they're a ***** student. They will be involving. Doing. The things. From now. So. The students are eager to know. How they are involved in. Power electronics and renewable energy systems. So I always used to say. And describe the things. That renewable energy is nothing different from power electronics. Or the power electronics is the base? Of all.

OK, so when I teach students. My basic area of work is. Inverter. Multi level inverter I have been. Uh, designing different topologies. Of multi level inverters. So basically in. 2nd year. Tart Singh students amid the subject of power electronics. So there I introduce. Bing. To this topologies. From my research papers. I give. And then papers. To to study. Obviously they're a ***** student. They will be involving. Doing. The things. From now. So. The students are eager to know. How they are involved in. Power electronics and renewable energy systems. So I always used to say. And describe the things. That renewable energy is nothing different from power electronics. Or the power electronics is the base? Of all. Applications. Without. Power Electronics. Not even a single. Think and work. An application in electric. Vehicle starting from. Renewable energy. And I. The teach them. Give them some idea. How this renewable energy PV application in grid can be done? How high landing can be done?

OK, so when I teach students. My basic area of work is. Inverter. Multi level inverter I have been. Uh, designing different topologies. Of multi level inverters. So basically in. 2nd year. Tart Singh students amid the subject of power electronics. So there I introduce. Bing. To this topologies. From my research papers. I give. And then papers. To to study. Obviously they're a ***** student. They will be involving. Doing. The things. From now. So. The students are eager to know. How they are involved in. Power electronics and renewable energy systems. So I always used to say. And describe the things. That renewable energy is nothing different from power electronics. Or the power electronics is the base? Of all. Applications. Without. Power Electronics. Not even a single. Think and work. An application in electric. Vehicle starting from. Renewable energy. And I. The teach them. Give them some idea. How this renewable energy PV application in grid can be done? How high landing can be done? And. Via how? The Spot. The the Hotspot meeting. Action, uh, can be done. If Harry. Is there?

OK, so when I teach students. My basic area of work is. Inverter. Multi level inverter I have been. Uh, designing different topologies. Of multi level inverters. So basically in. 2nd year. Tart Singh students amid the subject of power electronics. So there I introduce. Bing. To this topologies. From my research papers. I give. And then papers. To to study. Obviously they're a ***** student. They will be involving. Doing. The things. From now. So. The students are eager to know. How they are involved in. Power electronics and renewable energy systems. So I always used to say. And describe the things. That renewable energy is nothing different from power electronics. Or the power electronics is the base? Of all. Applications. Without. Power Electronics. Not even a single. Think and work. An application in electric. Vehicle starting from. Renewable energy. And I. The teach them. Give them some idea. How this renewable energy PV application in grid can be done? How high landing can be done? And. Via how? The Spot. The the Hotspot meeting. Action, uh, can be done. If Harry. Is there? How we can do a partial skating? Red Binan, what are the updates nowadays? Which are happening. Regarding the partial shading. Regarding the government rules. What are the specific? Of designing the inverter.

OK, so when I teach students. My basic area of work is. Inverter. Multi level inverter I have been. Uh, designing different topologies. Of multi level inverters. So basically in. 2nd year. Tart Singh students amid the subject of power electronics. So there I introduce. Bing. To this topologies. From my research papers. I give. And then papers. To to study. Obviously they're a ***** student. They will be involving. Doing. The things. From now. So. The students are eager to know. How they are involved in. Power electronics and renewable energy systems. So I always used to say. And describe the things. That renewable energy is nothing different from power electronics. Or the power electronics is the base? Of all. Applications. Without. Power Electronics. Not even a single. Think and work. An application in electric. Vehicle starting from. Renewable energy. And I. The teach them. Give them some idea. How this renewable energy PV application in grid can be done? How high landing can be done? And. Via how? The Spot. The the Hotspot meeting. Action, uh, can be done. If Harry. Is there? How we can do a partial skating? Red Binan, what are the updates nowadays? Which are happening. Regarding the partial shading. Regarding the government rules. What are the specific? Of designing the inverter. For the industry application. So. Are the things I. Generally motivate them. So that they can. Be aware of the importance of power electronics the importance of. Are these converters? Which are nowadays very much friendly and will be always a friendly because nowadays these inverters are not only of silicon. But silicon carbide? Has arrived.

