Yes, we can begin.

Please start by introducing your professional journey in academia

Yeah, so I would like to introduce my. 1st Dr. Adira T John. I have done. From isar trivand. Prior to that I have done my bachelors and. And during that period, after my BSMS and PhD, I have worked as a teacher. For students of class 11th and 12th. In chemistry subjects. TC Lemus. After my pH. I have worked as a chemist. For eight months.

Yeah, so I would like to introduce my. 1st Dr. Adira T John. I have done. From isar trivand. Prior to that I have done my bachelors and. And during that period, after my BSMS and PhD, I have worked as a teacher. For students of class 11th and 12th. In chemistry subjects. TC Lemus. After my pH. I have worked as a chemist. For eight months. And I have also worked. The subject matter expert in chemistry. For 1 1/2 years at Stripe.

Yeah, so I would like to introduce my. 1st Dr. Adira T John. I have done. From isar trivand. Prior to that I have done my bachelors and. And during that period, after my BSMS and PhD, I have worked as a teacher. For students of class 11th and 12th. In chemistry subjects. TC Lemus. After my pH. I have worked as a chemist. For eight months. And I have also worked. The subject matter expert in chemistry. For 1 1/2 years at Stripe. That's my about me, about my educational experience and my experience and qualification.

Okay, so you earned your PhD at IISER Thiruvananthapuram and spent time teaching chemistry to high school students, plus some experience as a chemist after your doctorate. Anything else from your academic career you'd like to add before we proceed?

You mentioned teaching chemistry to high school students, and working as a subject matter expert. What aspect of teaching chemistry do you find most rewarding?

Okay, so you've taught high school chemistry, worked as a chemist, and spent time as a subject matter expert at Stripe. Out of those experiences, which teaching method or classroom approach did you find most effective for helping students truly grasp complex chemistry concepts?

So when we explain in chemistry. Like if, if. In a classroom all the students may not be like above average level so it'll be always a mixture of students from. Average to above average and also weak students so it will be very. If you try to explain concepts with. Day-to-day examples. Or try. Them. Recollect like making them to recollect some of the basics or whatever they have learned in their past classes. So class. From teaching, I felt more. Good or effective? Because one thing is I'm seeing them face to face. Other thing when I'm looking at as a remote job or if I'm, uh, like. It's only accessing their social. It's all those things I really do not. No, up to what Exim they have learned. But but in the current scenario in the developing world. We have this different facilities for online teaching where we. The students and so I can get a better understanding about them, their level of understanding, so. Now all the students. Since they ask us like whenever they get stuck we can easily understand till what extent they know. So we can. Simplified so always start from a point where they know. And then try to. Them to higher level. In a classroom it may not be possible at all. Times because there will be. Variety of students having different capabilities. So. We can at least make sure. Majority of them. Cope up with the paste water teachers teaching. Sorry for interrupting. Like I'm not able. Oh, here? Like, are you telling something?

Right, you're describing how tailoring explanations and starting from what students already know makes a big difference, especially with mixed abilities. Can you share a specific example from your classroom where using a day-to-day analogy really helped students understand a tough chemistry concept?

Question SO. Please give me a minute I'm. Not able. So when? Yeah, so one example was. When I was teaching this. In chapter, so in. Patients we have to explain. Strengthen solidity of gases. Solubility of gases. Depending upon their temperature and the solubility like. Gates value following the Henry's Law. So according to Henry's law. The eczema solubility of any gas depends upon the. Mole fraction. So there is also. According to Henry's law equation. Partial pressure of a gas is equal to. KH, Henry's constant into mole fraction of a particular gas.

Question SO. Please give me a minute I'm. Not able. So when? Yeah, so one example was. When I was teaching this. In chapter, so in. Patients we have to explain. Strengthen solidity of gases. Solubility of gases. Depending upon their temperature and the solubility like. Gates value following the Henry's Law. So according to Henry's law. The eczema solubility of any gas depends upon the. Mole fraction.

Question SO. Please give me a minute I'm. Not able. So when? Yeah, so one example was. When I was teaching this. In chapter, so in. Patients we have to explain. Strengthen solidity of gases. Solubility of gases. Depending upon their temperature and the solubility like. Gates value following the Henry's Law. So according to Henry's law. The eczema solubility of any gas depends upon the. Mole fraction. So there is also. According to Henry's law equation. Partial pressure of a gas is equal to. KH, Henry's constant into mole fraction of a particular gas. So this factor cage. Is dependent on temperature, so for a particular gas it remains constant. But for higher temperature will be different for. Different SO normally. At at higher temperatures. This is a. Uh. Low when temporary, sorry when high temperatures catch values. And solve it will be low. That is the reason why. Aquatic. Are more comfortable. Cold temperatures. So normally if you take any any. Like or any marine system, whatever we take, they are more comfortable in the deep region of the sea. Because almost at the top region there will be sunlight will be there, sunlight will be hitting the sea. So the temperature. A little bit a little bit higher than the lower part of the ocean. So. Most of these aquatic. Prefer to stay at the lower portion because of the low temperature. And at this low term. Major The case will be low. So that probability of the gases will be greater at low temperature. When solutions more. That solver means. More amount of gas is dissolved in the water. So according. This can breathe comfortably and stay there.

Alright, you started explaining how you used Henry's Law to teach gas solubility, especially relating it to real-life situations. You were about to mention the analogy or example you used in class — could you finish that thought?

Alright, so you used Henry's Law and related it to gas solubility—how did you make that equation feel real for students? Did you connect it to something they see in daily life, like carbonated drinks or breathing underwater?

Alright, so you used Henry's Law and connected gas solubility to why aquatic life prefers colder, deeper water — that's a strong real-world tie-in. Did you notice students were more engaged or asked better questions after you used that analogy?

Most of them are convinced convinced with that explanation. And they didn't have much doubt in that section. And following with that the. Sections where I taught about the colligative property. Many of them had more doubts when I set up about the. Like there's like when we say about the vapor pressure depression, vapor pressure elevation, boiling point depression of, freezing point depression of. Find many of them had doubt because for example, when we sprinkle this salt on this. Ice so it lowers the freezing point so that section many of them hand out. But when they come back with the. Examples in cold countries wherever we have this ice. Ice or snow regions. Start to lower the melting point of ice. So with that example, they were convinced.

Most of them are convinced convinced with that explanation.

Professor, I noticed your 2023 publication in The Journal of Physical Chemistry C on "Charge Transport Through Discrete Crystalline Architectures." How do you draw on the findings from that research when you teach undergraduate students about charge transport or organic electronics?

Alright, so when you brought in examples like salt lowering the freezing point of ice, it helped clarify colligative properties for your students, especially in the context of snowy regions. Thinking about your own research—say, your work on charge transport in crystalline architectures—how do you adapt those advanced topics for students who are just starting out in chemistry?

Yeah, really great question. So when the students want. Starting out in chemistry if you're. Explain to a student who. Just done the bachelors or masters.

