Courses

Ontario · Grade 12

Physics, Grade 12, University Preparation

  • SPH4U

Ontario’s Grade 12 science course, from Investigation Skills and Careers to Revolutions in Modern Physics: Quantum Mechanics and Special Relativity.

Learn thisPractice test
Units
6
Lessons
12
Skills
60
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 Physics

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 related to the fields of science under study (e.g., laser optics researcher, geoscientist, photonics researcher, aerospace engineer) and the education and training necessary for these careers
A2.2
describe the contributions of scientists, including Canadians (e.g., Elizabeth MacGill, Pierre Coulombe, Allan Carswell, Gerhard Herzberg), to the fields under study

Unit 2 · 12 skills

Dynamics

Dynamics Technology and Society

Investigating Dynamics

The official wording · 12 outcomes
B1.1
analyse, on the basis of research, a technology that applies concepts related to kinematics (e.g., devices used to measure speed in sports; rocket accelerators; motion-detecting sensors for security systems; speedometers in automobiles) [IP, PR, AI, C]
B1.2
assess the impact on society and the environ- ment of technological devices that use linear or circular motion (e.g., projectile weapons, centrifuges, elevators) [AI, C]
B2.1
use appropriate terminology related to dynamics, including, but not limited to: inertial and non-inertial frames of reference, components, centripetal, period, frequency, static friction, and kinetic friction [C]
B2.2
solve problems related to motion, including projectile and relative motion, by adding and subtracting two-dimensional vector quantities, using vector diagrams, vector components, and algebraic methods [PR, AI, C]
B2.3
analyse, in qualitative and quantitative terms, the relationships between the force of gravity, normal force, applied force, force of friction, coefficient of static friction, and coeffi- cient of kinetic friction, and solve related two-dimensional problems using free-body diagrams, vector components, and algebraic equations (e.g., calculate the acceleration of a block sliding along an inclined plane or the force acting on a vehicle navigating a curve) [AI, C]
B2.4
predict, in qualitative and quantitative terms, the forces acting on systems of objects (e.g., masses in a vertical pulley system [a “dumb waiter”], a block sliding off an accel- erating vehicle, masses in an inclined-plane pulley system), and plan and conduct an inquiry to test their predictions [IP, PR, AI]
B2.5
analyse, in qualitative and quantitative terms, the relationships between the motion of a system and the forces involved (e.g., a block sliding on an inclined plane, acceleration of a B.  Dynamics Overall Expectations By the end of this course, students will: B1. analyse technological devices that apply the principles of the dynamics of motion, and assess the technologies’ social and environmental impact; B2. investigate, in qualitative and quantitative terms, forces involved in uniform circular motion and motion in a plane, and solve related problems; B3. demonstrate an understanding of the forces involved in uniform circular motion and motion in a plane. Specific Expectations 199 Physics SPH4U pulley system), and use free-body diagrams and algebraic equations to solve related problems [AI, C]
B2.6
analyse, in qualitative and quantitative terms, the forces acting on and the acceleration experienced by an object in uniform circular motion in horizontal and vertical planes, and use free-body diagrams and algebraic equations to solve related problems [AI, C]
B2.7
conduct inquiries into the uniform circular motion of an object (e.g., using video analysis of an amusement park ride, measuring the forces and period of a tether ball), and analyse, in qualitative and quantitative terms, the relationships between centripetal acceleration, centripetal force, radius of orbit, period, frequency, mass, and speed [PR, AI]
B3.1
distinguish between reference systems (inertial and non-inertial) with respect to the real and apparent forces acting within such systems (e.g., apparent force in a rotating frame, apparent gravitational force in a vertically accel- erating frame, real force pulling on the elastic of a ball-and-paddle toy)
B3.2
explain the advantages and disadvantages of static and kinetic friction in situations involving various planes (e.g., a horizontal plane, a variety of inclined planes)
B3.3
explain the derivation of equations for uniform circular motion that involve the variables fre- quency, period, radius speed, and mass

Key ideas

  1. Technologies such as rocket accelerators and speed-measuring devices apply the concepts of motion.

  2. Key terms include inertial and non-inertial frames of reference, components, centripetal, period, frequency, and static and kinetic friction.

  3. Analysing one identifies which motion concepts it uses and how.

  4. Precise terms let you describe forces and circular motion.

  5. Devices such as projectile weapons, centrifuges, and elevators use linear or circular motion.

Watch out for

  • Describing a device without naming the concept it applies.
  • Confusing centripetal with centrifugal.
  • Confusing kinematics with dynamics in the device.

