Curriculum
Physics, Grade 12 College Preparation SPH4C This course develops students' understanding of the basic concepts of physics. Students will
explore these concepts with respect to motion; mechanical, electrical, electromagnetic, energy
transformation, hydraulic, and pneumatic systems; and the operation of commonly used tools and
machines. They will develop their scientific investigation skills as they test laws of physics and
solve both assigned problems and those emerging from their investigations. Students will also
consider the impact of technological applications of physics on society and the environment. Prerequisite: Science, Grade 10, Academic or Applied Big Ideas Motion and Its Applications • All motion involves a change in the position of an object over time. • Motion can be described using mathematical relationships. • Many technologies that utilize the principles of motion have societal and environmental
implications. Mechanical Systems • Mechanical systems use force to do work. • The operation of mechanical systems can be described using mathematical relationships. • Friction is a force that influences the design, use, and effectiveness of mechanical systems. • Mechanical systems can be used to address social and environmental challenges. Electricity and Magnetism • Relationships between electricity and magnetism are predictable. • Electricity and magnetism have many technological applications. • Technological applications that use electricity and magnetism can affect society and the
environment in positive and negative ways. Energy Transformations • Energy can be transformed from one type to another. • Systems that involve energy transformations are never 100% efficient. • Although technological applications that involve energy transformations can affect society
and the environment in positive ways, they can also have negative effects, and therefore must be used
responsibly. Hydraulic and Pneumatic Systems • Fluids under pressure can be used to do work. • Fluids under pressure have predictable properties and many technological applications. • The uses of hydraulic and pneumatic systems can have social and economic consequences. Fundamental Concepts Covered in This Course (see also page 5) Fundamental Concepts Motion and Its Applications Mechanical Systems Electricity and Magnetism Energy Transformations Hydraulic and Pneumatic Systems Matter x x Energy x x x x Systems and Interactions x x x x x Structure and Function x x x x x Sustainability and Stewardship x x x Change and Continuity x x x A. Scientific Investigation Skills and Career Exploration Overall Expectations Throughout this course, students will: A1. demonstrate scientific investigation skills (related to both inquiry and research) in the four
areas of skills (initiating and planning, performing and recording, analysing and interpreting, and
communicating); A2. identify and describe careers related to the fields of science under study, and describe the
contributions of scientists, including Canadians, to those fields. Specific Expectations A1. Scientific Investigation Skills Throughout this course, students will: Initiating and Planning [IP]* A1.1 formulate relevant scientific questions about observed relationships, ideas, problems, or
issues, make informed predictions, and/or formulate educated hypotheses to focus inquiries or
research A1.2 select appropriate instruments (e.g., electronic probes, pendulums, cylinders) and materials
(e.g., motion carts, magnets, simple machines), and identify appropriate methods, techniques, and
procedures, for each inquiry A1.3 identify and locate a variety of print and electronic sources that enable them to address
research topics fully and appropriately A1.4 apply knowledge and understanding of safe laboratory practices and procedures when planning
investigations by correctly interpreting Workplace Hazardous Materials Information System (WHMIS)
symbols; by using appropriate techniques for handling and storing laboratory equipment and materials
and disposing of laboratory materials; and by using appropriate personal protection (e.g., personal
protective equipment when carrying out fluids experiments) Performing and Recording [PR]* A1.5 conduct inquiries, controlling relevant variables, adapting or extending procedures as
required, and using appropriate materials and equipment safely, accurately, and effectively, to
collect observations and data A1.6 compile accurate data from laboratory and other sources, and organize and record the data,
using appropriate formats, including tables, flow charts, graphs, and/or diagrams A1.7 select, organize, and record relevant information on research topics from a variety of
appropriate sources, including electronic, print, and/or human sources, using suitable formats
and an accepted form of academic documentation Analysing and Interpreting [AI]* A1.8 synthesize, analyse, interpret, and evaluate qualitative and/or quantitative data; solve
problems using quantitative data; determine whether the evidence supports or refutes the initial
