Courses

Alberta · Grade 12

Physics 30

  • SCN3797

Alberta’s Grade 12 science course, from Momentum & Impulse to Atomic & Nuclear (Modern) Physics.

Learn thisPractice exam
Units
4
Lessons
18
Skills
72
Provincial exam
30% of the final mark
Official curriculum
Alberta Education

Unit by unit

Every skill in the course, with its official code.

Unit 1 · 5 skills

Momentum & Impulse

Momentum, Impulse & Collisions

  • Momentum as a vector

    I can define momentum as a vector and calculate it as mass times velocity.

    30-A1.1k

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  • Impulse and change in momentum

    I can explain impulse and change in momentum using Newton's laws.

    30-A1.2k

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  • Momentum conservation (qualitative)

    I can explain qualitatively that momentum is conserved in an isolated system.

    30-A1.3k

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  • Momentum conservation in 1-D and 2-D

    I can apply conservation of momentum to one- and two-dimensional interactions.

    30-A1.4k

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  • Elastic vs inelastic collisions

    I can compare elastic and inelastic collisions in terms of kinetic energy.

    30-A1.5k

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The official wording · 5 outcomes
30-A1.1k
define momentum as a vector quantity equal to the product of the mass and the velocity of an object
30-A1.2k
explain, quantitatively, the concepts of impulse and change in momentum, using Newton's laws of motion
30-A1.3k
explain, qualitatively, that momentum is conserved in an isolated system
30-A1.4k
explain, quantitatively, that momentum is conserved in one- and two-dimensional interactions in an isolated system
30-A1.5k
define, compare and contrast elastic and inelastic collisions, using quantitative examples, in terms of conservation of kinetic energy

Key ideas

  1. Momentum is p⃗=mv⃗\vec{p} = m\vec{v} — a vector pointing the same way as the velocity, measured in kg⋅m/s\text{kg·m/s}.

  2. Because momentum is a vector, direction matters: two objects with equal speed but opposite direction have opposite (not equal) momenta.

  3. Impulse is force applied over time, J⃗=F⃗Δt\vec{J} = \vec{F}\Delta t, and it equals the change in momentum, J⃗=Δp⃗\vec{J} = \Delta \vec{p} — this is Newton's second law rewritten.

  4. For a fixed change in momentum, a longer contact time means a smaller force — the idea behind airbags, crumple zones and bending your knees on landing.

  5. In an isolated system (no external net force) the total momentum stays constant — the internal forces of a collision come in Newton's-third-law pairs that cancel.

Watch out for

  • Treating momentum as a scalar like speed — it is a vector, so a sign or direction is part of the answer.
  • Confusing momentum with kinetic energy — momentum is mvmv (a vector), kinetic energy is 12mv2\frac{1}{2}mv^2 (a scalar).
  • Thinking a larger force always means a larger impulse — impulse also depends on the TIME the force acts.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 2 · 27 skills

Forces & Fields

Electric Charge & Its Behaviour

  • Conservation of charge

    I can explain electrical interactions using the law of conservation of charge.

    30-B1.1k

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  • Attraction and repulsion of charges

    I can explain electrical interactions in terms of attraction and repulsion of charges.

    30-B1.2k

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  • Charging by conduction and induction

    I can compare charging by conduction and by induction.

    30-B1.3k

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  • Charge distribution on conductors and insulators

    I can explain how charge distributes on conductors and insulators.

    30-B1.4k

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Coulomb's Law & the Electric Force

  • Coulomb's torsion balance experiment

    I can explain the principles behind Coulomb's torsion balance experiment.

    30-B1.5k

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  • Applying Coulomb's law to two charges

    I can apply Coulomb's law to two point charges.

    30-B1.6k

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  • Net electric force from multiple charges

    I can find the net electric force on a charge from two or more charges in a plane.

    30-B1.7k

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  • Inverse-square: Coulomb vs gravitation

    I can compare the inverse-square laws of Coulomb and Newtonian gravitation.

    30-B1.8k

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Electric Fields & Potential

Field Intensity, Current & Charges in Fields

Magnetic Fields & Moving Charges

  • Magnetic interactions as forces and fields

    I can describe magnetic interactions in terms of forces and fields.

