Hello.

Please start by introducing your professional journey in academia

OK. Thank you for asking. First of all, I would like to say thank you. For giving me this wonderful opportunity.

OK. Thank you for asking. First of all, I would like to say thank you. For giving me this wonderful opportunity. My name is Doctor Tanaprabhu Pathapan. Currently I'm working as a assistant professor. Hunt, SI University. And also I have. 3.5 years post doctoral experience at Minch University of Technology, Taiwan.

OK. Thank you for asking. First of all, I would like to say thank you. For giving me this wonderful opportunity. My name is Doctor Tanaprabhu Pathapan. Currently I'm working as a assistant professor. Hunt, SI University. And also I have. 3.5 years post doctoral experience at Minch University of Technology, Taiwan. Uh, additionally, I have completed my. PST in Bharatiya University. With the expedition of. Metal organic framework. In the photo catalysis application.

OK. Thank you for asking. First of all, I would like to say thank you. For giving me this wonderful opportunity. My name is Doctor Tanaprabhu Pathapan. Currently I'm working as a assistant professor. Hunt, SI University. And also I have. 3.5 years post doctoral experience at Minch University of Technology, Taiwan. Uh, additionally, I have completed my. PST in Bharatiya University. With the expedition of. Metal organic framework. In the photo catalysis application. A. Until date I have published 24 international articles and two. Patents and one book chapter. Prepare a metallurgical. Framework for. From the. It means waste to valuable product. For photocatalysis and Electro. Chemical hydrogen production.

Of course, Dr. Please go ahead and share a bit about your professional journey in academia—your background, research interests, and how you arrived at this stage.

OK. Thank you for asking. First of all, I would like to say thank you. For giving me this wonderful opportunity. My name is Doctor Tanaprabhu Pathapan. Currently I'm working as a assistant professor. Hunt, SI University. And also I have. 3.5 years post doctoral experience at Minch University of Technology, Taiwan. Uh, additionally, I have completed my. PST in Bharatiya University. With the expedition of. Metal organic framework. In the photo catalysis application. A. Until date I have published 24 international articles and two. Patents and one book chapter. Prepare a metallurgical. Framework for. From the. It means waste to valuable product. For photocatalysis and Electro. Chemical hydrogen production. So I'm actively applying for funding. And I'm actively writing proposals and. Articles and I'm actively seeking the collaborations around the world. And finally. I have completed. Training. Advanced characterization experiments. I it means I. IFFCL. And some, uh, others, uh. Being disabled, spectroscopy, in situ, Raman, etcetera. So this is my. Short introduction. Thank you.

OK. Thank you for asking. First of all, I would like to say thank you. For giving me this wonderful opportunity. My name is Doctor Tanaprabhu Pathapan. Currently I'm working as a assistant professor. Hunt, SI University. And also I have. 3.5 years post doctoral experience at Minch University of Technology, Taiwan. Uh, additionally, I have completed my. PST in Bharatiya University. With the expedition of. Metal organic framework. In the photo catalysis application. A. Until date I have published 24 international articles and two. Patents and one book chapter. Prepare a metallurgical. Framework for. From the. It means waste to valuable product. For photocatalysis and Electro. Chemical hydrogen production. So I'm actively applying for funding. And I'm actively writing proposals and. Articles and I'm actively seeking the collaborations around the world. And finally. I have completed. Training. Advanced characterization experiments. I it means I. IFFCL. And some, uh, others, uh. Being disabled, spectroscopy, in situ, Raman, etcetera.

Alright, Dr. Pathapan, so you’re currently at SI University and have postdoc experience at Ming Chi University in Taiwan. Anything else you’d like to add about your research focus or teaching experience before we start?

So, working with metal-organic frameworks in photocatalysis is quite specialized. When you're teaching undergraduates, what's one foundational physics concept you especially enjoy explaining, and why?

Okay, so you’ve published 24 articles, have patents, and developed methods to turn waste into valuable products for photocatalysis and hydrogen production — that’s quite a range. When you’re in the classroom, what do you find is the most effective way to get students engaged with a tough topic like quantum mechanics or solid-state physics?

Alright, so you’re actively seeking collaborations, pursuing funding, and have hands-on experience with advanced characterization techniques like in situ Raman and spectroscopy. When you introduce a complex experimental method to students, how do you make sure they grasp both the practical steps and the underlying physics?

Dr. Pathapan, I noticed your 2024 publication in the Journal of Materials Science: Materials in Electronics on gold nanoparticles anchored amine-functionalized nickel metal-organic frameworks for solar light-assisted degradation of dyes. How have you drawn on that research when teaching students the principles behind visible-light photocatalysis or catalysis in general?

OK, so. Actually I was published the that paper on 2024, so if I will. Teach that uh, work. To to the students. 1st I split into the. Read my research work. Is based on application. And characterization. So first I. I recommend to focus. I recommend to the student to focus on. What is the application? Do you want to? Do then you can fix that application. Then please read their. Applications requirement. That means every applic. How required some? Catalysis are the kind of some. Important parameters so for that. Photocatalysis. The main important parameters. We should we should the catalysis required.

OK, so. Actually I was published the that paper on 2024, so if I will. Teach that uh, work. To to the students. 1st I split into the. Read my research work. Is based on application. And characterization. So first I. I recommend to focus. I recommend to the student to focus on. What is the application? Do you want to? Do then you can fix that application. Then please read their. Applications requirement. That means every applic. How required some? Catalysis are the kind of some. Important parameters so for that. Photocatalysis. The main important parameters. We should we should the catalysis required. In the gap. And the good crystalline. Nature and higher surface area. And good. Conductivity. And the main thing it generate. Free Radicals. With it absorbing the light source so first. I recommend I teach. To the student. Please focus on the applic. And requirements. Then move on the. Then select the. Catalyst.

OK, so. Actually I was published the that paper on 2024, so if I will. Teach that uh, work. To to the students. 1st I split into the. Read my research work. Is based on application. And characterization. So first I. I recommend to focus. I recommend to the student to focus on. What is the application? Do you want to? Do then you can fix that application. Then please read their. Applications requirement. That means every applic. How required some? Catalysis are the kind of some. Important parameters so for that. Photocatalysis. The main important parameters. We should we should the catalysis required. In the gap. And the good crystalline. Nature and higher surface area. And good. Conductivity. And the main thing it generate. Free Radicals. With it absorbing the light source so first. I recommend I teach. To the student. Please focus on the applic. And requirements. Then move on the. Then select the. Catalyst. So. Because every catalyst have different. A different nature. So based on that. We what we have, we we have, we want the requirement. We select that catalysis, for example. Titanium dioxide is the good photocatalysis, but it is only. And the UV light, it is not visible light, so it's. Is for the large scale application. It's quite a limit. Limitation. So that's why I. I will recommend to the students. Please focus on. Fork Catalysis. You know, risk. Superlake Region.

So you emphasize understanding the application first and then guide students to connect catalytic requirements to the physics involved. When you explain why, say, visible-light photocatalysis requires a certain band gap, how do you tailor that explanation for students who might not have a strong background in semiconductor physics?

Makes sense—you break things down to application and requirements before diving into the physics or the catalyst choice. Professor, given your background in semiconductor device physics and research on metal-organic frameworks, where do you see the most fundable research directions over the next three years? Which grant agencies or funding sources would you target to support this work at an institution like VIT?

Okay, you highlighted how band gap and surface properties guide catalyst selection, and you used the titanium dioxide example to explain the limitations for visible light. With your experience in metal-organic frameworks and photocatalysis, what’s your actual strategy for publishing high-impact research that boosts an institution’s global reputation—how do you choose journals or craft your work for maximum visibility?

