need to create infographic for the element thallium
hetboy21
SCH3U September 2020
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 don’t know why we even learn about isotopes. It’s 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