Abstract
Abstract
This paper reflects on feedback received from 161 Ontario grade 12 physics students between 2017–2018 and 2020–2023, on the content and delivery in different modes (face-to-face, online, hybrid) of the 2008 Ontario Grade 12 Physics—University Preparation course (SPH4U). Across modes, students considered Revolutions in Modern Physics significantly more interesting and less stressful than any of the other four units. Students also identified Dynamics as significantly less interesting than all of the units, and found it significantly more stressful than all units other than Fields. Students were most interested in topics not previously studied (e.g. Special Theory of Relativity) that they felt promoted new ways of thinking. Adjusting to grade 12 expectations combined with more challenging course concepts were the primary contributors of stress. Included is a discussion of physics education reform, and the role of physics education in science, technology, engineering and mathematics.