Units / Unit B

Kinetic, Potential, and Chemical Energy

Evidence for energy; define KE, PE, and chemical potential energy (B-GO2-SO1–SO3).

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-SO1
By the end of this lesson you should be able to: Describe evidence for the presence of energy; i.e., observable physical and chemical changes, and changes in motion, shape or temperature
Self-check: Without looking at your notes, give one example or explanation that shows you meet B-GO2-SO1.
B-GO2-SO2
By the end of this lesson you should be able to: Define kinetic energy as energy due to motion, and define potential energy as energy due to relative position or condition
Self-check: Without looking at your notes, give one example or explanation that shows you meet B-GO2-SO2.
B-GO2-SO3
By the end of this lesson you should be able to: Describe chemical energy as a form of potential energy (e.g., energy stored in glucose, adenosine triphosphate [ATP], gasoline)
Self-check: Without looking at your notes, give one example or explanation that shows you meet B-GO2-SO3.
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 — Work and joules: Energy transfers are measured in joules.

Lab and demo watch-outs

Classroom safety
Follow school rules for equipment, goggles, and fire safety even during thought experiments.
Any time hands-on work is suggested.

Lesson walk-through

Slide 1 · Hook

How do you know energy is there?

You cannot see energy — only its effects.
POS evidence: motion, temperature, shape, chemical change.

Core explanation

We start with a real situation: You cannot see energy — only its effects. POS evidence: motion, temperature, shape, chemical change. 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 — Kinetic, Potential, and Chemical Energy: Stored and moving energy trade places in systems you can observe. On this slide («How do you know energy is there?»), the science story is: You cannot see energy — only its effects. POS evidence: motion, temperature, shape, chemical change. 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-SO1, B-GO2-SO2.

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

Apply: How do you know energy is there?
1. State the core idea: You cannot see energy — only its effects.
2. Link to a second point: POS evidence: motion, temperature, shape, chemical change.
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

Repeating the slide without understanding.
Cover the bullets and explain the idea using a new example.

Try it yourself

Teach «How do you know energy is there?» aloud in 60 seconds using two bullets and one vocabulary word from today’s list.

Slide 2 · Learning intent

Learning intentions (Alberta POS)

General outcomes: B-GO2.
Specific: B-GO2-SO1
Specific: B-GO2-SO2
Specific: B-GO2-SO3

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) — General outcomes: B-GO2. Specific: B-GO2-SO1 Specific: B-GO2-SO2 Specific: B-GO2-SO3 Connect this slide to 'Kinetic, Potential, and Chemical Energy' and to outcome B-GO2-SO1. 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: General outcomes: B-GO2.
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

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

Evidence of energy

Physical and chemical changes; motion and temperature changes.

Core explanation

Evidence of energy: Physical and chemical changes; motion and temperature changes. 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 — Kinetic, Potential, and Chemical Energy: Stored and moving energy trade places in systems you can observe. On this slide («Evidence of energy»), the science story is: Physical and chemical changes; motion and temperature changes. 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-SO1, B-GO2-SO2.

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

Apply: Evidence of energy
1. State the core idea: Physical and chemical changes; motion and temperature changes.
2. Link to a second point: Physical and chemical changes; motion and temperature changes.
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

Repeating the slide without understanding.
Cover the bullets and explain the idea using a new example.

Try it yourself

Teach «Evidence of energy» aloud in 60 seconds using two bullets and one vocabulary word from today’s list.

Slide 4 · Concept

KE, PE, chemical

KE: energy of motion.
PE: relative position or condition.
Chemical PE: glucose, ATP, gasoline.

Core explanation

KE, PE, chemical: KE: energy of motion. PE: relative position or condition. Chemical PE: glucose, ATP, gasoline. 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

Gravitational potential energy depends on height and mass; kinetic energy depends on speed and mass. Chemical energy is stored in fuels and food. Roller coasters and hydro dams are classic Alberta-relevant examples of trading PE and KE.

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

Apply: KE, PE, chemical
1. Identify the key idea: KE: energy of motion.
2. Connect to a second point: PE: relative position or condition.
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

Memorizing bullet wording without understanding.
Cover the bullets and explain the idea with a new example from daily life or Alberta context.

Try it yourself

Explain 'KE, PE, chemical' to an imaginary classmate using at least two bullet ideas from the slide.

Slide 5 · Guided practice

Guided practice

Apply ideas in pairs; justify with POS vocabulary.

Core explanation

Guided practice: Apply ideas in pairs; justify with POS vocabulary. 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

Unit B — Kinetic, Potential, and Chemical Energy: Stored and moving energy trade places in systems you can observe. On this slide («Guided practice»), the science story is: Apply ideas in pairs; justify with POS vocabulary. 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-SO1, B-GO2-SO2.

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

Guided practice
1. Step 1: Apply ideas in pairs; justify with POS vocabulary.
2. 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

Repeating the slide without understanding.
Cover the bullets and explain the idea using a new example.

Try it yourself

Try one practice item for «Guided practice» closed-book, then compare to the slide.

Slide 6 · STS connection

Science, technology and society

Connect classroom models to Alberta contexts and FNMI perspectives where POS indicates.

Core explanation

Science, technology and society: Connect classroom models to Alberta contexts and FNMI perspectives where POS indicates. 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

Science, Technology, and Society (STS): Connect classroom models to Alberta contexts and FNMI perspectives where POS indicates. Alberta expects you to connect science to people and decisions — name who benefits, who bears risk, and what evidence would change your view.

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

Think through: Science, technology and society
1. Restate the main idea in your own words: Connect classroom models to Alberta contexts and FNMI perspectives where POS indicates.
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

Memorizing bullet wording without understanding.
Cover the bullets and explain the idea with a new example from daily life or Alberta context.

Try it yourself

Explain 'Science, technology and society' to an imaginary classmate using at least two bullet ideas from the slide.

Slide 7 · Formative check

Formative check

Exit ticket aligned to today's specific outcomes.

Core explanation

Formative check: Exit ticket aligned to today's specific outcomes. 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. Exit ticket aligned to today's specific outcomes. 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: Formative check
1. Restate the main idea in your own words: Exit ticket aligned to today's specific outcomes.
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

Memorizing bullet wording without understanding.
Cover the bullets and explain the idea with a new example from daily life or Alberta context.

Try it yourself

Answer the formative check idea from 'Formative check' in two sentences.

Slide 8 · Exit / preview

Next steps

Preview the next lesson in Unit B.

Core explanation

Wrap-up: Preview the next lesson in Unit B. Review these points after class while the ideas are fresh. Copy the three most important ideas into a summary box. Tomorrow's class will build on at least one of them.

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 steps — Preview the next lesson in Unit B. Connect this slide to 'Kinetic, Potential, and Chemical Energy' and to outcome B-GO2-SO1. 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 steps
1. Restate the main idea in your own words: Preview the next lesson in Unit B.
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

Memorizing bullet wording without understanding.
Cover the bullets and explain the idea with a new example from daily life or Alberta context.

Try it yourself

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