Units / Unit B

Force, Work, Gravitational PE, and the Joule

Force, work, Ep, Ek, energy change, and the joule as SI unit (B-GO2-SO8–SO12).

Long-form student guide · Alberta Science 10 POS · teaching resource (not a cram sheet)

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Outcome checklist

Alberta Program of Studies — tick each row when you can explain it without the slide.

B-GO2-SO8
By the end of this lesson you should be able to: Recall, from previous studies, the operational definition for force as a push or a pull, and for work as energy expended when the speed of an object is increased, or when an object is moved against the influence of an opposing force
Self-check: Without looking at your notes, give one example or explanation that shows you meet B-GO2-SO8.
B-GO2-SO9
By the end of this lesson you should be able to: Define gravitational potential energy as the work against gravity
Self-check: Without looking at your notes, give one example or explanation that shows you meet B-GO2-SO9.
B-GO2-SO10
By the end of this lesson you should be able to: Relate gravitational potential energy to work done using Ep = mgh and W = Fd and show that a change in energy is equal to work done on a system: ∆E = W
Self-check: Without looking at your notes, give one example or explanation that shows you meet B-GO2-SO10.
B-GO2-SO11
By the end of this lesson you should be able to: Quantify kinetic energy using Ek = 1/2 mv² and relate this concept to energy conservation in transformations (e.g., for an object falling a distance "h" from rest: mgh = Fd = 1/2 mv²)
Self-check: Without looking at your notes, give one example or explanation that shows you meet B-GO2-SO11.
B-GO2-SO12
By the end of this lesson you should be able to: Derive the SI unit of energy and work, the joule, from fundamental units
Self-check: Without looking at your notes, give one example or explanation that shows you meet B-GO2-SO12.
B-GO2
Big idea: Explain and apply concepts used in theoretical and practical measures of energy in mechanical systems
Self-check: How does today's lesson connect to B-GO2?

Where this shows up later

Unit B — Motion graphs: Work connects force, displacement, and energy.

Glossary

force: Key vocabulary for this lesson (force). Use your class notes and the slide explanations to state it in your own words — Alberta Science 10 expects you to use this term correctly in context.
work: Energy transferred when a force moves an object (W = Fd cos θ).
gravitational potential energy: Key vocabulary for this lesson (gravitational potential energy). Use your class notes and the slide explanations to state it in your own words — Alberta Science 10 expects you to use this term correctly in context.
kinetic energy: Key vocabulary for this lesson (kinetic energy). Use your class notes and the slide explanations to state it in your own words — Alberta Science 10 expects you to use this term correctly in context.
joule: SI unit of energy and work (J).

Lab and demo watch-outs

Before lab or demo
Metre sticks, spring scales or force sensors, ramp demo.
Follow your teacher's instructions and school safety rules.
Lab safety
Follow school lab procedures and WHMIS labels for any chemicals shown.
Whenever chemicals or equipment are used in class.

Lesson walk-through

Slide 1 · Hook

Push, pull, and pay in joules

Work when increasing speed or moving against an opposing force.
Energy change on a system equals work done on it: ΔE = W.

Core explanation

We start with a real situation: Work when increasing speed or moving against an opposing force. Energy change on a system equals work done on it: ΔE = W. Your job is to notice evidence and ask questions before memorizing definitions.

Check your understanding

Can you connect this slide to something we learned earlier today?

Explain moreDeeper teaching notes — read like a tutor explaining the idea

Unit B — Force, Work, Gravitational PE, and the Joule: Forces that move objects through distance transfer energy as work (joules). On this slide («Push, pull, and pay in joules»), the science story is: Work when increasing speed or moving against an opposing force. Energy change on a system equals work done on it: ΔE = W. Read like a tutor: connect each bullet to evidence or a model, not memorized wording. Alberta Science 10 expects you to explain ideas in class discussions and written work — this slide supports outcomes B-GO2-SO8, B-GO2-SO9.

Worked example(s)Step-by-step reasoning, not just answers

Apply: Push, pull, and pay in joules
1. State the core idea: Work when increasing speed or moving against an opposing force.
2. Link to a second point: Energy change on a system equals work done on it: ΔE = W.
3. Give one Alberta or daily-life example that fits both ideas.
4. Check your example against the slide — would your teacher agree?
Why this works: Application proves understanding beyond repeating bullets.

Common mistakes to avoid

Force and energy are not the same quantity — work links them when displacement occurs.
On «Push, pull, and pay in joules», use the slide model and vocabulary (force, work, gravitational potential energy, kinetic energy) to replace this idea.
Carrying a heavy box at constant speed does no work on the box in the physics sense (no displacement in force direction).
On «Push, pull, and pay in joules», use the slide model and vocabulary (force, work, gravitational potential energy, kinetic energy) to replace this idea.