prediction or hypothesis and whether it is consistent with scientific theory; identify sources of
bias and/or error; and suggest improvements to the inquiry to reduce the likelihood of error A1.9 analyse the information gathered from research sources for logic, accuracy, reliability,
adequacy, and bias A1.10 draw conclusions based on inquiry results and research findings, and justify their
conclusions with reference to scientific knowledge Communicating [C]* A1.11 communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in
electronic presentations, using appropriate language and a variety of formats (e.g., data tables,
laboratory reports, presentations, debates, simulations, models) A1.12 use appropriate numeric (e.g., SI and imperial units), symbolic, and graphic modes of
representation (e.g., free-body diagrams, algebraic equations) A1.13 express the results of any calculations involving data accurately and precisely, to the
appropriate number of decimal places or significant figures A2. Career Exploration Throughout this course, students will: A2.1 identify and describe a variety of careers related to the fields of science under study
(e.g., alternative energy advocate, sustainable energy technician, electrician, mechanic) and the
education and training necessary for these careers A2.2 describe the contributions of scientists, including Canadians (e.g., Elijah McCoy,
Jaisel Vadgama, Gerald Vincent Bull, Elizabeth Cannon, Richard Marceau, Normand C. Beaulieu),
to the fields under study B. Motion and Its Applications Overall Expectations By the end of this course, students will: B1. analyse selected technologies that are used to move objects or track their motion, and evaluate
their impact on society and the environment, including their contribution to scientific knowledge; B2. investigate, in qualitative and quantitative terms, the linear uniform and non-uniform motion
of objects, and solve related problems; B3. demonstrate an understanding of different kinds of motion and the relationships between
speed, acceleration, displacement, and distance. Specific Expectations B1. Relating Science to Technology, Society, and the Environment By the end of this course, students will: B1.1 analyse the design and uses of a transportation technology (e.g., snowmobiles, automobiles,
motorized personal water craft), and evaluate its social and environmental impact, including the
impact on risk behaviour and accident rates [AI, C] Sample issue: All-terrain vehicles (ATVs), designed to be driven off-road, are used in occupations
requiring access to remote areas and for recreational purposes. However, ATVs can lack stability on
uneven surfaces, which can result in serious accidents, particularly for inexperienced drivers. The
vehicles can also cause damage when they are driven in environmentally sensitive areas. Sample questions: What design aspects of the snowmobile make it particularly useful for travel over
ice or snow? What impact does the altering of a vehicle's centre of gravity have on the functioning
of the vehicle? Why is it important to take training courses before operating a motorized vehicle?
Why are there special licences and training for different kinds of motor vehicles? B1.2 analyse how technologies are used to track the motion of objects, and outline various kinds
of scientific knowledge gained through the use of such technologies (e.g., data on animal
populations and migrations, on changes in ocean currents related to global warming, on the
behaviour of celestial objects) [AI, C] Sample issue: In order to bill drivers for road use, a toll highway in southern Ontario uses
motion cameras and transponders to track where vehicles enter and exit the highway. The
information provided can also be used to analyse traffic flow and to determine when existing roads
are unable to handle the volume of traffic. Sample questions: How are motion-related technologies used to monitor wildlife populations? What
type of information do these technologies provide, and how is it used? How are satellites used to
track weather systems? What are the uses of the information gathered? B2. Developing Skills of Investigation and Communication By the end of this course, students will: B2.1 use appropriate terminology related to motion, including, but not limited to: distance,
displacement, position, speed, acceleration, instantaneous, force, and net force [C] B2.2 plan and conduct investigations to measure distance and speed for objects moving in one
dimension in uniform motion [IP, PR] B2.3 plan and conduct investigations to measure constant acceleration for objects moving in one
dimension [IP, PR]
B2.4 draw distance-time graphs, and use the graphs to calculate average speed and instantaneous
speed of objects moving in one dimension [PR, AI, C] B2.5 draw speed-time graphs, and use the graphs to calculate average acceleration and distance of
objects moving in one dimension [PR, AI, C] B2.6 solve simple problems involving one-dimensional average speed (vav), distance (Æd), and elapsed
time (Æt), using the algebraic equation vav = Æd/Æt [AI] B2.7 solve simple problems involving one-dimensional average acceleration (aav), change in speed