OK, so when I teach students. My basic area of work is. Inverter. Multi level inverter I have been. Uh, designing different topologies. Of multi level inverters. So basically in. 2nd year. Tart Singh students amid the subject of power electronics. So there I introduce. Bing. To this topologies. From my research papers. I give. And then papers. To to study. Obviously they're a ***** student. They will be involving. Doing. The things. From now. So. The students are eager to know. How they are involved in. Power electronics and renewable energy systems. So I always used to say. And describe the things. That renewable energy is nothing different from power electronics. Or the power electronics is the base? Of all. Applications. Without. Power Electronics. Not even a single. Think and work. An application in electric. Vehicle starting from. Renewable energy. And I. The teach them. Give them some idea. How this renewable energy PV application in grid can be done? How high landing can be done? And. Via how? The Spot. The the Hotspot meeting. Action, uh, can be done. If Harry. Is there? How we can do a partial skating? Red Binan, what are the updates nowadays? Which are happening. Regarding the partial shading. Regarding the government rules. What are the specific? Of designing the inverter. For the industry application. So. Are the things I. Generally motivate them. So that they can. Be aware of the importance of power electronics the importance of. Are these converters? Which are nowadays very much friendly and will be always a friendly because nowadays these inverters are not only of silicon. But silicon carbide? Has arrived. The power which are having less than 10 kilowatt. And. The gallium nitrate devices have also came up in the market. At the very high efficiency. And. Very nice forward NCP.

OK, so when I teach students. My basic area of work is. Inverter. Multi level inverter I have been. Uh, designing different topologies. Of multi level inverters. So basically in. 2nd year. Tart Singh students amid the subject of power electronics. So there I introduce. Bing. To this topologies. From my research papers. I give. And then papers. To to study. Obviously they're a ***** student. They will be involving. Doing. The things. From now. So. The students are eager to know. How they are involved in. Power electronics and renewable energy systems. So I always used to say. And describe the things. That renewable energy is nothing different from power electronics. Or the power electronics is the base? Of all. Applications. Without. Power Electronics. Not even a single. Think and work. An application in electric. Vehicle starting from. Renewable energy. And I. The teach them. Give them some idea. How this renewable energy PV application in grid can be done? How high landing can be done? And. Via how? The Spot. The the Hotspot meeting. Action, uh, can be done. If Harry. Is there? How we can do a partial skating? Red Binan, what are the updates nowadays? Which are happening. Regarding the partial shading. Regarding the government rules. What are the specific? Of designing the inverter. For the industry application. So. Are the things I. Generally motivate them. So that they can. Be aware of the importance of power electronics the importance of. Are these converters? Which are nowadays very much friendly and will be always a friendly because nowadays these inverters are not only of silicon. But silicon carbide? Has arrived. The power which are having less than 10 kilowatt. And. The gallium nitrate devices have also came up in the market. At the very high efficiency. And. Very nice forward NCP. A very low losses. So. A really, uh, good thing.

OK, so when I teach students. My basic area of work is. Inverter. Multi level inverter I have been. Uh, designing different topologies. Of multi level inverters. So basically in. 2nd year. Tart Singh students amid the subject of power electronics. So there I introduce. Bing. To this topologies. From my research papers. I give. And then papers. To to study. Obviously they're a ***** student. They will be involving. Doing. The things. From now. So. The students are eager to know. How they are involved in. Power electronics and renewable energy systems. So I always used to say. And describe the things. That renewable energy is nothing different from power electronics. Or the power electronics is the base? Of all. Applications. Without. Power Electronics. Not even a single. Think and work. An application in electric. Vehicle starting from. Renewable energy. And I. The teach them. Give them some idea. How this renewable energy PV application in grid can be done? How high landing can be done? And. Via how? The Spot. The the Hotspot meeting. Action, uh, can be done. If Harry. Is there? How we can do a partial skating? Red Binan, what are the updates nowadays? Which are happening. Regarding the partial shading. Regarding the government rules. What are the specific? Of designing the inverter. For the industry application. So. Are the things I. Generally motivate them. So that they can. Be aware of the importance of power electronics the importance of. Are these converters? Which are nowadays very much friendly and will be always a friendly because nowadays these inverters are not only of silicon. But silicon carbide? Has arrived. The power which are having less than 10 kilowatt. And. The gallium nitrate devices have also came up in the market. At the very high efficiency. And. Very nice forward NCP. A very low losses. So. A really, uh, good thing. To inform. The students, what are the current scenario regarding the same? Thank you.

Dr. Vidyut, given your research on power electronics for renewable energy and your work with novel inverter topologies, where do you see the most promising opportunities for external funding in the next few years? Which grant agencies or industry partners do you think you’d target first?

Alright, you've shown you know how to connect advanced inverter research to student learning. Suppose you have to teach a core power electronics class at VIT with 200 students, but you're not allowed to use slides or the traditional lecture format. How would you design a session that actually keeps students engaged and gets them wrestling with the material?

Okay, so you introduce students to inverter topologies, connect them to renewable energy applications, and have them read research papers. When you run these sessions, how do you tell if students are actually understanding and engaging with the material, rather than just passively following along?

