Courses

Ontario · Grade 12

Physics, Grade 12, College Preparation

  • SPH4C

Ontario’s Grade 12 science course, from Investigation Skills and Careers to Hydraulic and Pneumatic Systems.

Learn thisPractice test
Units
6
Lessons
12
Skills
80
Provincial exam
None
Official curriculum
Ontario Ministry of Education

Unit by unit

Every skill in the course, with its official code.

Unit 1 · 2 skills

Investigation Skills and Careers

Careers in Applied Physics and the Trades

  • Careers in applied physics and the trades

    I can describe careers in applied physics and the trades and the training they require.

    A2.1

    Learn itPractice testActivities

Scientists and Their Contributions

  • Scientists who contributed to physics

    I can describe the contributions of scientists, including Canadians, to physics.

    A2.2

    Learn itPractice testActivities
The official wording · 2 outcomes
A2.1
identify and describe a variety of careers re- lated to the fields of science under study (e.g., alternative energy advocate, sustainable energy technician, electrician, mechanic) and the edu- cation and training necessary for these careers
A2.2
describe the contributions of scientists, includ- ing Canadians (e.g., Elijah McCoy, Jaisel Vadgama, Gerald Vincent Bull, Elizabeth Cannon, Richard Marceau, Normand C. Beaulieu), to the fields under study

Key ideas

  1. Applied physics connects to careers such as technician, electrician, millwright, and hydraulic-systems mechanic.

  2. Scientists from many places, including Canadians, advanced the physics behind everyday technology.

  3. Each career needs particular education and training, often a college program or apprenticeship.

  4. A contribution can be a discovery, an invention, or an improved technology.

Watch out for

  • Thinking physics careers all require a university degree.
  • Thinking all major scientists are from long ago or far away.
  • Not knowing a trade needs specific training or an apprenticeship.

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

Unit 2 · 18 skills

Motion and Its Applications

Motion Technology and Society

Investigating Motion

The official wording · 18 outcomes
B1.1
analyse the design and uses of a transportation technology
B1.1
evaluate its social and environmental impact, including the impact on risk behaviour and accident rates
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 popu- lations and migrations, on changes in ocean currents related to global warming, on the be- haviour of celestial objects) [AI, C]
B2.1
use appropriate terminology related to motion, including, but not limited to: distance, displace- ment, 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 instan- taneous 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 (v av ), distance (Δd), and elapsed time (Δt), using the algebraic equation v av = Δd/Δt [AI]
B2.7
solve simple problems involving one- dimensional average acceleration (a av ), change in speed (Δv), and elapsed time (Δt) using the algebraic equation a av = Δv/Δt [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 act- ing on an object, and use free-body diagrams to determine net force and acceleration of the ob- ject 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]
B3.1
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 (v av ), distance (Δd), and elapsed time (Δt)
B3.3
describe, in quantitative terms, the relationship between one-dimensional average acceleration (a av ), change in speed (Δv), and elapsed time (Δt)
B3.4
state Newton’s laws, and apply them quali- tatively and quantitatively to explain the motion of an object in one dimension
B3.5
explain the relationship between the acceler- ation of an object and the net unbalanced force acting on that object

Key ideas

  1. Transportation technologies (snowmobiles, automobiles, personal water craft) have a design suited to their use.

  2. Key terms include distance, displacement, position, speed, acceleration, instantaneous, force, and net force.

  3. Analysing the design links its features to how it moves objects or people.

  4. Precise terms let you describe how objects move.

  5. A transportation technology has social and environmental impacts, including effects on risk behaviour and accident rates.

Watch out for

  • Describing a vehicle without analysing its design.
  • Confusing distance with displacement.
  • Confusing the design with the impact.

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

Unit 3 · 13 skills

Mechanical Systems

Mechanical Systems and Society

  • Friction in mechanical systems

    I can analyse the advantages and disadvantages of friction in mechanical systems.

    C1.1

    Learn itPractice testActivities

  • Effectiveness of a mechanical system

    I can evaluate the effectiveness of a mechanical system in meeting a challenge.

    C1.2

    Learn itPractice testActivities

Investigating Mechanical Systems

The official wording · 13 outcomes
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]
C1.2
evaluate, on the basis of research, the effectiveness of a common mechanical system in addressing a social or environmental chal- lenge (e.g., prosthetic devices, bathtub lifts, high-efficiency heating and cooling systems) [IP, PR, AI, C]
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 de- termine 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 rela- tionships 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]
C3.1
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 advan- tage 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

Key ideas

  1. Friction can help (tyre and boot grip) or hinder (wear in artificial joints).

  2. Key terms include coefficients of friction, torque, mechanical advantage, work input, and work output.

  3. Methods increase friction where it helps and reduce it where it hinders.

  4. Precise terms let you describe how machines transmit force.

  5. Mechanical systems (prosthetics, bathtub lifts, high-efficiency HVAC) address social or environmental challenges.

Watch out for

  • Thinking friction is always bad.
  • Confusing torque with force.
  • Not linking a method to increasing or reducing friction.

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

Unit 4 · 19 skills

Electricity and Magnetism

Electrical Technology and Society

  • Impact of an electrical technology

    I can evaluate the impact of an evolving electrical technology.