(Æv), and elapsed time (Æt) using the algebraic equation aav = Æv/Æt [AI] B2.8 plan and conduct an inquiry to determine the relationship between the net force acting on an
object and its acceleration in one dimension [IP, PR, AI] B2.9 analyse, in quantitative terms, the forces acting on an object, and use free-body diagrams to
determine net force and acceleration of the object in one dimension [AI, C] B2.10 conduct an inquiry to measure gravitational acceleration, and calculate the percentage error
of the experimental value [PR, AI, C] B3. Understanding Basic Concepts By the end of this course, students will: B3.1 distinguish between constant, instantaneous, and average speed, and give examples of each
involving uniform and non-uniform motion B3.2 describe the relationship between one-dimensional average speed (vav), distance (Æd), and
elapsed time (Æt) B3.3 describe, in quantitative terms, the relationship between one-dimensional average acceleration
(aav), change in speed (Æv), and elapsed time (Æt) B3.4 state Newton's laws, and apply them qualitatively and quantitatively to explain the motion
of an object in one dimension B3.5 explain the relationship between the acceleration of an object and the net unbalanced force
acting on that object C. Mechanical Systems Overall Expectations By the end of this course, students will: C1. analyse common mechanical systems that use friction and applied forces, and evaluate their
effectiveness in meeting social or environmental challenges; C2. investigate forces, torque, work, coefficients of friction, simple machines, and mechanical
advantage, and interpret related data; C3. demonstrate an understanding of concepts related to forces and mechanical advantage in
relation to mechanical systems. Specific Expectations C1. Relating Science to Technology, Society, and the Environment By the end of this course, students will: C1.1 analyse advantages and disadvantages of friction within mechanical systems in real-world
situations, as well as methods used to increase or reduce friction in these systems (e.g.,
advantages of, and methods for increasing, friction on the surface of car tires and the soles of
hiking boots; disadvantages of, and methods for reducing, friction between moving parts of artificial
joints) [AI, C] Sample issue: Hip replacement has become an increasingly common surgical procedure. Artificial hips
consist of separate pieces, made of low-friction materials, that are designed to mimic the movement
of the ball and socket hip joint. As the artificial joint ages, however, wear debris can cause
increasing friction and restrict movement in the joint. Sample questions: What changes to the design of the bobsled have resulted in faster speeds in
competition and improved steering and manoeuvrability? How and why does an under- or over-inflated
tire affect the performance of a motor vehicle? Why do the soles of athletic shoes differ depending
on the purpose of the shoe? Why do race car tires have no treads? C1.2 evaluate, on the basis of research, the effectiveness of a common mechanical system in
addressing a social or environmental challenge (e.g., prosthetic devices, bathtub lifts,
high-efficiency heating and cooling systems) [IP, PR, AI, C] Sample issue: In the nineteenth century, lift locks were built in Ontario to give boats access to
unnavigable sections of waterways such as the Great Lakes and the Trent-Severn waterway. Although
the locks were mechanically simple, they were also highly effective, and some continue to be used
to the present day. Sample questions: Why were crumple zones and airbags added to cars? How have integrated
mechanical systems such as programmable thermostats improved energy efficiency in homes? C2. Developing Skills of Investigation and Communication By the end of this course, students will: C2.1 use appropriate terminology related to me-chanical systems, including, but not limited to:
coefficients of friction, torque, mechanical advantage, work input, and work output [C] C2.2 analyse, in qualitative and quantitative terms, the forces (e.g., gravitational,
frictional, and normal forces; tension) acting on an object in one dimension, and describe
the resulting motion of the object [AI, C] C2.3 use an inquiry process to determine the factors affecting static and kinetic friction,
and to determine the corresponding coefficient of friction between an everyday object and the
surface with which it is in contact [PR, AI] C2.4 use an inquiry process to determine the relationships between force, distance, and torque
for the load arm and effort arm of levers [IP, PR, AI] C2.5 solve problems involving torque, force, load-arm length, and effort-arm length as they
relate to the three classes of levers [AI] C2.6 investigate, in quantitative terms, common machines (e.g., a bicycle, a can opener,
a piano) with respect to input and output forces and mechanical advantage [PR] C2.7 construct a simple or compound machine, and determine its mechanical advantage