Try it yourself

Teach «Push, pull, and pay in joules» aloud in 60 seconds using two bullets and one vocabulary word from force.

Slide 2 · Learning intent

Learning intentions (Alberta POS)

Recall force as push/pull; work as energy expended when speeding up or moving against opposition.
Ep = mgh, W = Fd, Ek = ½mv², derive joule from SI base units.

Core explanation

This slide lists what you are learning today (Learning intentions (Alberta POS)). Your teacher will map each bullet to the Alberta Program of Studies—these are the ideas your class must cover, not extra trivia.

Check your understanding

Can you connect this slide to something we learned earlier today?

Explain moreDeeper teaching notes — read like a tutor explaining the idea

Learning intentions (Alberta POS) — Recall force as push/pull; work as energy expended when speeding up or moving against opposition. Ep = mgh, W = Fd, Ek = ½mv², derive joule from SI base units. Connect this slide to 'Force, Work, Gravitational PE, and the Joule' and to outcome B-GO2-SO8. If anything is unclear, write a specific question for your teacher — vague 'I don't get it' is harder to help.

Worked example(s)Step-by-step reasoning, not just answers

Think through: Learning intentions (Alberta POS)
1. Restate the main idea in your own words: Recall force as push/pull; work as energy expended when speeding up or moving against opposition.
2. List one observation or fact that supports it.
3. State one question you still have.
Why this works: Science 10 rewards clear reasoning, not only recall.

Common mistakes to avoid

Force and energy are not the same quantity — work links them when displacement occurs.
Use the evidence and vocabulary on this slide ('Learning intentions (Alberta POS)') to replace the incorrect idea with the class model.
Carrying a heavy box at constant speed does no work on the box in the physics sense (no displacement in force direction).
Use the evidence and vocabulary on this slide ('Learning intentions (Alberta POS)') to replace the incorrect idea with the class model.
Treating outcome codes as labels to ignore.
Paraphrase each outcome in everyday language — that paraphrase is what you should be able to explain on your own.

Try it yourself

Explain 'Learning intentions (Alberta POS)' to an imaginary classmate using at least two bullet ideas from the slide.

Slide 3 · Concept

Work and gravitational PE

Gravitational potential energy — work done against gravity: Ep = mgh.
Mechanical work: W = Fd when force and displacement align.
Change in energy of a system equals work done on it.

Core explanation

Work and gravitational PE: Gravitational potential energy — work done against gravity: Ep = mgh. Mechanical work: W = Fd when force and displacement align. Change in energy of a system equals work done on it. In class your teacher will expand on this; use these notes to recall the main science ideas.

Check your understanding

In your notebook, restate the main idea in one sentence without looking.
Name one new vocabulary word and define it in your own words.

Explain moreDeeper teaching notes — read like a tutor explaining the idea

Unit B — Force, Work, Gravitational PE, and the Joule: Forces that move objects through distance transfer energy as work (joules). On this slide («Work and gravitational PE»), the science story is: Gravitational potential energy — work done against gravity: Ep = mgh. Mechanical work: W = Fd when force and displacement align. Change in energy of a system equals work done on it. Read like a tutor: connect each bullet to evidence or a model, not memorized wording. Alberta Science 10 expects you to explain ideas in class discussions and written work — this slide supports outcomes B-GO2-SO8, B-GO2-SO9.

Worked example(s)Step-by-step reasoning, not just answers

Apply: Work and gravitational PE
1. State the core idea: Gravitational potential energy — work done against gravity: Ep = mgh.
2. Link to a second point: Mechanical work: W = Fd when force and displacement align.
3. Give one Alberta or daily-life example that fits both ideas.
4. Check your example against the slide — would your teacher agree?
Why this works: Application proves understanding beyond repeating bullets.

Common mistakes to avoid

Force and energy are not the same quantity — work links them when displacement occurs.
On «Work and gravitational PE», use the slide model and vocabulary (force, work, gravitational potential energy, kinetic energy) to replace this idea.
Carrying a heavy box at constant speed does no work on the box in the physics sense (no displacement in force direction).
On «Work and gravitational PE», use the slide model and vocabulary (force, work, gravitational potential energy, kinetic energy) to replace this idea.

Try it yourself

Teach «Work and gravitational PE» aloud in 60 seconds using two bullets and one vocabulary word from force.

Slide 4 · Worked example

Falling object

From rest, fall height h: gravitational PE lost becomes kinetic energy gained (ignore air for ideal case).
mgh = ½mv² — same relationship POS uses for energy conservation.

Core explanation

Falling object: From rest, fall height h: gravitational PE lost becomes kinetic energy gained (ignore air for ideal case). mgh = ½mv² — same relationship POS uses for energy conservation. In class your teacher will expand on this; use these notes to recall the main science ideas.