OK. OK. That was the very good question. Uh, first of all, my. Expertise in the metal organic framework. So metal organic framework is an emerging advanced futuristic material. Recently it got the Nobel Prize.

OK. OK. That was the very good question. Uh, first of all, my. Expertise in the metal organic framework. So metal organic framework is an emerging advanced futuristic material. Recently it got the Nobel Prize. So we. Got the one limitation in that metal organic framework, especially the organic ligand. Which is, uh, which is the limitations of their expensive. And the handling process, so how we can improve our metal organic framework for especially in photocatalysis field to improve the high-quality journals means. 1st we should. Optimize every. Metal organic framework property. Because it was. Mobile param.

So you’re positioning metal-organic frameworks as a Nobel-level, future-facing field—that’s a strong narrative. But how do you actually determine which journals or conferences will give your work the most international visibility and impact, especially with so many competing areas in semiconductor device physics and catalysis?

OK. OK. That was the very good question. Uh, first of all, my. Expertise in the metal organic framework. So metal organic framework is an emerging advanced futuristic material. Recently it got the Nobel Prize. So we. Got the one limitation in that metal organic framework, especially the organic ligand. Which is, uh, which is the limitations of their expensive. And the handling process, so how we can improve our metal organic framework for especially in photocatalysis field to improve the high-quality journals means. 1st we should. Optimize every. Metal organic framework property. Because it was. Mobile param. Tune dire supply Syria Weekend. Electronic, Electronic. Increase or decrease the. Conduct decreases. It's a decrease in the. Bandgap that. Uh, we can. Confirmed by some advanced characterization. For especially, I have published one article in Chemical Engineering journal. That was metal organic framework. Quota catalysis field. But what I have done in. Paper mean I I first I have focused the photo catalysis is it is a. Actual application.

OK. OK. That was the very good question. Uh, first of all, my. Expertise in the metal organic framework. So metal organic framework is an emerging advanced futuristic material. Recently it got the Nobel Prize. So we. Got the one limitation in that metal organic framework, especially the organic ligand. Which is, uh, which is the limitations of their expensive. And the handling process, so how we can improve our metal organic framework for especially in photocatalysis field to improve the high-quality journals means. 1st we should. Optimize every. Metal organic framework property. Because it was. Mobile param. Tune dire supply Syria Weekend. Electronic, Electronic. Increase or decrease the. Conduct decreases. It's a decrease in the. Bandgap that. Uh, we can. Confirmed by some advanced characterization. For especially, I have published one article in Chemical Engineering journal. That was metal organic framework. Quota catalysis field. But what I have done in. Paper mean I I first I have focused the photo catalysis is it is a. Actual application. But my material, my material I focused on bi metallic metal, organic framework. I introduced the. Another metal. Into the metal organic framework. That alter the. Electronic structure of. Morph system. Using the conductivity and reduce the band gap.

OK. OK. That was the very good question. Uh, first of all, my. Expertise in the metal organic framework. So metal organic framework is an emerging advanced futuristic material. Recently it got the Nobel Prize. So we. Got the one limitation in that metal organic framework, especially the organic ligand. Which is, uh, which is the limitations of their expensive. And the handling process, so how we can improve our metal organic framework for especially in photocatalysis field to improve the high-quality journals means. 1st we should. Optimize every. Metal organic framework property. Because it was. Mobile param. Tune dire supply Syria Weekend. Electronic, Electronic. Increase or decrease the. Conduct decreases. It's a decrease in the. Bandgap that. Uh, we can. Confirmed by some advanced characterization. For especially, I have published one article in Chemical Engineering journal. That was metal organic framework. Quota catalysis field. But what I have done in. Paper mean I I first I have focused the photo catalysis is it is a. Actual application. But my material, my material I focused on bi metallic metal, organic framework. I introduced the. Another metal. Into the metal organic framework. That alter the. Electronic structure of. Morph system. Using the conductivity and reduce the band gap. And increasing the surface area which opens the. Metal coordination sites also that may be. Kind of a creation of. Uh, difference OK, that improve the. Degradation for performance.

OK. OK. That was the very good question. Uh, first of all, my. Expertise in the metal organic framework. So metal organic framework is an emerging advanced futuristic material. Recently it got the Nobel Prize. So we. Got the one limitation in that metal organic framework, especially the organic ligand. Which is, uh, which is the limitations of their expensive. And the handling process, so how we can improve our metal organic framework for especially in photocatalysis field to improve the high-quality journals means. 1st we should. Optimize every. Metal organic framework property. Because it was. Mobile param. Tune dire supply Syria Weekend. Electronic, Electronic. Increase or decrease the. Conduct decreases. It's a decrease in the. Bandgap that. Uh, we can. Confirmed by some advanced characterization. For especially, I have published one article in Chemical Engineering journal. That was metal organic framework. Quota catalysis field. But what I have done in. Paper mean I I first I have focused the photo catalysis is it is a. Actual application. But my material, my material I focused on bi metallic metal, organic framework. I introduced the. Another metal. Into the metal organic framework. That alter the. Electronic structure of. Morph system. Using the conductivity and reduce the band gap. And increasing the surface area which opens the. Metal coordination sites also that may be. Kind of a creation of. Uh, difference OK, that improve the. Degradation for performance. Pesticides. Even drugs.

OK. OK. That was the very good question. Uh, first of all, my. Expertise in the metal organic framework. So metal organic framework is an emerging advanced futuristic material. Recently it got the Nobel Prize. So we. Got the one limitation in that metal organic framework, especially the organic ligand. Which is, uh, which is the limitations of their expensive. And the handling process, so how we can improve our metal organic framework for especially in photocatalysis field to improve the high-quality journals means. 1st we should. Optimize every. Metal organic framework property. Because it was. Mobile param. Tune dire supply Syria Weekend. Electronic, Electronic. Increase or decrease the. Conduct decreases. It's a decrease in the. Bandgap that. Uh, we can. Confirmed by some advanced characterization. For especially, I have published one article in Chemical Engineering journal. That was metal organic framework. Quota catalysis field. But what I have done in. Paper mean I I first I have focused the photo catalysis is it is a. Actual application. But my material, my material I focused on bi metallic metal, organic framework. I introduced the. Another metal. Into the metal organic framework. That alter the. Electronic structure of. Morph system. Using the conductivity and reduce the band gap. And increasing the surface area which opens the. Metal coordination sites also that may be. Kind of a creation of. Uh, difference OK, that improve the. Degradation for performance. Pesticides. Even drugs. OK, then we. We have confirmed. All the characterization as advanced technology, advanced characterizations like LCMS. What is? Initial and final products. And some are done. Theoretical, uh. Theoretical predictions. That enhances. Towards publishing the higher, higher impact journals.