    30-B3.1k

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  • Comparing gravitational, electric and magnetic fields

    I can compare gravitational, electric and magnetic fields by source and direction.

    30-B3.2k

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  • Oersted, Faraday and electromagnetism

    I can describe how Oersted and Faraday linked electricity and magnetism.

    30-B3.3k

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  • A moving charge as a field source

    I can predict the magnetic field a moving charge produces.

    30-B3.4k

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  • Magnetic force on a moving charge

    I can explain how a uniform magnetic field affects a moving charge.

    30-B3.5k

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Magnetic Force on Currents

  • Charge in combined magnetic and electric fields

    I can explain how crossed magnetic and electric fields affect a moving charge.

    30-B3.6k

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  • Fields on charges and current-carrying wires

    I can explain the interaction between a magnetic field and a moving charge or a current-carrying wire.

    30-B3.7k

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  • Force on a current-carrying conductor

    I can calculate the force on a current-carrying conductor in a magnetic field.

    30-B3.8k

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  • Moving a conductor in a magnetic field

    I can describe what happens when a conductor moves through a magnetic field.

    30-B3.9k

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The official wording · 27 outcomes
30-B1.1k
explain electrical interactions in terms of the law of conservation of charge
30-B1.2k
explain electrical interactions in terms of the repulsion and attraction of charges
30-B1.3k
compare the methods of transferring charge (conduction and induction)
30-B1.4k
explain, qualitatively, the distribution of charge on the surfaces of conductors and insulators
30-B1.5k
explain, qualitatively, the principles pertinent to Coulomb's torsion balance experiment
30-B1.6k
apply Coulomb's law, quantitatively, to analyze the interaction of two point charges
30-B1.7k
determine, quantitatively, the magnitude and direction of the electric force on a point charge due to two or more other point charges in a plane
30-B1.8k
compare, qualitatively and quantitatively, the inverse square relationship as it is expressed by Coulomb's law and by Newton's universal law of gravitation
30-B2.1k
define vector fields
30-B2.2k
compare forces and fields
30-B2.3k
compare, qualitatively, gravitational potential energy and electric potential energy
30-B2.4k
define electric potential difference as a change in electric potential energy per unit of charge
30-B2.5k
calculate the electric potential difference between two points in a uniform electric field
30-B2.6k
explain, quantitatively, electric fields in terms of intensity (strength) and direction, relative to the source of the field and to the effect on an electric charge
30-B2.7k
define electric current as the amount of charge passing a reference point per unit of time
30-B2.8k
describe, quantitatively, the motion of an electric charge in a uniform electric field
30-B2.9k
explain, quantitatively, electrical interactions using the law of conservation of energy
30-B2.10k
explain Millikan's oil-drop experiment and its significance relative to charge quantization
30-B3.1k
describe magnetic interactions in terms of forces and fields
30-B3.2k
compare gravitational, electric and magnetic fields (caused by permanent magnets and moving charges) in terms of their sources and directions
30-B3.3k
describe how the discoveries of Oersted and Faraday form the foundation of the theory relating electricity to magnetism
30-B3.4k
describe, qualitatively, a moving charge as the source of a magnetic field and predict the orientation of the magnetic field from the direction of motion
30-B3.5k
explain, qualitatively and quantitatively, how a uniform magnetic field affects a moving electric charge, using the relationships among charge, motion, field direction and strength, when motion and field directions are mutually perpendicular
30-B3.6k
explain, quantitatively, how uniform magnetic and electric fields affect a moving electric charge, using the relationships among charge, motion, field direction and strength, when motion and field directions are mutually perpendicular
30-B3.7k
describe and explain, qualitatively, the interaction between a magnetic field and a moving charge and between a magnetic field and a current-carrying conductor
30-B3.8k
explain, quantitatively, the effect of an external magnetic field on a current-carrying conductor
30-B3.9k
describe, qualitatively, the effects of moving a conductor in an external magnetic field, in terms of moving charges in a magnetic field

Key ideas

  1. Charge is conserved: it is never created or destroyed, only transferred — rubbing does not "make" charge, it moves electrons from one object to another.

  2. A torsion balance hangs a charged rod from a thin fibre so a tiny electric force twists the fibre by a measurable amount.