Yeah, really great question. So when the students want. Starting out in chemistry if you're. Explain to a student who. Just done the bachelors or masters. Previous example will be in semiconductors. Semiconductors normally we use organic molecules so. This takes this a comparison where. In semiconductors. Means where charges are being conducted. When we use organic molecule. There is organic molecules. Responsible for. So how do we? Design these molecules. So all these. Reach 2 small videos. Small molecule. The thing is to. So those will be. Learn only if a student covers the minimum bachelors. Course so. 12 if you're agreeing to school. Student, I can tell them we prepare. We prepare some molecules in the laboratory. And how easily this molecule can? Carry a charge. That means if you assume. If you take a bench and there are five students sitting close, 3. Each other and. You are passing an eraser from one strip to the. Next one and it goes on like that so. Assume this eraser to be charged and the charge is moving from one end to the other end. So this is what we can say about charge. Transport. So it can be either in terms of electron or in terms of. I think a. Vacancy where electron is not present. Simple example. And how do we choose molecules for this? Like whether these molecules are efficient? For charge transport, that is another scenario. So it depends upon the proper orientation of the molecule, and these molecules overlap each other very efficiently. This overlap because. Can tell like when the students are sitting close to each other. If your neighboring student OK. If you're good friends with them, you'll be sitting very closely. So. When it is very close, that means good overlap between the orbitals. Orbitals are regions where electrons are present. That is what I've learned till class 12.

Yeah, really great question. So when the students want. Starting out in chemistry if you're. Explain to a student who. Just done the bachelors or masters. Previous example will be in semiconductors. Semiconductors normally we use organic molecules so. This takes this a comparison where. In semiconductors. Means where charges are being conducted. When we use organic molecule. There is organic molecules. Responsible for. So how do we? Design these molecules. So all these. Reach 2 small videos. Small molecule. The thing is to. So those will be. Learn only if a student covers the minimum bachelors. Course so. 12 if you're agreeing to school. Student, I can tell them we prepare. We prepare some molecules in the laboratory. And how easily this molecule can? Carry a charge. That means if you assume. If you take a bench and there are five students sitting close, 3. Each other and. You are passing an eraser from one strip to the. Next one and it goes on like that so. Assume this eraser to be charged and the charge is moving from one end to the other end. So this is what we can say about charge. Transport. So it can be either in terms of electron or in terms of. I think a. Vacancy where electron is not present. Simple example. And how do we choose molecules for this? Like whether these molecules are efficient? For charge transport, that is another scenario. So it depends upon the proper orientation of the molecule, and these molecules overlap each other very efficiently. This overlap because. Can tell like when the students are sitting close to each other. If your neighboring student OK. If you're good friends with them, you'll be sitting very closely.

Yeah, really great question. So when the students want. Starting out in chemistry if you're. Explain to a student who. Just done the bachelors or masters. Previous example will be in semiconductors. Semiconductors normally we use organic molecules so. This takes this a comparison where. In semiconductors. Means where charges are being conducted. When we use organic molecule. There is organic molecules. Responsible for. So how do we? Design these molecules. So all these. Reach 2 small videos. Small molecule. The thing is to. So those will be. Learn only if a student covers the minimum bachelors. Course so. 12 if you're agreeing to school. Student, I can tell them we prepare. We prepare some molecules in the laboratory. And how easily this molecule can? Carry a charge. That means if you assume. If you take a bench and there are five students sitting close, 3. Each other and. You are passing an eraser from one strip to the. Next one and it goes on like that so. Assume this eraser to be charged and the charge is moving from one end to the other end. So this is what we can say about charge. Transport. So it can be either in terms of electron or in terms of. I think a. Vacancy where electron is not present. Simple example. And how do we choose molecules for this? Like whether these molecules are efficient? For charge transport, that is another scenario. So it depends upon the proper orientation of the molecule, and these molecules overlap each other very efficiently. This overlap because. Can tell like when the students are sitting close to each other. If your neighboring student OK. If you're good friends with them, you'll be sitting very closely. So. When it is very close, that means good overlap between the orbitals. Orbitals are regions where electrons are present. That is what I've learned till class 12. So after we know. It's a region of space where electron density can be present. So when? And the efficiency of overlap is. That means they prefer this transport of. Chance. So we have two types of orbitals like. Como and. Orbital and Lumia. So here. This is in case of more. It's not in case of atoms. So this **** and Lubar molecular orbitals. Depending upon their overall. If it is strong, so always you know, strong bonds means good friendship will be there. Similarly when there's. Strong overlap. Between this. With the bills, there can.

Yeah, really great question. So when the students want. Starting out in chemistry if you're. Explain to a student who. Just done the bachelors or masters. Previous example will be in semiconductors. Semiconductors normally we use organic molecules so. This takes this a comparison where. In semiconductors. Means where charges are being conducted. When we use organic molecule. There is organic molecules. Responsible for. So how do we? Design these molecules. So all these. Reach 2 small videos. Small molecule. The thing is to. So those will be. Learn only if a student covers the minimum bachelors. Course so. 12 if you're agreeing to school. Student, I can tell them we prepare. We prepare some molecules in the laboratory. And how easily this molecule can? Carry a charge. That means if you assume. If you take a bench and there are five students sitting close, 3. Each other and. You are passing an eraser from one strip to the. Next one and it goes on like that so. Assume this eraser to be charged and the charge is moving from one end to the other end. So this is what we can say about charge. Transport. So it can be either in terms of electron or in terms of. I think a. Vacancy where electron is not present. Simple example. And how do we choose molecules for this? Like whether these molecules are efficient? For charge transport, that is another scenario. So it depends upon the proper orientation of the molecule, and these molecules overlap each other very efficiently. This overlap because. Can tell like when the students are sitting close to each other. If your neighboring student OK. If you're good friends with them, you'll be sitting very closely. So. When it is very close, that means good overlap between the orbitals. Orbitals are regions where electrons are present. That is what I've learned till class 12. So after we know. It's a region of space where electron density can be present. So when? And the efficiency of overlap is. That means they prefer this transport of. Chance. So we have two types of orbitals like. Como and. Orbital and Lumia.

Yeah, really great question. So when the students want. Starting out in chemistry if you're. Explain to a student who. Just done the bachelors or masters. Previous example will be in semiconductors. Semiconductors normally we use organic molecules so. This takes this a comparison where. In semiconductors. Means where charges are being conducted. When we use organic molecule. There is organic molecules. Responsible for. So how do we? Design these molecules. So all these. Reach 2 small videos. Small molecule. The thing is to. So those will be. Learn only if a student covers the minimum bachelors. Course so. 12 if you're agreeing to school. Student, I can tell them we prepare. We prepare some molecules in the laboratory. And how easily this molecule can? Carry a charge. That means if you assume. If you take a bench and there are five students sitting close, 3. Each other and. You are passing an eraser from one strip to the. Next one and it goes on like that so. Assume this eraser to be charged and the charge is moving from one end to the other end. So this is what we can say about charge. Transport. So it can be either in terms of electron or in terms of. I think a. Vacancy where electron is not present. Simple example. And how do we choose molecules for this? Like whether these molecules are efficient? For charge transport, that is another scenario. So it depends upon the proper orientation of the molecule, and these molecules overlap each other very efficiently. This overlap because. Can tell like when the students are sitting close to each other. If your neighboring student OK. If you're good friends with them, you'll be sitting very closely. So. When it is very close, that means good overlap between the orbitals. Orbitals are regions where electrons are present. That is what I've learned till class 12. So after we know. It's a region of space where electron density can be present. So when? And the efficiency of overlap is. That means they prefer this transport of. Chance. So we have two types of orbitals like. Como and. Orbital and Lumia. So here. This is in case of more. It's not in case of atoms.

