Hello I am. I did my PhD on. Windows 10 project model. The people I was planning to. That didn't close down. After finishing my. Is the title. Full stop Tweet.

Hello I am. I did my PhD on. Windows 10 project model. The people I was planning to. That didn't close down. After finishing my. Is the title. Full stop Tweet. I. The nuclear impetus. Research associated. Dear Cortana. Israel or Iran? In the city and Paraguay. I did. As postdoc in substrate, battery and energy scores in courses.

You mentioned your PhD work on Windows 10 project models, but it sounded like you were about to say more about your academic path after that. Go ahead and finish your introduction — I'd like to hear a bit more about your journey after your PhD.

You mentioned postdoc work connected to substrate, battery, and energy courses. What’s one foundational concept from those areas that you especially enjoy teaching, and why?

Hello I am. I did my PhD on. Windows 10 project model. The people I was planning to. That didn't close down. After finishing my. Is the title. Full stop Tweet. I. The nuclear impetus. Research associated. Dear Cortana. Israel or Iran? In the city and Paraguay. I did. As postdoc in substrate, battery and energy scores in courses. At the 10th I joined. Chemical chemicals as a. Bacterial processor and dish. And there was I worked. Vector testing engineer. So. Cathode and Electro electrode. I have a. We joined as a. Full stop in University of Texas. At El Paso. And there there was I was 1. And in 3D printed and. System and after that. I have joined. Yes, Assistant. From the 6th month. In the electronics. And mainly I. Like I have dot but the course of electronics device basic electrical electronics. Last year, basically, provincial problems were basically. And after that I have joined a senior scientist in. Set in high to color code.

Hello I am. I did my PhD on. Windows 10 project model. The people I was planning to. That didn't close down. After finishing my. Is the title. Full stop Tweet. I. The nuclear impetus. Research associated. Dear Cortana. Israel or Iran? In the city and Paraguay. I did. As postdoc in substrate, battery and energy scores in courses. At the 10th I joined. Chemical chemicals as a. Bacterial processor and dish. And there was I worked. Vector testing engineer. So. Cathode and Electro electrode. I have a. We joined as a. Full stop in University of Texas. At El Paso. And there there was I was 1. And in 3D printed and. System and after that. I have joined. Yes, Assistant. From the 6th month. In the electronics. And mainly I. Like I have dot but the course of electronics device basic electrical electronics. Last year, basically, provincial problems were basically. And after that I have joined a senior scientist in. Set in high to color code. The. Help you petrol management system. In the 8th. And still now I'm continuing.

Alright, Dr., you’ve had quite a diverse academic path — you mentioned teaching basic electrical electronics and working as a senior scientist. When you’re introducing a complex topic, like cathode and electrode systems, to students for the first time, how do you break it down so it’s approachable?

Uh, yes. I have a. Practical. Yes, in the Acer University I have done. Of Chemicals plus. First year practical class. Class in circuit theory, Basic electrical electronics in. These are the. I I. In the bio decoder approved potency Metropolitan electromagnetic electromagnetic. Respect technical, I take it, and. Here also the India Index student in Energy Science and. In a design center. I I took the. Up in factory management system retribution that's open. Rails more material design. So we get back to you Yes, yeah. Electromagnetic induction a. I got. What in? In one experiment I did in. IIT Kharagpur So India is the electromagnet and I put the. The battery inside the electromagnet and there is the non. The. Because P and so I can. I can easily. The magnetic is. That perpendicular to the B, cross B and. I got the. Uh, changing the capacitance in the. As to the capacitor in the.

Dr., you mentioned work on a petrol management system and continuing as a senior scientist, plus teaching electronics devices. When you're teaching students about something like a petrol management system, how do you connect the theoretical concepts to real-world applications in your classroom?

Uh, yes. I have a. Practical. Yes, in the Acer University I have done. Of Chemicals plus. First year practical class. Class in circuit theory, Basic electrical electronics in. These are the. I I. In the bio decoder approved potency Metropolitan electromagnetic electromagnetic.