    D1.1

    Learn itPractice testActivities

  • Benefit of an electromagnetic technology

    I can assess an electromagnetic technology's benefit to society or the environment.

    D1.2

    Learn itPractice testActivities

Investigating Electricity and Magnetism

The official wording · 19 outcomes
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]
D1.2
assess the impact of an electromagnetic tech- nology 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]
D2.1
use appropriate terminology related to electri- city 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 quantita- tive terms to test Kirchhoff’s laws [PR, AI]
D2.3
analyse, in quantitative terms, real or simu- lated 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 sol- enoid, 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 con- ductor 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]
D3.1
compare and contrast the behaviour and func- tions 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 relat- ed 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 mag- nets (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

Key ideas

  1. Electrical technologies (electric cars, appliances) evolve and affect society and the environment.

  2. Key terms include direct and alternating current, potential difference, resistance, power, permanent magnet, electromagnet, magnetic field, the motor principle, and electric motor.

  3. Evaluating impact weighs the benefits against the costs.

  4. Precise terms let you describe circuits and magnetic devices.

  5. Electromagnetic technologies diagnose and treat disease or improve seed germination.

Watch out for

  • Considering only benefits or only costs.
  • Confusing potential difference with current.
  • Not connecting the technology to a societal or environmental effect.

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

Unit 5 · 13 skills

Energy Transformations

Energy Technology and Society

Investigating Energy Transformations

The official wording · 13 outcomes
E1.1
analyse an energy-transformation technology
E1.1
evaluate its impact on society and the environ- ment
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]
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 transforma- tions, 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 mouse- trap 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 mini- ature car), explain the power and output, and calculate the energy [PR, AI, C]
E3.1
describe and compare various types of energy and energy transformations (e.g., transformations related to kinetic, sound, electric, chemical, poten- tial, 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 gener- ated from biomass), and identify the strengths and weaknesses of each

Key ideas

  1. Technologies such as wind turbines, refrigerators, and steam engines transform energy from one form to another.

  2. Key terms include work, gravitational potential energy, kinetic energy, chemical energy, energy transformations, and efficiency.

  3. Analysing one traces the energy through each transformation.

  4. Precise terms let you describe how energy changes form.

  5. Energy technologies have social and environmental impacts, from emissions to land use.

Watch out for

  • Thinking energy is used up rather than transformed.
  • Confusing potential with kinetic energy.
  • Not tracing each transformation step.

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

Unit 6 · 15 skills

Hydraulic and Pneumatic Systems

Fluid Systems and Society

Investigating Fluid Systems

The official wording · 15 outcomes
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]
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 manufac- turing of computers, for lifting and manoeuvring heavy objects on assembly lines, for handling hazardous materials, for activities under water and in space) [AI, C]
F2.1
use appropriate terminology related to hy- draulic and pneumatic systems, including, but not limited to: density, atmospheric pressure, abso- lute 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 clamp- ing 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 cur- rent, blowing between pieces of paper) [PR]
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 applica- tions 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, propel- lers, golf balls, swimsuits, sharks) responds to these factors
F3.5
state Bernoulli’s principle, and explain some of its applications (e.g., spray atomizers, pro- pellers, spoilers on racing cars, turbine blades in jet engines)

Key ideas

  1. Hydraulic and pneumatic systems (aircraft hydraulics, air motors, robotics) developed to meet specific needs.

  2. Key terms include density, atmospheric and absolute pressure, laminar and turbulent flow, pressure, volume, and flow rate.

  3. Researching one traces its original design and how it was improved.

  4. Precise terms let you describe how fluids behave in systems.

  5. Robotic systems handle manufacturing, heavy lifting, hazardous materials, and work under water or in space.

Watch out for

  • Describing a system without its development history.
  • Confusing atmospheric with absolute pressure.
  • Not connecting the design to the need it met.

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

Which course?

Ontario has 6 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 Ontario’s own curriculum for Physics, Grade 12, College Preparation.

The Ontario Curriculum, Grades 11 and 12: ScienceOntario Ministry of Education · edu.gov.on.ca · Read July 31, 2026

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MapleMind teaches Physics, Grade 12, College Preparation 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.

Geography of Canada, Grade 9 in the MapleMind app on a tablet: its units, Unit 2 open, and the skills done so far with their starsGeography of Canada, Grade 9 in the MapleMind app on a phone: its units, Unit 2 open, and the skills done so far with their stars
Pictured: Geography of Canada, Grade 9, another Ontario course, partway through Unit 2.

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Questions about Physics, Grade 12, College Preparation

What is Physics, Grade 12, College Preparation?

Ontario’s Grade 12 science course: 6 units and 80 skills, from Investigation Skills and Careers to Hydraulic and Pneumatic Systems.

What units are in Physics, Grade 12, College Preparation?

1. Investigation Skills and Careers, 2. Motion and Its Applications, 3. Mechanical Systems, 4. Electricity and Magnetism, 5. Energy Transformations and 6. Hydraulic and Pneumatic Systems.

Is there a provincial exam for Physics, Grade 12, College Preparation?

No. Ontario gives no provincial exam for Physics, Grade 12, College Preparation.

Can MapleMind help with Physics, Grade 12, College Preparation?

Yes. MapleMind teaches every skill of Physics, Grade 12, College Preparation, 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.

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