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A Level · Cambridge (CIE) · 9701

Distinguish addition from condensation polymerisation

Use the monomer's reactive groups and the polymer link to decide whether a polymer forms by addition or condensation.

Polymerisation · Cambridge International AS & A Level Chemistry 9701 · 35.2

A Level; Cambridge International Chemistry 9701, 2028–2030 syllabus, Topic 35. Track the functional groups, repeat-unit connectivity and small-molecule by-products. Written practice is self-checked

Before you begin

  • Recognise alkenes, carboxylic acids, acyl chlorides, alcohols, amines, amides and ester linkages.

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

Quick readiness check

Which feature is characteristic of condensation polymerisation in the syllabus examples?

What you will learn

  • Recognise alkene addition polymerisation
  • Recognise condensation between complementary functional groups
  • Use a polymer section to justify the reaction type

Start with the monomers

An alkene can undergo addition polymerisation: its C=C bond opens, monomers join into a carbon-chain backbone, and no small molecule is eliminated. The repeat unit retains the atoms of the alkene monomer.

Condensation polymerisation joins suitable functional groups, commonly forming ester or amide links and eliminating a small molecule such as water or HCl. A diol with a dicarboxylic acid, for example, forms a polyester; a diamine with a dicarboxylic acid forms a polyamide.

Read the polymer when monomers are not shown

A saturated carbon backbone with substituents inherited from alkene monomers is evidence for addition polymerisation. Ester (–COO–) or amide (–CONH–) links between residues indicate condensation polymerisation in the examples in this syllabus.

Use the structure provided rather than relying on a polymer name alone. A fragment may identify the link type without showing the complete chain or its original reagents.

Pause and explain

A polymer fragment contains repeated –COO– links between residues. Which type is indicated?

Put the idea to work

Worked example

Classify the formation of poly(ethene) and a polyester made from a diol and a dicarboxylic acid.

Show the worked solution
  1. Ethene has a C=C bond that opens to form the chain.
  2. No small molecule leaves poly(ethene)'s addition repeat.
  3. The diol and diacid form ester links and eliminate water.

Answer Poly(ethene) forms by addition polymerisation. The polyester forms by condensation polymerisation because ester links form with water eliminated.

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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

Classify the formation of poly(propene) from propene and give the structural clue.

Give me a hint

Look for the monomer's alkene bond and the atoms retained.

Compare my reasoning
  1. Propene contains C=C.
  2. That bond opens as the chain forms.
  3. No small molecule leaves the repeat.

Addition polymerisation: the C=C bond opens and propene's atoms remain in the repeat unit.

Look for these in your work

  • Monomer feature identified
  • Bond change stated
  • By-product distinction made
2 · Independent

A diol and a dicarboxylic acid form a chain containing ester links. Classify the process and name the by-product.

Give me a hint

Track what happens when an –OH group and –COOH group link.

Compare my reasoning
  1. The functional groups form an ester link.
  2. The linking reaction eliminates water.
  3. A small molecule is removed as the chain grows.

Condensation polymerisation; water is eliminated as ester links form.

Look for these in your work

  • Link type named
  • Reaction type named
  • By-product stated
3 · Transfer

A polymer section has –CH₂–CH(CH₃)– repeat units and no functional-group links. What evidence supports an addition route?

Give me a hint

Reverse the repeat unit to its likely alkene monomer.

Compare my reasoning
  1. Restore C=C between the two backbone carbons.
  2. Keep CH₃ on the same carbon to obtain propene.
  3. An alkene's atoms are retained when the C=C opens.

The section is consistent with addition polymerisation of propene: its C=C opens and the repeat contains no condensation link or lost small molecule.

Look for these in your work

  • Monomer recovered
  • Backbone evidence used
  • Conclusion justified

Common mistakes

  • Calling every polymerisation addition
  • Looking only at the polymer name
  • Claiming water is eliminated when an alkene undergoes addition polymerisation
  • Treating the small-molecule by-product as part of the repeat unit
Recall without your notes

What can you explain now?

Which feature is characteristic of condensation polymerisation in the syllabus examples?

Compare with the explanation

A functional-group link forms and a small molecule is eliminated

Ester or amide links form by condensation in these examples.

After trying it yourself, choose your next review. This is your self-assessment.

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Make it stick

Which monomer feature and polymer-link feature help distinguish addition from condensation polymerisation?

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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