Okay, so you’ve taught practical classes at Acer University, covering things like circuit theory and basic electrical electronics, and you mentioned bio decoders and electromagnetic concepts. When you’re running a practical session—say, for a basic circuit theory class—how do you ensure students really grasp the underlying principles, rather than just following steps mechanically?

Yes, yeah. Electromagnetic induction a. I got. What in? In one experiment I did in. IIT Kharagpur So India is the electromagnet and I put the. The battery inside the electromagnet and there is the non. The. Because P and so I can. I can easily. The magnetic is. That perpendicular to the B, cross B and. I got the. Uh, changing the capacitance in the. As to the capacitor in the. Hello. These are the things I. I have done on the electromagnetic. So what is the -2?

Dr., your thesis focused on "Pseudo Two Dimensional Nano-Structures of Cerium Based Oxides for Energy Applications." Can you tell me about a time you had to simplify the core ideas from that research so an undergraduate or non-specialist could really understand the significance?

OK in my PhD. I worked on the. Zero to two-dimensional. Actually I duplicated the. Actually this is the silver capacitors, one type of silver program. Seater now one electrode is. Metal oxide. And we have represented the metal oxide as a 0 capacitor.

OK in my PhD. I worked on the. Zero to two-dimensional. Actually I duplicated the. Actually this is the silver capacitors, one type of silver program. Seater now one electrode is. Metal oxide. And we have represented the metal oxide as a 0 capacitor. Add categories in. It is. And in the theoretical model and immense model we can. Blood is the simple protocol to see direct. To be worked as a secret representative and negative electrode as a. Carbon we have Kilo Diamonds.

So you worked on modeling metal oxides as zero-dimensional capacitors and linked that to silver-based systems — that's pretty specialized. When you first explained this to students or colleagues outside your field, what analogy or everyday example did you use to help them grasp why pseudo two-dimensional structures matter?

Thanks for sharing that. Let’s shift gears. Given your background in energy materials and embedded systems, where do you see the most promising, fundable research directions over the next three years? Which specific grants or funding agencies would you target to support this work?

Kilo Diamonds.

Alright, you mentioned "kilo diamonds" but I want to make sure I understood your earlier point — when you taught this concept, did you use analogies related to capacitance or materials to make it more accessible? For example, how would you explain the significance of pseudo-two-dimensional nanostructures to a first-year engineering student?

You mentioned "kilo diamonds" just now, and before that you were explaining your capacitor modeling analogy. How would you translate that analogy into a project-based learning experience for students working in emerging technology domains?

Yeah, the student. I can I can explain that. The uh, this is the people that kilo diamonds also diamonds is the classification type of. And 1st. Then we can. Open the Super capacitors electrode. And the kilograms in. To 1 electrode. Another electric. CS go ahead. Create a.

Yeah, the student. I can I can explain that. The uh, this is the people that kilo diamonds also diamonds is the classification type of. And 1st. Then we can. Open the Super capacitors electrode. And the kilograms in. To 1 electrode. Another electric. CS go ahead. Create a. Separators and. The. Measure the capacitance in change of government Yes, this is a good question. So. I have a. 1st I'm taking the kilo diamonds. And make it slow.

Alright, so you're linking the kilo diamond classification to electrode design and supercapacitors, which is interesting. Thinking about research funding, which specific grants or agencies do you see as the best fit for supporting projects like this in the next few years?

Yes, this is a good question. So. I have a. 1st I'm taking the kilo diamonds. And make it slow. So obviously I have used the 80s to 1. Like active material maybe? Person. One person, one person. Is uh uh. Active activated carbons and making. Then we quoted in the. Both. Uh, graphics Graphics C. And make it symmetric and asymmetric supercapacitor but. And the process is not only the asymmetric and symmetry in the point we have. I have to. The power cell also and the cylindrical cell.

Yes, this is a good question. So. I have a. 1st I'm taking the kilo diamonds. And make it slow. So obviously I have used the 80s to 1. Like active material maybe? Person. One person, one person. Is uh uh. Active activated carbons and making. Then we quoted in the. Both. Uh, graphics Graphics C. And make it symmetric and asymmetric supercapacitor but. And the process is not only the asymmetric and symmetry in the point we have. I have to. The power cell also and the cylindrical cell. For the OR. Make supercapacitors first we need. To get home.

