Covid 19 stats, part 3

I continue to crunch the numbers, and explore different ways to display the data.

In the graphs above, I have taken the total number of weekly deaths in England and Wales (as reported by Office for National Statistics) and subtracted from that the average number of deaths for that week.

Before the outbreak of Covid 19, 2018 had been a “bad year” for deaths, with the weekly death rate often being above the 5 year average (see graph of cumulative deaths, below) so I plotted that – on the same scale – to make an easy comparison with the tragedy of this year.

 

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Covid 19 stats, part 2

Data can tell us many things, but we need to understand what data we are looking at, and what the data is showing us. As the Covid crisis has continued, there has been debate and discussion about how many deaths are due to the disease.

The government, daily, discloses the number who have died in hospital from Covid-19, but this only tells part of the story as many are dying from the virus in care homes and, possibly, at home.

How do we know the true impact the virus is having?

One way is to look at total deaths per week, and compare them to equivalent weeks in years gone by.

The data is all available at the Office for National Statistics  and I’ve used the data to generate the graphs above.

Its quite clear that, whilst there is variation from year to year, the trend for each year is similar.

Until you reach week 13 of 2020 (week ending 27 March) when the line takes a sinister upwards turn, and does not stop its climb.

By the week ending 17 April 2020 (the last week data is currently available) more than 22 thousand people in England and Wales died in that week, circa 12 thousand more than the average for that week.

12,000 excess deaths in one week alone. A sobering reminder of the deadly effect of the corona-virus.

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Covid 19 Stats

The unfolding tragedy that is Covid 19 is being fought on many fronts, and data, statistics and mathematics are playing a strong supporting role, by helping to inform what is happening and allow the scientists and politicians make decisions and review the outcome of the policies that have enacted.

Much data is being made publically available, and I have been experimenting with a new tool I have found to display that data. Whilst not up there with some of the excellent graphs and infographics being produced by many sources, I’m quite pleased with what I have achieved. Later this term, I will be teaching (remotely) some of my students how to access the data and use various tools to visualise and interpret said data.

I needed somewhere to host my first couple of forays in this field, so here they are.

Data sources:

Our world in data

Office for National Statistics

Worldometer

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The Good, The Bad and The Ugly

This cartoon is good. Very Good.

(FWIW, I definitely identify as a Pythagorean rather than a Trigonometric)

It came from “The Saturday Paper”, an online Australian newspaper. Here is a link to the original cartoon, and the paper.

And now we contrast it with something that is both bad and ugly. It is perhaps no surprise that this monstrosity comes from Fox News. Just look at that y-axis (if you dare) and weep.

Now go back up to the top of this post and look again at the brilliance of that cartoon. Hopefully it will erase the memory of that shockingly bad graph,

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VAR for the classroom

We live in strange times, very strange times.

Due to the Corvid 19 pandemic, on Friday all schools shut.

The writing was on the wall from the start of the week and I began to “upskill” myself rather rapidly, to enable me to continue to teach remotely.

I am lucky – I teach in a well resourced and technically advanced school and, perhaps more importantly, I have a great Year 10 class. I devoted our lesson on Monday morning to seeing what worked, and how to use it. Having these digital natives around certainly helped to teach this old dog a plethora of new tricks.

I’ve now got a system up and running that works well – based around Microsoft Teams, I create a meeting and my class all join. We don’t use video (it can slow things down – at least that’s what I tell them. In reality, no matter at what angle I have the camera on my iPad I am greeted with an image of myself with several double chins.) However, we can all hear each other and the students can see my screen – either my interactive whiteboard, or an app on my iPad. It is a good system and I’m pleased with the results. Later in the week a ran a lower sixth class with some students physically in the room with me and a number who weren’t, and it was a seamless experience.

With a click of a button, I can record the lesson as it progresses, thereby making it available for review by students after the event, if they didn’t understand something or couldn’t make the lesson at the time.

But, more importantly, the recording gives me VAR for the classroom. No more “it wasn’t me, sir”, a quick check of the monitor (or with the TMO for our egg-chucking friends) and out comes the yellow card.

My classes have never been so well behaved!

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