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

Unit 3 · 15 skills

Energy and Momentum

Energy, Momentum, and Society

  • Analysing an energy-and-momentum technology

    I can analyse a technology that applies the principles of energy and momentum.

    C1.1

    Learn itPractice testActivities

  • Improving an energy-and-momentum technology

    I can propose practical ways to improve an energy-and-momentum technology.

    C1.1

    Learn itPractice testActivities

  • Impact of energy-and-momentum technologies

    I can assess the impact of an energy-and-momentum technology.

    C1.2

    Learn itPractice testActivities

Investigating Energy and Momentum

The official wording · 15 outcomes
C1.1
analyse, with reference to the principles of energy and momentum
C1.1
propose practical ways to improve, a technology or procedure that applies these principles
C1.2
assess the impact on society and the environ- ment of technologies or procedures that apply the principles of energy and momentum (e.g., crumple zones, safety restraints, strategic building implosion) [AI, C]
C2.1
use appropriate terminology related to energy and momentum, including, but not limited to: work, work–energy theorem, kinetic energy, gravitational potential energy, elastic potential energy, thermal energy, impulse, change in momentum–impulse theorem, elastic collision, and inelastic collision [C]
C2.2
analyse, in qualitative and quantitative terms, the relationship between work and energy, using the work–energy theorem and the law of conservation of energy, and solve related problems in one and two dimensions [PR, AI]
C2.3
use an inquiry process to analyse, in qualita- tive and quantitative terms, situations involving work, gravitational potential energy, kinetic energy, thermal energy, and elastic potential energy, in one and two dimensions (e.g., a block sliding along an inclined plane with friction; a cart rising and falling on a roller coaster track; an object, such as a mass attached to a spring pendulum, that undergoes simple harmonic motion), and use the law of conservation of energy to solve related problems [PR, AI]
C2.4
conduct a laboratory inquiry or computer simulation to test the law of conservation of energy during energy transformations that involve gravitational potential energy, kinetic energy, thermal energy, and elastic potential energy (e.g., using a bouncing ball, a simple pendulum, a computer simulation of a bungee jump) [PR, AI]
C2.5
analyse, in qualitative and quantitative terms, the relationships between mass, velocity, kinetic energy, momentum, and impulse for a system of objects moving in one and two dimensions (e.g., an off-centre collision of two masses on an air table, two carts recoiling from opposite ends of a released spring), and solve problems involving these concepts [PR, AI]
C2.6
analyse, in qualitative and quantitative terms, elastic and inelastic collisions in one and two dimensions, using the laws of conservation of momentum and conservation of energy, and solve related problems [PR, AI]
C2.7
conduct laboratory inquiries or computer simulations involving collisions and explosions in one and two dimensions (e.g., interactions between masses on an air track, the collision of two pucks on an air table, collisions between spheres of similar and different masses) to test the laws of conservation of momentum and conservation of energy [PR, AI]
C3.1
describe and explain Hooke’s law, and explain the relationships between that law, work, and elastic potential energy in a system of objects
C3.2
describe and explain the simple harmonic motion (SHM) of an object, and explain the relationship between SHM, Hooke’s law, and uniform circular motion
C3.3
distinguish between elastic and inelastic collisions
C3.4
explain the implications of the laws of conservation of energy and conservation of momentum with reference to mechanical systems (e.g., damped harmonic motion in shock absorbers, the impossibility of developing a perpetual motion machine)
C3.5
explain how the laws of conservation of energy and conservation of momentum were used to predict the existence and properties of the neutrino

Key ideas

  1. Technologies such as rocket propulsion, protective equipment, and crash forensics apply energy and momentum.

  2. Key terms include work, the work–energy theorem, kinetic, gravitational, and elastic potential energy, impulse, and elastic and inelastic collisions.

  3. Analysing one identifies which principles it uses and how.

  4. Precise terms let you describe energy transfers and collisions.

  5. Once analysed, a technology can be improved by better managing energy or momentum transfer.

Watch out for

  • Describing a technology without referencing energy or momentum.
  • Confusing impulse with momentum.
  • Confusing energy with momentum in the analysis.