  3. A vector field assigns a vector (magnitude and direction) to every point in a region of space — like an invisible arrow at each spot.

  4. Electric field intensity is force per unit charge, E=FqE = \frac{F}{q}, measured in N/C\text{N/C}; it points away from positive source charge and toward negative.

  5. A magnet creates a magnetic field BB in the space around it that exerts forces on other magnets and on moving charges.

Watch out for

  • Thinking rubbing "creates" charge — it only transfers electrons; the total charge is unchanged.
  • Thinking Coulomb measured the force directly on a scale — the force is far too small; he read it from the fibre's twist.
  • Thinking a field only exists where a charge or mass happens to be — the field fills the whole space around the source.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 3 · 18 skills

Electromagnetic Radiation

The Nature & Speed of EMR

Reflection, Refraction & Optics

  • Reflection, refraction and total internal reflection

    I can describe reflection and refraction, including total internal reflection.

    30-C1.6k

    Learn itPractice testActivities

  • Lenses and curved mirrors

    I can describe simple single-component lens and mirror systems quantitatively.

    30-C1.7k

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The Wave Model of Light

  • Diffraction, interference and polarization

    I can describe diffraction, interference and polarization qualitatively.

    30-C1.8k

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  • Young's double-slit and the wave model

    I can explain how Young's double-slit experiment supports the wave model of light.

    30-C1.9k

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  • Double-slit and diffraction-grating problems

    I can solve double-slit and diffraction-grating problems.

    30-C1.10k

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  • Refraction supports the wave model

    I can explain how refraction supports the wave model of EMR.

    30-C1.11k

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  • Grating vs prism spectra

    I can compare the spectra produced by diffraction gratings and prisms.

    30-C1.12k

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Photons & the Photoelectric Effect

  • The photon and its energy

    I can define the photon and calculate its energy.

    30-C2.1k

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  • Classifying the spectrum by photon energy

    I can classify the regions of the spectrum by photon energy.

    30-C2.2k

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  • The photoelectric effect

    I can describe the photoelectric effect in terms of frequency, intensity and material.

    30-C2.3k

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  • Photoelectric emission and energy conservation

    I can describe photoelectric emission quantitatively using energy conservation.

    30-C2.4k

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Wave–Particle Duality of Light

  • Photoelectric effect and duality

    I can describe the photoelectric effect as evidence for the wave–particle duality of light.

    30-C2.5k

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  • The Compton effect

    I can explain the Compton effect as evidence for wave–particle duality.

    30-C2.6k

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The official wording · 18 outcomes
30-C1.1k
describe, qualitatively, how all accelerating charges produce EMR
30-C1.2k
compare and contrast the constituents of the electromagnetic spectrum on the basis of frequency and wavelength
30-C1.3k
explain the propagation of EMR in terms of perpendicular electric and magnetic fields that are varying with time and travelling away from their source at the speed of light
30-C1.4k
explain, qualitatively, various methods of measuring the speed of EMR
30-C1.5k
calculate the speed of EMR, given data from a Michelson-type experiment
30-C1.6k
describe, quantitatively, the phenomena of reflection and refraction, including total internal reflection
30-C1.7k
describe, quantitatively, simple optical systems, consisting of only one component, for both lenses and curved mirrors
30-C1.8k
describe, qualitatively, diffraction, interference and polarization
30-C1.9k
describe, qualitatively, how the results of Young's double-slit experiment support the wave model of light
30-C1.10k
solve double-slit and diffraction grating problems using
30-C1.11k
describe, qualitatively and quantitatively, how refraction supports the wave model of EMR, using
30-C1.12k
compare and contrast the visible spectra produced by diffraction gratings and triangular prisms
30-C2.1k
define the photon as a quantum of EMR and calculate its energy
30-C2.2k
classify the regions of the electromagnetic spectrum by photon energy
30-C2.3k
describe the photoelectric effect in terms of the intensity and wavelength or frequency of the incident light and surface material
30-C2.4k
describe, quantitatively, photoelectric emission, using concepts related to the conservation of energy
30-C2.5k
describe the photoelectric effect as a phenomenon that supports the notion of the wave-particle duality of EMR
30-C2.6k
explain, qualitatively and quantitatively, the Compton effect as another example of wave-particle duality, applying the laws of mechanics and of conservation of momentum and energy to photons

Key ideas

  1. Any charge that accelerates (speeds up, slows down or changes direction) radiates electromagnetic energy as an EM wave.

