Grade Nine Past Papers

[Sinikka Curz]

Kangourousans Frontires (KSF) is an independent association, whose purpose is to organise the annual Kangaroo contest with the aim of promoting mathematics among young people around the world. Each year over six million school pupils aged 5 to 18 from more than 50 countries throughout the world take part at various levels. Awards are given to the top scoring students per grade at the national level. We decide to provide here a collections of past papers and solutions for those who wish to practice the math problems.

In the early 80's, Peter O'Halloran a math teacher at Sydney, invented a new kind of game in Australian schools: a multiple choice questionnaire, corrected by computer, which meant that thousands of pupils could participate at the same time. It was a tremendous success for the Australian Mathematical National Contest.

In 1991, two French teachers (Andr Deledicq et Jean Pierre Boudine) decided to start the competition in France under the name "Kangaroo" to pay tribute to their Australian friends. In the first edition, 120 000 juniors took part. Ever since the competition has been opened to pupils as well as to senior students, followed by 21 European countries forming altogether "Kangaroo without borders".

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For students planning to take part in the Chemistry Olympiad, trying out past papers gives them the opportunity to hone key skills and boost their confidence ahead of the competition. This collection brings together past papers from 2003 onwards, each accompanied by a summary of the topics covered as well as a mark scheme with answers.

Past papers can be used flexibly by teachers and students, with varying degrees of independence. Browse the summary of papers and topics below to find a particular question, or select a paper to work through from beginning to end.

Topics include reactions that produce phosphine; carbon capture by calcium looping; synthesis and reactions of levulinic acid; Newman projections; synthesis of hydroxychloroquine; and kinetics of the formation of xenon difluoride.

Topics include the reactions and structure of calcium carbide; the thermodynamics of hydrogen as a fuel; the structure of UV-absorbing chemicals; structures of silicon oxides; kinetics in colourful compounds; and synthesising [5]-ladderanoic acid.

Topics include carbon dioxide in fizzy drinks; electrolysis of precious metals and NMR spectra of platinum complexes; the kinetics of nerve agent treatments; synthesising pesticides; and calculations on biodegradable polymers.

Topics include reactions within lithium-ion batteries; sustainable methods of producing ammonia; isotopes and reactions of Uranium; the synthesis of dextromethorphan; and compounds of helium and sodium.

Topics include the reactions of lanthanum carbonate; ionisation energies of sodium; the synthesis of tazarotene; analysis of chemicals that bombardier beetles use to defend themselves; and the structure and reactions of methane hydrates.

Topics include synthesising Ambrox; analysing a copper complex using titrations; thermodynamics of halogen fluorides; calculations on salty solutions; using osmium compounds in organic reactions; and the structure of gold.

Topics include methods of producing pure silicon; the kinetics of vitamin D production in mushrooms; thermodynamics and structure of mercury fulminate; reactions and analysis of aluminium compounds; mass spectrometry of polypeptides; and the synthesis of fexofenadine.

Topics include the reactions and thermodynamics of rocket fuels; structures of phosphorus allotropes; analysing phosphate levels in blood; spectroscopic analysis of flame retardants; the synthesis of Tamiflu; and reactions of chlorine dioxide.

Topics include reactions of the ingredients in sherbet lemons; reactions in vehicle exhausts; structures of acyl chloride compounds; thermal decomposition of copper(II) sulfate; producing oxygen in emergencies; the synthesis of sildenafil; and mass spectrometry and NMR of haloalkanes.

Topics include the properties of carbon oxides; reactions of diiodine pentoxide; calculations with methanoic acid; NMR spectra of NanoPutians; estimating blood alcohol levels; and the synthesis of rimonabant.

Topics include redox reactions; reactions of pollutants that erode monuments; calculating dissolved oxygen in water; the structure of agent orange; the thermodynamics of white and grey tin; electronic transitions in hydrogen; and structures of sulfur-containing compounds.

