1. Fraction
What fraction of 20 is 12?
Help beside the question
Read or point first. Write count over total.
Answer guidance
12/20, equivalent to 3/5.
Benefit, risk and uncertainty: read the numbers
Learning objective
Calculate outcome percentages and use both benefits and risks to qualify a conclusion.
40 minutes · one route · start from what you show today. Point, speak, sign, draw, write or direct an adult. An adult may read or scribe your exact words. Choose one route; do not complete all three.
LAUNCH · GCSE BIOLOGY FOUNDATION · W11 · LESSON 2 · 4 MINUTES
Four clues to start
Supported · 4 questions
2. Percent
Convert 12/20 to a percentage.
Help beside the question
Read or point first. Divide then multiply by 100.
Answer guidance
60%.
3. Risk
In a group of 20, 4 report an adverse event. What percentage is this?
Help beside the question
Read or point first. 4 ÷ 20 × 100.
Answer guidance
20%.
4. Limits
Why does an eight-week study leave uncertainty?
Help beside the question
Read or point first. Consider effects that happen later.
Answer guidance
It cannot establish longer-term benefits or harms.
Standard · 4 questions
1. Fraction
What fraction of 20 is 12?
Help beside the question
Write count over total.
Answer guidance
12/20, equivalent to 3/5.
2. Percent
Convert 12/20 to a percentage.
Help beside the question
Divide then multiply by 100.
Answer guidance
60%.
3. Risk
In a group of 20, 4 report an adverse event. What percentage is this?
Help beside the question
4 ÷ 20 × 100.
Answer guidance
20%.
4. Limits
Why does an eight-week study leave uncertainty?
Help beside the question
Consider effects that happen later.
Answer guidance
It cannot establish longer-term benefits or harms.
Stretch · 4 questions
1. Fraction
What fraction of 20 is 12?
Help beside the question
Write count over total.
Answer guidance
12/20, equivalent to 3/5.
2. Percent
Convert 12/20 to a percentage.
Help beside the question
Divide then multiply by 100.
Answer guidance
60%.
3. Risk
In a group of 20, 4 report an adverse event. What percentage is this?
Help beside the question
4 ÷ 20 × 100.
Answer guidance
20%.
4. Limits
Why does an eight-week study leave uncertainty? Give a reason.
Help beside the question
Consider effects that happen later.
Answer guidance
It cannot establish longer-term benefits or harms. Accept a scientifically correct reason that uses the relevant model or evidence.
LAUNCH · GCSE BIOLOGY FOUNDATION · W11 · LESSON 2 · 4 MINUTES
Choose a first idea
Which comparison uses the data fairly?
Think or discuss first. No answer chosen yet.
LAUNCH · GCSE BIOLOGY FOUNDATION · W11 · LESSON 2 · 5 MINUTES
Watch the model
In a simulated study, did more people improve in the treatment group than in the comparison group?
Worked explanation · reveal after thinking
The 20-person groups and all outcomes are simulated for arithmetic and evaluation. Improvement and adverse events may occur in the same person. They are not mutually exclusive outcomes. Do not diagnose, recommend treatment, ask for family histories or require pupils to disclose a personal ethical view.
32-second silent captioned explainer · optional
No sound or autoplay. Use instead of part of the modelling time, not as an extra activity.
Full transcript
Ask a bounded question. In a simulated study, did more people improve in the treatment group than in the comparison group?
Read the denominator. Twelve of twenty improved in the treatment group. Six of twenty improved in the comparison group.
Check possible harm. Four of twenty had an adverse event in the treatment group; one of twenty in the comparison group.
Keep limits visible. The groups are small and follow-up lasts eight weeks. These invented data do not establish long-term safety or a cure.
LAUNCH · GCSE BIOLOGY FOUNDATION · W11 · LESSON 2 · 5 MINUTES
Sort using the evidence
Choose a card, then choose a group. Explain one placement using its clue.
Drag, or use Tab and Enter to select a card and its group. Pointing or adult-directed placement works too.
Benefit evidence
Risk evidence
Uncertainty
Choose a card first.
Read the card clues
12/20 improved with treatment: 60% improved in the simulated treatment group.
6/20 improved in comparison: 30% improved in the simulated comparison group.
4/20 had an adverse event with treatment: 20% recorded an adverse event.
1/20 had an adverse event in comparison: 5% recorded an adverse event.
Only 20 people in each group: Small groups may not represent the wider population.
Follow-up lasted eight weeks: Later effects are unknown.
Would a small change help? · optional
Ask the lesson teacher for clearer labels, fewer cards, reading help, an adult-directed model or more thinking time. Your teacher will explain what can change, try it and check its effect. Ask privately or pass; no extra form is needed.
Group explanations · reveal after sorting
12/20 improved with treatment → Benefit evidence. 60% improved in the simulated treatment group.