Alright, so you start by breaking things down slowly for the students, especially with kilo diamond classification. When you're developing these hands-on projects, how do you make sure the outcomes are meaningful in terms of both student learning and potential research publication value?

Yes, this is a good question. So. I have a. 1st I'm taking the kilo diamonds. And make it slow. So obviously I have used the 80s to 1. Like active material maybe? Person. One person, one person. Is uh uh. Active activated carbons and making. Then we quoted in the. Both. Uh, graphics Graphics C. And make it symmetric and asymmetric supercapacitor but. And the process is not only the asymmetric and symmetry in the point we have. I have to. The power cell also and the cylindrical cell. For the OR. Make supercapacitors first we need. To get home. Then thus separated. That an ideal course against the electrode and we can diamond that, we can condemn size that. Middle is the separator. Eight. What is the number? Then we can connect the program. Not an electron is closed form. And. Discharging our program.

Okay, so you're actually having students build both symmetric and asymmetric supercapacitors, and even touching on cylindrical cells. That kind of hands-on work is great, but when it comes to sustaining research in this area, which specific agencies or funding sources do you see as most realistic for supporting projects like this over the next few years?

Alright, so you’re having students work hands-on with both symmetric and asymmetric supercapacitors, even exploring cylindrical cells and different active materials. Switching gears a bit — can you elaborate on any experience you’ve had with interdisciplinary research, and how you’d go about initiating those kinds of collaborations to help grow VIT University’s research ecosystem?

Alright, you’re walking students through building both symmetric and asymmetric supercapacitors, even talking about cell assembly and performance measurement. Can you give me a concrete example of a time you mentored a student or a group through a research project—what was your role, and how did you ensure they achieved meaningful results?

Yeah, a very good question, so. I will assist to making the. Self self powered. So sensing system with. Uh, supercapacitor. Or battery. Or maybe hybrids? So my. Is for the. Or lead researchers so making. Making sensing system. As a without external. Of external electric field so. Without external power, so we can making the supercapacitor asymmetric. Or symmetric. Or making hybrid type of. Trip to set power sensing system. To create. Achieve the very important sensitivity. And very good for selectivity.

Alright, so you're helping students design self-powered sensing systems using supercapacitors and hybrid cells to boost sensitivity and selectivity, all without external power. Let's shift gears—given your background, what specific grants or funding agencies do you see as most viable for supporting this kind of research at an institution like VIT University?

Yeah, actually, thank you. Very good question. So first we have. Looking for the. Early career. Hello SIP for young researcher. Uh, for. Book funding and I have also the international collaborator in Israel and USA. Or maybe hired a very good institute in IIT Kharagpur IT from where? I. Funding.

Yeah, actually, thank you. Very good question. So first we have. Looking for the. Early career. Hello SIP for young researcher. Uh, for. Book funding and I have also the international collaborator in Israel and USA. Or maybe hired a very good institute in IIT Kharagpur IT from where? I. Funding. Period. Maybe it, maybe it will be. Two years. Three years. Project. So it will be helpful. US for BAT and meals. Or Microsoft.

Alright, building on your experience with interdisciplinary teams and practical student projects—let’s talk about teaching methods. Say you’re running a large electronics class, but you can’t use slides or a chalkboard—what’s one way you’d keep students actively engaged and make sure they actually understand the material, not just memorize it?

Right, Dr., so you clearly bring research experience and outside funding connections. 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?

Yeah, Yes, I am. Uh. I have been multidisciplinary profiling in. All over the. My careers so and also I have experienced. This method in the Esser University of Warangal I have. Is there an ad? Uh, I mixing in the I'm working on the electrical department course and the syllabus. Yeah, I'm taking the classes in the. Different means research methodology for pH. D and. Electronics department are taking the class.

Yeah, Yes, I am. Uh. I have been multidisciplinary profiling in. All over the. My careers so and also I have experienced. This method in the Esser University of Warangal I have. Is there an ad? Uh, I mixing in the I'm working on the electrical department course and the syllabus. Yeah, I'm taking the classes in the. Different means research methodology for pH. D and. Electronics department are taking the class. Uh, electronics device and. Basic electrical electronics. Fixing everything so. This is the multidisciplinary domain I have so I can. Play with this. Easily.

