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A Level · Cambridge (CIE) · 9701

Explain why poly(alkenes) are difficult to biodegrade

Link the chemically inert hydrocarbon backbone of poly(alkenes) to their resistance to biodegradation and persistence.

Section 35 · Polymerisation

Polymerisation · Cambridge International AS & A Level Chemistry 9701 · 35.3

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 property helps explain why poly(alkenes) are difficult to biodegrade?

What you will learn

  • Recognise poly(alkenes) as chemically inert in the syllabus context
  • Explain difficulty of biodegradation
  • Connect slow breakdown with persistence

A stable hydrocarbon chain persists

Poly(alkenes) have long chains of strong C–C and C–H bonds and are chemically inert in the syllabus context. They do not contain ester or amide links that are readily broken by hydrolysis.

Because they are difficult for biological processes to break down, poly(alkene) waste can persist and accumulate if it is not managed. This is a reason disposal can be difficult, not a claim that every polymer behaves the same way.

Separate biodegradation from other disposal routes

Resistance to biodegradation does not mean a poly(alkene) can never be changed by any process. Mechanical recycling, combustion or other treatments are different processes with their own limits and environmental considerations.

Use the specified polymer class and connect its chemical inertness to slow biological breakdown. Avoid claiming that a plastic disappears simply because it fragments into smaller pieces.

Pause and explain

What may happen when non-biodegradable poly(alkene) waste is not managed?

Put the idea to work

Worked example

Explain why discarded poly(ethene) can remain in the environment for a long time.

Show the worked solution
  1. Poly(ethene) is a poly(alkene).
  2. Its saturated hydrocarbon backbone is chemically inert and resists biological breakdown.
  3. Persistent material can accumulate if not collected and managed.

Answer Poly(ethene) is difficult to biodegrade because its chemically inert C–C/C–H backbone resists biological breakdown, so discarded material can persist and accumulate.

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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

Give a linked explanation for the persistence of poly(propene) waste.

Give me a hint

Name its polymer family, chemical property and consequence.

Compare my reasoning
  1. Poly(propene) is a poly(alkene).
  2. Its hydrocarbon backbone is chemically inert and difficult to biodegrade.
  3. Unmanaged waste can persist and accumulate.

Poly(propene) is a chemically inert poly(alkene), so biological breakdown is difficult and discarded material can persist and accumulate.

Look for these in your work

  • Class named
  • Property linked
  • Consequence stated
2 · Independent

A student says that a plastic is biodegradable because it breaks into small visible fragments. What distinction should the answer make?

Give me a hint

Compare fragmentation with biological decomposition of the material.

Compare my reasoning
  1. Fragmentation changes particle size.
  2. Biodegradation means biological breakdown of the material.
  3. Small fragments may still persist.

Fragmentation alone does not prove biodegradation; small pieces can remain as persistent polymer material.

Look for these in your work

  • Processes distinguished
  • Definition applied
  • Conclusion limited
3 · Transfer

A city proposes mechanical recycling for poly(alkene) packaging. Does chemical inertness prove recycling is impossible? Explain.

Give me a hint

Separate resistance to biological breakdown from mechanical processing.

Compare my reasoning
  1. Inertness explains biodegradation difficulty.
  2. Mechanical recycling is a different process.
  3. Collection, sorting and processing still affect practical success.

No. Chemical inertness helps explain resistance to biodegradation but does not prove mechanical recycling is impossible; practical recycling depends on collection and processing.

Look for these in your work

  • Property scope limited
  • Processes distinguished
  • Practical factor identified

Common mistakes

  • Calling poly(alkenes) readily biodegradable
  • Equating fragmentation with complete biodegradation
  • Claiming all polymers are inert
  • Saying inert means impossible to recycle or treat
Recall without your notes

What can you explain now?

Which property helps explain why poly(alkenes) are difficult to biodegrade?

Compare with the explanation

Their chemically inert hydrocarbon backbone

The stable carbon-chain structure resists biological breakdown.

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Make it stick

How does the poly(alkene) backbone help explain slow biodegradation and persistence?

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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