Check your understanding

In your notebook, restate the main idea in one sentence without looking.
Name one new vocabulary word and define it in your own words.

Explain moreDeeper teaching notes — read like a tutor explaining the idea

Unit B — Force, Work, Gravitational PE, and the Joule: Forces that move objects through distance transfer energy as work (joules). On this slide («Falling object»), the science story is: From rest, fall height h: gravitational PE lost becomes kinetic energy gained (ignore air for ideal case). mgh = ½mv² — same relationship POS uses for energy conservation. Read like a tutor: connect each bullet to evidence or a model, not memorized wording. Alberta Science 10 expects you to explain ideas in class discussions and written work — this slide supports outcomes B-GO2-SO8, B-GO2-SO9.

Worked example(s)Step-by-step reasoning, not just answers

Falling object
1. Step 1: From rest, fall height h: gravitational PE lost becomes kinetic energy gained (ignore air for ideal case).
2. Step 2: mgh = ½mv² — same relationship POS uses for energy conservation.
3. Step: Check units and whether the answer fits the science context.
Why this works: Show your method; marks come from reasoning aligned to the Program of Studies.

Common mistakes to avoid

Force and energy are not the same quantity — work links them when displacement occurs.
On «Falling object», use the slide model and vocabulary (force, work, gravitational potential energy, kinetic energy) to replace this idea.
Carrying a heavy box at constant speed does no work on the box in the physics sense (no displacement in force direction).
On «Falling object», use the slide model and vocabulary (force, work, gravitational potential energy, kinetic energy) to replace this idea.
Jumping to the final number without showing steps.
Write each step in words; justify with energy, matter, or cell rules from the lesson.

Try it yourself

Repeat the method from «Falling object» with different values or a new scenario from force work and joule.

Slide 5 · Concept

The joule

1 J = 1 N·m = 1 kg·m²/s² — derived from base SI units.
Energy and work share the same unit.

Core explanation

The joule: 1 J = 1 N·m = 1 kg·m²/s² — derived from base SI units. Energy and work share the same unit. In class your teacher will expand on this; use these notes to recall the main science ideas.

Check your understanding

In your notebook, restate the main idea in one sentence without looking.
Name one new vocabulary word and define it in your own words.

Explain moreDeeper teaching notes — read like a tutor explaining the idea

Unit B — The joule: 1 J = 1 N·m = 1 kg·m²/s² — derived from base SI units. Energy and work share the same unit. In Alberta Science 10, concepts at this level are about models and evidence, not memorizing trivia. Watch for this common confusion: Force and energy are not the same quantity — work links them when displacement occurs.. Link what you see on the slide to one outcome code from today's learning intentions.

Worked example(s)Step-by-step reasoning, not just answers

Apply: The joule
1. Identify the key idea: 1 J = 1 N·m = 1 kg·m²/s² — derived from base SI units.
2. Connect to a second point: Energy and work share the same unit.
3. Give one new example (different from the slide) that fits both ideas.
Why this works: Application proves you understand the concept beyond repeating the slide.

Common mistakes to avoid

Force and energy are not the same quantity — work links them when displacement occurs.
Use the evidence and vocabulary on this slide ('The joule') to replace the incorrect idea with the class model.
Carrying a heavy box at constant speed does no work on the box in the physics sense (no displacement in force direction).
Use the evidence and vocabulary on this slide ('The joule') to replace the incorrect idea with the class model.

Try it yourself

Explain 'The joule' to an imaginary classmate using at least two bullet ideas from the slide.

Slide 6 · Guided practice

Practice set

Compute Ep for 5 kg on a 2 m shelf.
Find Ek of 3 kg moving at 4 m/s.
How much work to double speed from rest?

Core explanation

Practice set: Compute Ep for 5 kg on a 2 m shelf. Find Ek of 3 kg moving at 4 m/s. How much work to double speed from rest? In class your teacher will expand on this; use these notes to recall the main science ideas.

Check your understanding

Try one practice item again without help—did your method change?

Explain moreDeeper teaching notes — read like a tutor explaining the idea

Guided practice is your bridge to doing problems alone. Compute Ep for 5 kg on a 2 m shelf. Find Ek of 3 kg moving at 4 m/s. How much work to double speed from rest? Try the steps without looking, then compare. Mark where your reasoning differed — that gap is what to fix before the test of understanding in class.

Worked example(s)Step-by-step reasoning, not just answers

Practice set
1. Step 1: Compute Ep for 5 kg on a 2 m shelf.
2. Step 2: Find Ek of 3 kg moving at 4 m/s.
3. Step 3: How much work to double speed from rest?
Why this works: Each step should name the science rule you are applying, not only the arithmetic.