So you walk students through how inverter topologies connect to electric vehicles, grid-tied PV systems, and even high-penetration scenarios like islanding. When you give them research papers and hands-on tasks, how do you know if they're really grasping the concepts versus just going through the motions?

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

Okay, so you motivate students to stay current by talking about the evolution from silicon to silicon carbide in inverter technology, and you link that to real-world standards and government guidelines. Now, thinking beyond teaching and research—how do you see yourself participating in department-level responsibilities like curriculum committees, program reviews, or handling accreditation documentation?

Right, so you bring up the move from silicon to silicon carbide, even mentioning gallium nitride devices and real-world updates like government rules and partial shading — that's quite a lot for students to process. Now, say you were asked to help design a new course at VIT University that needs to satisfy both emerging industry trends and accreditation standards. How would you use VIT’s academic resources to make sure the course checks both boxes?

Alright, Professor, let's consider an ethical scenario you might face here. Imagine a student files a formal complaint alleging your grading is biased. At the same time, your department head is pressuring you to improve pass rates. How would you navigate this situation while maintaining academic integrity?

So you keep students up to date on the latest semiconductor materials, like silicon carbide and gallium nitride, and tie that back to practical inverter design. Earlier, I asked you to imagine a student files a formal complaint about grading bias while your department head wants you to raise pass rates. How do you balance academic integrity with institutional pressure in a situation like that?

So the question is very interesting. That I am imagining that. The head of our department. Asked to raise the. Pause of. For student UH. So if. The pass mark of individ. Student is a need to be raised.

So the question is very interesting. That I am imagining that. The head of our department. Asked to raise the. Pause of. For student UH. So if. The pass mark of individ. Student is a need to be raised. Or either. Full class. Marks need to graze. Uh, that is a concern. If it is required that whole class mark to be raised.

So the question is very interesting. That I am imagining that. The head of our department. Asked to raise the. Pause of. For student UH. So if. The pass mark of individ. Student is a need to be raised. Or either. Full class. Marks need to graze. Uh, that is a concern. If it is required that whole class mark to be raised. Then that's the other issue. Otherwise, if some students. Marks need to be raised and if there is any. Uh, conditions regarding uh, medical or something. Difficulty in their. Your personal life. So I can. Tell my head to. I have some. Meetings. With the career counseling. So that they can. Also suggest. What? How to cope up with this type of situation? And if some. Uh, genuine thing. Is not there, that means if the students is not coming either. Or suppose some pressure is built to HOD. By some other means.

So the question is very interesting. That I am imagining that. The head of our department. Asked to raise the. Pause of. For student UH. So if. The pass mark of individ. Student is a need to be raised. Or either. Full class. Marks need to graze. Uh, that is a concern. If it is required that whole class mark to be raised. Then that's the other issue. Otherwise, if some students. Marks need to be raised and if there is any. Uh, conditions regarding uh, medical or something. Difficulty in their. Your personal life. So I can. Tell my head to. I have some. Meetings. With the career counseling. So that they can. Also suggest. What? How to cope up with this type of situation? And if some. Uh, genuine thing. Is not there, that means if the students is not coming either. Or suppose some pressure is built to HOD. By some other means. To give a grace mark to one student. I I will simply. Say sorry to that. Or I would rather. Ask them. To reappear for ISA. Thank you.

Right, so let's say the department head is asking you to raise student pass rates, but you also have a student alleging bias in your grading. How would you respond if the department head insisted you change your grading standards to boost those rates?

Okay, so you're distinguishing between raising marks for an individual versus the entire class. Let's say your department head insists you should adjust grades for everyone to meet a certain pass percentage, but you believe the original grading was fair and aligned with the syllabus. What would you actually do in that moment?

Okay, so you’re weighing whether it’s a class-wide issue or individual student cases, and you’d involve career counseling if there’s a genuine hardship. But if your department head pushes for a grade adjustment for everyone—regardless of individual circumstances—how would you defend your grading standards while maintaining a positive working relationship with leadership?

Okay, so you're clear that unless there's genuine hardship, you wouldn't raise grades just because of outside pressure, and you'd involve counseling services if there's a legitimate reason. If your department head keeps pushing for grade adjustments across the board, how would you defend your stance and maintain academic standards without escalating the conflict?

So. He's a really a tough question.

So. He's a really a tough question. Department Head. Keep on. Creating pressure on me.

Yeah, that's fair — it's a tough spot and there aren't easy answers. You mentioned earlier your research focuses on power electronics and renewables. How do you plan to leverage that experience to secure research grants or funding opportunities, especially in collaboration with VIT University's research initiatives?

Yeah, that's a tough spot. You said you'd resist and suggest students reappear if needed, but if your department head keeps insisting—how would you stick to your standards without causing a bigger conflict with leadership?