Yeah, really great question. So when the students want. Starting out in chemistry if you're. Explain to a student who. Just done the bachelors or masters. Previous example will be in semiconductors. Semiconductors normally we use organic molecules so. This takes this a comparison where. In semiconductors. Means where charges are being conducted. When we use organic molecule. There is organic molecules. Responsible for. So how do we? Design these molecules. So all these. Reach 2 small videos. Small molecule. The thing is to. So those will be. Learn only if a student covers the minimum bachelors. Course so. 12 if you're agreeing to school. Student, I can tell them we prepare. We prepare some molecules in the laboratory. And how easily this molecule can? Carry a charge. That means if you assume. If you take a bench and there are five students sitting close, 3. Each other and. You are passing an eraser from one strip to the. Next one and it goes on like that so. Assume this eraser to be charged and the charge is moving from one end to the other end. So this is what we can say about charge. Transport. So it can be either in terms of electron or in terms of. I think a. Vacancy where electron is not present.

Alright, you were saying—so for students just starting out in chemistry, how do you break down complex research like charge transport so it's accessible and not overwhelming?

Dr., given your recent research on charge transport and crystalline architectures, where do you see the most fundable research directions over the next few years? What kinds of grants or external funding sources would you pursue to support that work?

Alright, so you use analogies like passing an eraser to represent charge transport and help students visualize how molecules interact in a crystalline structure. Thinking about the funding side—based on your work with organic semiconductors, what specific research directions do you think are most fundable in the next few years, and which grants or agencies would you target?

Okay, so you break down charge transport by using analogies like students passing an eraser to represent electron movement, and you link orbital overlap to how closely students sit together. Shifting gears a bit, do you have experience guiding interdisciplinary or funded research projects? If so, how would you initiate and manage such projects within VIT University's resource framework?

Okay, so you simplify charge transport with hands-on analogies in the classroom, and you tailor your explanation based on the students' background. Thinking about future research at VIT University, what industry trends or technological advancements in chemistry would you try to integrate into student projects or research over the next few years?

Alright, so you simplify advanced concepts by connecting them to students' real-life experiences and foundational chemistry. Now, at VIT University, guiding student projects is a big part of the role — how would you integrate current industry trends and technological advancements into student research, especially in chemistry?

Alright, you used classroom analogies to clarify charge transport and orbital overlap, making advanced concepts accessible for undergraduates. Switching gears a bit—do you have experience guiding interdisciplinary or funded research projects? If so, how would you initiate and manage a project like that within VIT University's resource framework?

Great, Great question. So during my PS. The all work with. Had done during the course of the PhD was like funded by like. BST from. Indian Government. So I had masters students with me. In all my projects. So I have guided them in different steps to like in the synthesis, even the synthesis patterns of molecules, even the theoretical calculation of charge transport. In all these steps there are students. So the proposal. Was written and then we got the funding and then we initiated the funding. But May. Currently it was done by your. Right. But since we were students, we were supposed to produce ourselves for this particular funding. So the research work initially. Our guide used to tell us you have to afford. Within the capacity of a laboratory, the scope can listen any work. So I I was initially working in. To design. Lucifer in analog. Lucifer Analog. But even though he's not able to succeed in that project, the intermediates in that step, which I got. I try to crystallize them and then I rerouted my PhD work. Into. Slanty and bustle engineering and chaos transport. So I'm sure that. If I design A work, even if. It gets stuck at some point. At least I can. Try to make a new project from where what this will right get. It's not like. If we focus on something. I'm not adamant that I should get the same thing. If I don't get that. I am willing or I am open and open mind to. Choose or design a new work on what I get. So from the opportunity. Opportunity and the scope of the university, whatever projects I am getting, I'm capable that and I'm sure I can do my duty to my fullest I. Can put all my. Skills and education. To get out, get maximum output. Because students will be there, we have to motivate them and provide them a good. Direction. An input so that they can they will be motivated and they will start. Efficiently working.

Great, Great question. So during my PS. The all work with. Had done during the course of the PhD was like funded by like. BST from. Indian Government. So I had masters students with me. In all my projects. So I have guided them in different steps to like in the synthesis, even the synthesis patterns of molecules, even the theoretical calculation of charge transport. In all these steps there are students. So the proposal. Was written and then we got the funding and then we initiated the funding. But May. Currently it was done by your. Right. But since we were students, we were supposed to produce ourselves for this particular funding. So the research work initially. Our guide used to tell us you have to afford. Within the capacity of a laboratory, the scope can listen any work. So I I was initially working in. To design. Lucifer in analog. Lucifer Analog. But even though he's not able to succeed in that project, the intermediates in that step, which I got. I try to crystallize them and then I rerouted my PhD work. Into. Slanty and bustle engineering and chaos transport. So I'm sure that. If I design A work, even if. It gets stuck at some point. At least I can. Try to make a new project from where what this will right get. It's not like. If we focus on something. I'm not adamant that I should get the same thing. If I don't get that. I am willing or I am open and open mind to. Choose or design a new work on what I get.

Great, Great question. So during my PS. The all work with. Had done during the course of the PhD was like funded by like. BST from. Indian Government. So I had masters students with me. In all my projects. So I have guided them in different steps to like in the synthesis, even the synthesis patterns of molecules, even the theoretical calculation of charge transport. In all these steps there are students. So the proposal. Was written and then we got the funding and then we initiated the funding. But May. Currently it was done by your. Right. But since we were students, we were supposed to produce ourselves for this particular funding. So the research work initially. Our guide used to tell us you have to afford. Within the capacity of a laboratory, the scope can listen any work. So I I was initially working in. To design. Lucifer in analog. Lucifer Analog. But even though he's not able to succeed in that project, the intermediates in that step, which I got. I try to crystallize them and then I rerouted my PhD work. Into. Slanty and bustle engineering and chaos transport. So I'm sure that. If I design A work, even if. It gets stuck at some point. At least I can. Try to make a new project from where what this will right get. It's not like. If we focus on something. I'm not adamant that I should get the same thing.

Great, Great question. So during my PS. The all work with. Had done during the course of the PhD was like funded by like. BST from. Indian Government. So I had masters students with me. In all my projects. So I have guided them in different steps to like in the synthesis, even the synthesis patterns of molecules, even the theoretical calculation of charge transport. In all these steps there are students. So the proposal. Was written and then we got the funding and then we initiated the funding. But May. Currently it was done by your. Right. But since we were students, we were supposed to produce ourselves for this particular funding. So the research work initially. Our guide used to tell us you have to afford. Within the capacity of a laboratory, the scope can listen any work.

Great, Great question. So during my PS. The all work with. Had done during the course of the PhD was like funded by like. BST from. Indian Government. So I had masters students with me. In all my projects. So I have guided them in different steps to like in the synthesis, even the synthesis patterns of molecules, even the theoretical calculation of charge transport. In all these steps there are students. So the proposal. Was written and then we got the funding and then we initiated the funding. But May. Currently it was done by your. Right. But since we were students, we were supposed to produce ourselves for this particular funding.

Great, Great question. So during my PS. The all work with. Had done during the course of the PhD was like funded by like. BST from. Indian Government. So I had masters students with me. In all my projects.

Okay, so your PhD work was government-funded and you had master's students involved on your projects. Can you walk me through how you managed those student researchers—what kind of structure, planning, or support did you put in place to keep the project moving and make sure everyone contributed?

Right, so your PhD research was DST-funded and you guided master's students through synthesis and calculations, but you mentioned the PI was the main project lead. If you were initiating a new interdisciplinary, externally funded project at VIT, how would you go about securing buy-in from both faculty and industry partners?

So you mentioned your PhD research was funded by DST and you guided master's students through various stages. When you think about launching a new interdisciplinary or funded project at VIT University, what steps would you take to align your proposal with industry trends and available institutional resources, especially considering tight funding cycles?