Common mistakes to avoid

Force and energy are not the same quantity — work links them when displacement occurs.
Use the evidence and vocabulary on this slide ('Practice set') to replace the incorrect idea with the class model.
Carrying a heavy box at constant speed does no work on the box in the physics sense (no displacement in force direction).
Use the evidence and vocabulary on this slide ('Practice set') to replace the incorrect idea with the class model.

Try it yourself

Do one practice item for 'Practice set' without looking at the slide, then check.

Slide 7 · Safety

Lab safety

Keep feet clear of rolling carts; secure ramps when measuring height.

Core explanation

Lab safety: Keep feet clear of rolling carts; secure ramps when measuring height. In class your teacher will expand on this; use these notes to recall the main science ideas.

Check your understanding

Can you connect this slide to something we learned earlier today?

Explain moreDeeper teaching notes — read like a tutor explaining the idea

Safety content is part of the Program of Studies, not optional extras. Keep feet clear of rolling carts; secure ramps when measuring height. At home, never substitute internet instructions for WHMIS labels, SDS sheets, or your teacher's directions.

Worked example(s)Step-by-step reasoning, not just answers

Think through: Lab safety
1. Restate the main idea in your own words: Keep feet clear of rolling carts; secure ramps when measuring height.
2. List one observation or fact that supports it.
3. State one question you still have.
Why this works: Science 10 rewards clear reasoning, not only recall.

Common mistakes to avoid

Force and energy are not the same quantity — work links them when displacement occurs.
Use the evidence and vocabulary on this slide ('Lab safety') to replace the incorrect idea with the class model.
Carrying a heavy box at constant speed does no work on the box in the physics sense (no displacement in force direction).
Use the evidence and vocabulary on this slide ('Lab safety') to replace the incorrect idea with the class model.

Try it yourself

Explain 'Lab safety' to an imaginary classmate using at least two bullet ideas from the slide.

Slide 8 · Formative check

Exit ticket

State W = Fd and Ep = mgh with units.
When is no work done despite exerting force?

Core explanation

Exit ticket: State W = Fd and Ep = mgh with units. When is no work done despite exerting force? In class your teacher will expand on this; use these notes to recall the main science ideas.

Check your understanding

Compare your answer with a partner and fix one thing you would improve.

Explain moreDeeper teaching notes — read like a tutor explaining the idea

This is a check-in moment, not a secret test. State W = Fd and Ep = mgh with units. When is no work done despite exerting force? Use wrong answers as data: note what you thought and what the class model says instead.

Worked example(s)Step-by-step reasoning, not just answers

Think through: Exit ticket
1. Restate the main idea in your own words: State W = Fd and Ep = mgh with units.
2. List one observation or fact that supports it.
3. State one question you still have.
Why this works: Science 10 rewards clear reasoning, not only recall.

Common mistakes to avoid

Force and energy are not the same quantity — work links them when displacement occurs.
Use the evidence and vocabulary on this slide ('Exit ticket') to replace the incorrect idea with the class model.
Carrying a heavy box at constant speed does no work on the box in the physics sense (no displacement in force direction).
Use the evidence and vocabulary on this slide ('Exit ticket') to replace the incorrect idea with the class model.

Try it yourself

Answer the formative check idea from 'Exit ticket' in two sentences.

Slide 9 · Exit / preview

Next lesson

Mechanical energy transformations — pendulum and conservation.

Core explanation

Wrap-up: Mechanical energy transformations — pendulum and conservation. Review these points after class while the ideas are fresh.

Check your understanding

Can you connect this slide to something we learned earlier today?

Explain moreDeeper teaching notes — read like a tutor explaining the idea

Next lesson — Mechanical energy transformations — pendulum and conservation. Connect this slide to 'Force, Work, Gravitational PE, and the Joule' and to outcome B-GO2-SO8. If anything is unclear, write a specific question for your teacher — vague 'I don't get it' is harder to help.

Worked example(s)Step-by-step reasoning, not just answers

Think through: Next lesson
1. Restate the main idea in your own words: Mechanical energy transformations — pendulum and conservation.
2. List one observation or fact that supports it.
3. State one question you still have.
Why this works: Science 10 rewards clear reasoning, not only recall.

Common mistakes to avoid

Force and energy are not the same quantity — work links them when displacement occurs.
Use the evidence and vocabulary on this slide ('Next lesson') to replace the incorrect idea with the class model.
Carrying a heavy box at constant speed does no work on the box in the physics sense (no displacement in force direction).
Use the evidence and vocabulary on this slide ('Next lesson') to replace the incorrect idea with the class model.

Try it yourself

Explain 'Next lesson' to an imaginary classmate using at least two bullet ideas from the slide.