So. He's a really a tough question. Department Head. Keep on. Creating pressure on me. Regarding the same. I would. Rather ask. MMM. Reevaluate the copy. How much by a Julie Madam? Or by head of department. Whosoever be. The concerned authority.

So. He's a really a tough question. Department Head. Keep on. Creating pressure on me. Regarding the same. I would. Rather ask. MMM. Reevaluate the copy. How much by a Julie Madam? Or by head of department. Whosoever be. The concerned authority. And if we can raise the marks? If they can give the marks.

So. He's a really a tough question. Department Head. Keep on. Creating pressure on me. Regarding the same. I would. Rather ask. MMM. Reevaluate the copy. How much by a Julie Madam? Or by head of department. Whosoever be. The concerned authority. And if we can raise the marks? If they can give the marks. Wherever they think, I have not given the. Affair means. Then I believe it.

So. He's a really a tough question. Department Head. Keep on. Creating pressure on me. Regarding the same. I would. Rather ask. MMM. Reevaluate the copy. How much by a Julie Madam? Or by head of department. Whosoever be. The concerned authority. And if we can raise the marks? If they can give the marks. Wherever they think, I have not given the. Affair means. Then I believe it. Otherwise, if they ask me. To raise the mark.

So. He's a really a tough question. Department Head. Keep on. Creating pressure on me. Regarding the same. I would. Rather ask. MMM. Reevaluate the copy. How much by a Julie Madam? Or by head of department. Whosoever be. The concerned authority. And if we can raise the marks? If they can give the marks. Wherever they think, I have not given the. Affair means. Then I believe it. Otherwise, if they ask me. To raise the mark. I countries in. Thank I would like. Form that. Last year in August. 2025.

Alright, so you'd suggest a re-evaluation by another authority if the department head kept pressing, rather than compromising your own standards. Let's shift focus — given your expertise in power electronics and renewables, do you have any industry connections or collaborations that could translate into internship or placement opportunities for students at VIT?

Alright, so if you're being pressured, you'd escalate by involving another authority for re-evaluation rather than compromise your standards yourself. Shifting gears—given your background in power electronics, do you have any existing connections with industry that could help students access internships or real-world projects?

Alright, so if you're facing ongoing pressure, you'd rather have another authority re-evaluate the papers to keep things fair, instead of adjusting marks yourself. Switching topics, given your expertise in power electronics and renewables, do you have any industry connections that could help translate into internships or placement opportunities for students at VIT?

Alright, so if you're being pressured, you'd escalate by involving another authority for re-evaluation rather than compromise your own standards. Let's shift focus — given your expertise in power electronics, do you have any active connections with industry partners that could translate into internships or placement opportunities for students at VIT?

I would like. Form that. Last year in August. 2025. I have been selected as a research associate.

I would like. Form that. Last year in August. 2025. I have been selected as a research associate. Position in NICE that is National Institute of Solar Energy.

I would like. Form that. Last year in August. 2025. I have been selected as a research associate. Position in NICE that is National Institute of Solar Energy. Government of India. But I have. Uh joined there due to some. Personal reasons. The distance and all. All these things.

You mentioned last year in August, but I didn't catch the rest — could you elaborate on which industry partnerships or connections you've developed, and how those might help students with internships or placements at VIT?

You mentioned being selected as a research associate last August, but I didn't catch how that connects to industry partnerships or student opportunities. Can you clarify if this role led to collaborations or contacts that might help your students with internships or placements?

Alright, let's switch gears and cover a few technical fundamentals relevant to the Assistant Professor (Research) role. Imagine you're tasked with improving the reliability of a university microgrid. When integrating multiple renewable sources and storage, what would be your approach to ensuring grid stability and power quality in the power system?

Alright, you turned down the research associate role at the National Institute of Solar Energy for personal reasons, so no direct industry collaboration came from that. Let me shift to the fundamentals: if you’re teaching the power system module and a student asks why the short-circuit level at the point of common coupling matters for grid-connected renewable plants, how would you explain its significance in plain terms?

And I was having my child of. I heard and. For the. Sorry, can you repeat the?

Sure, I’ll repeat that for you. If a student asks why the short-circuit level at the point of common coupling matters for grid-connected renewable plants, how do you explain its significance in simple terms?

Short circuit level. Point of common.

Okay, you started to say "short circuit level, point of common," but didn't finish your thought. Can you walk me through how you'd explain to a student—without technical jargon—why knowing the short-circuit level at the point of common coupling is important for a grid-tied renewable plant?

Short circuit level. Point of common. Matters for. Read it renewable. System. I hope I understand the question. Of the short circuit. The grid connected system.

Short circuit level. Point of common. Matters for. Read it renewable. System. I hope I understand the question. Of the short circuit. The grid connected system. And shorts. It happens.