OK. OK. That was the very good question. Uh, first of all, my. Expertise in the metal organic framework. So metal organic framework is an emerging advanced futuristic material. Recently it got the Nobel Prize. So we. Got the one limitation in that metal organic framework, especially the organic ligand. Which is, uh, which is the limitations of their expensive. And the handling process, so how we can improve our metal organic framework for especially in photocatalysis field to improve the high-quality journals means. 1st we should. Optimize every. Metal organic framework property. Because it was. Mobile param. Tune dire supply Syria Weekend. Electronic, Electronic. Increase or decrease the. Conduct decreases. It's a decrease in the. Bandgap that. Uh, we can. Confirmed by some advanced characterization. For especially, I have published one article in Chemical Engineering journal. That was metal organic framework. Quota catalysis field. But what I have done in. Paper mean I I first I have focused the photo catalysis is it is a. Actual application. But my material, my material I focused on bi metallic metal, organic framework. I introduced the. Another metal. Into the metal organic framework. That alter the. Electronic structure of. Morph system. Using the conductivity and reduce the band gap. And increasing the surface area which opens the. Metal coordination sites also that may be. Kind of a creation of. Uh, difference OK, that improve the. Degradation for performance. Pesticides. Even drugs. OK, then we. We have confirmed. All the characterization as advanced technology, advanced characterizations like LCMS. What is? Initial and final products. And some are done. Theoretical, uh. Theoretical predictions. That enhances. Towards publishing the higher, higher impact journals. Novelty. Material science Novelty. And advanced characterizations. That implementation. We can publish. Higher impact general.

So you’re focused on optimizing every property of the metal-organic framework and addressing ligand cost and handling challenges to get into top journals. Let’s shift to funding—when you look for grants to support interdisciplinary research, how do you identify the best fit, and how would you pitch your work to align with VIT University’s push for innovation and research excellence?

Alright, so for Chemical Engineering Journal you focused on actual application to get into a top-tier publication. When you’re actively applying for funding and writing proposals, what types of grants or funding agencies do you target, and how do you make sure your research aligns with the broader innovation goals of an institution like VIT University?

So you’re focused on optimizing the electronic structure of bi-metallic metal-organic frameworks and using advanced characterization to demonstrate those improvements—that’s a strong technical direction. When you seek external funding, what specific grant agencies or programs do you target for this kind of interdisciplinary work, and how do you position your proposals to align with institutional goals like innovation and research excellence?

Alright, so you’re focused on optimizing the properties of bi-metallic metal-organic frameworks and using advanced characterization to show performance gains, which helps you target high-impact journals. When you’re actively applying for funding and writing proposals, what kinds of grants or funding sources do you pursue, and how do you make sure your projects fit with the university’s push for interdisciplinary innovation and research excellence?

Alright, you emphasized the value of advanced characterization and tuning materials for real-world applications when targeting top journals, especially in the context of bi-metallic frameworks. Given your experience actively writing proposals and collaborating globally, how do you approach securing funding or grants for interdisciplinary projects, and how would you align those initiatives with an institutional goal of promoting innovation and research excellence?

So you emphasized using advanced characterization to prove performance for high-impact journals, especially with bi-metallic frameworks. When you're seeking external funding for interdisciplinary work like this, what's your concrete approach for aligning grant proposals with a university's mission—how do you make sure your research priorities and the funder's goals actually match?

Alright, so you focus on novelty, advanced characterization, and real-world applications when

Previous.

You brought up applying for funding and writing proposals, and that you’re actively seeking collaborations around the world. When you’re preparing proposals for interdisciplinary projects, what’s your approach for identifying fundable topics and aligning them with the strategic research priorities of a university like VIT?

Previous. Yes. Advanced characterization.

You mentioned that introducing a second metal into the framework allows you to tune the electronic structure for better photocatalytic performance, and that thorough characterization helps you publish in high-impact journals. When you're seeking funding for interdisciplinary research—let's say a project bridging physics and engineering—how do you identify which grants to pursue and make your proposal stand out to funders who may not be specialists in your exact field?

Previous. Yes. Advanced characterization. Now novelty of materials because. Actually I focused on what is the novelty of material means. I extract the. Organic ligand from environmental waste. Especially plastic and pharmaceutical compound. Pharmaceutical Compote I I will use as a modulator to create a default. In MOF system. That opened the metal unsaturated metal sites. That increasing the. Chemical active sites. That increasing the hydrogen production's performance.

Previous. Yes. Advanced characterization. Now novelty of materials because. Actually I focused on what is the novelty of material means. I extract the. Organic ligand from environmental waste. Especially plastic and pharmaceutical compound. Pharmaceutical Compote I I will use as a modulator to create a default. In MOF system. That opened the metal unsaturated metal sites. That increasing the. Chemical active sites. That increasing the hydrogen production's performance. So novelty. Material. Then that we confirm by the advanced characterization.

Previous. Yes. Advanced characterization. Now novelty of materials because. Actually I focused on what is the novelty of material means. I extract the. Organic ligand from environmental waste. Especially plastic and pharmaceutical compound. Pharmaceutical Compote I I will use as a modulator to create a default. In MOF system. That opened the metal unsaturated metal sites. That increasing the. Chemical active sites. That increasing the hydrogen production's performance. So novelty. Material. Then that we confirm by the advanced characterization. Finally, we will move on to. The large scale applications.

So you’re extracting ligands from environmental waste and using pharmaceutical compounds as modulators to engineer defects and boost catalytic activity — that’s a creative way to add both novelty and sustainability. When you’re putting together funding proposals for these kinds of interdisciplinary projects, what do you see as the biggest challenge in convincing external reviewers or agencies of their impact, and how do you address it?

Right, so you’re extracting ligands from waste plastics and pharmaceuticals to engineer defects and boost catalytic activity—definitely a novel approach. Given your focus on interdisciplinary innovation, how do you go about identifying and securing funding for projects that combine material science, environmental engineering, and industrial application, and how would you align those efforts with an institution’s push for research excellence?

OK. Thank you. First of all. This is the. Very national and international emerging application. Because India aims to. Produce 5. Metric ton of hydrogen at the by the end of the year 2030. But you're using the renewal. Renewal sources produce the green hydrogen. Uh, that is not only in the international. Of India, even internationals. Uh, researchers also focused. To increasing the. Hydrogen Green hydrogen production. Then actually there are some. Uh, national and international collaborations funding are available. For example. PSTN, STC. Taiwan, India. Collaborations. That enhances. A collaborations stemmed. Between India and Taiwan. There is such a. Research contributions. They may allow some advanced characterizations of Inshutu Raman. At each to UV visible spectroscopy addition to HR 10. International funding source. In the upcoming months. There is a openings for a year and R of Arg. And some Emma, uh. High Indian hydrogen Green hydrogen emissions. That will open, so I will apply for that. I will. Apply for. That mainly focused on the pharmaceutical extract. As a modulator.

OK. Thank you. First of all. This is the. Very national and international emerging application. Because India aims to. Produce 5. Metric ton of hydrogen at the by the end of the year 2030. But you're using the renewal. Renewal sources produce the green hydrogen. Uh, that is not only in the international. Of India, even internationals. Uh, researchers also focused. To increasing the. Hydrogen Green hydrogen production. Then actually there are some. Uh, national and international collaborations funding are available. For example. PSTN, STC. Taiwan, India. Collaborations. That enhances. A collaborations stemmed. Between India and Taiwan. There is such a. Research contributions. They may allow some advanced characterizations of Inshutu Raman. At each to UV visible spectroscopy addition to HR 10. International funding source. In the upcoming months. There is a openings for a year and R of Arg. And some Emma, uh. High Indian hydrogen Green hydrogen emissions. That will open, so I will apply for that. I will. Apply for. That mainly focused on the pharmaceutical extract. As a modulator. To prep. Got the metallurgy framework. That derived to. A metal oxide or metal selenides or metal phosphate. Towards produce. To reach the. Indian. A hydrogen scheme.

