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A Level · Cambridge (CIE) · 9701

Describe the one-step SN2 mechanism

Show simultaneous nucleophile attack and carbon–halogen bond breaking in a bimolecular substitution.

Halogen compounds · Cambridge 9701 AS Chemistry · 15.1

AS Level; Cambridge International Chemistry 9701, 2025–2027 syllabus. Use the named reagents, solvents, temperatures and pressure conditions; begin curly arrows at a bond or lone pair and distinguish typical mechanisms from absolute rules. Written practice is self-checked

Before you begin

  • Use covalent formulas, nucleophiles, electrophiles, homolytic and heterolytic fission, and the alkene and alcohol pathways in Topics 13–14.

Work on paper. Try each question before revealing help, and explain why your method works.

Quick readiness check

Where does the first SN2 curly arrow begin?

What you will learn

  • Identify the electron-pair source
  • Show bond formation and cleavage in one step
  • Interpret the bimolecular rate dependence
Two nucleophilic substitution pathwaysSN2 · one stepNu⁻ → C–XC–X pair → X⁻Concerted · no carbocationrate ∝ [R–X][Nu⁻]SN1 · two stepsR₃C–X → R₃C⁺ + X⁻slow · carbocation formsNu⁻ attacks R₃C⁺rate ∝ [R–X]Primary tends SN2 · tertiary tends SN1 · secondary depends
Comparison of nucleophilic substitution pathways. SN2 is a single concerted step in which Nu⁻ attacks the carbon as the C–X bond breaks; its simple rate law depends on both reactants. SN1 first forms a carbocation and X⁻, then the nucleophile attacks; its simple rate law depends on the halogenoalkane. These are schematic mechanisms; substrate and conditions matter.

SN2 is a concerted substitution

In an SN2 mechanism, the nucleophile donates a lone pair to the carbon attached to X while the C–X bond pair moves to X. Bond formation and bond breaking occur in the same step.

Use a full curly arrow from the nucleophile lone pair to carbon and another from the C–X bond to X. The leaving group departs as X⁻; the nucleophile forms the new C–Nu bond.

Both reactants affect the rate

The rate depends on both halogenoalkane and nucleophile concentrations: rate ∝ [R–X][Nu]. The transition state involves both species, which is why the mechanism is called bimolecular.

Primary halogenoalkanes commonly favor SN2 because the carbon is less crowded. The course does not treat this preference as an absolute guarantee for every structure and condition.

Pause and explain

What happens to the C–X bond in one SN2 step?

Put the idea to work

Worked example

Outline the SN2 substitution of bromoethane by OH⁻.

Show the worked solution
  1. Start a curly arrow at an oxygen lone pair and point it to the carbon bonded to Br.
  2. At the same time, start a second arrow at the C–Br bond and point it to Br.
  3. The product is ethanol and Br⁻.

Answer One step: OH⁻ attacks the C–Br carbon as the C–Br bond pair moves to Br⁻, forming CH₃CH₂OH.

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From guided practice to a new situation

Write your answer and reasoning first. Use a hint only if you are stuck. The model solution is for self-checking; your written work is not automatically marked.

1 · Guided

Draw or describe the two curly arrows for OH⁻ substitution of CH₃Br by SN2.

Give me a hint

Track the incoming lone pair and the leaving bond pair simultaneously.

Compare my reasoning
  1. Arrow 1 starts at an O lone pair and points to the C bonded to Br.
  2. Arrow 2 starts at the C–Br bond and points to Br.
  3. Show CH₃OH and Br⁻ after the one-step event.

OH⁻ lone pair → C; C–Br bond pair → Br; products CH₃OH + Br⁻.

Look for these in your work

  • First arrow source/destination correct
  • Second arrow source/destination correct
  • Products identified
2 · Independent

If [R–X] doubles while [Nu] is constant, what does the SN2 rate law predict?

Give me a hint

Use rate ∝ [R–X][Nu].

Compare my reasoning
  1. Only [R–X] changes.
  2. The rate is first order in [R–X].
  3. Doubling [R–X] doubles the predicted rate.

The rate doubles, provided all other conditions remain constant.

Look for these in your work

  • Rate law used
  • Order identified
  • Change calculated
3 · Transfer

A proposed SN2 diagram first shows R–X → R⁺ + X⁻, then Nu⁻ attacks. Identify the mechanism mismatch.

Give me a hint

Check whether substitution is concerted or stepwise.

Compare my reasoning
  1. The proposed first step creates a carbocation.
  2. That is the two-stage feature of an SN1 pathway.
  3. SN2 instead combines attack and leaving-group departure in one step.

The drawing is SN1-like; SN2 has no carbocation intermediate and shows simultaneous bond formation and cleavage.

Look for these in your work

  • Intermediate recognized
  • SN1 distinguished
  • SN2 corrected

Common mistakes

  • Showing a carbocation intermediate in SN2
  • Starting an arrow at a positive charge instead of an electron pair
  • Calling SN2 unimolecular because only one product is formed
Recall without your notes

What can you explain now?

Where does the first SN2 curly arrow begin?

Compare with the explanation

At a nucleophile lone pair

The electron pair donated by the nucleophile forms the new bond.

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Make it stick

Why does the SN2 rate depend on both the halogenoalkane and nucleophile concentrations?

If you needed the solution, close it and solve the problem again from a blank page. A correct answer is stronger when you can explain the reason for each step.

Keep learning Chemistry

Course scope and assessment

Four hundred and forty-two original lessons map the published learning outcomes across AS Chemistry Topics 1–22 and A Level Topics 23–37, with guided, independent and transfer practice and explained answers. Every numbered subject-content topic and listed outcome tag now has a mapped lesson sequence. Topic 32 maps all 12 hydroxy-compound outcome tags in 11 lessons; Topic 33 maps all 15 carboxylic-acid and derivative outcome tags in 16 lessons; Topic 34 maps all 22 nitrogen-compound outcome tags in 20 lessons; Topic 35 maps all 12 polymerisation outcome tags in 16 lessons; Topic 36 maps all four organic-synthesis outcome tags in 14 lessons; Topic 37 maps all 22 chromatography and NMR outcome tags in 18 lessons. Cambridge's 2028–2030 Version 1 syllabus states that there are no significant changes which affect teaching from the preceding edition; the routes are aligned to that edition. This is 37 of the 37 numbered subject-content topics. Full cumulative exam assessment, Paper 3 laboratory competence, Paper 5 investigation practice and human subject-teacher review remain outstanding. Written practice is self-checked and does not certify exam readiness.

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