Okay, so your PhD work was government-funded and you had master's students involved on your projects. Can you walk me through how you managed those student researchers—what kind of structure, planning, or supervision did you use to keep the group productive and aligned?

Right, so you had to adapt when your original project hit a dead end, and found new directions by crystallizing intermediates and pivoting research focus. Thinking about the funding landscape—how would you identify promising, fundable areas in your chemistry research at VIT University, and which grant agencies would you target over the next few years?

You described adapting your PhD project when the original direction stalled, leading to new work on charge transport, and you guided master's students through synthesis and calculations. When you think about future projects at VIT, how would you identify fundable research directions in your field and what kinds of grants or industry partnerships would you aim for over the next three years?

Is this area of organic semi? He conducted the developing area.

Is this area of organic semi? He conducted the developing area. Especially in the small organic molecules. So this can be mainly we can it's a. Good possibility. To collaborate with industries which develop the semiconductors. But before the collaboration, we have to laboratory prepare some more organic. Molecules which have the semiconductor proper. At least we have to evaluate their properties. And then only we can make a proposal. So we can. We can submit proposals to different agencies in our. In our country itself. Like DST we can submit and also there are some. Agencies who support. Support or give funding for energy devices.

Is this area of organic semi? He conducted the developing area. Especially in the small organic molecules. So this can be mainly we can it's a. Good possibility. To collaborate with industries which develop the semiconductors. But before the collaboration, we have to laboratory prepare some more organic. Molecules which have the semiconductor proper.

Is this area of organic semi? He conducted the developing area. Especially in the small organic molecules. So this can be mainly we can it's a. Good possibility. To collaborate with industries which develop the semiconductors. But before the collaboration, we have to laboratory prepare some more organic. Molecules which have the semiconductor proper. At least we have to evaluate their properties. And then only we can make a proposal. So we can. We can submit proposals to different agencies in our. In our country itself. Like DST we can submit and also there are some. Agencies who support. Support or give funding for energy devices. And industries? We can collaborate, but before collaborating to industries. To be able to. At least design and. Practically. Check whether the molecule which. Have designed have the ability for semiconductor property. That is not easy. So theoretically designing molecules. Oh it's easy compared to practical application because molecules make it degraded in their study, so they may not have enough thermal stability. So after overcoming all of these. We can practically check the efficiency of each molecule. Once they are. Working perfect, we can even file a patent. Then we can approach industries which have which are working on the semiconducting semiconductors.

Is this area of organic semi? He conducted the developing area. Especially in the small organic molecules. So this can be mainly we can it's a. Good possibility. To collaborate with industries which develop the semiconductors. But before the collaboration, we have to laboratory prepare some more organic. Molecules which have the semiconductor proper. At least we have to evaluate their properties. And then only we can make a proposal. So we can. We can submit proposals to different agencies in our. In our country itself. Like DST we can submit and also there are some. Agencies who support. Support or give funding for energy devices. And industries? We can collaborate, but before collaborating to industries. To be able to. At least design and. Practically. Check whether the molecule which. Have designed have the ability for semiconductor property. That is not easy. So theoretically designing molecules. Oh it's easy compared to practical application because molecules make it degraded in their study, so they may not have enough thermal stability.

Is this area of organic semi? He conducted the developing area. Especially in the small organic molecules. So this can be mainly we can it's a. Good possibility. To collaborate with industries which develop the semiconductors. But before the collaboration, we have to laboratory prepare some more organic. Molecules which have the semiconductor proper. At least we have to evaluate their properties. And then only we can make a proposal. So we can. We can submit proposals to different agencies in our. In our country itself. Like DST we can submit and also there are some. Agencies who support. Support or give funding for energy devices. And industries? We can collaborate, but before collaborating to industries. To be able to. At least design and. Practically. Check whether the molecule which. Have designed have the ability for semiconductor property. That is not easy. So theoretically designing molecules. Oh it's easy compared to practical application because molecules make it degraded in their study, so they may not have enough thermal stability. So after overcoming all of these. We can practically check the efficiency of each molecule.

You said organic semiconductors are a developing area. What makes this field particularly fundable right now — are there specific applications or technology trends you’d highlight if you were pitching a grant proposal?

Okay, so you're focusing on organic semiconductors and see industry collaboration as promising, but you'd start by synthesizing new molecules in the lab to demonstrate their properties. When those molecules are ready, what kind of industry or government grant would you target first, and how would you pitch the project to maximize its appeal for funding?

You said organic semiconductors are a developing area, and you'd start by preparing new molecules, then evaluate their semiconductor properties before industry collaboration or grant proposals. What makes this field particularly fundable right now — are there specific applications or technology trends you’d highlight if you were pitching to DST or other agencies?

Alright, switching gears a bit. Let's talk about student engagement and teaching. Suppose you had to teach an undergraduate quantum chemistry course at VIT University, but you couldn't use slides or traditional lectures. With 200 students in the room, how would you run a session that keeps everyone actively involved and actually learning?

So you pointed out that, before collaborating with industry or submitting grants, you'd focus on synthesizing and rigorously testing new organic molecules for semiconductor properties, since practical viability is key. Let's pivot—when you're teaching a large undergraduate class at VIT, say quantum chemistry, and you can't use slides or traditional lectures, what's one active learning exercise you'd use to get students really engaged with the material?

You explained how you'd start with lab synthesis and theoretical design before collaborating with industry, and mentioned the importance of thermal stability and practical testing. Let me pivot a bit, Professor—when you're teaching a large undergraduate class, say quantum chemistry or thermodynamics, what's your strategy for getting students actively engaged and making those abstract topics accessible, especially for those who struggle?

For example, if. The topic is about thermodynamics. It's always. It's a good idea. From the very basic so that I can get the. Attention all these students. And make. Sure, the layers. Able to understand what? Covering in the. For example, we can use the examples like the. The thermal flux. Flasks show. It's an adiabatic system. Or we can take examples for. Open system, closed systems. With major example like open system, we keep a cup of hot coffee. Open so the vapors will escape to outside so energy and matter can be. In the surrounding antisystem, so these kind of examples we can use. And to to do catch their attention. And because these subjects. Had their attention throughout. The class. So it's a. Which we can try to. Because in this. There are also too many equations equations to find so. It takes a time for memorizing all these concepts, so at least we can take example when we say blood pressure volume work, we can take an example and show. When we are when I'm. I can take umm. Small cylinder with me. A small one with plastic one. Then try to. It was a piston. To cumbers to show them how we compress in compression keys the volume is decreasing. And since the volume is decreased. When we apply the equation, what happens when we use the? Final volume minus initial volume equation.

For example, if. The topic is about thermodynamics. It's always. It's a good idea. From the very basic so that I can get the. Attention all these students. And make. Sure, the layers. Able to understand what? Covering in the. For example, we can use the examples like the. The thermal flux. Flasks show. It's an adiabatic system. Or we can take examples for. Open system, closed systems. With major example like open system, we keep a cup of hot coffee. Open so the vapors will escape to outside so energy and matter can be. In the surrounding antisystem, so these kind of examples we can use. And to to do catch their attention. And because these subjects. Had their attention throughout. The class. So it's a. Which we can try to. Because in this. There are also too many equations equations to find so. It takes a time for memorizing all these concepts, so at least we can take example when we say blood pressure volume work, we can take an example and show. When we are when I'm. I can take umm. Small cylinder with me. A small one with plastic one. Then try to. It was a piston. To cumbers to show them how we compress in compression keys the volume is decreasing. And since the volume is decreased. When we apply the equation, what happens when we use the? Final volume minus initial volume equation. Those kind of small small. Like examples can make them understand better. At least around starting point they can easily.

