SPH3U develops students' understanding of the basic concepts of physics. Students will explore kinematics, with an emphasis on linear motion; different kinds of forces; energy transformations; the properties of mechanical waves and sound; and electricity and magnetism. They will enhance their scientific investigation skills as they test laws of physics. In addition, they will analyse the interrelationships between physics and technology, and consider the impact of technological applications of physics on society and the environment.
Throughout SPH3U, students develop the laboratory technique, mathematical fluency (algebra, trigonometry, vector decomposition), and scientific reasoning required for SPH4U Grade 12 Physics.
Prerequisite: Science, Grade 10, Academic (SNC2D). Leads to: SPH4U Physics, Grade 12, University Preparation.
2. Big Ideas
Motion: Motion involves a change in the position of an object over time and can be described in terms of displacement, velocity, and acceleration.
Forces: Forces affect motion in predictable and quantifiable ways, described by Newton's three laws.
Energy: Energy is transformed from one form to another but is conserved overall in a closed system; energy choices have social and environmental implications.
Waves: Mechanical waves transfer energy without transferring matter and exhibit characteristic properties such as reflection, refraction, diffraction, and interference.
Electricity & Magnetism: Electric charge, current, and magnetism are related and underpin everyday technologies (motors, generators, household wiring).
STSE: Physics drives — and is driven by — society, technology, and the environment; informed citizens evaluate trade-offs of technologies.
3. Fundamental Concepts
Concept
Description in SPH3U
Matter
Has mass and occupies space; characterised by inertia and motion
Energy
The capacity to do work; transformed but conserved across systems
Systems & interactions
Forces mediate interactions between objects (FBDs make these visible)
Use lab equipment competently and safely (including breadboards, ammeters, voltmeters, ticker timers, frequency generators)
Record observations using appropriate SI units, significant digits, and uncertainty (±)
Use technology (Logger Pro, Tracker, Phyphox, PhET simulations, Excel, Desmos) for data acquisition and analysis
Maintain a reproducible lab notebook with diagrams, raw data tables, and dated entries
A3. Analysing and Interpreting
Plot data and determine relationships (linear, quadratic) from graph slopes and intercepts
Linearise non-linear data (e.g., \( T^2 \) vs. \( L \) for a pendulum) and interpret slope physically
Identify systematic and random sources of error; calculate percent error and percent difference
Compare empirical results with theoretical predictions and propose refinements
A4. Communicating
Use precise scientific vocabulary (vector vs. scalar, displacement vs. distance, frequency vs. period, EMF vs. potential difference)
Present data using SI units, scientific notation, and correct significant digits
Communicate findings via formal lab reports, FBDs, ray diagrams, circuit schematics, and oral presentations
Cite sources using APA / Chicago and acknowledge collaborators
A1.2 Career Exploration
Investigate careers requiring physics: electrical/mechanical/civil engineering, electrician, HVAC technician, audio engineer, medical imaging technologist, optician, pilot, paramedic, climate-data analyst, secondary teacher, and emerging fields (renewable-energy technician, data centre cooling specialist).
5. Strand B — Kinematics (Unit 1)
B1. Analyse technologies that apply concepts related to kinematics, and assess their social and environmental impact (e.g., GPS navigation, automotive crash test analysis, ballistics, traffic-safety camera systems).
B2. Investigate, in qualitative and quantitative terms, linear motion with uniform velocity and uniform acceleration, and motion in two dimensions, and solve related problems.
B3. Demonstrate an understanding of uniform and non-uniform linear motion, in one and two dimensions.
Specific Expectations (selected)
B2.2 Use vector diagrams and component (trigonometric) methods to add and subtract displacement and velocity vectors
B2.3 Conduct an inquiry to determine the acceleration due to gravity using a free-fall experiment (e.g., ticker tape, photogates, video analysis)
B2.5 Investigate projectile motion launched horizontally and at an angle (predict and verify range, time of flight, max height)
B3.2 Distinguish between scalar and vector quantities; describe how an object's position, displacement, velocity, and acceleration change in 1-D and 2-D
B3.4 Solve problems using \( v=v_0+at \), \( d=v_0 t+\tfrac{1}{2}at^2 \), \( v^2=v_0^2+2ad \) and graphical analysis (slope of \( d \)–\( t \), area under \( v \)–\( t \))
B3.5 Solve problems involving relative velocity in 2-D (e.g., a boat crossing a river, a plane in a crosswind)
6. Strand C — Forces (Unit 2)
C1. Analyse and propose ways to improve technologies and procedures that apply concepts of forces (e.g., seat belts and airbags, anti-lock brakes, tow trucks, sports equipment), and assess their social/environmental impact.
C2. Investigate, in qualitative and quantitative terms, net force, acceleration, and mass, and solve problems involving the forces acting on an object in linear motion.
C3. Demonstrate an understanding of the relationship between changes in motion and the forces that cause them, and the unifying nature of Newton's laws.
