Get help with Physics, Grade 12, University Preparation
Most tutoring makes you sit through material you already know. MapleMind flips that: pick the exact skill that's causing trouble — any of the 60 below — and the tutor teaches just that one, step by step, as many times as it takes. Ask questions in plain words, any time of day, in English, French, or 12 other languages.
The official Ontario Physics, Grade 12, University Preparation curriculum
Ontario defines Physics, Grade 12, University Preparation by strands and outcomes. MapleMind teaches the same curriculum reorganized for one-skill-at-a-time tutoring — the table shows exactly where every official strand lands, and the ministry's own wording is quoted under each unit below.
Official source Ontario's official science curriculumRead it on the government site — dcp.edu.gov.on.ca ↗| Official strand | Outcomes | Where MapleMind teaches it |
|---|---|---|
| Strand A | 2 | Investigation Skills and Careers |
| Strand B | 12 | Dynamics |
| Strand C | 14 | Energy and Momentum |
| Strand D | 10 | Gravitational, Electric, and Magnetic Fields |
| Strand E | 10 | The Wave Nature of Light |
| Strand F | 10 | Revolutions in Modern Physics: Quantum Mechanics and Special Relativity |
Every skill below, taught one on one.
Try the first session free
How MapleMind teaches Physics, Grade 12, University Preparation — every unit, lesson, and skill
Every skill below runs as a short session: a plain-words lesson, a worked example, solving it together, then a five-question skill check that earns up to three stars. Guided Mode keeps it teaching instead of answer-handing — turning it off needs a parent's password.
Unit 1Investigation Skills and CareersOfficial strand · Strand A
Careers related to the fields of physics under study and the education and training they require, and scientists — including Canadians — who have contributed to those fields. The scientific investigation skills of strand A1 are woven through every lab and inquiry in the content strands rather than taught here on their own.
Careers in Physics
- Careers in physicssph4u.SPH4U.A2.1 — Identify and describe a variety of careers related to the fields of science under study and the education and training necessary for them.
Scientists and Their Contributions
- Scientists who contributed to physicssph4u.SPH4U.A2.2 — Describe the contributions of scientists, including Canadians, to the fields under study.
The official wording — 2 outcomes in this unit
- sph4u.SPH4U.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
- sph4u.SPH4U.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 2DynamicsOfficial strand · Strand B
The dynamics of motion in a plane — two-dimensional forces, friction on inclines, systems of objects, and uniform circular motion with centripetal force — investigated with free-body diagrams, vector components, and inquiries, plus analysing dynamics technologies and assessing their impact.
Dynamics Technology and Society
- Analysing a dynamics technologysph4u.SPH4U.B1.1 — Analyse a technology that applies concepts related to kinematics and dynamics.
- Impact of motion devicessph4u.SPH4U.B1.2 — Assess the impact on society and the environment of technological devices that use linear or circular motion.
Investigating Dynamics
- Dynamics terminologysph4u.SPH4U.B2.1 — Use appropriate terminology related to dynamics.
- Two-dimensional motion problemssph4u.SPH4U.B2.2 — Solve problems related to motion, including projectile and relative motion, by adding and subtracting two-dimensional vectors.
- Friction and forces on inclinessph4u.SPH4U.B2.3 — Analyse the relationships among gravity, normal, applied, and friction forces, and solve two-dimensional problems using free-body diagrams and vector components.
- Forces on systems of objectssph4u.SPH4U.B2.4 — Predict the forces acting on systems of objects and plan and conduct an inquiry to test the predictions.
- Motion of a system and its forcessph4u.SPH4U.B2.5 — Analyse the relationships between the motion of a system and the forces involved, using free-body diagrams and algebraic equations.
- Uniform circular motion forcessph4u.SPH4U.B2.6 — Analyse the forces and acceleration of an object in uniform circular motion in horizontal and vertical planes, and solve related problems.
- Investigating circular motionsph4u.SPH4U.B2.7 — Conduct inquiries into uniform circular motion and analyse the relationships between centripetal acceleration, force, radius, period, frequency, mass, and speed.
- Inertial and non-inertial framessph4u.SPH4U.B3.1 — Distinguish between inertial and non-inertial reference systems with respect to the real and apparent forces acting within them.
- Static and kinetic frictionsph4u.SPH4U.B3.2 — Explain the advantages and disadvantages of static and kinetic friction in situations involving various planes.
- Deriving circular-motion equationssph4u.SPH4U.B3.3 — Explain the derivation of equations for uniform circular motion involving frequency, period, radius, speed, and mass.