  2. Reflection obeys "angle in equals angle out"; refraction bends light at a boundary following Snell's law, n1sin⁡θ1=n2sin⁡θ2n_1\sin\theta_1 = n_2\sin\theta_2.

  3. Diffraction is the bending/spreading of a wave around obstacles or through gaps; interference is the adding or cancelling of overlapping waves.

  4. A photon is a quantum (a discrete packet) of EMR; its energy is E=hf=hcλE = hf = \frac{hc}{\lambda}, with hh =6.63×10−34 J⋅s= 6.63 \times 10^{-34}\ \text{J·s}.

  5. The photoelectric effect only makes sense if light delivers energy in discrete particle-like packets (photons) — a wave would let any frequency eventually free an electron.

Watch out for

  • Thinking a steadily moving charge radiates EMR — only an ACCELERATING charge does.
  • Thinking light bends AWAY from the normal entering a denser medium — it bends TOWARD the normal (it slows down).
  • Thinking sound can be polarized — polarization requires a TRANSVERSE wave; sound is longitudinal.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 4 · 22 skills

Atomic & Nuclear (Modern) Physics

Discovering Atomic Structure

The Quantum Model & Atomic Spectra

  • Why the classical atom fails

    I can explain why an accelerating orbiting electron invalidates the classical atom.

    30-D2.1k

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  • Each element has a unique line spectrum

    I can describe that each element has a unique line spectrum.

    30-D2.2k

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  • Continuous, emission and absorption spectra

    I can explain how continuous, emission and absorption spectra are produced.

    30-D2.3k

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  • Stationary states explain spectra

    I can explain stationary states and how they explain spectra.

    30-D2.4k

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  • Energy difference between states

    I can calculate the energy difference between states from an emitted photon.

    30-D2.5k

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Matter Waves & Quantum Duality

  • Electron diffraction and de Broglie

    I can explain how electron diffraction supports the de Broglie hypothesis.

    30-D2.6k

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  • Two-slit electron interference

    I can describe how the two-slit electron experiment shows particle–wave behaviour.

    30-D2.7k

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Radioactivity & Nuclear Reactions

Fission, Fusion & Mass–Energy

Particle Physics & the Standard Model

  • Particle tracks and discovery

    I can explain how particle-track analysis contributed to discovering subatomic particles.

    30-D4.1k

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  • The strong force and accelerators

    I can explain why high-energy accelerators are needed, in terms of the strong nuclear force.

    30-D4.2k

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  • The quark model of nucleons

    I can describe the quark model of the proton and neutron.

    30-D4.3k

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  • Comparing fundamental particles

    I can compare the first-generation fermions and their antiparticles.

    30-D4.4k

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  • Beta decay with elementary fermions

    I can describe beta-positive and beta-negative decay using elementary fermions.

    30-D4.5k

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The official wording · 22 outcomes
30-D1.1k
describe matter as containing discrete positive and negative charges
30-D1.2k
explain how the discovery of cathode rays contributed to the development of atomic models
30-D1.3k
explain J. J. Thomson's experiment and the significance of the results for both science and technology
30-D1.4k
explain, qualitatively, the significance of the results of Rutherford's scattering experiment, in terms of scientists' understanding of the relative size and mass of the nucleus and the atom
30-D2.1k
explain, qualitatively, how emission of EMR by an accelerating charged particle invalidates the classical model of the atom
30-D2.2k
describe that each element has a unique line spectrum
30-D2.3k
explain, qualitatively, the characteristics of, and the conditions necessary to produce, continuous line-emission and line-absorption spectra
30-D2.4k
explain, qualitatively, the concept of stationary states and how they explain the observed spectra of atoms and molecules
30-D2.5k
calculate the energy difference between states, using the law of conservation of energy and the observed characteristics of an emitted photon
30-D2.6k
explain, qualitatively, how electron diffraction provides experimental support for the de Broglie hypothesis
30-D2.7k
describe, qualitatively, how the two-slit electron interference experiment shows that quantum systems, like photons and electrons, may be modelled as particles or waves, contrary to intuition
30-D3.1k
describe the nature and properties, including the biological effects, of alpha, beta and gamma radiation
30-D3.2k
write nuclear equations, using isotope notation, for alpha, beta-negative and beta-positive decays, including the appropriate neutrino and antineutrino
30-D3.3k
perform simple, nonlogarithmic half-life calculations
30-D3.4k
use the law of conservation of charge and mass number to predict the particles emitted by a nucleus
30-D3.5k
compare and contrast the characteristics of fission and fusion reactions
30-D3.6k
relate, qualitatively and quantitatively, the mass defect of the nucleus to the energy released in nuclear reactions, using Einstein's concept of mass-energy equivalence
30-D4.1k
explain how the analysis of particle tracks contributed to the discovery and identification of the characteristics of subatomic particles
30-D4.2k
explain, qualitatively, in terms of the strong nuclear force, why high-energy particle accelerators are required to study subatomic particles
30-D4.3k
describe the modern model of the proton and neutron as being composed of quarks
30-D4.4k
compare and contrast the up quark, the down quark, the electron and the electron neutrino, and their antiparticles, in terms of charge and energy (mass-energy)
30-D4.5k
describe beta-positive