Okay, you use hands-on demonstrations and real-life examples like flasks and pistons to make thermodynamics tangible, which helps students visualize the equations. If you noticed a group of students was still disengaged or struggling even after these efforts, how would you adjust your approach to reach them?

Alright, you use hands-on demonstrations and real-life examples like flasks and pistons to make thermodynamics tangible, which helps students visualize the equations. If you noticed a group of students was disengaged or struggling, what would you do mid-semester to re-engage them or assess whether your teaching methods were actually working?

If my teaching method were really working. If I'm not seeing a real improvement in them. I will probably ask for a feedback. Like to in what? What method do they prefer? Because. If if the method what I am adopting is not suitable or if the students are not. Really into that I can ask them for a feedback I can. Factor give feedback from the class and then improve my. A method of. Approach or. If you dislike some students are able to. But still lagging. Or they are lacking their confidence. I can to few students who are lacking this second take some extra. Classes and simplify the concepts and make it easier for them.

Alright, Professor, 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?

Sorry, can you repeat I I didn't get the question.

Of course. If you joined our department and found that outcome assessment data was inconsistent across courses, how would you approach fixing that?

Yeah, I would. I would talk to my. The department and I would. As them or as them? For advice.

Yeah, I would. I would talk to my. The department and I would. As them or as them? For advice. Like what is the normal method adop? I hope that I will get a better solution from them.

Okay, so you'd reach out to colleagues for advice if you saw inconsistent assessment data. But what would you do if you couldn't get clear guidance or if the issue persisted—would you take any steps yourself to standardize the process?

Alright, let me shift gears a bit. Imagine this scenario: a student files a formal complaint alleging your grading is biased, but at the same time, your department head is pressuring you to improve pass rates. How do you navigate that situation?

OK. OK. The complaint so I would. I will make it clear because. I'm here than. I'm not like. Following aids towards any. Students are anything. It's for a general train. Is better when I'll make sure when I'm giving marks I'll make a proper answer key and based on that I'll be leaving marks. So there's 2 like. You support what the student was complaining. And it's like the one case and when. Department If I'm getting a pressure to increase the pass rate, the only thing I think I can do is to. Make the students. Class so as you put all the efforts in trying to make all of them. The wartime teaching. So I should be ready to adopt any method like maybe simplifying the concepts, maybe taking some extra classes for the big students. Or we're not able to understand or who are not interested.

OK. OK. The complaint so I would. I will make it clear because. I'm here than. I'm not like. Following aids towards any. Students are anything.

OK. OK. The complaint so I would. I will make it clear because. I'm here than. I'm not like. Following aids towards any. Students are anything. It's for a general train. Is better when I'll make sure when I'm giving marks I'll make a proper answer key and based on that I'll be leaving marks. So there's 2 like. You support what the student was complaining.

OK. OK. The complaint so I would. I will make it clear because. I'm here than. I'm not like. Following aids towards any. Students are anything. It's for a general train. Is better when I'll make sure when I'm giving marks I'll make a proper answer key and based on that I'll be leaving marks.

Alright, let me shift focus to something more practical. Given your background in organic semiconductors and charge transport, do you have any industry connections or collaborations that could translate into internship or placement opportunities for students here at VIT?

Alright, so you’d address a grading complaint by sticking to a clear answer key and marking consistently. Now, earlier you mentioned industry collaborations for organic semiconductors, but have you actually worked with any companies or professionals in the semiconductor space—or is it mostly academic so far?

Okay, so you'd make sure your grading is based on a clear answer key and try to be transparent with your process to avoid bias. Earlier, you mentioned the possibility of industry collaborations for organic semiconductors, but have you actually worked with any companies, or do you have contacts who could help your students with internships or placements in relevant industries?

Okay, so you'd rely on your department for advice and follow established practices if assessment data wasn’t consistent. Earlier you talked about industry collaboration in organic semiconductors, but have you actually built any relationships with semiconductor companies, or do you have specific names of industry partners you’d want to approach for student internships or placements?

Yeah. So I have in, I don't, I do not have any. Experience, experience. With any collaboration with any industry. I this I have to explore once I get into it so I can I will. Have to find out the names of industries. Currently. Now I do not know. Particularly, indices will. Collaborating with. For the same like same thing what we follow.

You mentioned using analogies and hands-on demos for thermodynamics, and earlier you talked about breaking down charge transport for undergrads. So, focusing on your expertise in theoretical chemistry and energy storage—can you walk me through a real scenario where you had to explain a complex research finding to students in a way that made it immediately useful or relevant for their lab work?

Yeah.

Yeah. So. In one of my projects one. One of my decision. Uh, paper. The compound. It was. Bromo naphtha thyro. In Bromo, Nathaniel. When I was doing the reaction. I had. Initially I had. Added. A catalytic amount of bromine to the reaction. And they obtained A Bromo derivative. And I got the crystal of that molecule and I. And it's perfect. Romania. But when a repeat repeated the same experiment on some other day. I I was not sure I I added some amount does not catalytic amount of bromine. It was more than. The catalytic amount of bromine. But I was not sure of the exact. And on home many I. But at the same time when I was. DLC with the previous Bromonnapothyosaur. It is almost showing the same R of value and I assume I got the same product. But when I. God was this. It had two Brahmins in it. It was a mixture of Dibroman amphithe. And single mono brown. Then I was really confused how well I said how to separate. Then because both of them had almost similar R of value. Normally what we do in laboratory to. Purify in a gram scale. Column chromatography. So even though using column chromatography, I was not able to separate them because they were very. Closed-line sports. This Mono Bromo derivative and the Dibromo derivative. Both of them were very. Close line spots so it was not able to separate them.

Yeah. So. In one of my projects one. One of my decision. Uh, paper. The compound. It was. Bromo naphtha thyro. In Bromo, Nathaniel. When I was doing the reaction. I had. Initially I had. Added. A catalytic amount of bromine to the reaction. And they obtained A Bromo derivative. And I got the crystal of that molecule and I. And it's perfect. Romania. But when a repeat repeated the same experiment on some other day. I I was not sure I I added some amount does not catalytic amount of bromine. It was more than. The catalytic amount of bromine. But I was not sure of the exact. And on home many I. But at the same time when I was. DLC with the previous Bromonnapothyosaur. It is almost showing the same R of value and I assume I got the same product. But when I. God was this. It had two Brahmins in it. It was a mixture of Dibroman amphithe. And single mono brown. Then I was really confused how well I said how to separate. Then because both of them had almost similar R of value. Normally what we do in laboratory to. Purify in a gram scale. Column chromatography. So even though using column chromatography, I was not able to separate them because they were very. Closed-line sports. This Mono Bromo derivative and the Dibromo derivative. Both of them were very. Close line spots so it was not able to separate them. Then I like a Google. This is a good. And also from. Many research. Those organic articles in purification of compounds. I saw that. To lower the. Polarity of the. Solvent they use benzene, few drops of benzene. So I tried the same method. Method so I. Used normal hexane for. Column chromatography because it's nonpolar, so most of this molecule can be. Eluted at the first fraction. So this Bromo derivative was also non. But even after adding this, benzene is not able to separate both of these molecules. Then I used a TLC. Using a glass. In a glass. Please, I quoted silica and then. I. And then separate using that method. So at some point when? We are lost. There's no method to work. We have to try different approaches. We have to follow like. For a different research articles because in some of the articles they may not clearly mention what. Have done to exactly separate compound. So then we have to. Like what is the issue? Here the issue was 2 these two. Sports were close lines. And both of them were non. So how? To reduce the polarity of the. Solvent. In order to make them separate.