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

Unit 4 · 10 skills

Gravitational, Electric, and Magnetic Fields

Field Technology and Society

Investigating Fields

The official wording · 10 outcomes
D1.1
analyse the operation of a technological sys- tem that uses gravitational, electric, or magnetic fields (e.g., a home entertainment system, a computer, magnetic strips on credit cards) [AI, C]
D1.2
assess the impact on society and the environ- ment of technologies that use gravitational, electric, or magnetic fields (e.g., satellites used in surveillance or storm tracking, particle accel- erators that provide high-energy particles for medical imaging) [AI, C]
D2.1
use appropriate terminology related to fields, including, but not limited to: forces, potential energies, potential, and exchange particles [C]
D2.2
analyse, and solve problems relating to, Newton’s law of universal gravitation and circular motion (e.g., with respect to satellite orbits, black holes, dark matter) [AI]
D2.3
analyse, and solve problems involving, electric force, field strength, potential energy, and potential as they apply to uniform and non-uniform electric fields (e.g., the fields produced by a parallel plate and by point charges) [AI]
D2.4
analyse, and solve problems involving, the force on charges moving in a uniform magnetic field (e.g., the force on a current-carrying conductor or a free electron) [AI]
D2.5
conduct a laboratory inquiry or computer simulation to examine the behaviour of a par- ticle in a field (e.g., test Coulomb’s law; replicate Millikan’s experiment or Rutherford’s scattering experiment; use a bubble or cloud chamber) [PR]
D3.1
identify, and compare the properties of, fun- damental forces that are associated with different theories and models of physics (e.g., the theory of general relativity and the standard model of particle physics)
D3.2
compare and contrast the corresponding properties of gravitational, electric, and mag- netic fields (e.g., the strength of each field; the relationship between charge in electric fields and mass in gravitational fields)
D3.3
use field diagrams to explain differences in the sources and directions of fields, including, but not limited to, differences between near- Earth and distant fields, parallel plates and point charges, straight line conductors and solenoids

Key ideas

  1. Systems such as home entertainment systems, computers, and credit-card magnetic strips use fields.

  2. Key terms include forces, potential energies, potential, and exchange particles.

  3. Analysing one explains which field it uses and how.

  4. Precise terms let you describe gravitational, electric, and magnetic fields.

  5. Technologies such as surveillance satellites and medical particle accelerators use fields.

Watch out for

  • Describing a system without naming the field it uses.
  • Confusing potential with potential energy.
  • Confusing electric with magnetic fields.

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

Unit 5 · 10 skills

The Wave Nature of Light

Light Technology and Society

Investigating the Wave Nature of Light

The official wording · 10 outcomes
E1.1
analyse, with reference to the principles related to the wave nature of light, a technology that uses these principles (e.g., Xeon lights, spectroscopes, polarized sunglasses) [AI, C]
E1.2
assess the impact on society and the environ- ment of technologies that use the wave nature of light (e.g., DVDs, polarized lenses, night vision goggles, wireless networks) [AI, C]
E2.1
use appropriate terminology related to the wave nature of light, including, but not limited to: diffraction, dispersion, wave interference, nodal line, phase, oscillate, polarization, and electro- magnetic radiation [C]
E2.2
conduct inquiries involving the diffraction and interference of waves, using ripple tanks or computer simulations [PR]
E2.3
conduct inquiries involving the diffraction, refraction, polarization, and interference of light waves (e.g., shine lasers through single, double, and multiple slits; observe a computer simulation of Young’s double-slit experiment; measure the index of refraction of different ma- terials; observe the effect of crossed polarizing filters on transmitted light) [PR]
E2.4
analyse diffraction and interference of water waves and light waves (e.g., with reference to two-point source interference in a ripple tank, thin-film interference, multiple-slit interfer- ence), and solve related problems [PR, AI]
E3.1
describe and explain the diffraction and interference of water waves in two dimensions
E3.2
describe and explain the diffraction, refrac- tion, polarization, and interference of light waves (e.g., reduced resolution caused by diffraction, mirages caused by refraction, polarization caused by reflection and filters, thin-film interference in soap films and air wedges, interference of light on CDs)
E3.3
use the concepts of refraction, diffraction, polarization, and wave interference to explain the separation of light into colours in various situations (e.g., light travelling through a prism; light contacting thin film, soap film, stressed plastic between two polarizing filters)
E3.4
describe, in qualitative terms, the production of electromagnetic radiation by an oscillating electric dipole (e.g., a radio transmitter, a micro- wave emitter, an X-ray emitter, electron energy transitions in an atom)

Key ideas

  1. Technologies such as spectroscopes and polarized sunglasses use wave properties of light.

  2. Key terms include diffraction, dispersion, wave interference, nodal line, phase, polarization, and electromagnetic radiation.

