CHEMISTRY higher candidates this year had to be able to handle calculations to achieve a good pass, according to most of the teachers we canvassed.

Ian McAnulla of Belmont Academy, Ayr, worked out that some 29 marks out of 100 in the multiple choice question paper were based on calculations, which he found ''quite a high percentage'' - something which he felt ''would not make life easier for average or weaker candidates''. He picked out question 12 in that section as being ''quite tricky''. He felt there were some ''very testing'' questions in section two of the paper, quite a few ''problem-solving'' questions. Here he picked out question five as being ''really quite difficult''. He added that some questions relating to practical experiments that pupils had done had been taken a little out of context. He felt that question 11 was particularly difficult in terms of drawing a structural formula - a type of equation which pupils would not have come across before. He felt this year's paper was ''significantly more difficult than previous

years''' had been.

Ken Taylor, of Holy Rood High School, Edinburgh, also picked out question 12 in the multiple choice section as being a bit tricky, partly because of its wording. In the second section, he thought the thermo-dynamics question was presented in a slightly different context to what pupils might have been used to, but as problem-solving was something that is ''driven into them'', he felt his pupils should have been OK. Again, question seven required problem-solving skills rather than straightforward regurgitation. He felt that question 15, on fuel cells, was relevant and was pleased to see it.

George Mitchell, of Banchory Academy, however, was pleased to see a bit more maths than usual, as he felt that last year's exam had been ''a bit short on maths''. He felt that question 2 (c) on carbon-dating in the second section was a particularly good and original question. His school's adoption of the Salters chemistry course, based on practical applications, had been particularly beneficial, he felt.

Peter Uprichard, of Hutchesons' Grammar School, Glasgow, felt that the multiple choice questions were very similar to last year's. Part two contained some ''nice wee calculations'' but ''nothing that jumped out that I felt was too difficult''. He also welcomed question 15.

THE well-trained mind honed by good exam preparation should have had no serious problems with the Higher physical education paper, according to teachers. Candidates were asked to answer three questions from four sections and Donnie Macleod, of Lenzie Academy, was pleased to see a good range and good balance

of questions.

Attempts had been made this year, he felt, to make the questions in the section on performance appreciation more appealing although he accepted that the last part of question three, where candidates were expected to talk about imagination and creativity, would have been problematic for anyone not involved in an aesthetic kind of activity.

Allan Granger, of Belmont Academy, Ayr, felt the section on skills and techniques was a bit trickier and more searching than in the past. On the other hand, he was ''delighted'' with the section on structures and strategies, saying it matched up very well with the course work and NABs. Overall, he felt the exam was testing pupils' knowledge as it should but was not trying to catch them out. Chris MacLennan, of Hillhead High, Glasgow, thought the exam was no harder than in previous years, but felt that some of the questions were long-winded and that this might have put off some. His only real concerns were question eight, which contained terminology which some might have found confusing, and question nine, on stages of learning, which he thought was ''a wee bit difficult''. Nevertheless, he could see a question from each section which could have been tackled.

THE geography Higher exam this year was very well-received, with few complaints about the structure or

content of the two papers. Gordon Lobban, of Trinity Academy, Edinburgh, described this year's exam as ''a typical Higher geography paper, following the same

pattern as previous years - straight down the middle stuff like a driving test''.

He said: ''It is fairly predictable - you know what you are going to be tested on and if you have grasped the main concepts and ideas and if you have prepared well, you will pass.'' He particularly like the question on the developed and developing world in paper two, saying it was well resourced in terms of the information given to candidates. Rosemary Walker, of Mearns Castle High, echoed Mr Lobban's thoughts on the content of the exam, saying the questions were ''exactly as we have come to expect them''.

Maralyn Reid, of Lenzie Academy, welcomed the decision to give a little more time to paper one, the core paper, which pupils in previous years had found too short. The extra five minutes allowed candidates to ''write plenty'', get the credit for it, and had made ''a big difference''. The only potential problem she spotted in paper one was question two, which asked pupils to apply their knowledge of one core topic, atmosphere, to another, hydrosphere. The applications paper was more testing, particularly the ''human'' questions, but in

general the exam was well-received by pupils, she felt.

Lisa Allan, of Barrhead High School, and Lorna McPhail, of Hamilton Grammar, also picked out question two for comment, although Ms Allan said her pupils had noticed the connection straight away so did not suffer in that question while Ms McPhail found that some pupils had been slightly bewildered by the question.

Ms McPhail added that some pupils had been pushed for time in the second paper, and while most of the questions were quite straightforward, she felt that the development and health question was ''moderately difficult''.

William Forbes, of St Ambrose High, Coatbridge, described the core paper as ''middle of the fairway'', with ''every question within the normal parameters''. His only quibble with the applications paper was that the question in the development and health section on social services in urban areas had not appeared before, although it had been covered in the context of social services in

remote areas.

Charles McTrusty, of Hillhead High, thought the slight change in the marking scheme of paper one might have thrown some pupils. In the applications paper, he felt that the fact that there was no choice in the question on river basin management might have put off some pupils, but that on the whole there was nothing to complain about in the question. Likewise, some candidates might have been put off by question four, on urban change and management, referring first of all to the USA, although most should have realised they could answer on the UK or a European country. He also found some pupils struggling for time.