You said yes, but I'd need a bit more detail. Can you walk me through a specific case where you broke down a complex research topic for students, and explain how you connected it directly to something they'd do in the lab?

Yeah. So. In one of my projects one. One of my decision. Uh, paper. The compound. It was. Bromo naphtha thyro. In Bromo, Nathaniel. When I was doing the reaction. I had. Initially I had. Added. A catalytic amount of bromine to the reaction. And they obtained A Bromo derivative. And I got the crystal of that molecule and I. And it's perfect. Romania. But when a repeat repeated the same experiment on some other day. I I was not sure I I added some amount does not catalytic amount of bromine. It was more than. The catalytic amount of bromine. But I was not sure of the exact. And on home many I. But at the same time when I was. DLC with the previous Bromonnapothyosaur. It is almost showing the same R of value and I assume I got the same product.

Yeah. So. In one of my projects one. One of my decision. Uh, paper. The compound. It was. Bromo naphtha thyro. In Bromo, Nathaniel. When I was doing the reaction. I had. Initially I had. Added. A catalytic amount of bromine to the reaction. And they obtained A Bromo derivative. And I got the crystal of that molecule and I. And it's perfect. Romania. But when a repeat repeated the same experiment on some other day. I I was not sure I I added some amount does not catalytic amount of bromine. It was more than. The catalytic amount of bromine. But I was not sure of the exact. And on home many I. But at the same time when I was. DLC with the previous Bromonnapothyosaur. It is almost showing the same R of value and I assume I got the same product. But when I. God was this. It had two Brahmins in it. It was a mixture of Dibroman amphithe. And single mono brown. Then I was really confused how well I said how to separate. Then because both of them had almost similar R of value. Normally what we do in laboratory to. Purify in a gram scale. Column chromatography. So even though using column chromatography, I was not able to separate them because they were very. Closed-line sports. This Mono Bromo derivative and the Dibromo derivative. Both of them were very. Close line spots so it was not able to separate them. Then I like a Google. This is a good. And also from. Many research. Those organic articles in purification of compounds. I saw that. To lower the. Polarity of the. Solvent they use benzene, few drops of benzene. So I tried the same method. Method so I. Used normal hexane for. Column chromatography because it's nonpolar, so most of this molecule can be. Eluted at the first fraction. So this Bromo derivative was also non. But even after adding this, benzene is not able to separate both of these molecules. Then I used a TLC. Using a glass. In a glass.

Yeah. So. In one of my projects one. One of my decision. Uh, paper. The compound. It was. Bromo naphtha thyro. In Bromo, Nathaniel. When I was doing the reaction. I had. Initially I had. Added. A catalytic amount of bromine to the reaction.

Yeah. So. In one of my projects one. One of my decision. Uh, paper. The compound. It was. Bromo naphtha thyro.

Yeah. So. In one of my projects one. One of my decision. Uh, paper. The compound. It was. Bromo naphtha thyro. In Bromo, Nathaniel. When I was doing the reaction. I had. Initially I had. Added. A catalytic amount of bromine to the reaction. And they obtained A Bromo derivative. And I got the crystal of that molecule and I. And it's perfect. Romania. But when a repeat repeated the same experiment on some other day. I I was not sure I I added some amount does not catalytic amount of bromine. It was more than. The catalytic amount of bromine. But I was not sure of the exact. And on home many I. But at the same time when I was. DLC with the previous Bromonnapothyosaur. It is almost showing the same R of value and I assume I got the same product. But when I. God was this. It had two Brahmins in it. It was a mixture of Dibroman amphithe. And single mono brown. Then I was really confused how well I said how to separate. Then because both of them had almost similar R of value. Normally what we do in laboratory to. Purify in a gram scale. Column chromatography. So even though using column chromatography, I was not able to separate them because they were very. Closed-line sports. This Mono Bromo derivative and the Dibromo derivative. Both of them were very. Close line spots so it was not able to separate them. Then I like a Google. This is a good. And also from. Many research. Those organic articles in purification of compounds. I saw that. To lower the. Polarity of the. Solvent they use benzene, few drops of benzene. So I tried the same method. Method so I. Used normal hexane for. Column chromatography because it's nonpolar, so most of this molecule can be. Eluted at the first fraction. So this Bromo derivative was also non. But even after adding this, benzene is not able to separate both of these molecules. Then I used a TLC. Using a glass. In a glass. Please, I quoted silica and then. I. And then separate using that method. So at some point when? We are lost. There's no method to work. We have to try different approaches. We have to follow like. For a different research articles because in some of the articles they may not clearly mention what. Have done to exactly separate compound.

Yeah. So. In one of my projects one. One of my decision. Uh, paper. The compound. It was. Bromo naphtha thyro. In Bromo, Nathaniel. When I was doing the reaction. I had. Initially I had. Added. A catalytic amount of bromine to the reaction. And they obtained A Bromo derivative. And I got the crystal of that molecule and I. And it's perfect. Romania. But when a repeat repeated the same experiment on some other day. I I was not sure I I added some amount does not catalytic amount of bromine. It was more than. The catalytic amount of bromine. But I was not sure of the exact. And on home many I. But at the same time when I was. DLC with the previous Bromonnapothyosaur. It is almost showing the same R of value and I assume I got the same product. But when I. God was this. It had two Brahmins in it. It was a mixture of Dibroman amphithe. And single mono brown. Then I was really confused how well I said how to separate. Then because both of them had almost similar R of value.

Yeah. So. In one of my projects one. One of my decision. Uh, paper. The compound. It was. Bromo naphtha thyro. In Bromo, Nathaniel. When I was doing the reaction. I had. Initially I had. Added. A catalytic amount of bromine to the reaction. And they obtained A Bromo derivative. And I got the crystal of that molecule and I. And it's perfect. Romania. But when a repeat repeated the same experiment on some other day. I I was not sure I I added some amount does not catalytic amount of bromine. It was more than. The catalytic amount of bromine. But I was not sure of the exact. And on home many I. But at the same time when I was. DLC with the previous Bromonnapothyosaur. It is almost showing the same R of value and I assume I got the same product. But when I. God was this. It had two Brahmins in it. It was a mixture of Dibroman amphithe. And single mono brown. Then I was really confused how well I said how to separate. Then because both of them had almost similar R of value. Normally what we do in laboratory to. Purify in a gram scale. Column chromatography. So even though using column chromatography, I was not able to separate them because they were very. Closed-line sports. This Mono Bromo derivative and the Dibromo derivative. Both of them were very. Close line spots so it was not able to separate them. Then I like a Google. This is a good. And also from. Many research. Those organic articles in purification of compounds. I saw that. To lower the. Polarity of the. Solvent they use benzene, few drops of benzene. So I tried the same method. Method so I. Used normal hexane for. Column chromatography because it's nonpolar, so most of this molecule can be. Eluted at the first fraction. So this Bromo derivative was also non.

Yeah. So. In one of my projects one. One of my decision. Uh, paper. The compound. It was. Bromo naphtha thyro. In Bromo, Nathaniel. When I was doing the reaction. I had. Initially I had. Added. A catalytic amount of bromine to the reaction. And they obtained A Bromo derivative. And I got the crystal of that molecule and I. And it's perfect. Romania. But when a repeat repeated the same experiment on some other day. I I was not sure I I added some amount does not catalytic amount of bromine. It was more than. The catalytic amount of bromine. But I was not sure of the exact. And on home many I.