The official wording — 12 outcomes in this unit
- sph4u.SPH4U.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]
- sph4u.SPH4U.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]
- sph4u.SPH4U.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]
- sph4u.SPH4U.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]
- sph4u.SPH4U.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]
- sph4u.SPH4U.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]
- sph4u.SPH4U.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]
- sph4u.SPH4U.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]
- sph4u.SPH4U.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]
- sph4u.SPH4U.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)
- sph4u.SPH4U.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)
- sph4u.SPH4U.B3.3
explain the derivation of equations for uniform circular motion that involve the variables fre- quency, period, radius speed, and mass
Unit 3Energy and MomentumOfficial strand · Strand C
Work, energy, and momentum and their conservation laws in one and two dimensions — the work–energy theorem, gravitational, kinetic, and elastic potential energy, impulse, elastic and inelastic collisions, Hooke's law, and simple harmonic motion — investigated with air tables, pendulums, and collisions, plus analysing and proposing improvements to energy-and-momentum technologies and assessing their impact.
Energy, Momentum, and Society
- Analysing an energy-and-momentum technologysph4u.SPH4U.C1.1 — Analyse, with reference to the principles of energy and momentum, a technology or procedure that applies these principles.
- Improving an energy-and-momentum technologysph4u.SPH4U.C1.1 — Propose practical ways to improve a technology or procedure that applies the principles of energy and momentum.
- Impact of energy-and-momentum technologiessph4u.SPH4U.C1.2 — Assess the impact on society and the environment of technologies or procedures that apply the principles of energy and momentum.
Investigating Energy and Momentum
- Energy and momentum terminologysph4u.SPH4U.C2.1 — Use appropriate terminology related to energy and momentum.
- Work–energy theoremsph4u.SPH4U.C2.2 — Analyse the relationship between work and energy using the work–energy theorem and the law of conservation of energy, and solve related problems.
- Analysing energy in one and two dimensionssph4u.SPH4U.C2.3 — Use an inquiry process to analyse situations involving work and the several forms of energy, and use conservation of energy to solve related problems.
- Testing conservation of energysph4u.SPH4U.C2.4 — Conduct a laboratory inquiry or simulation to test the law of conservation of energy during energy transformations.
- Momentum and impulsesph4u.SPH4U.C2.5 — Analyse the relationships between mass, velocity, kinetic energy, momentum, and impulse for a system of objects, and solve related problems.
- Elastic and inelastic collisionssph4u.SPH4U.C2.6 — Analyse elastic and inelastic collisions in one and two dimensions using conservation of momentum and energy, and solve related problems.
- Investigating collisions and explosionssph4u.SPH4U.C2.7 — Conduct inquiries or simulations involving collisions and explosions in one and two dimensions to test the conservation laws.
- Hooke's law and elastic potential energysph4u.SPH4U.C3.1 — Describe and explain Hooke's law and the relationships between it, work, and elastic potential energy.
- Simple harmonic motionsph4u.SPH4U.C3.2 — Describe and explain simple harmonic motion and its relationship to Hooke's law and uniform circular motion.
- Elastic versus inelastic collisionssph4u.SPH4U.C3.3 — Distinguish between elastic and inelastic collisions.
- Conservation laws in mechanical systemssph4u.SPH4U.C3.4 — Explain the implications of the laws of conservation of energy and momentum with reference to mechanical systems.
- Conservation laws and the neutrinosph4u.SPH4U.C3.5 — Explain how conservation of energy and momentum were used to predict the existence and properties of the neutrino.
The official wording — 14 outcomes in this unit
- sph4u.SPH4U.C1.1
analyse, with reference to the principles of energy and momentum
- sph4u.SPH4U.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]
- sph4u.SPH4U.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]
- sph4u.SPH4U.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]
- sph4u.SPH4U.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]
- sph4u.SPH4U.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]
- sph4u.SPH4U.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]
- sph4u.SPH4U.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]
- sph4u.SPH4U.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]
- sph4u.SPH4U.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
- sph4u.SPH4U.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
- sph4u.SPH4U.C3.3
distinguish between elastic and inelastic collisions
- sph4u.SPH4U.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)
- sph4u.SPH4U.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
Unit 4Gravitational, Electric, and Magnetic FieldsOfficial strand · Strand D
The three fundamental fields — gravitational, electric, and magnetic — their forces, potentials, and interactions with matter, including Newton's law of universal gravitation, Coulomb's law, and the force on moving charges, investigated with field diagrams and particle-in-a-field experiments, plus analysing field technologies and assessing their impact.
Field Technology and Society
- Analysing a field technologysph4u.SPH4U.D1.1 — Analyse the operation of a technological system that uses gravitational, electric, or magnetic fields.