The reform has been phased over a number of years and it will take until summer 2020 for all reformed GCSE subjects to move to the new grade scale. However, most of the subjects will be graded from 9 to 1 this summer:

We have designed the grading so that there are comparable points at key grades. The bottom of a grade 7 is comparable to the bottom of the old grade A, the bottom of a new grade 4 is comparable to the bottom of the old grade C, and the bottom of the new grade 1 is comparable to the bottom of the old grade G. We have been clear to employers, universities and others that if they previously set entry requirements of at least a grade C, then the equivalent now would be to require at least grade 4.

Combined science students will get an award consisting of two equal or adjacent grades from 9 to 1 (eg 9-9, 9-8, 8-8 through to 1-1), and it will count as two GCSEs when students apply for jobs, sixth form, or to university.

You were made aware of this over six months ago. So, please could you change the spelling to 'practise' to reflect the fact that it is used here as a verb and not a noun? I would expect the government blog for the organisation responsible for maintaining standards and confidence in qualifications to model an impeccable standard of English!

Good to know. Would be nice if you actually told students this and the teachers that are supposed to be marking them. It is one month before my first exam and we have been told by AQA officials themselves that they do not have a clue how to mark our work, our teacher cannot give us a predicted GCSE grade and we have no idea what amount or quality of work represents each of these levels. This entire system is a tragedy of epic proportions.

This would be common with most year 7 students as a grade 3 in year 7 isn't totally equivalent to a gcse grade. If she took gcse PE in year 10-11 she will achieve a lot higher. I've know kids who got a grade 2 in year 7 in English but are now getting a grade 7 in year 10. Hope this helps.

How do I subscribe to the Facebook page???? I am really concerned that my son is being disadvantaged by taking his exams this year as no one really seems to know what is going to happen. For instance he has been sitting mock exams on stuff that he hasn't even covered yet in school. With teachers saying they thought the mock papers are hard??? This doesn't help the confidence of the student or reduces the stress when their exams are only weeks away!

My son sat English Lang & literature, Mathematics with the new grade system in 2017. I'm really happy with the new system as he achied 9 in all of the above subjects. The new grading system helps distinguish him from being above A*

He said the new course work is harder.

I hate the new GCSE I'm in yr11 and I revise of past papers, however there aren't any and no grade boundaries, they should give a rough guide for the grade boundaries, it is a mess for my year and its unfair! They have made it so much harder which is pointless if you don't want to take the subject up for A-level! Exam boards have given no guidance or support, this is terrible and a ridiculous new system!

We have been clear that the new 9 to 1 grades will align with the old A* to G grades, so that in general a student who would previously have achieved a grade C would achieve a grade 4 in the new qualifications. This is to make sure that students this year are not disadvantaged by factors such as the fact that there are no past papers, and teachers are less familiar with the requirements of the new system. Exam boards have provided specimen papers, and additional specimen papers in some subjects, and they have also published additional support material for teachers. Experience from the first new GCSEs in 2017 shows that schools and colleges coped well with the changes, and results were in line with expectations.

You don't say which subject this was for, but your daughter's school will need to get in touch with the relevant exam board (if they haven't already). We are not aware of any cases where this has happened, so if you can provide further details to public.e...@ofqual.gov.uk we will follow it up.

So how does 4 5 and 6 cover just 2 old grades??? The whole system stinks. It would have been better to revert to the older way where 1 = A the new system meand it can now go beyond a 9 although HOW you get more than 100% which is top mark and therefore an A I do not comprehend

The new grade scale better differentiates between abilities of students at the top end, so when we say that grades 4, 5 and 6 are comparable to grades B and C in the old system, it means that the students who would have achieved a B or a C previously can now expect get a 4, 5, or 6, so there is more differentiation in this range. It is the same with comparing grades 7, 8 and 9 with grades A and A* in the old system.

The percentages in Nicola's comment are not actual grade boundaries, I believe she used them for illustrative purposes. In addition to this, the number of marks will be different to the percentage of marks achieved, as the maximum number of available marks is generally more than 100. If you are looking at maths foundation, it is worth noting that the grades available are 5 to 1, so the grade boundaries will differ to those on the higher tier paper. You can read more about this here.

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