10th Grade · Week 1 of 36 · Science

Chemistry lab safety; atomic theory timeline

Learning goal This week's job: Chemistry lab safety; atomic theory timeline.

1. Hook

How to do this lesson online
  1. Read (or listen to) what you’re learning. Don’t jump to the quiz.
  2. Walk the worked example. Then use the interactive lab on this page.
  3. Guided set → independent set → mastery check → teach-back.
  4. If you write a paper, stay on campus: Citation Helper, Source Library, Paper Studio.

This is self-paced homeschool on Life Academy. Everything you need is on this page.

Today's puzzle

Democritus said matter is made of tiny uncuttable pieces — 2,400 years before anyone could see an atom. What evidence finally convinced scientists?

Then: lab → guided → quiz → teach it back. The lab is the lesson, not a decoration.

2. Teach

What you're learning

Follow chemistry lab safety and trace the atomic model from Dalton to Thomson, Rutherford, Bohr, and the quantum model.

Standards alignment: NGSS HS-PS1 (Matter and Its Interactions) (domain-level; works with any state’s standards)

STEM in this lesson

STEM this week is Chemistry lab safety; atomic theory timeline: change one thing, measure one thing, write claim + evidence + because.

Hold onto these
  • Dalton (1803): elements are made of atoms; atoms of an element are identical; compounds have fixed ratios.
  • Thomson (1897) discovered the electron ("plum pudding" model); Rutherford (1911) gold foil showed a tiny, dense, positive nucleus; Bohr (1913) placed electrons in energy levels.
  • Lab safety: goggles, closed shoes, tied hair, no food, know the SDS and eyewash, and never point a heated test tube at anyone.
This week’s lesson

Rutherford fired alpha particles at gold foil: most passed straight through (atoms are mostly empty space), but about 1 in 8,000 bounced back sharply (a small, dense, positive nucleus). That result replaced Thomson's model.

The modern quantum model describes electrons as probability clouds (orbitals), not fixed orbits. Each model was kept until new evidence required a change — that is how science works.

Watch one worked example
  1. Evidence: most alpha particles pass through; a few deflect sharply.
  2. Inference 1: atoms are mostly empty space.
  3. Inference 2: positive charge and mass are concentrated in a tiny nucleus.
  4. Conclusion: the nuclear model replaces the plum-pudding model.
Now you try — with me

Make a timeline of five atomic models with the key experiment or evidence for each, and write a CER on why Rutherford rejected Thomson's model.

The usual mistake

Treating older models as "wrong and useless" — each explained the evidence available at the time.

Why this shows up in real life

Nuclear medicine, electronics, and materials science all depend on atomic structure.

No classroom teacher today — this page is the lesson. Follow the how-to, then the lab, then the quiz. Follow Lesson Studio, then the lab, then the quiz. Open Transcripts for credits and grades.

Open Lesson Studio (Week 1) →

Interactive lab (on this page)

Change one variable. Record what happened. This model is the lab — not an off-site sim.

Play & explore

Hands-on practice for this lesson. Your progress saves automatically.

Your work — type it here

Do the lab first. Then write what you noticed. Then a because-sentence. That is the assignment.

3. Guided practice

Try these with me — type the missing word, then check.

Reveal the thinking

Link each model to the evidence that forced it: electrons (Thomson), nucleus (Rutherford), energy levels (Bohr), orbitals (quantum).

4. Independent practice

Work the set. Check when finished — this is practice (mastery quiz is next).

1. Most alpha particles passing through foil shows
2. The plum-pudding model was proposed by
3. Before heating a test tube you should
4. The modern model describes electrons as

5. Mastery check

Scored quiz — results save to your gradebook.

1. Dalton's theory said compounds have
2. The nucleus is
3. Why do scientific models change?
4. If acid splashes on skin

The lab is on this page

Do the experiment here. Change one thing. Read what happened. We do not send you to an outside simulation site. Today: Chemistry lab safety; atomic theory timeline.

Research Desk · Transcripts · Gradebook

Honest limit: We did not film a custom movie for every core lesson. The teach-back, the on-page lab, and the campus library are the curriculum. The teach-back, the on-page lab, and Lesson Studio are the lesson.

6. Reflection / teach-back

Teach-back: Explain Chemistry lab safety; atomic theory timeline in your own words. Give one example and name the usual mistake.

Teacher notes (optional) — adult coaching script for Week 1