- Impact of field technologiessph4u.SPH4U.D1.2 — Assess the impact on society and the environment of technologies that use gravitational, electric, or magnetic fields.
Investigating Fields
- Fields terminologysph4u.SPH4U.D2.1 — Use appropriate terminology related to fields.
- Universal gravitation and orbitssph4u.SPH4U.D2.2 — Analyse and solve problems relating to Newton's law of universal gravitation and circular motion.
- Electric force, field, and potentialsph4u.SPH4U.D2.3 — Analyse and solve problems involving electric force, field strength, potential energy, and potential in uniform and non-uniform electric fields.
- Force on moving chargessph4u.SPH4U.D2.4 — Analyse and solve problems involving the force on charges moving in a uniform magnetic field.
- Investigating a particle in a fieldsph4u.SPH4U.D2.5 — Conduct a laboratory inquiry or simulation to examine the behaviour of a particle in a field.
- Fundamental forcessph4u.SPH4U.D3.1 — Identify and compare the properties of fundamental forces associated with different theories and models of physics.
- Comparing the three fieldssph4u.SPH4U.D3.2 — Compare and contrast the corresponding properties of gravitational, electric, and magnetic fields.
- Field diagramssph4u.SPH4U.D3.3 — Use field diagrams to explain differences in the sources and directions of fields.
The official wording — 10 outcomes in this unit
- sph4u.SPH4U.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]
- sph4u.SPH4U.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]
- sph4u.SPH4U.D2.1
use appropriate terminology related to fields, including, but not limited to: forces, potential energies, potential, and exchange particles [C]
- sph4u.SPH4U.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]
- sph4u.SPH4U.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]
- sph4u.SPH4U.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]
- sph4u.SPH4U.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]
- sph4u.SPH4U.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)
- sph4u.SPH4U.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)
- sph4u.SPH4U.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
Unit 5The Wave Nature of LightOfficial strand · Strand E
The wave nature of light — diffraction, refraction, interference, and polarization — investigated with ripple tanks, lasers, and double-slit experiments, plus analysing technologies that use the wave nature of light and assessing their impact.
Light Technology and Society
- Analysing a wave-of-light technologysph4u.SPH4U.E1.1 — Analyse, with reference to the principles related to the wave nature of light, a technology that uses these principles.
- Impact of wave-of-light technologiessph4u.SPH4U.E1.2 — Assess the impact on society and the environment of technologies that use the wave nature of light.
Investigating the Wave Nature of Light
- Wave nature of light terminologysph4u.SPH4U.E2.1 — Use appropriate terminology related to the wave nature of light.
- Diffraction and interference of wavessph4u.SPH4U.E2.2 — Conduct inquiries involving the diffraction and interference of waves, using ripple tanks or simulations.
- Investigating light wavessph4u.SPH4U.E2.3 — Conduct inquiries involving the diffraction, refraction, polarization, and interference of light waves.
- Analysing interference and solving problemssph4u.SPH4U.E2.4 — Analyse the diffraction and interference of water and light waves and solve related problems.
- Diffraction and interference of water wavessph4u.SPH4U.E3.1 — Describe and explain the diffraction and interference of water waves in two dimensions.
- Wave behaviours of lightsph4u.SPH4U.E3.2 — Describe and explain the diffraction, refraction, polarization, and interference of light waves.
- Separation of light into colourssph4u.SPH4U.E3.3 — Use refraction, diffraction, polarization, and wave interference to explain the separation of light into colours.
- Electromagnetic radiation from a dipolesph4u.SPH4U.E3.4 — Describe, in qualitative terms, the production of electromagnetic radiation by an oscillating electric dipole.
The official wording — 10 outcomes in this unit
- sph4u.SPH4U.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]
- sph4u.SPH4U.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]
- sph4u.SPH4U.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]
- sph4u.SPH4U.E2.2
conduct inquiries involving the diffraction and interference of waves, using ripple tanks or computer simulations [PR]
- sph4u.SPH4U.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]
- sph4u.SPH4U.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]
- sph4u.SPH4U.E3.1
describe and explain the diffraction and interference of water waves in two dimensions
- sph4u.SPH4U.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)
- sph4u.SPH4U.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)
- sph4u.SPH4U.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)
Unit 6Revolutions in Modern Physics: Quantum Mechanics and Special RelativityOfficial strand · Strand F
The two revolutions of modern physics — quantum mechanics and special relativity — including the photoelectric and Compton effects, matter waves, time dilation, mass–energy transformation, and the standard model, investigated with emission spectra and simulations, plus analysing how new models change scientific thought and assessing their technological importance.