Key ideas

  1. All matter is built from atoms containing positive charges (protons) and negative charges (electrons), normally in balance so matter is neutral.

  2. An electron orbiting the nucleus is constantly accelerating (changing direction), and accelerating charges radiate EMR.

  3. De Broglie proposed that any particle has a wavelength λ=hp\lambda = \frac{h}{p} — matter can behave as a wave.

  4. Alpha is a helium nucleus (heavy, +2, weakly penetrating); beta is a fast electron/positron (light, ±1, more penetrating); gamma is a high-energy photon (no charge, most penetrating).

  5. Fission splits a heavy nucleus (like uranium) into lighter fragments; fusion joins light nuclei (like hydrogen) into a heavier one.

Watch out for

  • Thinking neutral matter contains no charges — it contains equal positive and negative charges that cancel overall.
  • Thinking electrons orbit the nucleus like planets orbit the Sun — a charged orbiter would radiate and collapse; the quantum model replaces fixed orbits with energy states.
  • Thinking only light has a wavelength — de Broglie showed matter has one too, λ=hp\lambda = \frac{h}{p}.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

The exam

The mark you need

Your class mark counts for 70% of the final mark, the exam for 30%.

You need

59% on the exam

With 75% in class, your final mark lands between 52.5% (0 on the exam) and 82.5% (100% on it).

Which course?

Alberta has 4 science courses for Grade 12. Here they are side by side.

What a university, college or program asks for is theirs to say: check its admission page, and your school’s course guide.

The official curriculum

This page follows Alberta’s own curriculum for Physics 30.

Physics 20–30, Physics 30Alberta Education · curriculum.learnalberta.ca · Read July 22, 2026

Study it in MapleMind

MapleMind teaches Physics 30 one skill at a time. Each skill gets a short lesson, practice as you go and a check worth up to three stars. It remembers where you stopped.

Mathematics 31 in the MapleMind app on a tablet: its units, Unit 1 open, and the skills done so far with their starsMathematics 31 in the MapleMind app on a phone: its units, Unit 1 open, and the skills done so far with their stars
Pictured: Mathematics 31, another Alberta course, partway through Unit 1.

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Course Companion

Your year in one workbook

A fun way to keep Physics 30 organized, get to know your child better and see early when they need a hand. Fill it in on a screen, or print it.

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Questions about Physics 30

What is Physics 30?

Alberta’s Grade 12 science course: 4 units and 72 skills, from Momentum & Impulse to Atomic & Nuclear (Modern) Physics.

What units are in Physics 30?

1. Momentum & Impulse, 2. Forces & Fields, 3. Electromagnetic Radiation and 4. Atomic & Nuclear (Modern) Physics.

Is there a provincial exam for Physics 30?

Yes. The Physics 30 Diploma Exam counts for 30% of the final mark. Next sitting: January 27, 2027.

Can MapleMind help with Physics 30?

Yes. MapleMind teaches every skill of Physics 30, step by step, with practice and checks, and its tutor answers questions about any of them. It’s free with daily limits, on iPhone, Android and the web.

Before this course

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