In the sixth week of the Sundarban Faculty Training, the teachers explored a new and exciting topic — ChatGPT and Artificial Intelligence. They learnt how to use ChatGPT for improving their daily work, lesson planning, and communication.

The session showed them how AI can make teaching easier and more creative. Teachers tried writing questions, preparing notes, and even creating lesson plans using ChatGPT. They understood how technology can save time and bring new ideas into the classroom.

This training also helped them see how AI tools can guide students in learning English, solving maths problems, and building curiosity. The teachers were excited to discover how digital tools can support education in their own communities.

The ChatGPT session marked an important step in the teachers’ digital journey — combining technology, creativity, and classroom learning for a brighter educational future in the Sundarbans.

In the fifth week of the Sundarban Faculty Training, the teachers focused on improving their classroom assessment and lesson-planning skills. They learned how to properly check and evaluate students’ answer sheets, understanding how to mark fairly and give supportive feedback to children.

This week also introduced them to the teaching pattern for nursery students. The teachers prepared lesson plans for English, Bengali, and Mathematics. In English, they focused on teaching A–Z letter writing, spelling of numbers from 1 to 20, and simple copying and matching exercises.

In Bengali, they worked on alphabets from অ to ঔ writing five simple words for each letter, and creating fill-in-the-blank and spelling activities. In Mathematics, they started with numbers 1–20, including both number writing and spelling, as well as basic addition and subtraction with pictures and objects to make learning fun.

The teachers also practised question-making for nursery-level tests, inspired by the sample worksheets. These included short exercises such as filling in blanks, matching, counting, and spelling.

The fifth week helped the teachers gain confidence in lesson planning and student evaluation. They are now better prepared to design simple, creative, and age-appropriate activities for young learners in their own classrooms.

On the fourth day of the Sundarban Faculty Training, all four teachers — Chandra, Rupa, Debrani, and Brihaspoti — came to Cheenta Academy’s Kalighat office.

In the previous week, they were asked to collect videos of local visiting spots that could become tourist attractions. They shared some of these videos, and together we made an initial roadmap for Sundarban tourism.

After that, the group started reading about the Sundarbans from Wikipedia to build general knowledge about their own region. The teachers then learnt about age-appropriate General Knowledge questions for children aged 5 to 14. Each teacher prepared 20 unique questions for students.

The session also included training on Google Sheets, where the teachers practised entering students’ names and details. Later, they had a combined learning session focused on বাংলা যুক্তাক্ষর (Bengali conjunct letters), where they created words using them. Finally, they solved some counting sums and discussed the solutions.

The fourth day was full of activities. It helped the teachers connect tourism ideas, subject learning, and digital skills. It also encouraged them to prepare educational materials suited for young students. 

The third class of the Sundarban Faculty Training was held on 18th September 2025 at Cheenta Academy’s Kolkata office. On this day, only two teachers were present – Rupa (20) and Chandra (22). Chandra has been consistent in attending these sessions, showing regular commitment.

The day’s learning covered both teaching and skill-building activities. The teachers were introduced to Canva, a digital design tool. They created a demo poster for business purposes, which helped them understand how visual design can support communication and marketing.

The session also focused on business development. Together, the trainers and teachers prepared a detailed roadmap for a local business idea – Sundarban Tourism. The plan included steps for promoting the region and using its natural beauty as a source of livelihood.

As part of this, the teachers were asked to survey local visiting spots within the coming week. This will help them connect classroom learning with real-life opportunities in their region. They were also introduced to the basic geography of the Sundarbans, which is important for both teaching and tourism planning.

The day ended with reflections on how digital tools, business ideas, and local knowledge can come together. The third week marked a clear step in linking education, entrepreneurship, and regional identity.

The second class of the Sundarban Faculty Training was held on 11th September 2025 at Cheenta Academy’s Kolkata office. Two new teachers, Rupa and Brihospoti, joined on this day. Sudipti Mondal and Suveccha could not attend. The team looked different, but the learning went on with energy.

The teachers learnt how to use Google Docs. They made their first lesson plans on it. This was their first time preparing and sharing lesson plans online. It gave them more confidence in using technology for teaching.