Short circuit level. Point of common. Matters for. Read it renewable. System. I hope I understand the question. Of the short circuit. The grid connected system. And shorts. It happens. And if you don't? Provide any protection.

Short circuit level. Point of common. Matters for. Read it renewable. System. I hope I understand the question. Of the short circuit. The grid connected system. And shorts. It happens. And if you don't? Provide any protection. For that. Show a pop. So. The greed to source can happen.

Short circuit level. Point of common. Matters for. Read it renewable. System. I hope I understand the question. Of the short circuit. The grid connected system. And shorts. It happens. And if you don't? Provide any protection. For that. Show a pop. So. The greed to source can happen. To avoid this generally. It can harm the PV panel, so to avoid this we generally use a diet.

Okay, I can see you're thinking through the grid connection side. Let's pivot a bit—when you're teaching control systems and a student struggles with tuning a PID controller for a lab setup that's acting unpredictably, how do you help them diagnose and address the instability?

Short circuit level. Point of common. Matters for. Read it renewable. System. I hope I understand the question. Of the short circuit. The grid connected system. And shorts. It happens. And if you don't? Provide any protection. For that. Show a pop. So. The greed to source can happen. To avoid this generally. It can harm the PV panel, so to avoid this we generally use a diet. Which is connect.

Okay, you were starting to explain about the short-circuit at the grid connection point, but your answer trailed off. Can you walk me through, in simple terms, how you’d help a student really understand why the short-circuit level matters for safety or equipment sizing in a renewable energy grid setup?

Okay, you started to explain about protection if a short circuit happens at the grid connection point, but didn't quite finish. Can you walk me through how you'd explain to a student—without technical jargon—why knowing the short-circuit level at that point matters for both the safety and stability of renewable energy systems?

Okay, let's pivot. When you're teaching control systems, imagine a student is struggling to tune a PID controller for a motor speed lab. How would you break down the tuning process for them so it's clear and approachable, even if they're intimidated by equations?

Okay, so you mentioned using a diode for protection if a short circuit happens, but for a student who’s still puzzled, how would you simplify the idea that the short-circuit level tells you how strong or weak the grid is at that connection point, and why that matters for their inverter design?

Okay,

Who's discovered?

You asked, "Who's discovered?" Can you clarify what you mean by that? Are you asking about who discovered a specific concept in power systems, or something else?

No, no I don't. I haven't asked who discovered.

Alright, you started explaining about the diode for protection, but you didn’t quite finish your thought on how you’d simplify the idea of the short-circuit level’s importance to a student. Can you walk me through, in plain language, how you’d help a student really understand why the short-circuit level at the PCC affects both protection and system strength?

Mens Apart. Which is. A dummy path, so basic. See whatever. If anywhere, the short set.

Mens Apart. Which is. A dummy path, so basic. See whatever. If anywhere, the short set. The current flow. Any if any short circuit happens.

You were explaining that the short circuit creates a dummy path, and if it happens anywhere, certain protections are needed—but that's still a bit abstract. Can you give a concrete classroom analogy or story you'd use so a second-year student gets why the short-circuit level at the PCC is important for grid safety and equipment design?

You were saying the dummy path means any short circuit creates a current flow, and if a short happens anywhere, you need protection. Can you give me a classroom analogy or a simple story you'd use so a second-year student really gets why the short-circuit level matters for how the grid and their project interact?

OK. So for uh. We need to understand. The short circuit. So I. Example. Office in Circ.

OK. So for uh. We need to understand. The short circuit. So I. Example. Office in Circ. Of foot. They complete the full rectifier.

OK. So for uh. We need to understand. The short circuit. So I. Example. Office in Circ. Of foot. They complete the full rectifier. My at that time. Sinful rectifier we use. 4 diets. One input transfer.

You were about to give an example, but let's shift gears. When teaching control systems to undergraduates, suppose you notice several students consistently making the same conceptual mistake—like confusing open-loop and closed-loop control. How do you address that in class to help everyone get it right?

So you were starting to give a rectifier example, but didn’t finish the explanation. I want to make sure we cover the next area: when you’re teaching control systems to undergraduates, suppose you notice several students consistently make the same conceptual mistake, like confusing feedback and feedforward control. How do you adjust your teaching on the spot to address that misunderstanding?

OK. So for uh. We need to understand. The short circuit. So I. Example. Office in Circ. Of foot. They complete the full rectifier. My at that time. Sinful rectifier we use. 4 diets. One input transfer. Uh, supply. Then fold. Spotify that's. Filter electrolytic. The capacity. And. After that. If you need a smoothening a higher value of. OK. Or it's OK and then we connect the load? So so. A diet. Short set.