  3. Analysing one identifies which wave principle it uses and how.

  4. Precise terms let you describe how light behaves as a wave.

  5. Technologies such as DVDs, polarized lenses, and night-vision goggles use the wave nature of light.

Watch out for

  • Describing a device without naming the wave principle.
  • Confusing diffraction with refraction.
  • Confusing which wave property is exploited.

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

Unit 6 · 11 skills

Revolutions in Modern Physics: Quantum Mechanics and Special Relativity

Modern Physics and Society

  • Analysing the modern-physics revolutions

    I can analyse the development of a modern-physics revolution.

    F1.1

    Learn itPractice testActivities

  • How the revolutions changed scientific thought

    I can assess how a modern-physics revolution changed scientific thought.

    F1.1

    Learn itPractice testActivities

  • Importance of relativity and quantum mechanics to technology

    I can assess the importance of relativity and quantum mechanics to technology.

    F1.2

    Learn itPractice testActivities

Investigating Modern Physics

The official wording · 11 outcomes
F1.1
analyse the development of the two major revolutions in modern physics
F1.1
assess how they changed scientific thought
F1.2
assess the importance of relativity and quan- tum mechanics to the development of various technologies (e.g., nuclear power; light sensors; diagnostic tools such as magnetic resonance imaging [MRI], computerized axial tomography [CAT], positron emission tomography [PET]) [AI, C]
F2.1
use appropriate terminology related to quantum mechanics and special relativity, including, but not limited to: quantum theory, photoelectric effect, matter waves, time dilation, and mass–energy transformation [C]
F2.2
solve problems related to the photoelectric effect, the Compton effect, and de Broglie’s matter waves [PR, AI]
F2.3
solve problems related to Einstein’s theory of special relativity in order to calculate the effects of relativistic motion on time, length, and mass (e.g., the half-life of cosmic ray muons, how far into the future a fast space ship would travel, the magnetic field strength necessary to keep protons in the Large Hadron Collider) [PR, AI]
F2.4
conduct a laboratory inquiry or computer simulation to analyse data (e.g., on emission spectra, the photoelectric effect, relativistic momentum in accelerators) that support a scientific theory related to relativity or quantum mechanics [PR, AI]
F3.1
describe the experimental evidence that supports a particle model of light (e.g., the photoelectric effect, the Compton effect, pair creation, de Broglie’s matter waves)
F3.2
describe the experimental evidence that supports a wave model of matter (e.g., electron diffraction)
F3.3
identify Einstein’s two postulates for the theory of special relativity, and describe the evidence supporting the theory (e.g., thought experiments, half lives of elementary particles, relativistic momentum in accelerators, the conversion of matter into energy in a nuclear power plant)
F3.4
describe the standard model of elementary particles in terms of the characteristics of quarks, hadrons, and field particles

Key ideas

  1. Quantum mechanics grew from the photoelectric effect; relativity grew from thought experiments.

  2. Key terms include quantum theory, the photoelectric effect, matter waves, time dilation, and mass–energy transformation.

  3. Analysing the development traces how the evidence and ideas built the theory.

  4. Precise terms let you describe modern-physics phenomena.

  5. Quantum mechanics and relativity overturned classical certainties about determinism, time, and space.

Watch out for

  • Thinking a revolution arrived fully formed.
  • Confusing time dilation with length contraction.
  • Not connecting the evidence to the theory's development.

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, University Preparation.

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

Textbooks

The textbooks Ontario Ministry of Education lists for Physics, Grade 12, University Preparation:

  • Nelson Physics 12 University PreparationNelson Education Ltd. · 2012

From the Trillium List, read October 27, 2026. ontario.ca

Study it in MapleMind

MapleMind teaches Physics, Grade 12, University 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, University Preparation

What is Physics, Grade 12, University Preparation?

Ontario’s Grade 12 science course: 6 units and 60 skills, from Investigation Skills and Careers to Revolutions in Modern Physics: Quantum Mechanics and Special Relativity.

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

1. Investigation Skills and Careers, 2. Dynamics, 3. Energy and Momentum, 4. Gravitational, Electric, and Magnetic Fields, 5. The Wave Nature of Light and 6. Revolutions in Modern Physics: Quantum Mechanics and Special Relativity.

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

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

What textbook does Physics, Grade 12, University Preparation use?

The textbooks Ontario Ministry of Education lists for Physics, Grade 12, University Preparation: Nelson Physics 12 University Preparation, Nelson Education Ltd.

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

Yes. MapleMind teaches every skill of Physics, Grade 12, University 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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