They were also introduced to the basics of leadership and business development. The trainers explained how teachers can become leaders in their own communities. They also spoke about small business ideas that can help both education and livelihood in the Sundarban region. Together, the group thought of some business ideas that may work in their local area.

The session ended with reflections. The teachers felt happy about learning new digital tools. They also felt inspired by the discussions on leadership and business. With new members joining and some missing, the second week became a step of change and growth. It connected education, empowerment, and community development.

On 28th August 2025, four teachers from the Sundarban region came to Cheenta Academy’s Kolkata office for the first time. They were from different age groups and different work backgrounds. The team included Sudipti Mondal (42), Chandra (22), Suveccha (26), and Ruma (27). Each of them brought their own experiences, dreams, and challenges.

The training began with introductions. The teachers spoke about their goals in life and also the problems they face in their journey. Some of the common issues they shared were local politics, social pressures, and lack of family support.

The day’s sessions taught the teachers some important ideas. They learnt about integrated learning and how to make a classroom student-friendly. They also learnt about evaluation methods, types of assessments, and simple ways of giving reinforcement. 

Along with these topics, they did some practical work. They practised how to use scaffolding to help students learn better. They also learnt how to switch on a computer, do basic typing, and prepare simple lesson plans. 

Churni Bhoumik, the guide, observed that the participants were not very confident in English. She suggested that the training materials should be in Bengali or in both English and Bengali. She also advised that the sessions should focus more on practice, with only a little theory at the beginning. In addition, she pointed out that the teachers face many social challenges, so they will need strong support and guidance to feel empowered.

Going forward, the plan for the coming weeks is to supervise lesson plan preparation on a weekly basis, integrate computer training with all teacher development sessions, and conduct a comprehensive evaluation at the end of one month through both practical and written examinations.

The first day of the Sundarban Faculty Training was a very important milestone. It was the beginning of a planned training journey for the teachers. It also created a bridge between the dreams of the Sundarban teachers and the academic vision of Cheenta Academy in Kolkata.

August marks the pivotal month when the Cat-Scan app takes its final shape. The focus shifts from coding individual features to integrating the app, preparing for user testing, and fine-tuning the database and user interface. By the end of this month, the core functionalities—image capture, pupil detection, and AI predictions—are up and running, ready for doctor testing in September.

The month begins with the team working on integrating all the pieces that were developed earlier. The app now has a full image capture and processing flow. Students confirm that the cropping tool works, and a new feature is added to allow the cropping ring to shift, making it adaptable for off-center pupils. This was one of the suggestions that came up in earlier meetings, and it addresses one of the main challenges—ensuring accurate pupil detection in real-world, non-ideal conditions. The team also focuses on the functionality of saving image names and their associated IDs in the database, which is crucial for tracking and categorizing cataract images for machine learning purposes.

In parallel, the database receives attention. The images, along with their metadata (such as patient ID and cataract status), are stored properly. The team ensures that each image is linked to a unique identifier, making it easier to manage the data as the app scales. A critical task is setting up the database to handle a large volume of images—an essential consideration for this tool’s use in rural areas where many patients will need to be screened.

The app is also tested for user experience. The interface has been designed with simplicity in mind, offering easy-to-follow instructions for volunteers. The next step is to conduct internal testing, which involves capturing pupil images, saving them in the database, and running the AI model to predict cataract status. The goal is to complete this internal testing phase before the doctor testing scheduled for the third week of September.

Next Tasks (for September):

• Complete internal testing of the full app workflow (image capture, prediction, and database save).
• Address any UI issues and refine the database integration to improve speed and reliability.
• Test the app with a small group of doctors to gather feedback and identify areas for improvement.
• Finalize machine learning model training using the captured pupil images.

Alignment with May and June Diaries

This August diary aligns well with the goals set out in May and June. May focused on understanding the problem, creating a detailed workflow, and setting up the necessary tools for data capture and processing. June continued the work with data cleaning and model pipeline creation, leading up to the design of a working capture system and the initial app prototype. August, as outlined here, completes the integration of these components, moving the project closer to real-world testing with doctors and improving the system for actual deployment.