So you’ve worked across departments and handled things like mixing syllabi and teaching research methodology, which helps with consistency. But day-to-day, say you notice assessment rubrics aren’t standardized or student outcomes are being recorded in different formats—how would you go about getting your colleagues on board to fix that?

Alright, Dr., let’s talk about ethical challenges. Imagine a scenario: a student formally complains that your grading is biased, but at the same time, your department head is pushing you to improve pass rates to meet institutional targets. How would you handle that situation?

Yeah, actually. In uh. I'm I'm not biased so. What? He was a student right on the paper or. In the face to face interview. Actually I'm grading. Totally in uh. By marking the 10864. So this so after that. I can easily distinguish if suppose in example. I'm asking the pipe. In the sum student and. He or she will be answered the five question. Give 10 out of 10 if you. If he question answered the floor I will give the 8. And if you answer the. Three, I'll get the. 6 and if. QC. And said less than 3. I'll get the minimum. I'm not biased because. In a teacher. I'm not biased, everything is equal for me. In point of my view.

Alright, you've worked with industry collaborators in Israel and the US, and you’ve mentioned practical projects like self-powered sensing systems. Given your background in embedded and communication systems, do you have any industry connections that could help students at VIT University find internships or placement opportunities?

Yes, obviously I, I'll, I'll. Helping the people in pit for. Uh, placement, Uh. Assessment, uh. I have I have poorly collaborated with the EV battery systems. Uh. MMM. Companies like Closed Art for chemical CP. All that electrics. Yeah, maybe I'm walking also the. My colleague is working on the Applied Materials. Or maybe. Apple's materials so I can collaborate them. Easily and I help the π to student. Get chance, therefore intrinsic. Or maybe. The entry level. Engineer.

Okay, you’ve talked about your work with supercapacitors and embedded systems, and your involvement in student placements. Let's dig into a few specific skill areas now. Suppose you’re designing an image processing lab for undergraduates—what’s a practical experiment you’d have students conduct, and how would you make sure they actually understand the underlying concepts?

Just thing I will be. Uh, most important, the signal and systems, uh. And the image processing we can. He was the signal processing. You easily. It is. It is when we. Can you? The signal processing, subject and distance metrics we can. Collaborate with the. The. Core web working on the image. So easily we can. Making the with the help of the. And making the. Is it?

Okay, so you're connecting image processing to signal processing and talking about using distance metrics and core web tools. But if a student was struggling to understand why distance metrics matter in image processing, how would you break it down for them in a way that actually sticks?

Yeah, image uh. Image processing is important parameters for. Uh, electronic services typical, uh, if you nowadays the. Everything is different on the. Image processing from. Uh, research. So in my case, I'm. Also involved the postmatter analysis of the. Battery or super capacity? I need the image processing to understand the hub. The charges incorporate. In the. Capacitors and how the charge and discharge is. Pending and I can realize. What is happening in the ions is impregnant. Or I haven't says. Supper not absorbed in the. Electrolyte sites so we can easily so similarly. So more applications will not. With the taxi field, uh. It can easily in the biomedical phase. And not only the biomedical fields, you can also use the image processing in the. The mobile sector everybody's image Image processing is the. Hello.

So you're saying you use image processing even in post-mortem analysis for batteries and supercapacitors to visualize charge behavior, and you see its application across fields like biomedical and mobile tech. When you’re teaching embedded and communication systems, what's one hands-on lab you’d have students do that really drives home a core concept?

Yeah.

So you’ve got experience with embedded and communication systems labs. Instead of just a yes, can you walk me through a hands-on lab you’d run—what would the students build, and how would you make sure they understood the core communication concept?

Yeah. Actually, uh. For your time I can use. Gentleman. The conduct of the head. In ecosystem and I can apply these things.

Alright, you mentioned using embedded systems and conducting hands-on work, but can you walk me through exactly what the students would build in that lab—what hardware or software would they use, and how would you check they actually understood the key communication principles?