OK. So for uh. We need to understand. The short circuit. So I. Example. Office in Circ. Of foot. They complete the full rectifier. My at that time. Sinful rectifier we use. 4 diets. One input transfer. Uh, supply. Then fold. Spotify that's. Filter electrolytic. The capacity. And. After that. If you need a smoothening a higher value of. OK. Or it's OK and then we connect the load? So so. A diet. Short set. Out of four diet. One diet is. Or we can say. It's not working. We don't know.

OK. So for uh. We need to understand. The short circuit. So I. Example. Office in Circ. Of foot. They complete the full rectifier. My at that time. Sinful rectifier we use. 4 diets. One input transfer. Uh, supply. Then fold. Spotify that's. Filter electrolytic. The capacity. And. After that. If you need a smoothening a higher value of. OK. Or it's OK and then we connect the load? So so. A diet. Short set. Out of four diet. One diet is. Or we can say. It's not working. We don't know. We haven't checked it. Uh, before.

You started to describe a rectifier example, but didn’t quite tie it back to the grid scenario or student understanding. Let’s move to teaching control systems: say you notice multiple students consistently mix up open-loop and closed-loop control in assignments. What specific strategy would you use in class to address this misunderstanding and make the difference clear?

OK. So for uh. We need to understand. The short circuit. So I. Example. Office in Circ. Of foot. They complete the full rectifier. My at that time. Sinful rectifier we use. 4 diets. One input transfer. Uh, supply. Then fold. Spotify that's. Filter electrolytic. The capacity. And. After that. If you need a smoothening a higher value of. OK. Or it's OK and then we connect the load? So so. A diet. Short set. Out of four diet. One diet is. Or we can say. It's not working. We don't know. We haven't checked it. Uh, before. Making it. Can do the circuit.

OK. So for uh. We need to understand. The short circuit. So I. Example. Office in Circ. Of foot. They complete the full rectifier. My at that time. Sinful rectifier we use. 4 diets. One input transfer. Uh, supply. Then fold. Spotify that's. Filter electrolytic. The capacity. And. After that. If you need a smoothening a higher value of. OK. Or it's OK and then we connect the load? So so. A diet. Short set. Out of four diet. One diet is. Or we can say. It's not working. We don't know. We haven't checked it. Uh, before. Making it. Can do the circuit. A student has forgotten. To check. And we have connected it.

OK. So for uh. We need to understand. The short circuit. So I. Example. Office in Circ. Of foot. They complete the full rectifier. My at that time. Sinful rectifier we use. 4 diets. One input transfer. Uh, supply. Then fold. Spotify that's. Filter electrolytic. The capacity. And. After that. If you need a smoothening a higher value of. OK. Or it's OK and then we connect the load? So so. A diet. Short set. Out of four diet. One diet is. Or we can say. It's not working. We don't know. We haven't checked it. Uh, before. Making it. Can do the circuit. A student has forgotten. To check. And we have connected it. So. It is shorter. So what will happen? The output will not come. Then I would rather. Ask the student.

OK. So for uh. We need to understand. The short circuit. So I. Example. Office in Circ. Of foot. They complete the full rectifier. My at that time. Sinful rectifier we use. 4 diets. One input transfer. Uh, supply. Then fold. Spotify that's. Filter electrolytic. The capacity. And. After that. If you need a smoothening a higher value of. OK. Or it's OK and then we connect the load? So so. A diet. Short set. Out of four diet. One diet is. Or we can say. It's not working. We don't know. We haven't checked it. Uh, before. Making it. Can do the circuit. A student has forgotten. To check. And we have connected it. So. It is shorter. So what will happen? The output will not come. Then I would rather. Ask the student. To check the continued. It is then he will find that circle.

OK. So for uh. We need to understand. The short circuit. So I. Example. Office in Circ. Of foot. They complete the full rectifier. My at that time. Sinful rectifier we use. 4 diets. One input transfer. Uh, supply. Then fold. Spotify that's. Filter electrolytic. The capacity. And. After that. If you need a smoothening a higher value of. OK. Or it's OK and then we connect the load? So so. A diet. Short set. Out of four diet. One diet is. Or we can say. It's not working. We don't know. We haven't checked it. Uh, before. Making it. Can do the circuit. A student has forgotten. To check. And we have connected it. So. It is shorter. So what will happen? The output will not come. Then I would rather. Ask the student. To check the continued.

Okay, you started to describe what happens if a diode shorts in a rectifier, but let's shift gears. When you're teaching control systems to undergraduates, suppose you notice several students consistently mixing up open-loop and closed-loop concepts—how would you correct that misunderstanding during a lecture?

Alright, you started to explain what happens when a diode shorts in a rectifier, but let's switch gears. When you're teaching control systems to undergraduates, suppose you notice several students consistently confusing open-loop and closed-loop systems on their quizzes. How would you address that misunderstanding during your lecture?