(e.g., a pulley, a mobile, a can crusher, a trebuchet) [PR, AI] C3. Understanding Basic Concepts By the end of this course, students will: C3.1 identify and describe, in quantitative and qualitative terms, applications of various
types of simple machines (e.g., wedges, screws, levers, pulleys, gears, wheels and axles) C3.2 explain the operation and mechanical advantage of compound machines and biomechanical
systems (e.g., block-and-tackle, winch, chain-and-sprocket systems; the human leg, arm) C3.3 explain, with reference to force and displacement, the conditions necessary for work to
be done C3.4 explain the concept of mechanical advantage D. Electricity and Magnetism Overall Expectations By the end of this course, students will: D1. analyse the development of selected electrical and electromagnetic technologies, and
evaluate their impact on society and the environment; D2. investigate real and simulated mixed direct current circuits and the nature of
magnetism and electromagnetism, and analyse related data; D3. demonstrate an understanding of the basic principles of electricity and magnetism. Specific Expectations D1. Relating Science to Technology, Society, and the Environment By the end of this course, students will: D1.1 evaluate, on the basis of research, the impact on society and the environment of the evolution
of an electrical technology (e.g., electric cars or buses, electric appliances) [IP, PR, AI, C] Sample issue: Prior to the development of the electric light bulb, people used candles, gaslight, and
oil lamps. After the tungsten filament was developed, incandescent light bulbs changed the way society
used light, and resulted in increased demands for electrical power. Today, inefficient incandescent
bulbs are increasingly being replaced by compact fluorescent bulbs. Sample questions: What impact has the development and evolution of refrigeration technologies had on
society and the environment? Are trains powered by electricity an improvement over trains powered by
steam or diesel engines? Why or why not? What impact does the use of electric buses, streetcars, and
subway trains by the Toronto Transit Commission have on local residents and the environment? D1.2 assess the impact of an electromagnetic technology that is used for the benefit of society
or the environment (e.g., devices for diagnosing and treating diseases, technologies for treating
seeds to increase the rate of germination) [AI, C] Sample issue: Globally, landmines cause thousands of deaths and injuries each year. Although many
countries, including Canada, have signed an agreement banning the use of landmines, old mines
continue to be a hazard. Specially trained personnel use electromagnetic technologies to detect
and clear mines. Sample questions: What impact has electromagnetic technology had on the usefulness and security of
credit cards? What are some of the uses of electromagnetic technologies in health care? What are
the benefits of using electromagnetic sensors to detect metal concentrations in brown-field
developments? What are the advantages of maglev trains over conventional transportation technologies? D2. Developing Skills of Investigation and Communication By the end of this course, students will: D2.1 use appropriate terminology related to electricity and magnetism, including, but not limited
to: direct current, alternating current, electrical potential difference, resistance, power, energy,
permanent magnet, electromagnet, magnetic field, motor principle, and electric motor [C] D2.2 construct real and simulated mixed direct current (DC) circuits (i.e., parallel, series, and
mixed circuits), and analyse them in quantitative terms to test Kirchhoff's laws [PR, AI] D2.3 analyse, in quantitative terms, real or simulated DC circuits and circuit diagrams, using
Ohm's law and Kirchhoff's laws [AI] D2.4 conduct an inquiry to determine the magnetic fields produced by a permanent magnet, a
straight current-carrying conductor, and a solenoid, and illustrate their findings [PR, AI, C] D2.5 conduct an inquiry to determine the direction of the magnetic field of a straight
current-carrying conductor or solenoid [PR, AI] D2.6 conduct an inquiry to determine the direction of the forces on a straight current-carrying
conductor that is placed in a uniform magnetic field [PR, AI] D2.7 construct, or deconstruct and explain the components of, a basic electric device
(e.g., a DC motor, a water-level detector) [PR, C] D3. Understanding Basic Concepts By the end of this course, students will: D3.1 compare and contrast the behaviour and functions of series, parallel, and mixed DC circuits D3.2 state Kirchhoff's laws and Ohm's law, and use them to explain, in quantitative terms,
direct current, potential difference, and resistance in mixed circuit diagrams D3.3 identify and explain safety precautions related to electrical circuits in the school,
home, and workplace (e.g., the importance of turning off the current before performing electrical repairs; the reasons for grounding circuits; how to safely replace spent fuses; the use of
double insulated tools and appliance circuit breakers) D3.4 describe, with the aid of an illustration, the magnetic field produced by permanent