6/20 improved in comparison → Benefit evidence. 30% improved in the simulated comparison group.
4/20 had an adverse event with treatment → Risk evidence. 20% recorded an adverse event.
1/20 had an adverse event in comparison → Risk evidence. 5% recorded an adverse event.
Only 20 people in each group → Uncertainty. Small groups may not represent the wider population.
Follow-up lasted eight weeks → Uncertainty. Later effects are unknown.
LAUNCH · GCSE BIOLOGY FOUNDATION · W11 · LESSON 2 · 4 MINUTES
Work through one example
Worked example
In another simulated group, 3 of 12 people report an event. Calculate the percentage.
Step 1
Use the group total as the denominator: 3/12.
Step 2
Divide: 3 ÷ 12 = 0.25.
Step 3
Multiply by 100: 25%.
Step 4
State the measured outcome and group; do not call it a cure rate.
LAUNCH · GCSE BIOLOGY FOUNDATION · W11 · LESSON 2 · 4 MINUTES
A simulated study — not medical evidence
Calculate each percentage. Compare groups. Do not add improvement and adverse-event percentages: the outcomes can overlap.
| Group | Total | Improved | Adverse event |
|---|---|---|---|
| Treatment | 20 | 12 | 4 |
| Comparison | 20 | 6 | 1 |
Percentage working
Enter a count and the total in its group. This calculator checks arithmetic only, not a medical claim.
Count ÷ total × 100.
Ethics reading and contrasting considerations
Embryonic stem-cell research can involve using early embryos; views differ about their moral status and the acceptability of using them for possible health benefits. Informed consent, fairness and careful evidence matter. Adult stem cells avoid that particular embryo-source concern but usually have more limited potential. You may explain contrasting arguments without stating a personal belief.
Worked explanation · reveal after thinking
Treatment: 60% improved; 20% adverse event. Comparison: 30% improved; 5% adverse event. Differences: 30 percentage points in improvement and 15 percentage points in adverse events. Group size and eight-week follow-up limit conclusions.
LAUNCH · GCSE BIOLOGY FOUNDATION · W11 · LESSON 2 · 10 MINUTES
Show your understanding
Supported · choose one route
1. Calculate
Work out all four outcome percentages.
For each outcome, copy count ___ and total ___. Divide count by total, then multiply by 100.
2. Compare
Give one numerical benefit comparison and one numerical harm comparison.
Use: improvement was ___% versus ___%. Harm was ___% versus ___%. Keep the outcomes separate.
3. Qualify
Give two limitations and a cautious conclusion.
Use group size and follow-up as two limits. Explain each uncertainty, then give a cautious conclusion.
Standard · choose one route
1. Calculate
Work out all four outcome percentages.
Count ÷ group total × 100.
2. Compare
Give one numerical benefit comparison and one numerical harm comparison.
Keep percentage points distinct from percent change.
3. Qualify
Give two limitations and a cautious conclusion.
Use small groups and short follow-up.
Stretch · choose one route
1. Calculate
Work out all four outcome percentages.
Count ÷ group total × 100.
2. Compare
Give one numerical benefit comparison and one numerical harm comparison.
Keep percentage points distinct from percent change.
3. Explain overlap
Why is 60% + 20% not a useful “success score” for the treatment?
Could one person occur in both counts?
LAUNCH · GCSE BIOLOGY FOUNDATION · W11 · LESSON 2 · 4 MINUTES
Two small checks
Supported · 2 questions
1. Calculate
6 of 20 improved in the comparison group. Calculate the percentage.
Help beside the question
6 ÷ 20 × 100. Write: working ___; answer ___; unit or percent ___.
Answer guidance
30%.
2. Balance
State one benefit pattern and one safety concern from the data.
Help beside the question
Use: my answer is ___ because ___. Point to a model or card first. Use a value for each.
Answer guidance
Improvement was 60% versus 30%, but adverse events were 20% versus 5% in treatment versus comparison groups.
Standard · 2 questions
1. Calculate
6 of 20 improved in the comparison group. Calculate the percentage.
Help beside the question
6 ÷ 20 × 100.
Answer guidance
30%.
2. Balance
State one benefit pattern and one safety concern from the data.
Help beside the question
Use a value for each.
Answer guidance
Improvement was 60% versus 30%, but adverse events were 20% versus 5% in treatment versus comparison groups.
Stretch · 2 questions
1. Calculate
6 of 20 improved in the comparison group. Calculate the percentage.
Help beside the question
6 ÷ 20 × 100.
Answer guidance
30%.
2. Explain overlap
Why is 60% + 20% not a useful “success score” for the treatment?
Help beside the question
Could one person occur in both counts?
Answer guidance
Improvement and adverse events are different, potentially overlapping outcomes. Adding them double-counts some people and combines benefit with harm without a valid definition.
Keep one useful science explanation. No additional participation record is required.