OK. Thank you. First of all. This is the. Very national and international emerging application. Because India aims to. Produce 5. Metric ton of hydrogen at the by the end of the year 2030. But you're using the renewal. Renewal sources produce the green hydrogen. Uh, that is not only in the international. Of India, even internationals. Uh, researchers also focused. To increasing the. Hydrogen Green hydrogen production. Then actually there are some. Uh, national and international collaborations funding are available. For example. PSTN, STC. Taiwan, India. Collaborations. That enhances. A collaborations stemmed. Between India and Taiwan. There is such a. Research contributions. They may allow some advanced characterizations of Inshutu Raman. At each to UV visible spectroscopy addition to HR 10. International funding source. In the upcoming months. There is a openings for a year and R of Arg. And some Emma, uh. High Indian hydrogen Green hydrogen emissions. That will open, so I will apply for that. I will. Apply for. That mainly focused on the pharmaceutical extract. As a modulator. To prep. Got the metallurgy framework. That derived to. A metal oxide or metal selenides or metal phosphate. Towards produce. To reach the. Indian. A hydrogen scheme. By the end of. 2030 so that that's my target. I will. I am currently I'm working for that. Usually I was working by collaboration. And interdisciplinary. Umm, words that. If I join in vit. I will use the all facilities there. And some other facilities I I will use. From the Taiwan or some other countries because there are some. Funding sources are available. I will apply for that funding source, then I will get. I will.

Alright, so you’re targeting both national and international funding streams, like India’s green hydrogen initiatives and joint India-Taiwan programs, and you’re tailoring your proposals to novel approaches with pharmaceutical waste modulators. When you’re building out a research group around this kind of work, how do you balance pushing for publications with mentoring junior researchers and ensuring they’re contributing meaningfully to both the science and the funding goals?

Alright, Dr. Pathapan, let's talk about your approach to teaching. Suppose you're assigned a large undergraduate class—say, 200 students—in introductory solid state physics, and you're not allowed to use slides or traditional lectures. How would you design a session to keep everyone engaged and make sure they're actually grappling with the material?

Alright, so you're targeting both national and international funding streams, like India’s green hydrogen initiatives and joint India-Taiwan programs, and you’re tailoring your proposals to novel approaches with real-world impact. Shifting gears to teaching — suppose you’re assigned a large undergraduate class, say 200 students, in introductory solid state physics, but you’re not allowed to use PowerPoint slides. How would you structure a session to keep students actively engaged and ensure real understanding?

OK, that was a nice question because currently I have faced this problem. Uh, not problem. I have faced this issue because now I'm handling around 120 members in the class. So if. The class statistics were 200. Students. 1st I. First I would like to. Teach by the traditional method first one. Using the. A board OK before start the topic. I will. Explain the. Origin Origin of solid-state physics Under history of some history of solid-state physics. OK then before start the topic. I encourage the student. Uh, to predict the. Predict that someone. Novelty, predicted novelty, or predicted outcomes? OK before start that. Then uh. I just using the board to. Start to start my class.

OK, that was a nice question because currently I have faced this problem. Uh, not problem. I have faced this issue because now I'm handling around 120 members in the class. So if. The class statistics were 200. Students. 1st I. First I would like to. Teach by the traditional method first one. Using the. A board OK before start the topic. I will. Explain the. Origin Origin of solid-state physics Under history of some history of solid-state physics. OK then before start the topic. I encourage the student. Uh, to predict the. Predict that someone. Novelty, predicted novelty, or predicted outcomes? OK before start that. Then uh. I just using the board to. Start to start my class. Just set 5 to 10 minutes, then I. Then I stopped the class. Then I will ask. I asked me randomly. Choose any student and I will ask. Any easier question? That will that was. Enhance the. They're thinking and. You after sometimes I will roaming. The end to end student. I watch everyone. And usually before start the topic.

OK, that was a nice question because currently I have faced this problem. Uh, not problem. I have faced this issue because now I'm handling around 120 members in the class. So if. The class statistics were 200. Students. 1st I. First I would like to. Teach by the traditional method first one. Using the. A board OK before start the topic. I will. Explain the. Origin Origin of solid-state physics Under history of some history of solid-state physics. OK then before start the topic. I encourage the student. Uh, to predict the. Predict that someone. Novelty, predicted novelty, or predicted outcomes? OK before start that. Then uh. I just using the board to. Start to start my class. Just set 5 to 10 minutes, then I. Then I stopped the class. Then I will ask. I asked me randomly. Choose any student and I will ask. Any easier question? That will that was. Enhance the. They're thinking and. You after sometimes I will roaming. The end to end student. I watch everyone. And usually before start the topic. Origin History. And maintaining real life example. Every physics has some real life example. So Ryan before start there. Class I will. Engaged in with the real life examples and. During the. During the class I will. Ask some question that. Actively engage the student UH along with the UH subject.

OK, that was a nice question because currently I have faced this problem. Uh, not problem. I have faced this issue because now I'm handling around 120 members in the class. So if. The class statistics were 200. Students. 1st I. First I would like to. Teach by the traditional method first one. Using the. A board OK before start the topic. I will. Explain the. Origin Origin of solid-state physics Under history of some history of solid-state physics. OK then before start the topic. I encourage the student. Uh, to predict the. Predict that someone. Novelty, predicted novelty, or predicted outcomes? OK before start that. Then uh. I just using the board to. Start to start my class. Just set 5 to 10 minutes, then I. Then I stopped the class. Then I will ask. I asked me randomly. Choose any student and I will ask. Any easier question? That will that was. Enhance the. They're thinking and. You after sometimes I will roaming. The end to end student. I watch everyone. And usually before start the topic. Origin History. And maintaining real life example. Every physics has some real life example. So Ryan before start there. Class I will. Engaged in with the real life examples and. During the. During the class I will. Ask some question that. Actively engage the student UH along with the UH subject. Next, I never continue my class up to one hour or 30 minutes. I I will give some break. After 10 minutes. I can stop my lecture. Then I will. Ask one question. From the student.

OK, that was a nice question because currently I have faced this problem. Uh, not problem. I have faced this issue because now I'm handling around 120 members in the class. So if. The class statistics were 200. Students. 1st I. First I would like to. Teach by the traditional method first one. Using the. A board OK before start the topic. I will. Explain the. Origin Origin of solid-state physics Under history of some history of solid-state physics. OK then before start the topic. I encourage the student. Uh, to predict the. Predict that someone. Novelty, predicted novelty, or predicted outcomes? OK before start that. Then uh. I just using the board to. Start to start my class. Just set 5 to 10 minutes, then I. Then I stopped the class. Then I will ask. I asked me randomly. Choose any student and I will ask. Any easier question? That will that was. Enhance the. They're thinking and. You after sometimes I will roaming. The end to end student. I watch everyone. And usually before start the topic. Origin History. And maintaining real life example. Every physics has some real life example. So Ryan before start there. Class I will. Engaged in with the real life examples and. During the. During the class I will. Ask some question that. Actively engage the student UH along with the UH subject. Next, I never continue my class up to one hour or 30 minutes. I I will give some break. After 10 minutes. I can stop my lecture. Then I will. Ask one question. From the student. Then to then if. If you want to. Teach again, I will. Uh, I'm not just just the student. They want to teach again if. They are not understand. I will. I will teach again. So that is. Uh, my traditional way.