Yeah. So. In one of my projects one. One of my decision. Uh, paper. The compound. It was. Bromo naphtha thyro. In Bromo, Nathaniel. When I was doing the reaction. I had. Initially I had. Added. A catalytic amount of bromine to the reaction. And they obtained A Bromo derivative. And I got the crystal of that molecule and I. And it's perfect. Romania. But when a repeat repeated the same experiment on some other day. I I was not sure I I added some amount does not catalytic amount of bromine. It was more than. The catalytic amount of bromine. But I was not sure of the exact. And on home many I. But at the same time when I was. DLC with the previous Bromonnapothyosaur. It is almost showing the same R of value and I assume I got the same product. But when I. God was this. It had two Brahmins in it. It was a mixture of Dibroman amphithe. And single mono brown. Then I was really confused how well I said how to separate. Then because both of them had almost similar R of value. Normally what we do in laboratory to. Purify in a gram scale. Column chromatography. So even though using column chromatography, I was not able to separate them because they were very. Closed-line sports. This Mono Bromo derivative and the Dibromo derivative. Both of them were very. Close line spots so it was not able to separate them. Then I like a Google.

Yeah. So. In one of my projects one. One of my decision. Uh, paper. The compound. It was. Bromo naphtha thyro. In Bromo, Nathaniel. When I was doing the reaction. I had. Initially I had. Added. A catalytic amount of bromine to the reaction. And they obtained A Bromo derivative. And I got the crystal of that molecule and I. And it's perfect. Romania. But when a repeat repeated the same experiment on some other day. I I was not sure I I added some amount does not catalytic amount of bromine. It was more than. The catalytic amount of bromine. But I was not sure of the exact. And on home many I. But at the same time when I was. DLC with the previous Bromonnapothyosaur. It is almost showing the same R of value and I assume I got the same product. But when I. God was this. It had two Brahmins in it. It was a mixture of Dibroman amphithe. And single mono brown. Then I was really confused how well I said how to separate. Then because both of them had almost similar R of value. Normally what we do in laboratory to. Purify in a gram scale. Column chromatography. So even though using column chromatography, I was not able to separate them because they were very. Closed-line sports. This Mono Bromo derivative and the Dibromo derivative. Both of them were very. Close line spots so it was not able to separate them. Then I like a Google. This is a good. And also from. Many research. Those organic articles in purification of compounds. I saw that. To lower the. Polarity of the. Solvent they use benzene, few drops of benzene. So I tried the same method. Method so I. Used normal hexane for. Column chromatography because it's nonpolar, so most of this molecule can be. Eluted at the first fraction. So this Bromo derivative was also non. But even after adding this, benzene is not able to separate both of these molecules. Then I used a TLC. Using a glass. In a glass. Please, I quoted silica and then. I. And then separate using that method. So at some point when? We are lost. There's no method to work.

Yeah. So. In one of my projects one. One of my decision. Uh, paper. The compound. It was. Bromo naphtha thyro. In Bromo, Nathaniel. When I was doing the reaction. I had. Initially I had. Added. A catalytic amount of bromine to the reaction. And they obtained A Bromo derivative. And I got the crystal of that molecule and I. And it's perfect. Romania. But when a repeat repeated the same experiment on some other day.

Yeah. So. In one of my projects one. One of my decision. Uh, paper. The compound. It was. Bromo naphtha thyro. In Bromo, Nathaniel. When I was doing the reaction. I had. Initially I had. Added. A catalytic amount of bromine to the reaction. And they obtained A Bromo derivative. And I got the crystal of that molecule and I. And it's perfect. Romania. But when a repeat repeated the same experiment on some other day. I I was not sure I I added some amount does not catalytic amount of bromine. It was more than. The catalytic amount of bromine. But I was not sure of the exact. And on home many I. But at the same time when I was. DLC with the previous Bromonnapothyosaur. It is almost showing the same R of value and I assume I got the same product. But when I. God was this. It had two Brahmins in it. It was a mixture of Dibroman amphithe. And single mono brown. Then I was really confused how well I said how to separate. Then because both of them had almost similar R of value. Normally what we do in laboratory to. Purify in a gram scale. Column chromatography. So even though using column chromatography, I was not able to separate them because they were very. Closed-line sports. This Mono Bromo derivative and the Dibromo derivative. Both of them were very. Close line spots so it was not able to separate them. Then I like a Google. This is a good. And also from. Many research. Those organic articles in purification of compounds. I saw that. To lower the. Polarity of the. Solvent they use benzene, few drops of benzene. So I tried the same method. Method so I. Used normal hexane for. Column chromatography because it's nonpolar, so most of this molecule can be. Eluted at the first fraction. So this Bromo derivative was also non. But even after adding this, benzene is not able to separate both of these molecules. Then I used a TLC. Using a glass. In a glass. Please, I quoted silica and then. I. And then separate using that method.

You were about to describe a project involving a bromo-naphthalene derivative. Can you finish your thought—how did you connect the specific research result from that project to something your students could apply hands-on in their lab work?

Yeah. So. In one of my projects one. One of my decision. Uh, paper. The compound. It was. Bromo naphtha thyro. In Bromo, Nathaniel. When I was doing the reaction. I had. Initially I had. Added. A catalytic amount of bromine to the reaction. And they obtained A Bromo derivative. And I got the crystal of that molecule and I. And it's perfect. Romania. But when a repeat repeated the same experiment on some other day. I I was not sure I I added some amount does not catalytic amount of bromine. It was more than. The catalytic amount of bromine. But I was not sure of the exact. And on home many I. But at the same time when I was. DLC with the previous Bromonnapothyosaur. It is almost showing the same R of value and I assume I got the same product. But when I. God was this. It had two Brahmins in it. It was a mixture of Dibroman amphithe. And single mono brown. Then I was really confused how well I said how to separate. Then because both of them had almost similar R of value. Normally what we do in laboratory to. Purify in a gram scale. Column chromatography. So even though using column chromatography, I was not able to separate them because they were very. Closed-line sports. This Mono Bromo derivative and the Dibromo derivative. Both of them were very. Close line spots so it was not able to separate them. Then I like a Google. This is a good. And also from. Many research. Those organic articles in purification of compounds. I saw that. To lower the. Polarity of the. Solvent they use benzene, few drops of benzene. So I tried the same method. Method so I. Used normal hexane for. Column chromatography because it's nonpolar, so most of this molecule can be. Eluted at the first fraction. So this Bromo derivative was also non. But even after adding this, benzene is not able to separate both of these molecules. Then I used a TLC. Using a glass. In a glass. Please, I quoted silica and then. I. And then separate using that method. So at some point when? We are lost. There's no method to work. We have to try different approaches. We have to follow like. For a different research articles because in some of the articles they may not clearly mention what. Have done to exactly separate compound. So then we have to. Like what is the issue? Here the issue was 2 these two. Sports were close lines. And both of them were non. So how? To reduce the polarity of the. Solvent. In order to make them separate. The proprietary TLC helped me in separating these smooth molecules. So that I got a pure sample of both of them. And I confirmed by taking an important NMR and see that in NMR and also.

You started to explain how you handled catalytic bromination in a lab project, but I need a bit more detail. Can you walk me through exactly how you explained the reaction outcome to your students—what did you say, how did you break it down, and how did you tie the result to their lab work?

Alright, so you were explaining how you synthesized a bromo naphthalene compound and got a crystal, but the repeated experiment gave you different results. What did you tell your students about that outcome, and how did you link it back to their lab work so they could learn from the unexpected result?

