“Please create 20 station-review activity for the following standards (each semicolon denotes a different standard): construct an argument to support the claim that the proton (and not the neutron or electron) defines the element's identity; evaluate merits and limitations of different models (Clarification Statement: Thompson, Rutherford, Bohr and the current model) of the atom in relation to relative size, charge, and position of protons, neutrons, and electrons in the atom; construct an explanation that relates the relative abundance of isotopes of a particular element to the atomic mass of the element; use mathematics, computational and conceptual thinking to calculate average atomic mass and understand the relationship between relative abundance and average atomic mass; construct an explanation based on scientific evidence of the production of elements heavier than hydrogen by nuclear fusion; construct an explanation of light emission and the movement of electrons to identify elements (using a flame test); develop and use models, including electron configuration of atoms and ions, to predict an element's chemical properties (Clarification Statement: intent of element is that student can write the electron configuration for main group and transitional elements; determine number of valence electrons based on placement on periodic table or electron configuration; and use electron configurations to predict the chemical properties of elements.); construct an explanation about the relationship between the reactivity of an element and its position on the periodic table; use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms (i.e. including atomic radii, ionization energy, and electronegativity of various elements); construct an explanation about the importance of molecular-level structure in the functioning of designed materials (Clarification Statement: Examples could include allotropes of carbon, why electrically conductive materials are often made of metal, flexible but durable materials are made of long chained molecules, and pharmaceuticals are designed to interact with specific receptors.); develop and use models to evaluate bonding configurations from nonpolar covalent to ionic bonding (Clarification Statement: Emphasis is not on VSEPR theory but rather the types of elements that make up simple compounds (i.e. metal and nonmetal for ionic; diatomic molecules OR two or more nonmetals to the right of the staircase for nonpolar covalent; compounds that start with hydrogen and end with a nonmetal for polar covalent) and their resulting physical/chemical properties.).”