Okay, you started to explain what happens if a diode shorts in a rectifier, but let's switch gears. When you're teaching control systems to undergraduates, suppose you notice several students consistently make the same conceptual mistake—like confusing open-loop and closed-loop systems. How would you address this in your lecture to ensure they really understand the difference?

So you were walking through that rectifier example, showing how a failed diode changes the current path and could cause issues in the circuit. Let's switch things up. When you're teaching control systems to undergrads and you notice several students making the same conceptual mistake—like confusing stability with steady-state error—how do you address that in class without just repeating the textbook definition?

So you walked through a rectifier scenario where a missed faulty diode would change the current path, but let's shift gears. When you're teaching control systems to undergraduates, suppose you notice several students consistently struggle to draw accurate root locus plots. How would you break down the process in a way that's clear and structured for them?

So you described that rectifier example where a student forgets to check a faulty diode, and it leads to a short circuit and no output, which you’d use to illustrate troubleshooting. Let’s switch topics now—when you’re teaching control systems to undergraduates, suppose you notice several students consistently mixing up open-loop and closed-loop control in their assignments. How do you address that misunderstanding in class?

Okay, so you'd use a rectifier example and have students diagnose what happens if a diode fails, tying it back to real circuit troubleshooting. Let's switch gears. When you're teaching control systems to undergraduates, suppose you notice several students consistently struggle with the concept of feedback versus feedforward. How do you break down the difference so they actually get it?

Alright, you used that rectifier example

What is?

You were talking about what happens if a student doesn't check a faulty diode and how that leads to troubleshooting in the circuit. When you're teaching control systems, suppose a few students keep confusing open-loop and closed-loop systems in their answers. How would you address that misunderstanding in your classroom?

OK. Open and closed loop system.

You started to talk about open and closed-loop systems but didn't really explain how you'd clear up the confusion for your students. Can you walk me through how you'd actually run that part of the class—what examples or demonstrations you'd use to make the distinction clear?

OK. Open and closed loop system. So. For example. And the output.

OK. Open and closed loop system. So. For example. And the output. According to the. What's the? Is system.

Okay, you started to talk about open and closed-loop systems and mentioned the output, but you didn’t really finish describing how you’d clear that up for students. Walk me through exactly how you’d run that classroom moment—what example would you use, and how would you make sure students really grasp the difference?

OK. Open and closed loop system. So. For example. And the output. According to the. What's the? Is system. Which? Again and again. Takes the input.

OK. Open and closed loop system. So. For example. And the output. According to the. What's the? Is system. Which? Again and again. Takes the input. And regulate its output according. To that input.

Alright, so you started with the idea that the output in a system depends on the input for open and closed-loop, but didn't actually walk through your teaching approach. Shifting gears, when it comes to communicating complex topics, how do you make sure your lectures stay clear and structured, especially for students who might be struggling with the basics?

OK. Open and closed loop system. So. For example. And the output. According to the. What's the? Is system. Which? Again and again. Takes the input. And regulate its output according. To that input. For simple. Then we can take. The easy. NAC. Even the temperature is. It takes the input. Takes from send. Music and. Bullets the. Temperature. So a closed loop and open loop system can be. Understand. By this example.

Okay, shifting gears — when it comes to evaluating students and handling exam responsibilities, what’s your process for ensuring your marking is fair and consistent across a large group?

Okay, you started to talk about open and closed-loop systems and mentioned the output, but you didn’t really finish describing how you’d clear that up for students. Walk me through exactly how you’d run that part of the class—what would you do, step by step, to make sure they actually understand the difference?

So you started to explain open and closed-loop systems by referencing temperature control, but you didn’t really cover how you’d clear up the confusion for your students if they kept mixing them up. Walk me through exactly how you’d run that part of the class to help them get it right.

OK.

OK. So one more. I have one more example which is a very nice example.

OK. So one more. I have one more example which is a very nice example. Uh, which is a vehicle.

OK. So one more. I have one more example which is a very nice example. Uh, which is a vehicle. We have a vehicle. You are driving a vehicle.

OK. So one more. I have one more example which is a very nice example. Uh, which is a vehicle. We have a vehicle. You are driving a vehicle. And we are just increasing the speed. Or decreasing the speed by keeping the. Leg on the accelerator.

Alright, so you'd use a hands-on example to get students to check and troubleshoot circuit elements, which helps them see where things can go wrong. Now, when it comes to evaluating students and handling exam responsibilities, what's your process for making sure your marking is fair and consistent across a large group?

You said you have another example that helps clarify open and closed-loop systems — go ahead and share it.