June opens with a practical goal: turn May’s plan into a working, pupil-first pipeline. The first week focuses on data hygiene. A simple utility groups images into clean folders, fixes broken names, and flags duplicates. Students can now find, compare, and reuse images without guesswork.

Attention shifts to what a field worker will actually see. Strong sunlight, reflections on the cornea, eyelids in frame, and eyes that are slightly off-center. The team converts these observations into design rules. The capture screen shows a bold guidance ring, large buttons, and a retry option. Every step is short. Every label avoids jargon.

Mid-month, the “pupil-first” idea becomes concrete. The sequence is clear: upload the photo, center the iris with the ring, crop only the pupil region, then run the prediction. This keeps the model focused on the right signal and reduces noise from skin background or shadows. A small log records each attempt: usable, unusable, or needs re-capture.

Training for volunteers moves in parallel. The students write plain-language SOPs that explain how to hold the phone, how far to stand, and how to reduce glare. A one-page checklist defines a “usable image.” If the checklist fails, the app recommends a quick re-capture instead of a weak prediction.

Clinical alignment remains steady and brief. The project confirms clear result states—Likely Cataract, Uncertain, Clear—and what to do next in each case. Uncertain cases loop back to re-capture before referral. Pilot metrics are posted on the wall: time per screen, unusable-image rate, and agreement with doctor review. Progress becomes measurable.

By the last week, June has a rhythm. Cleaned data. A functioning pupil-centric flow. Field SOPs that volunteers can actually follow. A tiny “golden set” that verifies nothing broke after each change. The pipeline feels practical because it is built around the reality of rural work: short steps, clear cues, and reliable next actions.

June closes with confidence. The app captures better images. The model sees the pupil, not the background. Volunteers have guidance they can use in the sun, not only in a lab. The project is ready to connect image processing with on-device predictions and to plan a small field check with doctor oversight next month.

The month begins with a new cohort of students joining the program and meeting a clear reality: in many villages, a cataract check can cost an entire day’s travel and lost wages. The team frames the business problem in plain terms—early screening must happen close to home, be simple to use, and lead to timely referrals. With that north star, students map stakeholders (community health workers, ophthalmologists, patients) and agree on a single promise: reduce the distance between concern and care.

To build a shared foundation, the cohort studies what a cataract is, how it forms in the lens, and why early detection matters. Short primers and doctor-reviewed notes translate medical terms into field-ready language. This clinical grounding shapes product choices: every screen, every label, and every instruction must be understandable to a volunteer using a basic Android phone outdoors.

Students then open the first datasets. They scan filenames, labels, and image quality, noticing common issues—glare, partial eyelids, and off-center eyes. They also spot a risk: generic models can drift toward skin background rather than the pupil. In response, the team proposes a “pupil-first” pipeline: capture with a guidance ring, confirm alignment, crop the pupil, then predict. The approach keeps the model focused on the right signal and makes training and evaluation more consistent.

Organization follows quickly. A simple directory convention is drafted; a lightweight script is planned to standardize names and flag unusable images. A “golden set” of clean samples is earmarked for repeat checks as the pipeline improves. The students keep the app experience minimal: large cues, short text, and an offline-friendly flow that can sync later.

Next Tasks (from May planning)

Create a small “golden set” for regression testing across devices and lighting.

Finalize a consistent folder/filename schema; implement a one-click “clean & sort” script.

Prototype the pupil guidance ring and crop confirmation screen.

Draft field SOPs (distance, angle, glare reduction) and a “usable image” checklist.

Define pilot metrics: time per screen, unusable-image rate, agreement with clinician review.