Yeah. Actually, uh. For your time I can use. Gentleman. The conduct of the head. In ecosystem and I can apply these things. Understanding how the image is processing. The the signal. Amen. This is the. Hello.

Yeah. Actually, uh. For your time I can use. Gentleman. The conduct of the head. In ecosystem and I can apply these things. Understanding how the image is processing. The the signal. Amen. This is the. Hello. Nicholson.

So you mentioned using ecosystems and signals, but let's switch gears. When it comes to teaching and academic skills, what's one method you've used to make your lectures more interactive or engaging for large undergraduate classes?

You brought up using embedded

Hello any question please?

Alright, you mentioned signal and systems as a foundation for image processing, and how you’d integrate that for students. When it comes to teaching theory and lab courses together, how do you make sure students are connecting what they learn in lectures to what they’re actually doing in the lab?

Yeah, so. Oh, first. Support in the example to. Firstly, I'll teach the. Described Courier. In the classroom. And then and next next practical class I will. Over at the disc. Fourier transform. How it is happening in? How which equation is applied for the biscuit Fourier transform? How can we distinguish the discrete force react transformed and how it is helpful for the image processing?

Yeah, so. Oh, first. Support in the example to. Firstly, I'll teach the. Described Courier. In the classroom. And then and next next practical class I will. Over at the disc. Fourier transform. How it is happening in? How which equation is applied for the biscuit Fourier transform? How can we distinguish the discrete force react transformed and how it is helpful for the image processing? Last week. This and the student then easily understand the. Kill as well as theory plus.

Alright, so you’d walk them through the discrete Fourier transform in lecture, then get hands-on in the lab. When it comes to research publications, can you give me an example of a paper you published in a reputed journal and what specific impact it’s had on your field?

Right, so you'd teach the discrete Fourier transform in the classroom, then have the students actually apply it in the lab to connect theory with practice. Now, shifting to research publications—can you give me an example of a paper you published in a reputed journal, and walk me through what made that research significant?

Yeah, I'll publish the. SES, Energy. Materials and ACS nanomaterials. This is the significance for ACS Energy materials I have. Make the 2D uh. Two-dimensional SNS 2. Uh, for supercapacitor application. And in this paper, in this journal, I have calculated the supercapacitor. Symmetric and asymmetric supercapacitor. Calculate the diffusion. From the mortally. And it's a Asus nanometer. Real Ivy, who's the Buffett Boox area Oxide? As a good. A material for the. Yes, and here we have. They synthesize the 2%. And 5% copper ceria oxide and utilize this for the. Different posing. Yossi means the volatile organic constant. And we can. Got the best performance for Formandy height sensing.

Okay, so you published in ACS Energy Materials and ACS Nanomaterials, focusing on supercapacitors and diffusion calculations, plus copper ceria oxide for VOC sensing. When you present this kind of research to students, how do you make sure your explanations are clear and structured so even those from non-materials backgrounds can follow the key points?

Yeah. So first I. Ditch What is the network? Machines and nanometrics are the materials which belong to. Zero to 100 nanometers. Actually, these are the three. Different group of piano materials. A four different group of nanometrics. 1D40 and. Whole and 3D materials. According to the density of state. So after that we can. We can. Introduce the What is Trudi material? What is the advantage of the Trudy?

Yeah. So first I. Ditch What is the network? Machines and nanometrics are the materials which belong to. Zero to 100 nanometers. Actually, these are the three. Different group of piano materials. A four different group of nanometrics. 1D40 and. Whole and 3D materials. According to the density of state. So after that we can. We can. Introduce the What is Trudi material? What is the advantage of the Trudy? So after that. Advantage of the 2D materials. Actually the 2D materials are the layer structure, so it is. Very good electrical. Helpful for the electrical conductivity. And after that we have used. The 2D material. Different applications. Sensing Photosensing. Supercapital. Gives you. Modern electronics debug. And after that? Y2D graphite why I am taking the SNS 2? SNS 2 is the. Very good 2D materials and which have the sulphur as a. Yeah, Sulfas in the SNS stacks.

