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A Level · Cambridge (CIE) · 9701

Explain why phenol directs to positions 2, 4 and 6

Connect oxygen lone-pair donation into the aromatic ring with ortho and para substitution at positions 2, 4 and 6.

Hydroxy compounds · Cambridge International AS & A Level Chemistry 9701 · 32.2

A Level; Cambridge International Chemistry 9701, 2028–2030 syllabus, Topic 32. Distinguish phenol (–OH directly on an aromatic ring) from an alcohol (–OH on an aliphatic carbon). Use the specified reagents, temperatures and products; phenol reactions are limited to those listed in the syllabus. Written practice is self-checked

Before you begin

  • Recognise alcohols and phenols, aromatic substitution, acids and bases, and diazonium ions from the preceding organic topics.

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

Quick readiness check

If –OH is at position 1, which positions are directed toward?

What you will learn

  • Identify positions 2, 4 and 6 relative to phenolic –OH
  • Explain the directing effect using electron donation
  • Relate the positions to phenol substitution products

Map the ring positions

When –OH is attached to ring carbon 1, positions 2 and 6 are ortho and position 4 is para. In phenol's listed reactions, electrophilic substitution is directed to positions 2, 4 and 6.

Positions 2 and 6 are equivalent by symmetry in unsubstituted phenol, so nitration gives the 2- and 4-isomers; bromination can occupy all three sites to give 2,4,6-tribromophenol.

Oxygen donates electron density into the ring

A lone pair on oxygen can overlap with the aromatic π system. Resonance structures place increased electron density at ortho and para positions, making those positions more favourable for electrophilic attack.

The rule in the syllabus is to recall that the hydroxyl group directs to 2, 4 and 6. Use the electronic explanation to understand the pattern, but keep specific product predictions within the listed reactions and available positions.

Pause and explain

What does oxygen contribute to the aromatic ring?

Put the idea to work

Worked example

Explain why –OH directs electrophilic substitution in phenol to positions 2, 4 and 6.

Show the worked solution
  1. The oxygen has a lone pair.
  2. That lone pair can delocalise into the aromatic π system.
  3. Resonance increases electron density at ortho and para positions.

Answer Oxygen lone-pair donation into the ring makes positions 2, 4 and 6 more electron-rich and favours electrophilic substitution there.

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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

Label the ortho and para positions relative to phenolic –OH at carbon 1.

Give me a hint

Count around the six-carbon ring.

Compare my reasoning
  1. Adjacent positions 2 and 6 are ortho.
  2. Opposite position 4 is para.
  3. Together the directed positions are 2, 4 and 6.

Ortho: 2 and 6; para: 4.

Look for these in your work

  • Ortho positions correct
  • Para position correct
  • Full set stated
2 · Independent

How does oxygen's lone pair affect ring electron density?

Give me a hint

Connect lone-pair donation to resonance positions.

Compare my reasoning
  1. The lone pair overlaps with the aromatic π system.
  2. Resonance delocalises electron density into the ring.
  3. Positions 2, 4 and 6 are activated for electrophilic substitution.

Oxygen donates a lone pair by resonance, increasing electron density at ortho and para positions 2, 4 and 6.

Look for these in your work

  • Orbital interaction stated
  • Electron-density change stated
  • Positions identified
3 · Transfer

A ring is already substituted at position 1 by –OH and at position 4 by –NO₂. A question asks only which positions –OH directs toward. State them and qualify the prediction.

Give me a hint

Answer relative to the requested group, then note the second substituent.

Compare my reasoning
  1. –OH directs to positions 2, 4 and 6.
  2. Position 4 is already occupied.
  3. Other substituents may influence the actual mixture; do not claim a unique ratio from –OH alone.

Relative to –OH, the directing positions are 2, 4 and 6; because position 4 is occupied and –NO₂ also directs, a full product distribution needs more context.

Look for these in your work

  • OH-directed positions named
  • Occupied site noted
  • Competing influence qualified

Common mistakes

  • Calling –OH meta directing
  • Numbering from an arbitrary ring atom
  • Forgetting position 1 is the carbon bonded to –OH
  • Claiming the directing group supplies an electrophile
Recall without your notes

What can you explain now?

If –OH is at position 1, which positions are directed toward?

Compare with the explanation

2, 4 and 6

The hydroxyl group directs to both ortho positions and the para position.

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Make it stick

How does –OH direct phenol reactions, and which positions correspond to its ortho/para effect?

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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