OK, that was a nice question because currently I have faced this problem. Uh, not problem. I have faced this issue because now I'm handling around 120 members in the class. So if. The class statistics were 200. Students. 1st I. First I would like to. Teach by the traditional method first one. Using the. A board OK before start the topic. I will. Explain the. Origin Origin of solid-state physics Under history of some history of solid-state physics. OK then before start the topic. I encourage the student. Uh, to predict the. Predict that someone. Novelty, predicted novelty, or predicted outcomes? OK before start that. Then uh. I just using the board to. Start to start my class. Just set 5 to 10 minutes, then I. Then I stopped the class. Then I will ask. I asked me randomly. Choose any student and I will ask. Any easier question? That will that was. Enhance the. They're thinking and. You after sometimes I will roaming. The end to end student. I watch everyone. And usually before start the topic. Origin History. And maintaining real life example. Every physics has some real life example. So Ryan before start there. Class I will. Engaged in with the real life examples and. During the. During the class I will. Ask some question that. Actively engage the student UH along with the UH subject. Next, I never continue my class up to one hour or 30 minutes. I I will give some break. After 10 minutes. I can stop my lecture. Then I will. Ask one question. From the student. Then to then if. If you want to. Teach again, I will. Uh, I'm not just just the student. They want to teach again if. They are not understand. I will. I will teach again. So that is. Uh, my traditional way. For handling 200 students in the same class. Without using presentation.

So you’d start with the board and frame the historical context, then get students to predict novel outcomes before diving into the material—especially with a group that size. After running a session like that, how do you gauge if they’ve actually understood the concepts, and what do you do if you notice students are tuning out?

So you’re already dealing with large groups and you keep students engaged by using the board, giving historical context, and cold-calling students to keep them alert—plus walking around to watch everyone. When it comes to institutional responsibilities, say you joined our department and found that outcome assessment data was inconsistent across courses. How would you approach fixing that?

So you rely on traditional methods, cold-calling, and real-life examples to keep large classes engaged, even without slides. One last question in this area, Dr. Pathapan—accreditation cycles often require that faculty document and assess student learning outcomes consistently across courses. If you joined a department and noticed the outcome assessment data was inconsistent or incomplete, what practical steps would you take to address that?

So you break up long lectures, use the board, cold-call students, and weave in real-life examples to keep everyone alert, even with huge classes. Now, accreditation cycles can be demanding — let’s say you join the department and discover that outcome assessment data is inconsistent across our physics courses. What steps would you actually take to get that fixed, day-to-day?

So you’re already dealing with large groups and you keep students engaged by using the board, giving historical context, and cold-calling students to keep them alert—plus walking around to watch everyone. Now, accreditation cycles can be demanding — let’s say you joined our department and discovered that outcome assessment data was inconsistent across several courses. How would you address that issue?

So you’ve handled classes of over a hundred students and keep them engaged using cold-calling, board work, and breaks for interaction. Now, accreditation cycles can be demanding — if you joined our department and found that outcome assessment data was inconsistent across courses, how would you approach fixing that?

So if it inconsistent of courses. 1st. First, uh, first I will. Learn that first, I will learn that a student. Nature. What? What? Where? They are lagging. Badly. They are lagging. And where they are. No misunderstand the. Topic. So it is maybe inconsistent course. For example if. A giant. As a physics department, but. Handle maybe any other? Iks or any kind of? Courses. 1st. I will learn. I will. Then I will ask this student. Uh, what is their lagging? And what is there?

So if it inconsistent of courses. 1st. First, uh, first I will. Learn that first, I will learn that a student. Nature. What? What? Where? They are lagging. Badly. They are lagging. And where they are. No misunderstand the. Topic. So it is maybe inconsistent course. For example if. A giant. As a physics department, but. Handle maybe any other? Iks or any kind of? Courses. 1st. I will learn. I will. Then I will ask this student. Uh, what is their lagging? And what is there? Uh, I will ask. Student feedback. Then after getting the feedback. I will try to. Uh, try to solve that feedback and I will improve the learning courses. By using the some. Using a presentation. Real life examples. Unread it.

You’re saying you’d start by figuring out exactly where students are struggling and what’s causing the inconsistency, then dig deeper by talking directly with the students themselves. In your experience, what day-to-day actions does accreditation require from faculty—are there routine tasks or documentation you think are most critical to keeping a department in good standing?

Okay, so you’d start by understanding where students are struggling through feedback, then address gaps with more tailored examples and presentations. In your experience, what are some day-to-day tasks faculty need to handle during accreditation reviews that go beyond just collecting student feedback or updating syllabi?

OK, so in day-to-day to day task. Usually every class. We we will complete one topic or off topic. Kind of that. Uh, every, uh, every day, uh, after company. Before complete our class. We can get what? We can read. We can, We will. Ask I will ask some question. Then I will understand. What is their understanding? What is the student understanding? Then the syllabus is more difficult. I will suggest to reduce the topic or the. Split the topic, reduce topic or split the topic because. Um, if I if I will take for example, if I will take some characterization. We have around 50 characterizations. Or per semester.

OK, so in day-to-day to day task. Usually every class. We we will complete one topic or off topic. Kind of that. Uh, every, uh, every day, uh, after company. Before complete our class. We can get what? We can read. We can, We will. Ask I will ask some question. Then I will understand. What is their understanding? What is the student understanding? Then the syllabus is more difficult. I will suggest to reduce the topic or the. Split the topic, reduce topic or split the topic because. Um, if I if I will take for example, if I will take some characterization. We have around 50 characterizations. Or per semester. I think it's very difficult. OK, so. I will first. I will try to. Complete everyday one topic. If it is difficult, I will ask the student. Before completing the class I will ask. Any one questions? From a student. Then I will get. Their understanding level. Then I will. Split. I will split and I will separate the syllabus.

OK, so in day-to-day to day task. Usually every class. We we will complete one topic or off topic. Kind of that. Uh, every, uh, every day, uh, after company. Before complete our class. We can get what? We can read. We can, We will. Ask I will ask some question. Then I will understand. What is their understanding? What is the student understanding? Then the syllabus is more difficult. I will suggest to reduce the topic or the. Split the topic, reduce topic or split the topic because. Um, if I if I will take for example, if I will take some characterization. We have around 50 characterizations. Or per semester. I think it's very difficult. OK, so. I will first. I will try to. Complete everyday one topic. If it is difficult, I will ask the student. Before completing the class I will ask. Any one questions? From a student. Then I will get. Their understanding level.

OK, so in day-to-day to day task. Usually every class. We we will complete one topic or off topic. Kind of that. Uh, every, uh, every day, uh, after company. Before complete our class. We can get what? We can read. We can, We will. Ask I will ask some question. Then I will understand. What is their understanding? What is the student understanding? Then the syllabus is more difficult. I will suggest to reduce the topic or the. Split the topic, reduce topic or split the topic because. Um, if I if I will take for example, if I will take some characterization. We have around 50 characterizations. Or per semester. I think it's very difficult. OK, so. I will first. I will try to. Complete everyday one topic. If it is difficult, I will ask the student. Before completing the class I will ask. Any one questions? From a student. Then I will get. Their understanding level. Then I will. Split. I will split and I will separate the syllabus. I'll separate the syllabus.

OK, so in day-to-day to day task. Usually every class. We we will complete one topic or off topic. Kind of that. Uh, every, uh, every day, uh, after company. Before complete our class. We can get what? We can read. We can, We will. Ask I will ask some question. Then I will understand. What is their understanding? What is the student understanding? Then the syllabus is more difficult. I will suggest to reduce the topic or the. Split the topic, reduce topic or split the topic because. Um, if I if I will take for example, if I will take some characterization. We have around 50 characterizations. Or per semester. I think it's very difficult. OK, so. I will first. I will try to. Complete everyday one topic. If it is difficult, I will ask the student. Before completing the class I will ask. Any one questions? From a student. Then I will get. Their understanding level. Then I will. Split. I will split and I will separate the syllabus. I'll separate the syllabus. Reduce maybe 30 or 35. And provide quality education means provide the quality. Umm, teaching. Then they will understand easily.