Claire Duignan, of St Luke's High, East Renfrewshire, welcomed the extra time available for paper one, but felt paper two was quite challenging in time allocation for some.

Dr Bill Dick, of St Modan's High, Stirling, welcomed the extra 10 marks for paper one, saying it gave candidates the chance to show depth of knowledge. He picked out the urban management question as the trickiest question.

Calvin Clarke, of Hutchesons' Grammar, Glasgow, commented on the populations question, saying that forced migration had never come up before - previously questions had always been on voluntary migration, and this had added a little variety to the paper.

Computing has been a Higher subject since 1989, but the change to Higher Still three years ago provoked a barrage of complaints from teachers over the last two papers, particularly that some questions were worded so badly that pupils did not understand what was required.

This year's paper has been seen as a huge improvement, both in reflecting the coursework and in the wording of the questions. Anne Finn, principal teacher of computing at St Modan's High in Stirling, described it as fair. ''Section one provided good coverage of the software development topic. I liked the compulsory questions in section two and question 14, the software question, allowed the pupils to display their knowledge and the pupils seemed happy with questions 15 and 16. I felt that there was a lot for the pupils to do in questions 17 and 18, and they needed a good understanding of the implementation stage of programme development,'' she said.

In section three pupils choose the sub-section which their school teaches. At St Modan's that is artificial intelligence and teacher and pupils were happy with the

compulsory questions. George Grant, at Hamilton Grammar School, described it as ''the best yet'' of the Higher Still papers. In particular, he was pleased that the questions used much clearer language. His pupils also do the artificial intelligence section, which he was pleased with. He singled out question 20 as an example of a ''good question'' which was a fair test of ability. ''It should allow everyone to gain some marks, but those who are poor will not be able to get all the marks, although the good students will be able to pull the marks out,'' he added.

It was also judged a great improvement on last year's paper by Raymond Shankland, of Barrhead High School, whose verdict was ''very fair and well-balanced''. In section three, his pupils take the computer networking section. This year, the test of application of knowledge was easier and a lesser degree of problem-solving skill was required. Overall, h e suggested it was easier than last year when a substantial number of pupils failed by a handful of marks.

Cults Academy, Aberdeen, chemistry higher

Mark McClue 17:

''It was a good exam. I did a past paper the day before the exam and it was OK so I expected the exam to be harder. There were questions I wasn't too sure of but, overall, I felt it was a good exam. There were no questions which I could say 'I have never seen that before'.''

Julia Blencowe 16:

''It was better than I expected. I crashed chemistry this year and did three years work in one. I had difficulty but, overall, in the exam I think I did quite well. I am reasonably confident. I thought the estimate was harder but I hadn't studied much for it.''

Ryan Clark 16:

''It went fine. I felt the estimate was harder than the exam. I came out with a good feeling. I have come out of everything except English thinking I might have got an A. I think I might have got an A in chemistry and I am taking Advanced Higher Chemistry. It was reasonable.''

Jane Davidson 16:

''It was harder than I expected. I did the 2000 and the 2001 papers the day before the exam but I didn't seem able to get through the exam as quickly. It might have been nerves. I think I've passed but I was hoping for a good pass and I'm not sure any more.''

Elizabeth Bell 16:

''I liked it. I thought it was good. The questions were quite fair. Some of them were fairly tough but I did some work on them, left them to the end, and then went back to them. It is all one paper but in two parts, one of them multiple choice. I prefer the multiple choice.''

Louise Wade 16:

''It was OK but chemistry is difficult. I answered most questions so that was good. With chemistry, even if you know your notes and the course, some of the questions you just can't answer. I guessed a couple. I hate multi-choice - they are hardest.''

SCHOOLDAYS FOR rhona martin and a love of food and chat

Q. Which school did you attend?

A. I attended Park School in Glasgow.

Q. What Highers did you sit?

A. I sat three and passed English, chemistry, and home economics, all at C grade.

Q. What did you do after leaving school?

A. I went to study at the Queens College, Glasgow, for three years and attained an HND (Higher National Diploma) in Hotel Catering and Institutional Management. I then started working with Stakis Hotels but, as I became more serious with my curling at weekends, I worked in the international department with Clydesdale Bank.

Q. What was your favourite subject?

A. I would say Food and Nutrition because, as well as all the theory side, we did a lot of cooking and, at that time, that did not seem as hard work as a lot of the other subjects.

Q. What was your worst exam experience?

A. In one of my cookery exams I had forgotten to heat the serving dish, so I put it under the grill and the plate cracked along the middle. I had to decorate the crack by piping mashed potato all around it. Thankfully, the examiner tasted from the edge and not the middle.

Q. Do you have any regrets about school days?

A. After getting nine O-levels I sort of eased off and enjoyed all the social events more. I wish I had studied harder for my Highers, but, at the time, ''I knew best''. I just hope I can persuade my children you only get one chance so give it your best shot.

Q. What are your fondest memories?

A. All the friendships and I looked forward to the chats. I really enjoyed the school trips, especially skiing, as they did not have any curling, and hockey and swimming and competing against other schools.

Rhona Martin is captain of the Olympic

gold-medal curling team.