Modern Physics and Society
- Analysing the modern-physics revolutionssph4u.SPH4U.F1.1 — Analyse the development of the two major revolutions in modern physics.
- How the revolutions changed scientific thoughtsph4u.SPH4U.F1.1 — Assess how the two major revolutions in modern physics changed scientific thought.
- Importance of relativity and quantum mechanics to technologysph4u.SPH4U.F1.2 — Assess the importance of relativity and quantum mechanics to the development of various technologies.
Investigating Modern Physics
- Quantum and relativity terminologysph4u.SPH4U.F2.1 — Use appropriate terminology related to quantum mechanics and special relativity.
- Photoelectric, Compton, and matter wavessph4u.SPH4U.F2.2 — Solve problems related to the photoelectric effect, the Compton effect, and de Broglie's matter waves.
- Special relativity problemssph4u.SPH4U.F2.3 — Solve problems related to Einstein's theory of special relativity to calculate relativistic effects on time, length, and mass.
- Investigating modern-physics theoriessph4u.SPH4U.F2.4 — Conduct a laboratory inquiry or simulation to analyse data that support a theory related to relativity or quantum mechanics.
- Evidence for the particle model of lightsph4u.SPH4U.F3.1 — Describe the experimental evidence that supports a particle model of light.
- Evidence for the wave model of mattersph4u.SPH4U.F3.2 — Describe the experimental evidence that supports a wave model of matter.
- Postulates of special relativitysph4u.SPH4U.F3.3 — Identify Einstein's two postulates for special relativity and describe the evidence supporting the theory.
- The standard modelsph4u.SPH4U.F3.4 — Describe the standard model of elementary particles in terms of quarks, hadrons, and field particles.
The official wording — 10 outcomes in this unit
- sph4u.SPH4U.F1.1
analyse the development of the two major revolutions in modern physics
- sph4u.SPH4U.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]
- sph4u.SPH4U.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]
- sph4u.SPH4U.F2.2
solve problems related to the photoelectric effect, the Compton effect, and de Broglie’s matter waves [PR, AI]
- sph4u.SPH4U.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]
- sph4u.SPH4U.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]
- sph4u.SPH4U.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)
- sph4u.SPH4U.F3.2
describe the experimental evidence that supports a wave model of matter (e.g., electron diffraction)
- sph4u.SPH4U.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)
- sph4u.SPH4U.F3.4
describe the standard model of elementary particles in terms of the characteristics of quarks, hadrons, and field particles
Printable workbook · A keepsake of the year
A Physics, Grade 12, University Preparation workbook worth keeping
Built from the same official curriculum as this page. Before and after each skill above, your student colours in how sure they feel — so the two of you can see, on one page, what's clicking and what needs another look. It's a quiet way to follow how the year is really going.
By June it's full of their own handwriting: units worked through, confidence grown, a mid-year check-in, notes from parent-teacher night, and a certificate at the end. Less a worksheet, more a record of the year worth keeping on the shelf.
$4.99 CAD
Instant download · see every page, reviews and the full description · five or more workbooks are $2.99 each
What it looks like in the app
Common questions
Can MapleMind help me with Physics, Grade 12, University Preparation?
Yes. MapleMind's AI tutor covers all 60 skills in Ontario's Physics, Grade 12, University Preparation — you pick the exact skill, and the tutor teaches it step by step: a short lesson, a worked example, solving together, then a skill check to show it stuck.
Is MapleMind aligned to Ontario's official curriculum?
Yes. Every skill in this course maps to an official outcome code from Ontario's Grade 12 Science curriculum, and the ministry's own wording is quoted under each unit on this page — with the official government source linked so you can check it yourself.
What does MapleMind cost?
It's free to start — 5 tutoring chats and a practice quiz every day, no credit card. A Pro subscription ($9.99/month or $49.99/year CAD, 7-day free trial) unlocks unlimited tutoring, practice, and exam simulations.
What if I'm stuck on just one topic?
That's the point of skill-level tutoring: open Physics, Grade 12, University Preparation in the app, tap the exact skill from the list on this page, and the tutor teaches just that — no wading through lessons you don't need.
Does MapleMind work in French or other languages?
Yes — 14 languages, including French. Both the app and the tutor's explanations switch to the language you choose.
Where can I see the official Ontario curriculum for Physics, Grade 12, University Preparation?
The official source is linked on this page — Ontario's official science curriculum. The outline here follows it: every MapleMind skill carries its official outcome code, and the ministry's own wording is quoted under each unit.
Keep exploring
Ready when you are
Pick a skill from this page and see it taught properly — free, in the browser, in under a minute.