magnets (bar and U-shaped) and electromagnets (straight conductor and solenoid) D3.5 explain the law of magnetic poles D3.6 distinguish between conventional current and electron flow D3.7 state Oersted's principle, and apply the right-hand rule to explain the direction of the
magnetic field produced when electric current flows through a long, straight conductor and through
a solenoid D3.8 state the motor principle, and use the right-hand rule to explain the direction of the
force experienced by a conductor D3.9 explain, using diagrams, the components and operation of a DC electric motor D3.10 compare and contrast direct current and alternating current (AC) in qualitative terms
(e.g., the difference between DC and AC motors), and describe situations in which each is used E. Energy Transformations Overall Expectations By the end of this course, students will: E1. evaluate the impact on society and the environment of energy-transformation technologies,
and propose ways to improve the sustainability of one such technology; E2. investigate energy transformations and the law of conservation of energy, and solve
related problems; E3. demonstrate an understanding of diverse forms of energy, energy transformations, and
efficiency. Specific Expectations E1. Relating Science to Technology, Society, and the Environment By the end of this course, students will: E1.1 analyse an energy-transformation technology (e.g., wind turbines, refrigerators, telephones,
steam engines, coal-fired electrical plants), and evaluate its impact on society and the environment
[AI, C] Sample issue: Fax machines allow documents to be transmitted quickly and securely. Most fax machines
use ink cartridges, which can end up in landfill sites. By contrast, thermal fax machines use heat
resistors to convert electricity into usable heat. They then apply this heat through a print head
onto chemically treated paper to print a document. Sample questions: What types of energy transformations take place in an air conditioner? What impact
does the widespread use of air conditioners have on society and the environment? What types of
energy transformations occur in incandescent and fluorescent light bulbs? What impact does the
difference in energy transformations in these two types of bulbs have on the environment? E1.2 propose a course of practical action to improve the sustainability of an
energy-transformation technology (e.g., solar panels, internal combustion engines, fuel cells,
air conditioners) [PR, AI, C] Sample issue: Although wind is a renewable source of energy, many windmills are needed to generate
a useful amount of energy, and large wind farms can have a negative impact on wildlife and local
residents. Researchers are experimenting with modifications to the blades to increase the efficiency
of each windmill. Sample questions: Why are ice-cooling systems more energy efficient than traditional air conditioners?
How could solar panels be modified to enable them to capture solar energy on a cloudy day? How could
a speaker system be improved to maximize its energy use? What modifications could be made to an
internal combustion engine so that it used less gasoline? E2. Developing Skills of Investigation and Communication By the end of this course, students will: E2.1 use appropriate terminology related to energy and energy transformations, including, but not
limited to: work, gravitational potential energy, kinetic energy, chemical energy, energy
transformations, and efficiency [C] E2.2 use the law of conservation of energy to solve problems involving gravitational potential energy,
kinetic energy, and thermal energy [AI] E2.3 construct a simple device that makes use of energy transformations (e.g., a pendulum, a
roller coaster), and use it to investigate transformations between gravitational potential
energy and kinetic energy [PR] E2.4 design and construct a complex device that integrates energy transformations (e.g.,
a mousetrap vehicle, an "egg-drop" container, a wind turbine), and analyse its operation in
qualitative and quantitative terms [IP, PR, AI] E2.5 investigate a simple energy transformation (e.g., the use of an elastic band to propel a
miniature car), explain the power and output, and calculate the energy [PR, AI, C] E3. Understanding Basic Concepts By the end of this course, students will: E3.1 describe and compare various types of energy and energy transformations (e.g.,
transformations related to kinetic, sound, electric, chemical, potential, mechanical,
nuclear, and thermal energy) E3.2 explain the energy transformations in a system (e.g., a toy, an amusement park ride, a
skydiver suspended from a parachute), using principles related to kinetic energy, gravitational
potential energy, conservation of energy, and efficiency E3.3 describe, with the aid of diagrams, the operation of selected energy-transformation
technologies (e.g., wind turbines, photoelectric cells, heat engines) E3.4 compare the efficiency of various systems that produce electricity (e.g., wind farms,
