This is the third of five posts designed as a teaching mini-scheme about the controversy surrounding the MMR vaccination; it is partly inspired by the recently published work by Brian Deer. Please note I feel, quite strongly, that MMR is safe and highly desirable (albeit underused in the UK right now). This is my effort to provide colleagues with the tools (and printable resources etc) to provide good information. I suppose you could see it as immunising them against bad science such as that recently published in the Sunday Express. At the end of the five posts I will put the ideas and resources together, informed by any and all comments and feedback, into one downloadable scheme. Sorry this post is a little late but real life got in the way (more about this in a later blog post).
3 Data in Context
School A gets 25 A* grades in GCSE Science. School B gets 44 A*s. Which is better? (Not enough info as don’t know how many students in total, how they have chosen courses, exam specification <cough>21st Century.)
Numbers published during news stories about Implanon can be used to practice calculations. Ask students to consider view from each ‘end’ of the spectrum – those who suffer ill effects or for whom a product fails, compared with those who are satisfied with result. All cases have odd factors/coincidences – this is why we look at large numbers. You could point students towards the news stories (or have them look themselves using Google) or use the downloadable pdfs listed below. These include Ben Goldacre’s Guardian column and an excerpt from Dr Petra Boynton’s blog post about the media coverage. These should provide an interesting balance to the newspaper’s approach. The powerpoint asks students to read and discuss their assigned article in groups before comparing to other contraceptives. (Warning: check compatibility with age and PSHE in your setting.) They then compare the coverage between groups.
To bring the focus back to MMR, students could do with examining figures of incidence and mortality for each of the three infections. Numbers are available at HPA if you’d like them to graph it themselves, electronically or by hand. Getting hold of autism numbers is trickier, but most reputable sites agree that it’s hard to tell whether it is more common or just more diagnoses. WikidScience has an activity comparing absolute numbers in California with numbers per 100000, which might be useful. Ask students how we could explain increasing numbers.
Important to give a few facts – or guide the students to finding them – showing the consequences of measles, mumps and rubella. This is the route I’ve taken in the powerpoint below.
Challenge students to explain the difference between anecdotes and data. Realising the power of personal experience will set students up nicely for the role play in lesson 4 of the sequence (coming soon, I hope).
immunisation3 as ppt
Any and all feedback and suggestions welcome – many thanks.