need to create infographic for the element thallium
Hey I need someone to create me a info-graphic thats related to the periodic table of elements. I need someone who knows chemistry very well and knows a lot about the perodic table ( to be specific the element thallium. I need to create a info-graphic that includes the information from the pdf below. You should be able to complete everything the rubrics says and aim to get a level 4. You must follow the level 4 standards, and for the writing parts, you must use professional language with minimal grammar, and the infographic shoul have the balence of both pictures and words. There should be well explained explanations. You must ANSWER ALL THE QUESTIONS THAT THE PDF ASKS FOR, AND FOLLOW ALL LEVEL 4 EXPECTATIONS. The info graphic should be appealing with colour, and whatever you desire that makes it cooler but still is RELEVANT. PLEASE FOLLOW THE PDF. The infographic should be creative as well.Also be detailed as possible and answer the questions from the pdf. Please try to complete all the requirements to get a level 4. Read all of the things and complete it to get a level 4. Also minimal grammer, professional language, etc. ALL ON RUBRIC.
UNIT 1 COMMUNICATION & APPLICATION ASSIGNMENT: ISOTOPES
1. Investigate an element that has several isotopes. An element will be assigned to you.
2. Your task for this assignment will be to address the following statement made by a grade 11
student:I dont know why we even learn about isotopes. Its not as if they have anything to do
with our daily lives. They could disappear and no one would even notice.
3. Think about what research and information would help a student recognize the importance of
isotopes in their daily lives.
4. Consider researching as many of the following concepts that apply to your chosen element:
NOTE: Please review success criteria on rubric.
How many naturally occurring and synthetic isotopes( if applicable) does this
element have?
What types of isotopes does this element have? How many are Stable? Radioactive?
How are some of the isotopes formed (ie are they naturally occurring or made in the
environment ? Made in a lab?
Describe some of the uses of the various isotopes. Are they harmful or beneficial to
society?
Does the half-life of the isotope impact its use?
Is there currently a shortage or challenge to supply any isotopes needed? Is society
running out of certain isotopes and/ or not able to synthesize enough?
Describe safety precautions needed when working with certain isotopes.
Include any relevant definitions (ie. Isotope, half life, cosmic isotope etc.) to help
students understand the information shared.
5. Be sure to vary the types of sources used for your research books, e-books, journals,
reputable webpages, online databases, newspaper articles, and magazines. These examples could
be in print or electronic format.
6. Display your information as an “Infographic”:
in an appealing manner with the use of visuals (pictures, diagrams).
in a way that your peers will understand and in an organized fashion
SCH3U September 2020
o include headings so that your reader can logically know where you want them to
look first, second, third, etc.
o include diagrams and pictures that have a brief description (i.e Figure 1: _________),
and are referenced within the text (much like a textbook)
o ensure that the diagrams/images chosen relate to the text (and uses) as much as
possible
on ONE PAGE ONLY (MAX 11 x 14 ).
as a file (word document NOT a pdf) to submit via Google Docs.
7. Include a Reference List using proper APA formatting. Your reference list should be included as
a second page of the same file.
8. Submit your work on our Google Classroom by Wednesday, October 7th.
SCH3U September 2020
ISOTOPE ASSIGNMENT RUBRIC
Criteria/Level Level 4
(80-100)
Level 3
(70-79)
Level 2
(60-69)
Level 1
(50-59)
APPLICATION /15
Making Connections
between science,
technology, society,
and the environment
/15
A. Relevant
introductory
information
provided (no. of
isotopes, stable vs.
radioisotopes, %
abundances, etc)
B. Uses are
isotope-specific
C. Sufficient detail and
background
provided to
understand uses
which are described
in detail
D. Key terms and
definitions included
A. Introductory
information is
adequate and
intentionally chosen
to connect to other
aspects of
infographic /video
B. Several uses
identified; many are
isotope-specific
C. Shows thorough
research as lots of
background
information is
provided in order to
understand uses,
which are described
in detail
D. Several key terms
& definitions
included
A. Appropriate amount
of introductory
information provided
with some relevancy
evident
B. Uses identified are
isotope-specific
C. Background
information provided for
some uses, which are
described in some detail
D. Some key terms &
definitions are included
A. Some introductory
information provided;
relevancy lacking
B. Few uses are
isotope-specific
C. Uses are described
with little background
information provided
to understand use
D. Few key terms &
definitions are included
.
A. Introductory
information lacking
B. Uses described are
not isotope-specific
C. Details and
background
information lacking so
difficulty in
understanding use
D. Key terms &
definitions not
provided
COMMUNICATION /15
Expression and
organization of ideas
and information
/10
A. Peer clear
B. Neat and well
organized
C. Errors in grammar
and spelling do
not interfere with
understanding
D. Balance of visuals
and text
E. Clear connections
are made between
the figures and text
The student
expresses and
organizes ideas
and information
surrounding
isotopes with a
high degree of
effectiveness.
A. Always
B. Very
C. Minimal to none
D. Excellent
balance and
choice of visuals to
help reader
understand use
E. Always
The student expresses
and organizes ideas
and information
surrounding isotopes
with considerable
effectiveness.
A. Mostly
B. Neat and organized
C. Few
D. Good balance
relates to use
E. Sometimes
The student expresses
and organizes ideas
and information
surrounding isotopes
with some
effectiveness.
A. Sometimes
B. Somewhat
C. Some significant
D. Not enough or
poor choice of
visuals (does not
relate to use)
E. Connections are
not clear
The student
expresses and
organizes ideas and
information
surrounding isotopes
with limited
effectiveness.
A. Rarely
B. Lacking
organization
C. Several
significant
D. Visuals lacking or
not at all related
E. Little to no
attempt has been
made to connect
visuals and text
Use of Various Forms of
Communication
/5
A. APA Formatting
B. Variety of 5
resources
C. Image sourcing
included
A. Reference List
is included in
proper format
B. more than 5
resources used
(not all websites).
C. Diagrams,
pictures, etc. have
been sourced
correctly, if
applicable
A. Reference List is
included in proper
format
B. at least 5
resources (all
websites).
C. Diagrams,
pictures, etc. have
been sourced
correctly, if
applicable.
A. Reference List
included but not in
proper format
B. at least 5
resources.
C. Diagrams,
pictures, etc. have
not been sourced
correctly.
A. Reference List
included not in
proper format
B. less than 5
resources.
C. Diagrams,
pictures, etc. have
not been sourced
correctly.
SCH3U September 2020
