SPH4U enables students to deepen their understanding of physics concepts and theories. Students continue their exploration of the fundamental concepts of energy and the conservation of energy. They will study Newtonian mechanics, energy and momentum, gravitational, electric and magnetic fields, the wave nature of light, and modern physics including special relativity and quantum mechanics.
Throughout the course, students will further develop their scientific investigation skills, learn to communicate scientific information using a variety of formats, and consider the social and economic impacts of advances in physics.
Prerequisite: SPH3U Physics, Grade 11, University Preparation.
2. Big Ideas
Forces and motion: Forces that act on objects can change their motion in predictable ways described by Newton's laws.
Energy and momentum: Energy and momentum are conserved in interactions; analysing transformations explains a vast range of phenomena.
Fields: Gravitational, electric, and magnetic fields are useful constructs for explaining action-at-a-distance and underpin modern technology.
Waves: The wave model explains many properties of light, while certain phenomena (photoelectric effect) require a particle model.
Modern physics: The classical laws of physics break down at very high speeds and very small scales — special relativity and quantum mechanics extend our understanding.
STSE: Advances in physics influence (and are influenced by) social, economic, and environmental contexts.
3. Fundamental Concepts
Concept
Description
Matter
Anything that has mass and occupies space
Energy
The capacity to do work; conserved in closed systems
Systems and interactions
Defined sets of interacting components; forces mediate interactions
Structure and function
The macroscopic properties of matter emerge from microscopic structure
Sustainability and stewardship
Choices about energy and technology have global consequences
Change and continuity
Conservation laws describe what stays the same as systems evolve
4. Strand A — Scientific Investigation Skills & Career Exploration
These skills are embedded throughout all units. By the end of SPH4U, students will:
A1. Initiating and Planning
Formulate scientific questions and testable hypotheses about physical phenomena
Select appropriate instruments (motion sensors, multimeters, magnetic field probes, photogates)
Design controlled investigations identifying independent, dependent, and controlled variables
Use lab equipment competently and safely (oscilloscopes, ripple tanks, force probes, spectroscopes)
Record observations using appropriate units (SI), significant digits, and uncertainty
Use technology (Logger Pro, Tracker, simulations) for data acquisition and analysis
Document procedures in a lab notebook with traceable, reproducible detail
A3. Analysing and Interpreting
Linearize non-linear data and determine relationships from graph slopes/intercepts
Identify sources of systematic and random error and propagate uncertainty
Compare empirical results with theoretical predictions; calculate percent error/difference
Apply mathematical models (vector equations, calculus-style arguments) to interpret data
A4. Communicating
Communicate using appropriate scientific vocabulary (vector vs. scalar, conservative vs. non-conservative, etc.)
Use SI units, scientific notation, and correct significant digits in all calculations
Present findings via lab reports, technical drawings, oral presentations, and digital media
Cite sources using an accepted scientific referencing format
5. Strand B — Dynamics (Unit 1)
B1. Analyse technological devices that apply Newton's laws and assess their social/environmental impact.
B2. Investigate forces in 1-D and 2-D motion, including projectile and circular motion, through experiments.
B3. Demonstrate understanding of forces, including gravity, friction, normal, tension, and centripetal forces, and Newton's three laws.
Specific Expectations (selected)
B2.2 Analyse and predict, in qualitative and quantitative terms, displacement, velocity, and acceleration of objects in 2-D using vector diagrams and component methods
B2.4 Conduct an inquiry into projectile motion (e.g., predict and verify range of a projectile launched at angle θ)
B3.3 Solve problems involving forces acting on an object in linear, projectile, and circular motion using FBDs and Newton's laws
B3.4 Analyse and predict speeds of objects undergoing uniform circular motion, including banked curves and vertical loops
6. Strand C — Energy and Momentum (Unit 2)
C1. Analyse, with reference to real-world examples, the operation of devices that use the principles of energy and momentum (e.g., bumpers, airbags, hydroelectric plants).
C2. Investigate, in qualitative and quantitative terms, through laboratory inquiry, the relationship between mass, velocity, energy, and momentum.
C3. Demonstrate understanding of work, energy, momentum, and the laws of conservation of energy and momentum in 1-D and 2-D.
