Sustainability Infographic Revision Quest
Five stages, fifteen questions. Answer without notes, then check the key and revise the stage you missed.
How to play
- Cover the answer key.
- Work through the five stages in order.
- Score one point per correct answer. Keep a tally by stage.
- If you score below 2/3 in a stage, review that resource before the assessment.
- Finish with the final challenge: a six-sentence rationale plan.
Stage 1 - Anatomy
1. Which part of an infographic should make the main claim or question visible first?
2. What is the job of a standfirst?
3. Where should the source line go, and why?
Stage 2 - Audience and purpose
4. Rewrite this audience for a school infographic: "everyone".
5. Which purpose verb fits this sentence: "To ___ Year 7 students that soft plastic does not belong in the recycling bin"?
6. What should a call to action ask the audience to do?
Stage 3 - Research and data
7. A source says "recycling rose by 50%". What two pieces of information do you still need?
8. Two websites quote the same press release. Is that independent corroboration? Why or why not?
9. Give one reason why two trends rising together do not prove that one caused the other.
Stage 4 - Design
10. What is the recommended minimum contrast ratio for body text?
11. What does the three-second test check?
12. Why should meaning never rely on colour alone?
Stage 5 - Rationale
13. Name the four main parts of a strong rationale.
14. What turns "I used green" into a design justification?
15. What should the final paragraph of your rationale do?
Final challenge
Without notes, write a six-sentence plan for your rationale:
- Purpose and key message.
- Link to the documentary.
- Audience and what they need.
- Design choice 1 and its effect.
- Design choice 2 and its effect.
- Overall effectiveness and one improvement.
Answer key
Do not read until you have answered all fifteen questions.
| # | Answer |
|---|---|
| 1 | The title. |
| 2 | It explains the issue, the audience, and why it matters in one or two sentences. |
| 3 | Near the data or at the end, in readable text, so the audience can check the evidence. It should not be hidden. |
| 4 | A specific group, e.g. "Year 7 students who buy lunch at the canteen". |
| 5 | Persuade, inform, or educate - accept any precise verb that fits the sentence. |
| 6 | A specific, realistic action the audience can take. |
| 7 | The starting value and the time frame (and the location or population). |
| 8 | No. They share a single origin, so they are not independent. |
| 9 | A third factor may cause both; the order in time may be wrong; there may be no mechanism. |
| 10 | At least 4.5:1 for normal body text. |
| 11 | Whether a viewer can identify the topic and main message after a brief glance. |
| 12 | Some viewers cannot distinguish certain colours, and greyscale or poor screens remove colour cues. Use labels, patterns, or text as well. |
| 13 | Purpose and message; documentary link; audience; design choices with effects; overall effectiveness and improvement. (Accept the first four plus evaluation.) |
| 14 | Naming the choice, explaining its effect on the audience, and linking it to purpose or context. |
| 15 | Evaluate overall effectiveness and name one specific improvement with a reason. |
Revision prescription
| If you missed... | Review... |
|---|---|
| Stage 1 | Infographic anatomy |
| Stage 2 | Audience and purpose |
| Stage 3 | Research and data literacy; source credibility |
| Stage 4 | Visual hierarchy; colour, icons, and symbols; data visualisation |
| Stage 5 | Rationale model; peer feedback and revision |
No AI: use this quest to retrieve what you know. Do not ask a chatbot for answers or generate a rationale. Check your school's policy on AI first.