Problem 1:

\[
2021-1202=
\]

(A) 719
(B) 723
(C) 819
(D) 823
(E) 3223

Problem 2:

What is the perimeter of this figure?
(A) 28 units
(B) 26 units
(C) 24 units
(D) 20 units
(E) 21 units

Problem 3:

The area of this triangle is
(A) \(10 \mathrm{~cm}^2\)
(B) \(12 \mathrm{~cm}^2\)
(C) \(12.5 \mathrm{~cm}^2\)
(D) \(15 \mathrm{~cm}^2\)
(E) \(16 \mathrm{~cm}^2\)

Problem 4:

On the number line below, the fraction \(\frac{3}{8}\) lies between

(A) \(P\) and \(Q\)
(B) \(Q\) and \(R\)
(C) \(R\) and \(S\)
(D) \(S\) and \(T\)
(E) \(T\) and \(U\)

Problem 5:

Which of the following is closest to 2021 ?
(A) \(202 \times 100\)
(B) \(22 \times 1000\)
(C) \(20.2 \times 100\)
(D) \(10 \times 20.2\)
(E) \(100 \times 2.2\)

Problem 6:

In the diagram, \(A B\) is parallel to \(E F\) and \(D E\) is parallel to \(B C\). What is the value of \(x\) ?
(A) 43
(B) 47
(C) 133
(D) 135
(E) 137

Problem 7:

Mister Meow attempted the calculation \(5 \times 2+4\), but accidentally swapped the multiplication and addition symbols. His answer was
(A) too low by 2
(B) too low by 1
(C) still correct
(D) too high by 1
(E) too high by 2

Problem 8:

Dad puts a cake in the oven at \(11: 49 \mathrm{am}\). The recipe says to bake it for 75 minutes. When should the cake come out of the oven?
(A) 1:04 pm
(B) \(12: 34 \mathrm{pm}\)
(C) \(1: 54 \mathrm{pm}\)
(D) 1:19 pm
(E) \(12: 04 \mathrm{pm}\)

Problem 9:

Damon made up a joke and sent it as a text message to three people in his class. These three each sent it to three other people in the class. No-one receiving the joke had seen it before. Including Damon, how many people now know the joke?
(A) 9
(B) 11
(C) 13
(D) 15
(E) 16

Problem 10:

I am shuffling a deck of cards but I accidentally drop a card on the ground every now and then. After a while, I notice that I have dropped five cards.
From above, the five cards look like one of the following pictures. Which picture could it be?

Problem 11:

To feed a horse, Kim mixes three bags of oats with one bag containing \(20 \%\) lucerne and \(80 \%\) oats. If all the bags have the same volume, what percentage of the combined feed mixture is lucerne?
(A) 3
(B) 5
(C) 6
(D) 20
(E) 60

Problem 12:

Three squares with perimeters \(12 \mathrm{~cm}, 20 \mathrm{~cm}\) and 16 cm are joined as shown. What is the perimeter of the shape formed?
(A) 34 cm
(B) 40 cm
(C) 41 cm
(D) 42 cm
(E) 48 cm

Problem 13:

The odometer in my car measures the total distance travelled. At the moment, it reads 199786 kilometres. I'm interested in when the odometer reading is a palindrome, so that it reads the same backwards as forwards. How many more kilometres of travel will this take?
(A) 25
(B) 125
(C) 15
(D) 205
(E) 2005

Problem 14:

A square has an internal point \(P\) such that the perpendicular distances from \(P\) to the four sides are \(1 \mathrm{~cm}, 2 \mathrm{~cm}\), 3 cm , and 4 cm .
How many other internal points of the square have this property?
(A) 1
(B) 3
(C) 5
(D) 7
(E) 9

Problem 15:

How many different positive whole numbers can replace the \(\Delta\) to make this a true statement?

\[
\frac{\triangle}{10}+\frac{1}{3}<1
\]

(A) 3
(B) 4
(C) 5
(D) 6
(E) 7

Problem 16:

Three blocks with rectangular faces are placed together to form a larger rectangular prism. All blocks have side lengths which are whole numbers of centimetres. The areas of some of the faces are shown, as is the length of one edge.
In cubic centimetres, what is the volume of the combined prism?
(A) 360
(B) 540
(C) 600
(D) 720
(E) 900

Problem 17:

I have four consecutive odd numbers. The largest is one less than twice the smallest. Which of the following is the largest of the four numbers?
(A) 9
(B) 11
(C) 13
(D) 15
(E) 21