So you start by laying out the basics of nanomaterials and categorize them by dimension, like 0D, 1D, and so on, then you build up to what makes 2D materials special. Let's talk about student evaluation — when you're setting exam questions or evaluating lab work, how do you make sure your assessment is fair and truly measures student understanding, not just rote memorization?

Yeah. So first I. Ditch What is the network? Machines and nanometrics are the materials which belong to. Zero to 100 nanometers. Actually, these are the three. Different group of piano materials. A four different group of nanometrics. 1D40 and. Whole and 3D materials. According to the density of state. So after that we can. We can. Introduce the What is Trudi material? What is the advantage of the Trudy? So after that. Advantage of the 2D materials. Actually the 2D materials are the layer structure, so it is. Very good electrical. Helpful for the electrical conductivity. And after that we have used. The 2D material. Different applications. Sensing Photosensing. Supercapital. Gives you. Modern electronics debug. And after that? Y2D graphite why I am taking the SNS 2? SNS 2 is the. Very good 2D materials and which have the sulphur as a. Yeah, Sulfas in the SNS stacks. And the created the hexagonal structures. And it is used for the. Or battery application and supercapacitors. After that we have used the. Introduced of what is the Super? The supercapacit resist. People you can say energy price and which provides. By an expensive. And after that we have introduced the vertical Chixu. The SMHS. So after that we have introduced symmetric. Electric electrodes are dissimilar and one electric electrodes are different negative side electrode different zone which is called the asymmetric. After that we have introduced the how the supercapacitor is working. Spawned the current and voltage. Uh, time. Behavior touched and this is called the develop discharge and cyclic. And after that? We have introduced. I have introduced. Students, how you have calculated? This capacity. Then we had. We have introduced. Is good for uh. 2D material good for the supercapacitor arguments. Then we can introduce the. Theoretical modeling. For from the nonsequation and. How the diffusion is? Higher in the two dimension. This is Porter. Uh, super chemistry. For testing I have making the cerium oxen. And why it is hollow nanostructure? So follow nanostruct. Then absorbed the gas. So when we. Improving the semiconductor, it increases the conductivity. So we're adding the copper and Siri oxide to increase the conductivity. So in conductability increase means the current is in. So more parents so. Electrons take place more so it is easily caused. Capture the oxygen. On the. A SO. When the oxygen chain. Registrability change and we got the. So this is the. Fundamental of the gas sensing and we can. We can introduce. I can introduce in the class that. Percent 5% dropping of the coffin in hollow nanostruction and how it is important. Forecast sensing how it is in. The. And how it is behaving the resistance chain? With the time and how we got the very good. Sensing open.

So you walk them through concepts like the dimensions of nanomaterials and the advantages of 2D structures, like higher conductivity, before showing why you'd use something like SNS2 for applications. Now, when it comes to assessing students—beyond exams, how do you evaluate whether students have really understood the material during the semester?

Yeah, student evaluation and exam. So first I check the I making the call. Questions and. This. More sexual questions maybe? Yeah, kill Vest. Questions or? Or maybe the? Image. The diamonds on the West Coast is to understand the student is. Not like a, not like a. Brief questions. The question should be small. For the evolution, I can only. Sites student can understand the concept or not. So if you understand the concept or. You try to solve the mathematics. I can give him the. To go to the election marks Yeah, so. My question is. Which which department I am selected for? It's a inter. Thank you for uh. Research assistant. Purpose.

Yeah, student evaluation and exam. So first I check the I making the call. Questions and. This. More sexual questions maybe?

Yeah, student evaluation and exam. So first I check the I making the call. Questions and. This. More sexual questions maybe? Yeah, kill Vest. Questions or? Or maybe the? Image. The diamonds on the West Coast is to understand the student is. Not like a, not like a. Brief questions. The question should be small.

Okay, Dr., we're just about wrapped up. Is there anything you'd like to ask about the role or the team before we finish?

You focus on concise, targeted questions that check if students really understand the core concepts, not just memorized answers. Okay, Dr., we're just about wrapped up. Is there anything you'd like to ask about the role or the team before we finish?