Specific Expectations (selected)
C2.2 Conduct an inquiry into the relationship between net force, mass, and acceleration (verify Newton's second law experimentally)
C2.3 Solve problems involving Newton's second law in 1-D, including problems on inclined planes and with multiple bodies (Atwood machine, connected blocks)
C2.4 Calculate static and kinetic friction forces using \( f_s \le \mu_s N \) and \( f_k=\mu_k N \)
C3.2 State Newton's three laws and identify each law in everyday situations (e.g., elevators, walking, recoil)
C3.4 Construct accurate free body diagrams (FBDs) for objects in equilibrium and accelerating
7. Strand D — Energy and Society (Unit 3)
D1. Analyse technologies that apply principles of energy transformation and efficiency (e.g., hybrid cars, geothermal heat pumps, hydroelectricity), and assess social/environmental impacts including climate change.
D2. Investigate energy transformations and the law of conservation of energy, and solve related problems.
D3. Demonstrate an understanding of work, energy, thermal energy and heat, the law of conservation of energy, energy efficiency, and the principles underlying the production of electrical energy from a variety of sources.
Specific Expectations (selected)
D2.2 Conduct an inquiry into the conservation of mechanical energy (e.g., pendulum, roller coaster, dropped ball with motion sensor)
D2.3 Calculate efficiency of an energy-conversion device using \( \eta = E_\text{useful}/E_\text{input} \times 100\% \)
D3.2 Solve problems using \( W=Fd\cos\theta \), \( E_k=\tfrac{1}{2}mv^2 \), \( E_g=mgh \), and \( P=W/t \)
D3.4 Solve problems involving heat transfer using \( Q=mc\Delta T \) and the principle of heat exchange (calorimetry)
D3.5 Compare conventional (fossil, nuclear) and renewable (wind, solar, hydro, tidal, biomass, geothermal) energy sources in terms of efficiency, sustainability, and environmental impact
8. Strand E — Waves and Sound (Unit 4)
E1. Analyse technologies that apply concepts of mechanical waves and sound (e.g., ultrasound imaging, hearing aids, speakers, sonar, musical instruments), and evaluate their social/environmental impact.
E2. Investigate, in qualitative and quantitative terms, the properties of mechanical waves and sound, and solve related problems.
E3. Demonstrate an understanding of the properties of mechanical waves and sound, and of the principles underlying their production, transmission, interaction, and reception.
Specific Expectations (selected)
E2.2 Conduct an inquiry to determine the speed of sound in air (e.g., resonance tube method, echo timing)
E2.3 Investigate the properties of standing waves on a string and in air columns (open and closed pipes)
E3.3 Solve problems involving the Doppler effect for a stationary observer and moving source (\( f' = f(v/(v-v_s)) \))
E3.5 Apply principles of resonance and harmonics to musical instruments and to design (e.g., concert hall acoustics, bridge resonance)
9. Strand F — Electricity and Magnetism (Unit 5)
F1. Analyse the social, economic, and environmental impacts of using electrical and electromagnetic technologies (e.g., generators, motors, transformers, mag-lev trains, electric vehicles).
F2. Investigate, in qualitative and quantitative terms, electricity and magnetism in series and parallel circuits and electromagnetic induction.
F3. Demonstrate an understanding of the properties of electric charge, current, voltage, resistance, and magnetism, and the relationship between electricity and magnetism.
Specific Expectations (selected)
F2.2 Construct, test, and analyse series and parallel DC circuits using ammeters and voltmeters
F2.3 Conduct an inquiry into the relationships among current, voltage, and resistance (verify Ohm's law)
F3.2 Apply Ohm's law (\( V=IR \)) and the rules for series (\( R_T=R_1+R_2+\dots \)) and parallel (\( 1/R_T=\sum 1/R_i \)) circuits
F3.3 Calculate electrical power and energy (\( P=VI=I^2R \), \( E=Pt \), kWh)
F3.5 Use the right-hand rules to predict the direction of magnetic fields around a current-carrying conductor and the force on a current in a magnetic field
F3.6 Describe the principles of electromagnetic induction (Faraday's discovery) and explain the operation of motors and generators
10. STSE Connections & Career Pathways
Sample STSE Topics
Highway design — banked curves, stopping distance, GPS positioning (Strands B & C)
Unit tests, performance tasks, lab reports, quizzes — distributed across the four achievement categories.
Final Evaluation
30%
Cumulative final exam (worth 20–30%) and culminating performance task. Together capped at 30%.
Assessment Types
ASAssessment AS Learning: self-directed practice quizzes — student uses results to plan study; not graded.
FORAssessment FOR Learning: teacher diagnostics — descriptive feedback only, not graded.
OFAssessment OF Learning: summative unit tests and final evaluation — counted toward the final grade.
Levels of Achievement: Level 4 (80–100%, thorough and insightful), Level 3 (70–79%, considerable effectiveness — provincial standard), Level 2 (60–69%), Level 1 (50–59%), R (below 50%, insufficient).
Learning Skills & Work Habits (reported separately)
Responsibility, Organization, Independent Work, Collaboration, Initiative, Self-Regulation — each rated E (Excellent) / G (Good) / S (Satisfactory) / N (Needs Improvement).