OK, so in day-to-day to day task. Usually every class. We we will complete one topic or off topic. Kind of that. Uh, every, uh, every day, uh, after company. Before complete our class. We can get what? We can read. We can, We will. Ask I will ask some question. Then I will understand. What is their understanding? What is the student understanding? Then the syllabus is more difficult. I will suggest to reduce the topic or the. Split the topic, reduce topic or split the topic because. Um, if I if I will take for example, if I will take some characterization. We have around 50 characterizations. Or per semester. I think it's very difficult. OK, so. I will first. I will try to. Complete everyday one topic. If it is difficult, I will ask the student. Before completing the class I will ask. Any one questions? From a student. Then I will get. Their understanding level. Then I will. Split. I will split and I will separate the syllabus. I'll separate the syllabus. Reduce maybe 30 or 35. And provide quality education means provide the quality. Umm, teaching. Then they will understand easily. That is, that is my. Teaching method.

Professor, let’s turn to a scenario that comes up more often than we’d like. Imagine a student files a formal complaint alleging your grading was biased. At the same time, your department head is pressuring you to improve pass rates in your course. How would you navigate the tension between defending your academic standards and responding to both the student’s concern and your department head’s expectations?

Alright, so you’d adjust the pace and topics based on student understanding, even splitting up material if it’s too dense, and you use in-class questions to check comprehension each day. Professor, let’s turn to a scenario that comes up more often than we’d like. Imagine a student files a formal complaint alleging your grading was biased. At the same time, your department head is pressuring you to improve pass rates. How would you handle that situation?

Alright, so you’d adjust the syllabus and pace, checking student understanding daily and breaking up dense topics when needed. Professor, let’s turn to a scenario that comes up more often than we’d like. Imagine a student files a formal complaint alleging your grading was biased. At the same time, your department head is pressuring you to raise pass rates. How would you navigate that tension and make sure you’re acting with both integrity and diplomacy?

You’d try to address dense or challenging material by splitting topics and checking understanding daily—got it. Professor, let’s turn to a scenario that comes up more often than we’d like. Imagine a student files a formal complaint alleging your grading was biased. At the same time, your department head is pressuring you to improve pass rates. How do you navigate that tension between fairness and institutional pressure?

So you’d try to manage dense content by breaking it up and checking understanding frequently, even adjusting the syllabus as needed. Professor, let’s turn to a scenario that comes up more often than we’d like. Imagine a student files a formal complaint alleging your grading was biased. At the same time, your department head is pressuring you to improve pass rates. How do you navigate that?

Alright, so you try to manage course density day by day, adjusting as needed to provide quality teaching. Dr. Pathapan, let's consider an ethical scenario: suppose a colleague asks you to co-author a paper, but you notice some of their data looks questionable or potentially manipulated. How would you handle that situation?

I if I am the co-author. If one. Anyone article? Before. I definitely before publish before. Submit to the journal. I will analyze. All draft. Any. Any. Uh, manipulations or any anything is happen.

I if I am the co-author. If one. Anyone article? Before. I definitely before publish before. Submit to the journal. I will analyze. All draft. Any. Any. Uh, manipulations or any anything is happen. And definitely if I. If I'm the part of that. Co-author I definitely. Let them know. Definitely I will recheck again. Redo the experiment. Otherwise, I never allowed to publish because that was the very. Very critical, Ethical. OK. I never allowed even pluckery some. Even manipulation I never allowed if I if I am the. Quarter if I'm the last? I won the class quarter. I definitely analyse the. Draft before submitting. To the general and let them know this one is the manipulated. Please redo the experiment. And if the. Re re written the experiment is Skype. Then only we can submit the. To the channel otherwise.

I if I am the co-author. If one. Anyone article? Before. I definitely before publish before. Submit to the journal. I will analyze. All draft. Any. Any. Uh, manipulations or any anything is happen. And definitely if I. If I'm the part of that. Co-author I definitely. Let them know. Definitely I will recheck again. Redo the experiment. Otherwise, I never allowed to publish because that was the very. Very critical, Ethical. OK. I never allowed even pluckery some. Even manipulation I never allowed if I if I am the. Quarter if I'm the last? I won the class quarter. I definitely analyse the. Draft before submitting. To the general and let them know this one is the manipulated. Please redo the experiment. And if the. Re re written the experiment is Skype. Then only we can submit the. To the channel otherwise. You know if it is necessary. If that graph or that manipulation. Is necessary.

I if I am the co-author. If one. Anyone article? Before. I definitely before publish before. Submit to the journal. I will analyze. All draft. Any. Any. Uh, manipulations or any anything is happen. And definitely if I. If I'm the part of that. Co-author I definitely. Let them know. Definitely I will recheck again. Redo the experiment. Otherwise, I never allowed to publish because that was the very. Very critical, Ethical. OK. I never allowed even pluckery some. Even manipulation I never allowed if I if I am the. Quarter if I'm the last? I won the class quarter. I definitely analyse the. Draft before submitting. To the general and let them know this one is the manipulated. Please redo the experiment. And if the. Re re written the experiment is Skype. Then only we can submit the. To the channel otherwise. You know if it is necessary. If that graph or that manipulation. Is necessary. Redo the experiment. I suggest to them we redo the experiment. Yeah.

Right, so you’d personally review the draft for any signs of data manipulation. But let’s say your colleague insists the data is valid and pushes you to submit quickly. What would you actually do next in that situation?

So you’d insist on redoing the experiment or refuse to co-author if you suspect manipulation, even if it means delaying publication. But what if your department head pressures you to overlook it for the sake of the university’s rankings or reputation—how would you respond?

So you’d review the draft, insist on redoing experiments if you find manipulation, and refuse to submit questionable work. But if your department head pressures you to overlook it for the sake of departmental recognition, what would you actually do?

So you’d check the draft, insist on redoing experiments if you find manipulation, and refuse to submit questionable work. Earlier, you mentioned international collaborations with Taiwan for advanced characterization—have any of these partnerships directly resulted in student internships, industry placements, or real-world project experience for your students?

Yes, of course. Because there is a collaboration between India and Taiwan, that is the DST and the NSTC. Funding sources.

You mentioned DST and NSTC funding supports those collaborations, but have any students from your classes or research group actually gone on to intern, work, or do industry projects in Taiwan or with those partner organizations? If so, can you give one concrete example?

Yes, of course. Because there is a collaboration between India and Taiwan, that is the DST and the NSTC. Funding sources. And they have a. Different type of internship. Program. P and. That beneficial for student. To relocate there and do the research. To. Learn the advanced character. Authorization like previously, I told. I advise you to Raman. Initiative UV visible spectroscopy. And some team. And expers. That program peep and I app program will help. To enhance the. Students, even masters, bachelors or PSC students. The thinking level, and that was motive. Dire research.

Yes, of course. Because there is a collaboration between India and Taiwan, that is the DST and the NSTC. Funding sources. And they have a. Different type of internship. Program. P and. That beneficial for student. To relocate there and do the research. To. Learn the advanced character. Authorization like previously, I told. I advise you to Raman. Initiative UV visible spectroscopy. And some team. And expers. That program peep and I app program will help. To enhance the. Students, even masters, bachelors or PSC students. The thinking level, and that was motive. Dire research. Uh, to publish the higher impact journals? So if I'm the part of vit, uh. VAT Faculty. I definitely applied a. Funding sources. For BST NSTCH surrounding 75,00,000 grant. So I plan to apply for that. Except that I I will arrange. Some students. Internship program. Internship program and some. Visiting professors program. And other real there is in Taiwan there are some. Real large scale application and real scale applications competitions are there. Like milk? Young is the award. And some CMS. The awards. There are. There are so many. Competitions and awards there. So I. They will encourage the students and I will. I will I will encourage to the student for applying that and and I will arrange the. Uh, arrange for that. Yeah, please, I'm done.