Problem 18:

This is a square with sides of 10 metres.
From the constructions shown, which of the areas is the largest?
(A) \(A\)
(B) \(B\)
(C) C
(D) \(D\)
(E) \(E\)

Problem 19:

Sandy, Rachel and Thandie collect toy cars. Altogether they have 300 cars.
Rachel has grown up and decides to give her cars away. If she gives them all to Sandy, then Sandy will have 180. If she gives them all to Thandie, then Thandie will have 200. How many cars does Rachel have?
(A) 80
(B) 90
(C) 100
(D) 110
(E) 120

Problem 20:

A standard dice numbered 1 to 6 with opposite sides adding to 7 is placed on a 2 by 2 square as shown.
The dice is rolled over one edge onto each of the four base squares in turn and then back on to the original square, as indicated by the arrows.
Which side of the dice is now facing upwards?

Problem 21:

Leonhard is designing a puzzle for Katharina. It has nine squares in a \(3 \times 3\) grid and a number of clues. Each clue is a number 1,2 or 3 placed in one of the squares.
Katharina then has to find a solution by placing 1,2 or 3 in each of the remaining squares so that no row or column has a repeated number.
What is the smallest number of clues that Leonhard could include so that his puzzle has exactly one solution?
(A) 1
(B) 2
(C) 3
(D) 4
(E) 5

Problem 22:

Grandma and Grandpa took their three grandchildren to the cinema. They purchased 5 seats in a row. Each grandparent wanted to sit next to two of the grandchildren. How many such seating arrangements are possible?
(A) 8
(B) 12
(C) 30
(D) 3
(E) 60

Problem 23:

I have a 4 by 4 by 4 cube made up from 64 unit cubes. I paint 3 faces of the larger cube. Then I pull the cube apart. Which of the following could be the number of unit cubes with no paint on them?
(A) 16
(B) 21
(C) 24
(D) 28
(E) 36

Problem 24:

Ben and Jerry each roll a standard dice. If Ben rolls higher than Jerry, he wins; otherwise Jerry wins. What is the probability that Ben wins?
(A) \(\frac{1}{6}\)
(B) \(\frac{1}{3}\)
(C) \(\frac{5}{12}\)
(D) \(\frac{17}{36}\)
(E) \(\frac{1}{2}\)

Problem 25:

In the diagram, \(\triangle P Q R\) is isosceles, with \(P Q=Q R . \quad S\) is a point on \(P R\) and \(T\) is a point on \(P Q\) such that \(Q T=Q S\), and \(\angle S Q R=20^{\circ}\).
The size of \(\angle T S P\), in degrees, is
(A) 10
(B) 12
(C) 15
(D) 20
(E) 24

Problem 26:

Starting with a \(43 \times 47\) rectangle of paper, Sadako cuts the paper to remove the largest square possible.
With the remaining rectangle, she again cuts it to remove the largest square possible. She continues doing this until the remaining piece is a square.
What is the total perimeter of all the squares Sadako has at the end?

Problem 27:

There are 14 chairs equally spaced around a circular table, and numbered from 1 up to 14 . How many ways are there to choose two chairs that are not opposite each other?

Problem 28:

A swimming medley consists of 100 metres of each of butterfly, backstroke, breaststroke and freestyle, in that order. I swim freestyle 3 times faster than breaststroke, and butterfly twice as fast as breaststroke, and my backstroke is half as fast as my freestyle. It takes me 6 minutes to swim the full medley. To the nearest metre, how far will I have swum after 4 minutes?

Problem 29:

An ant's walk starts at the apex of a regular octahedron as shown.
It walks along five edges, never retracing its path. It visits each of the other five vertices exactly once.
In how many different ways can the ant do this?

Problem 30:

Consider a \(15 \times 15\) grid of unit squares. In the square in row \(a\) and column \(b\), we write the number \(a \times b\).
We then colour the squares black and white in a checkerboard fashion, so that the square labelled 225 is coloured white. The diagram shows the parts of the grid near each corner. What are the last three digits of the sum of the numbers in the white squares?