Alright, so you started with catalytic bromine and got a crystal, but when you repeated the experiment with a higher amount, you lost track of the exact quantity. What did you do next to help your students understand why the outcome changed, and how did you connect that to their lab work?

So you had an interesting lab situation—same reaction conditions, but you got different results because of the bromine amount, and you used TLC to check the product. When you realized the Rf value was similar but not identical, how did you help your students figure out whether they actually had the same compound or a mixture, and what practical steps did you have them take in lab?

You ran into a tricky separation problem with dibromo and monobromo derivatives because their TLC Rf values were nearly identical, and had to figure out how to handle the mixture. What did you do next to resolve that—did you find a way to separate them, or did you use another technique to characterize the compounds for your students?

Alright, so you ran into trouble separating mono- and dibromo derivatives because their TLC spots were nearly identical, and column chromatography couldn't resolve them. What'd you end up doing to actually separate them or help your students understand why purification was such a challenge in this case?

So you hit a real problem separating your mono- and dibromo compounds, even with column chromatography, since the spots were so close on TLC. How did you ultimately resolve that, and what did you want your students to take away from the experience?

Okay, so you ended up with a mixture of mono- and dibromo derivatives, struggled to separate them with column chromatography, and then changed the solvent system based on literature—making it a practical lesson in purification and troubleshooting for your students. Shifting to student evaluation, how do you design your assessments to genuinely measure student understanding, not just their ability to memorize?

Okay, so you were troubleshooting a tricky mixture of mono and dibromo derivatives and tried adjusting the solvent polarity, even consulting literature for purification techniques. When you explained that process to students, how did you help them connect the importance of solvent choice and TLC to their own lab work, especially for troubleshooting unexpected results?

Alright, so you worked through a tricky purification problem with bromo naphthalene derivatives, even when column chromatography couldn’t separate them. When students were involved in that process, how did you help them connect the troubleshooting steps directly to what they’d need to do if they faced something similar in their own lab projects?

You walked through the bromination and purification steps, and how you used TLC and column chromatography to problem-solve when separation was tough. That’s a good example of making research practical for students. Now, thinking about exam duties—how do you ensure fairness and consistency when evaluating lab notebooks or practical reports, especially given the variety of experimental outcomes students might get?

Okay, so you had to troubleshoot separating mono- and dibromo derivatives, tried different chromatography and solvent methods, and kept going until you found a solution. Thinking about student exams—what's your process for designing a fair and challenging assessment, and how do you make sure it actually tests what you taught?

Okay, so you ran into a situation where your TLC couldn’t resolve the mono- and dibromo compounds, and you ended up trying different solvent systems and referencing research articles to troubleshoot with students. Let’s touch on your publication record—can you share which of your research papers you’re most proud of, and why you think it stands out in the field?

Alright, so you explained how you worked through separating mono- and dibromo derivatives in the lab, adjusting purification methods and confirming with NMR. Now, for exam duties—what's your process for making and grading lab practical exams so that results are fair and reproducible for all students?

In the lab. Examlab Exam. What we can do is we can make the questions uniform. So that ones the question. Prepared. It's not the. The thing that questions. So it'll be almost similar type. For example if you are doing. Sort analysis. This song we can be in random order.

In the lab. Examlab Exam. What we can do is we can make the questions uniform. So that ones the question. Prepared. It's not the. The thing that questions. So it'll be almost similar type. For example if you are doing. Sort analysis. This song we can be in random order. So this. So it'll be like a fair distribution to all of them.

In the lab. Examlab Exam. What we can do is we can make the questions uniform. So that ones the question. Prepared. It's not the. The thing that questions. So it'll be almost similar type. For example if you are doing. Sort analysis. This song we can be in random order. So this. So it'll be like a fair distribution to all of them. And in marks also. For each salt analysis, for each step, there will be educated mark. So only that mark will. Given SO I'll also have a proper grading.

You said you'd make lab exam questions uniform, like giving similar types of salt analysis tasks in random order. What about grading—what steps would you take to make sure every student's results are judged fairly and consistently, even if multiple instructors are evaluating?

You said you'd make the lab exam questions uniform, like salt analysis in random order, so it's fair. What about grading—what steps would you take to make sure every student's results are reproducible and graded objectively, not just based on your impression?

Okay, you said you'd use a uniform approach for lab exams and clear marking for each step. Shifting to student project guidance—when you're mentoring students on research projects, how do you make sure they actually understand the theory behind their experiments rather than just following procedures?

OK. So understand whether they are really. Catching up or understanding the concepts. One thing is that I. Thank you group meetings so this group meetings can. Help help me understand whether to what extent? Test the concept so in Group meeting what they do. Is essentially. Normally I can ask them to prepare a. PowerPoint presentation. On the reaction. This is what they have done. And they have to explain. Wild ditches. And what is the importance of this? Products and which literature they have. So with that. They'll always be, always know what they have done. And which literatures they have followed. So once the. Finish a particular data or we get some results. It will be easy to convert into manuscript. You have it. Reference is with you, with you and at each point when you get some compound the proper characterize. Which is very important. To make sure at the time of. Preparation of manuscript, we will not lose any data. So we keep everything ready. So that we can easily wind up the project.

OK. So understand whether they are really. Catching up or understanding the concepts. One thing is that I. Thank you group meetings so this group meetings can. Help help me understand whether to what extent? Test the concept so in Group meeting what they do. Is essentially. Normally I can ask them to prepare a. PowerPoint presentation. On the reaction. This is what they have done. And they have to explain. Wild ditches. And what is the importance of this? Products and which literature they have. So with that. They'll always be, always know what they have done. And which literatures they have followed. So once the. Finish a particular data or we get some results. It will be easy to convert into manuscript. You have it. Reference is with you, with you and at each point when you get some compound the proper characterize. Which is very important. To make sure at the time of. Preparation of manuscript, we will not lose any data. So we keep everything ready. So that we can easily wind up the project. So GroupMe. Will help them.

OK.

You said "OK" — just to clarify, do you have a method for checking if students understand the underlying theory, like oral quizzes or requiring them to write up their reasoning, or do you just look at their lab results?

OK. So understand whether they are really. Catching up or understanding the concepts. One thing is that I. Thank you group meetings so this group meetings can. Help help me understand whether to what extent? Test the concept so in Group meeting what they do. Is essentially. Normally I can ask them to prepare a. PowerPoint presentation. On the reaction. This is what they have done. And they have to explain. Wild ditches. And what is the importance of this? Products and which literature they have. So with that. They'll always be, always know what they have done. And which literatures they have followed. So once the. Finish a particular data or we get some results. It will be easy to convert into manuscript. You have it. Reference is with you, with you and at each point when you get some compound the proper characterize. Which is very important. To make sure at the time of. Preparation of manuscript, we will not lose any data. So we keep everything ready. So that we can easily wind up the project. So GroupMe. Will help them. And they'll also. Will be knowing the theory behind that. Any more questions?

Alright, so you use group meetings and student presentations to track their theoretical understanding and keep their project data organized. Now, tell me about your approach to structuring a classroom session—how do you make sure your explanations are clear and that students are actually following along as you teach?

You mentioned using group meetings and student presentations to keep students engaged and ensure they're connecting theory to practice. Alright, Professor, we're wrapping up—do you have any questions you'd like to ask about the role or the department before we finish?

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

Yeah. So thank you. Thank you. Opportunity to ask. So I would like to know like. Plus. Is completely for research.