So you’ve actually seen students benefit from those India-Taiwan programs, with hands-on research and exposure to advanced techniques like in situ Raman and UV-Vis spectroscopy. Can you name a student or group who took part and describe what concrete skills or industry connections they gained from that experience?

You mentioned the DST and NSTC programs, and that you’d help students pursue hands-on work and even real-world competitions in Taiwan. Can you give a concrete example of a student or a specific project that’s directly benefited from these collaborations—maybe someone who interned, published, or landed a role in industry as a result?

OK, so usually the. Master or UG student? They're directly not past. Participate in the. Material Synthesis. Are applications but. They are the learner. Right, so before. Before. UH will conduct the experiment. They should learn. What is that? Uh, so we will arrange for that. For first internship means. Leadership may be three to six months. With the fellowship. That encouraged. Them to move.

OK, so usually the. Master or UG student? They're directly not past. Participate in the. Material Synthesis. Are applications but. They are the learner. Right, so before. Before. UH will conduct the experiment. They should learn. What is that? Uh, so we will arrange for that. For first internship means. Leadership may be three to six months. With the fellowship. That encouraged. Them to move. India to Taiwan there then. They know the culture and they know the. Uh, research a system.

OK, so usually the. Master or UG student? They're directly not past. Participate in the. Material Synthesis. Are applications but. They are the learner. Right, so before. Before. UH will conduct the experiment. They should learn. What is that? Uh, so we will arrange for that. For first internship means. Leadership may be three to six months. With the fellowship. That encouraged. Them to move. India to Taiwan there then. They know the culture and they know the. Uh, research a system. And then another research system under real. Then they will part if they will participate in the real. World Competitions. Then they will. Uh, get some knowledge. What is happening in the real world? Applications, competitions are going there. Then there that was. That was enhanced there. Thinking. Critical thinking. And towards the research. So I believe that DSD MSTC program and the team and I app programs are. Benefit for that. For that student.

OK, so usually the. Master or UG student? They're directly not past. Participate in the. Material Synthesis. Are applications but. They are the learner. Right, so before. Before. UH will conduct the experiment. They should learn. What is that? Uh, so we will arrange for that. For first internship means. Leadership may be three to six months. With the fellowship. That encouraged. Them to move. India to Taiwan there then. They know the culture and they know the. Uh, research a system. And then another research system under real. Then they will part if they will participate in the real. World Competitions. Then they will. Uh, get some knowledge. What is happening in the real world? Applications, competitions are going there. Then there that was. That was enhanced there. Thinking. Critical thinking. And towards the research. So I believe that DSD MSTC program and the team and I app programs are. Benefit for that. For that student. Conduct the research. With the correct way. With with they learn the ethical ethical. And what is their research and how? How to do the research and where? Not only. Do the research is the research. So. Where we can meet the scientific community.

OK, so usually the. Master or UG student? They're directly not past. Participate in the. Material Synthesis. Are applications but. They are the learner. Right, so before. Before. UH will conduct the experiment. They should learn. What is that? Uh, so we will arrange for that. For first internship means. Leadership may be three to six months. With the fellowship. That encouraged. Them to move. India to Taiwan there then. They know the culture and they know the. Uh, research a system. And then another research system under real. Then they will part if they will participate in the real. World Competitions. Then they will. Uh, get some knowledge. What is happening in the real world? Applications, competitions are going there. Then there that was. That was enhanced there. Thinking. Critical thinking. And towards the research. So I believe that DSD MSTC program and the team and I app programs are. Benefit for that. For that student. Conduct the research. With the correct way. With with they learn the ethical ethical. And what is their research and how? How to do the research and where? Not only. Do the research is the research. So. Where we can meet the scientific community. So who they are? Everything they. They should learn. By using these programs.

Alright, Dr., now I need to touch on a few specific areas to round out our assessment. Let's start with theoretical physics. Imagine you’re mentoring a student who’s struggling to connect mathematical formalism with physical intuition—how would you help them bridge that gap in a real research context?

So students in those programs mostly start as observers or learners before getting hands-on, especially during internships with a fellowship. Alright, Dr., now I need to touch on a few specific areas to round out our assessment. Let's start with theoretical physics. Imagine you’re mentoring a student who’s struggling to connect mathematical formalism with physical intuition in quantum mechanics—how would you help them bridge that gap?

Okay, so you structure internships as learning experiences to build up students' exposure before they take on hands-on research or competitions. Now, Dr., I need to touch on a few specific areas to round out our assessment. Let's start with theoretical physics. Imagine you’re mentoring a student who’s struggling to connect mathematical formalism in quantum mechanics to real-world experiments. How would you help bridge that gap for them?

Alright, so those internship programs are really about hands-on research, ethical practice, and connecting with the scientific community. Now, Dr., I need to touch on a few specific areas to round out our assessment. Let's start with theoretical physics. Imagine you’re mentoring a student who’s struggling to connect mathematical formalism with physical intuition in quantum mechanics. How would you help them bridge that gap?

Okay, so your students mainly start by learning foundational concepts before engaging in hands-on research or competitions through those programs. Now, Dr., I need to touch on a few specific areas to round out our assessment. Let’s start with theoretical physics. Imagine you’re mentoring a student who’s struggling to connect mathematical formalism—like the Schrödinger equation—to physical intuition in quantum mechanics. What’s your approach to help that student truly understand, rather than just memorize?

OK. For my knowledge. Uh, memorizing. Is there not? It's not knowledgeable. Understanding is a knowledgeable. So. I'm the teacher for. The theoretical physics. That mainly for others according to equation. First, in the Schrodinger's equation, I never use. This is the Schrodinger equation and this is the formula like that. Before. I said. Who is the scarringer? And what his experiment? Real life experiment. I can share some.

OK. For my knowledge. Uh, memorizing. Is there not? It's not knowledgeable. Understanding is a knowledgeable. So. I'm the teacher for. The theoretical physics. That mainly for others according to equation. First, in the Schrodinger's equation, I never use. This is the Schrodinger equation and this is the formula like that. Before. I said. Who is the scarringer? And what his experiment? Real life experiment. I can share some. Their lifestyle. Then I can. Split dyers cottages equation. Uh. Under particular icons split into two or three classes. And go 1 by 1. For their complete understanding than memorizing. Because. If they understand. That was very beneficial than memorizing. So how I will teach means? I can split and I can. Share the history of Scotting Jazz.

OK. For my knowledge. Uh, memorizing. Is there not? It's not knowledgeable. Understanding is a knowledgeable. So. I'm the teacher for. The theoretical physics. That mainly for others according to equation. First, in the Schrodinger's equation, I never use. This is the Schrodinger equation and this is the formula like that. Before. I said. Who is the scarringer? And what his experiment? Real life experiment. I can share some. Their lifestyle. Then I can. Split dyers cottages equation. Uh. Under particular icons split into two or three classes. And go 1 by 1. For their complete understanding than memorizing. Because. If they understand. That was very beneficial than memorizing. So how I will teach means? I can split and I can. Share the history of Scotting Jazz. Under under his lifestyle. And every formula. I should use the example. For example. The scariest is the Planck constant. Then I can mention. Who is Blank Concert and why? The value is 06.626. To 10 power -34. I can after we can apply some light that. Changes to. Plan council changes to 4.135 so I also. Should teach them. Why? Who is plans and every formula? Why that formula is? Used for this Ascorbia equation. Who then done the research? Previous. Previous. Firstly, before the scarringers and. How he got this research? Because that is the theoretical, that is the prediction. So. I will use the real life example for example. Particle inside the box. Maybe I can hide some? A ball inside the box. So please find the where is the. And how do you know like that? So real life example. And strength and some lifestyle that is more motivated and more encaps. Encouraging them. With the topic and I can split the topic.