hydroelectric generators, solar panels), using the law of conservation of energy, and outlining
the transformations, transmissions, and energy losses involved E3.5 describe a variety of renewable and non-renewable sources of energy (e.g., solar energy,
fossil fuels, hydroelectric energy, energy generated from biomass), and identify the strengths and
weaknesses of each F. Hydraulic and Pneumatic Systems Overall Expectations By the end of this course, students will: F1. analyse the development of technological applications related to hydraulic and pneumatic
systems,
and assess some of the social and environmental effects of these systems; F2. investigate fluid statics, fluid dynamics, and simple hydraulic and pneumatic systems; F3. demonstrate an understanding of the scientific principles related to fluid statics,
fluid dynamics, and hydraulic and pneumatic systems. Specific Expectations F1. Relating Science to Technology, Society, and the Environment By the end of this course, students will: F1.1 research the historical development of a pneumatic or hydraulic system used in a specific
technology (e.g., the hydraulic system in aircraft or other vehicles or in precision machining;
the pneumatic system in an air motor or robotics), analyse the original design, and determine why
the technology was developed and how it has been improved [IP, PR, AI, C] Sample questions: How have hydraulic systems in aircraft improved over the past 50 years? In what
ways have pneumatic systems been used to improve the ergonomics of workplace equipment? In what
ways have the uses of hydraulic systems for irrigation purposes evolved over time? F1.2 analyse some of the social and economic consequences of the use of robotic systems for
different kinds of operations (e.g., in the manufacturing of computers, for lifting and maneuvering
heavy objects on assembly lines, for handling hazardous materials, for activities under water and in
space) [AI, C] Sample issue: The use of robotic systems on assembly lines in automotive plants speeds up production,
cuts labour costs, reduces the need for workers to perform small repetitive tasks, and reduces
workplace injuries. But the use of such systems has eliminated some jobs. Sample questions: What impact could remote surgery using robotics have on the health of people
living in remote areas? What types of jobs are made safer through the use of robotics? How can
simulations using robotics reduce the social and economic costs associated with natural disasters? F2. Developing Skills of Investigation and Communication By the end of this course, students will: F2.1 use appropriate terminology related to hydraulic and pneumatic systems, including, but not
limited to: density, atmospheric pressure, absolute pressure, laminar flow, turbulent flow,
static pressure, pressure, volume, and flow rate [C] F2.2 draw simple hydraulic or pneumatic circuits [C] F2.3 use an inquiry process to determine factors that affect the static pressure head in fluids,
compare theoretical and empirical values, and account for discrepancies [IP, PR, AI] F2.4 conduct a laboratory inquiry or computer simulation to demonstrate Pascal's principle [PR] F2.5 use an inquiry process to determine the relationships between force, area, pressure,
volume, and time in a hydraulic or pneumatic system (e.g., a hydraulic bottle rocket, a two-cylinder
circuit using small plastic syringes filled with air or water) [IP, PR, AI] F2.6 solve problems related to the relationships between force, area, pressure, volume, and time
in hydraulic and pneumatic systems (e.g., the force exerted on the wheel of a motor vehicle by the
hydraulically operated brake pad; the time required for a robotic system to complete one cycle of
operation) [AI] F2.7 design and construct a hydraulic or pneumatic system (e.g., a braking system for a car, a
clamping device, a model of a crane), solving problems as they arise, and evaluate the system with
respect to mechanical advantage and efficiency [IP, PR, AI] F2.8 conduct an inquiry to demonstrate Bernoulli's principle (e.g., using a wind tunnel or
Venturi tube, suspending a table tennis ball in an air current, blowing between pieces of paper)
[PR] F3. Understanding Basic Concepts By the end of this course, students will: F3.1 identify factors affecting static pressure head (e.g., variations in Earth's atmosphere),
analyse static pressure head in quantitative terms, and explain its effects in liquids and gases F3.2 state Pascal's principle, and explain its applications in the transmission of forces in
fluid systems F3.3 describe common components used in hydraulic and pneumatic systems (e.g., cylinders,
valves, motors, fluids, hoses, connectors, pumps, reservoirs), and explain their function F3.4 describe factors affecting laminar flow, and explain how the design of an item or
organism (e.g., cars, boats, planes, turbine blades, propellers, golf balls, swimsuits, sharks)
responds to these factors F3.5 state Bernoulli's principle, and explain some of its applications (e.g., spray atomizers,
propellers, spoilers on racing cars, turbine blades in jet engines)