OK. So one more. I have one more example which is a very nice example. Uh, which is a vehicle. We have a vehicle. You are driving a vehicle. And we are just increasing the speed. Or decreasing the speed by keeping the. Leg on the accelerator. So we are giving an input. In terms of acceleration. And there is a controller inside. Which act? On behalf of that. And which regulator? The speed as we want.

So you were about to use a vehicle as an analogy for open and closed-loop systems. Go ahead and finish that example—how do you use it to help students really see the difference?

So you use the vehicle analogy to illustrate open and closed-loop systems—makes sense for helping students visualize feedback. Now, switching gears to classroom practice: when it comes to evaluating students and handling exam responsibilities, what’s your process for ensuring your marking is fair and consistent across a large group?

Right, so you use the vehicle example to illustrate how keeping your foot on the accelerator is open-loop, but using cruise control with feedback is closed-loop. That’s a clear way to make it practical. Now, when you’re evaluating students—say you’re grading exams or project reports—what’s your process for making sure your evaluation is fair and consistent across the class?

So you use the vehicle analogy to help students picture feedback and control in a system, which is practical for classroom teaching. Let’s shift to how you handle student evaluation and exam responsibilities—can you walk me through your approach to designing fair assessments and grading in a theory-heavy subject?

Story heavy subject. Means can you? Uh, just to give example.

You wanted an example for a theory-heavy subject—think of something like advanced power system analysis or control theory, where most of the assessment is on concepts, derivation, and problem-solving rather than lab work. Now, how do you make sure your question papers and grading are fair, especially for students who might struggle with theory?

OK, so. When I. Be making the push in paper.

Alright, you were about to explain your process for making the question

So actually. When it is a heavy paper. So I will motion paper. Giving fill of. It has less time.

So you said for a tough paper, you’d focus on making sure the time allotted matches the difficulty, which is fair. When you’re structuring the exam or evaluating answers, how do you balance between testing pure recall versus deeper conceptual understanding?

So actually. When it is a heavy paper. So I will motion paper. Giving fill of. It has less time. So there will be numericals. A big numerical. So the question 13. And one American. And there will be. Cushion or cushions? Winston had not to answer. There would be optional to be. 5 and 10 more. Question people. To be set such that. Students should not feel. To write the. Please I don't have any options.

So actually. When it is a heavy paper. So I will motion paper. Giving fill of. It has less time. So there will be numericals. A big numerical. So the question 13. And one American. And there will be. Cushion or cushions? Winston had not to answer. There would be optional to be. 5 and 10 more. Question people. To be set such that. Students should not feel. To write the. Please I don't have any options. So. For students. To cope up with. All the numerical and all the. Theories. Outlook. Sorry I've.

So you said you’d design the question paper so students have enough time for both numericals and theory, with some options so nobody feels stuck with questions they can’t answer. When you’re grading, how do you make sure your evaluation is fair—especially if students give unexpected approaches or answers that aren’t exactly like your model solution?

You said you’d design the question paper so students have enough time for both numericals and theory, with some options so nobody feels stuck with questions they can’t answer. When you’re grading, how do you make sure your marking is consistent and unbiased, especially for subjective theory answers?

OK.

OK. For subjective answers. I would preferably. Like to see the important points?

OK. For subjective answers. I would preferably. Like to see the important points? Which there are two type of points.

OK. For subjective answers. I would preferably. Like to see the important points? Which there are two type of points. One is essential. And one is desirable.

Alright, you talked about building in options so students don’t feel forced to answer questions outside their strengths. Shifting gears, when you’re teaching something complex—say, the basics of a power system or a feedback loop—how do you structure your explanation to make sure every student can follow along, no matter their background?

OK. For subjective answers. I would preferably. Like to see the important points? Which there are two type of points. One is essential. And one is desirable. So if I found. The initial points. Click the MOTS.

Mm-hmm.

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

Alright, so you differentiate between essential and desirable points when grading subjective answers. That’s a systematic way to keep things fair. We're wrapping up—do you have any questions about the role or the team?

Alright, so you focus on essential versus desirable points when grading, which helps keep your marking consistent and fair. We're wrapping up—do you have any questions about the role or the team before we end the interview?

OK. For subjective answers. I would preferably. Like to see the important points? Which there are two type of points. One is essential. And one is desirable. So if I found. The initial points. Click the MOTS. Found desirable. Obviously. The student are getting. Normals and in numerical. Check market. And if the. Processed of. Adding the numerical is. OK. And if any, Miscav. Evolutions happen. I will not deduct the full marks. I'm not going to make. The. Total amount 0. Should give student a fair judgement.

Alright, so you look for essential and desirable points when grading, and you try not to penalize students harshly for small mistakes in their calculations. We're wrapping up—do you have any questions about the role or the team before we end the conversation?

No, I will. Not try to penalize the student because. Uh, I always think. The person who is trying. Events.