OK. For my knowledge. Uh, memorizing. Is there not? It's not knowledgeable. Understanding is a knowledgeable. So. I'm the teacher for. The theoretical physics. That mainly for others according to equation. First, in the Schrodinger's equation, I never use. This is the Schrodinger equation and this is the formula like that. Before. I said. Who is the scarringer? And what his experiment? Real life experiment. I can share some. Their lifestyle. Then I can. Split dyers cottages equation. Uh. Under particular icons split into two or three classes. And go 1 by 1. For their complete understanding than memorizing. Because. If they understand. That was very beneficial than memorizing. So how I will teach means? I can split and I can. Share the history of Scotting Jazz. Under under his lifestyle. And every formula. I should use the example. For example. The scariest is the Planck constant. Then I can mention. Who is Blank Concert and why? The value is 06.626. To 10 power -34. I can after we can apply some light that. Changes to. Plan council changes to 4.135 so I also. Should teach them. Why? Who is plans and every formula? Why that formula is? Used for this Ascorbia equation. Who then done the research? Previous. Previous. Firstly, before the scarringers and. How he got this research? Because that is the theoretical, that is the prediction. So. I will use the real life example for example. Particle inside the box. Maybe I can hide some? A ball inside the box. So please find the where is the. And how do you know like that? So real life example. And strength and some lifestyle that is more motivated and more encaps. Encouraging them.

So you start with the story behind Schrödinger and real experiments to build intuition before introducing equations—that’s a solid approach. Switching gears, in semiconductor device physics, say you’re working with a student on designing a MOSFET for high-frequency applications. What’s one key parameter you’d focus on optimizing, and how would you guide the student to actually improve it?

So you focus on helping students understand the story and context behind equations, not just memorizing formulas. Switching gears, in semiconductor device physics—imagine a student’s MOSFET device keeps showing unexpected threshold voltage shifts during repeated measurements. What practical steps would you walk them through to diagnose and address the issue?

So you try to make the math meaningful by connecting it to the scientist’s story and real-world analogies, like the particle in a box. Switching gears—in semiconductor device physics, let’s say a student’s MOSFET keeps showing unexpected leakage current. How would you guide them to systematically narrow down the possible causes?

So you break down the history and the scientist’s intent to help students connect with the theory on a deeper level, not just learn the math. Now, in semiconductor device physics, suppose a student’s MOSFET device consistently shows higher than expected threshold voltage during testing. What steps would you walk them through to diagnose and address the issue?

OK, so first in semiconductor physics. In semiconductor physics there is a. 2 * N type and P type. That is the extrinsic. So in MOSFET, MOSFET is a transistor. It is a. It is a branch from the transistor. That is mainly for met. Metal oxide semiconductor field.

OK, so first in semiconductor physics. In semiconductor physics there is a. 2 * N type and P type. That is the extrinsic. So in MOSFET, MOSFET is a transistor. It is a. It is a branch from the transistor. That is mainly for met. Metal oxide semiconductor field. MOSFET transistor. Emit a. Sorry, sorry, sorry, sorry, but the transistor, that is the transistor. That is mainly. Majorly we can use this some. Devices like computer, mobiles or most. Most we can use that device mosfet because. That is the. That is amplifying the signal. That is amplifying the signal to convert the. Convert that so. They got they if they got the issue. I will suggest to them. There is. There is a some uh. Miss missed connections inside maybe young type and P time. Usually N type and P type is correct way it should be. In the MOSFET. 3 pins, right? A drawing. And so it may be any of. Damages. Please check and. By using the. By using the UH board.

OK, so first in semiconductor physics. In semiconductor physics there is a. 2 * N type and P type. That is the extrinsic. So in MOSFET, MOSFET is a transistor. It is a. It is a branch from the transistor. That is mainly for met. Metal oxide semiconductor field. MOSFET transistor. Emit a. Sorry, sorry, sorry, sorry, but the transistor, that is the transistor. That is mainly. Majorly we can use this some. Devices like computer, mobiles or most. Most we can use that device mosfet because. That is the. That is amplifying the signal. That is amplifying the signal to convert the. Convert that so. They got they if they got the issue. I will suggest to them. There is. There is a some uh. Miss missed connections inside maybe young type and P time. Usually N type and P type is correct way it should be. In the MOSFET. 3 pins, right? A drawing. And so it may be any of. Damages. Please check and. By using the. By using the UH board. By using the border we can fix the. Then I can plug that. From the computer. Put on the white. A board and we can check every point is workable. If it is not workable.

OK, so first in semiconductor physics. In semiconductor physics there is a. 2 * N type and P type. That is the extrinsic. So in MOSFET, MOSFET is a transistor. It is a. It is a branch from the transistor. That is mainly for met. Metal oxide semiconductor field. MOSFET transistor. Emit a. Sorry, sorry, sorry, sorry, but the transistor, that is the transistor. That is mainly. Majorly we can use this some. Devices like computer, mobiles or most. Most we can use that device mosfet because. That is the. That is amplifying the signal. That is amplifying the signal to convert the. Convert that so. They got they if they got the issue. I will suggest to them. There is. There is a some uh. Miss missed connections inside maybe young type and P time. Usually N type and P type is correct way it should be. In the MOSFET. 3 pins, right? A drawing. And so it may be any of. Damages. Please check and. By using the. By using the UH board. By using the border we can fix the. Then I can plug that. From the computer. Put on the white. A board and we can check every point is workable. If it is not workable. From maybe inside Moss pet inside there is a semiconductor. Maybe that semiconductor? Let me maybe. It's not connected with the drain or source or gate. Maybe we can I suggest to. I suggest too. Recheck.

Alright, so you’re emphasizing fundamentals and ethical research practices for students. Let’s touch on machine learning — if you wanted to use ML to predict material properties from experimental data, how would you guide students in preparing the data set and choosing a model?

Alright, so you’d start by checking the MOSFET’s connections and board layout, especially around the N-type and P-type regions. But say all the wiring checks out—what’s the next thing you’d look for that could cause a higher threshold voltage in a fabricated MOSFET?

Alright, so you'd start by checking for damaged connections or board issues, especially with the N-type and P-type regions. Let's move to machine learning—say you want to predict a material's band gap from experimental data. What kind of data preprocessing and feature selection would you consider before training your model?

Alright, so you’d guide the student to check connections and the integrity of the N-type and P-type regions, making sure all pins—drain, source, gate—are properly in place. Switching gears, let’s talk about machine learning. Say you want to predict the band gap of a new material using experimental data—what kind of features would you extract and how would you handle missing data in your dataset?

OK, so if I want to predict that theoretical. Before I. Because I. I I. Actually I read the. Your question, that's why I can try. Sorry for that and it's. If I predict that. Theoretical, uh. Theoretical bank gap. I just using some. Functions are the DfT functions. That was Pdos partial density. Partial density of states. Under density of states. There that was used for predict the. Comparing the theoretical bandgap, I suggest to students to do that. Next.

Alright, Dr., we're coming to the end of our conversation. Before we wrap up, is there anything you'd like to ask about the role or the department?

OK.