Specific Expectations (selected)
C2.2 Investigate the law of conservation of energy in non-isolated and isolated systems (e.g., spring-mass systems, pendulums)
C2.4 Investigate elastic and inelastic collisions in 1-D and 2-D and analyse using conservation of momentum
C3.2 Solve problems involving work, energy, and power for situations in which the force on the object is in the direction of motion or at an angle to it
C3.5 Apply the laws of conservation of energy and momentum to solve simple problems involving collisions in 1-D and 2-D
7. Strand D — Gravitational, Electric, and Magnetic Fields (Unit 3)
D1. Analyse the operation of technologies that use gravitational, electric, or magnetic fields (e.g., GPS satellites, mass spectrometers, MRI, motors, generators) and their social/environmental impacts.
D2. Investigate, in qualitative and quantitative terms, gravitational, electric, and magnetic fields and their interactions with matter.
D3. Demonstrate understanding of the unifying concept of fields and Newton's law of universal gravitation, Coulomb's law, and the right-hand rules of magnetism.
Specific Expectations (selected)
D2.3 Conduct an experiment to determine the field strength of an electric or magnetic field using Coulomb's law or the force on a current-carrying conductor
D3.3 Compare the magnitude and direction of gravitational, electrostatic, and magnetic forces in a variety of situations
D3.4 Solve problems involving the motion of charged particles in uniform electric and magnetic fields
D3.5 Analyse, using vector diagrams, electric and magnetic forces on moving charged particles (and explain mass spectrometer / cyclotron operation)
8. Strand E — The Wave Nature of Light (Unit 4)
E1. Analyse a technological device that uses the wave properties of light (e.g., diffraction grating spectroscope, anti-reflective coatings, polarized sunglasses) and its social/environmental impact.
E2. Investigate the wave nature of light through experiments involving diffraction, interference, refraction, and polarization.
E3. Demonstrate understanding of wave-particle duality and properties of EM radiation.
Specific Expectations (selected)
E2.2 Investigate using ripple tanks the properties of waves (reflection, refraction, diffraction, interference)
E2.3 Conduct Young's double-slit experiment to determine wavelength of light
E3.5 Identify experiments (photoelectric effect) whose results cannot be explained by the wave model alone
9. Strand F — Revolutions in Modern Physics: Quantum Mechanics & Special Relativity (Unit 5)
F1. Analyse the social, economic, and environmental impact of technologies arising from special relativity and quantum mechanics (e.g., GPS, lasers, transistors, nuclear power, MRI).
F2. Investigate the development of the theories of special relativity and quantum mechanics through historical experiments and case studies.
F3. Demonstrate understanding of special relativity (time dilation, length contraction, mass-energy equivalence), the photoelectric effect, wave-particle duality, atomic models, and nuclear decay.
Specific Expectations (selected)
F3.2 Solve problems involving the postulates of special relativity (\(\Delta t = \gamma\Delta t_0\), \(L = L_0/\gamma\), \(E = \gamma mc^2\))
F3.4 Solve problems involving the photoelectric effect (\(E_k = hf - W\)) and de Broglie wavelength (\(\lambda = h/p\))
F3.5 Describe the Bohr model of the hydrogen atom and the limitations addressed by quantum mechanics
F3.7 Solve problems involving radioactive half-life and nuclear binding energy
10. STSE Connections & Career Pathways
Sample STSE Topics
Hybrid/electric vehicle regenerative braking — Strand C
Wireless power transmission and electromagnetic induction — Strand D
Polarized solar cells and anti-reflective coatings — Strand E
Medical imaging (MRI, PET, CT) and radiation safety — Strands D & F
GPS and corrections required by special & general relativity — Strand F
Nuclear power, waste management, and Canadian CANDU reactors — Strand F
Career Pathways
Engineering (mechanical, electrical, aerospace, biomedical, nuclear), medical physics, geophysics, astronomy, climate science, materials science, optics, secondary teaching, computer hardware/firmware, and emerging fields such as quantum computing.
11. Ontario Achievement Chart for SPH4U
K/U 25%
Thinking 25%
Communication 25%
Application 25%
Category
Description
Examples in SPH4U
Knowledge & Understanding
Recall of facts, terms, definitions; understanding of concepts, principles, theories, laws.
State Newton's laws; define impulse; identify wave properties.
Thinking & Investigation
Use of critical and creative thinking processes, scientific inquiry, problem-solving.
Multi-step problems with multiple constraints; experimental design; analysis of error.
Communication
Conveying meaning through oral, written, visual forms using scientific conventions.
Lab reports, FBDs, ray diagrams, vector arrows, correct units, written explanations.
Application
Use of knowledge and skills in familiar and unfamiliar contexts; making connections.
Real-world problems (banked curves, mass spectrometers); STSE essays; transfer of methods.
12. Evaluation Policy (Growing Success, 2010)
Component
Weight
Description
Term Work
70%
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 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).