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A Level · Cambridge (CIE) · 9701

Explain why TLC substances have different Rf values

Explain Rf differences using adsorption to the stationary phase and solubility in the mobile phase.

Section 37 · Analytical techniques

Analytical techniques · Cambridge International AS & A Level Chemistry 9701 · 37.1

A Level; Cambridge International Chemistry 9701, 2028–2030 syllabus, Topic 37. Use the supplied spectra, shift table and chromatography conditions. Interpret peaks as evidence and state when a short trace cannot uniquely identify a substance. Written practice is self-checked

Before you begin

  • Recognise functional groups, molecular structures, polarity, intermolecular interactions and the distinction between equivalent and different chemical environments.

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

Quick readiness check

What tends to happen to Rf when a substance is more strongly adsorbed to the stationary phase?

What you will learn

  • Relate adsorption strength to distance travelled
  • Relate mobile-phase solubility to distance travelled
  • Compare Rf values only under matching conditions

Balance attraction to both phases

A substance that interacts strongly with the stationary adsorbent spends more time held on the plate and travels a shorter distance, giving a lower Rf. A substance that dissolves readily in the mobile solvent is carried farther and tends to have a higher Rf.

For a polar aluminium-oxide stationary phase, a more strongly adsorbed polar substance may move less than a substance with weaker attraction, all else equal. The actual comparison depends on the solvent and surface used.

Keep conditions fixed when comparing

Changing solvent polarity changes relative solubilities and can alter the Rf values. A value is not a unique fingerprint independent of conditions; compare sample and reference spots on the same plate or under identical conditions.

A higher Rf means farther relative travel in that system. It is not automatically a measure of polarity without stating how each substance interacts with both phases.

Pause and explain

Which two interactions help explain TLC Rf differences?

Put the idea to work

Worked example

Under the same TLC conditions, substance A has lower Rf than B. Give an interaction-based explanation.

Show the worked solution
  1. Lower Rf means A travelled less relative to the front.
  2. A may adsorb more strongly to the stationary phase.
  3. B may be more soluble in the mobile phase.

Answer A is retained more strongly by the stationary phase and/or is less soluble in the mobile solvent than B, so it travels less and has a lower Rf.

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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

A is strongly attracted to the stationary alumina while B is more soluble in the mobile solvent. Which is likely to have the larger Rf?

Give me a hint

One interaction retains; the other carries the substance.

Compare my reasoning
  1. A spends more time adsorbed.
  2. B is carried farther by the mobile phase.
  3. A smaller distance ratio means a smaller Rf.

B is likely to have the larger Rf because it is more soluble in the mobile phase and travels farther; A is retained more strongly.

Look for these in your work

  • Adsorption applied
  • Solubility applied
  • Rf comparison justified
2 · Independent

Why can the same compound have a different Rf in two different solvents?

Give me a hint

The mobile phase changes the substance's relative solubility and competition with the surface.

Compare my reasoning
  1. Solvent polarity affects solubility.
  2. The balance with the stationary phase changes.
  3. Therefore the travelled distance ratio can change.

A different solvent changes the compound's solubility in the mobile phase and the balance of its interactions with the stationary phase, so Rf can change.

Look for these in your work

  • Mobile phase effect
  • Interaction balance
  • Outcome stated
3 · Transfer

A response says ‘A has higher Rf because it is less polar’. Improve it using only the available TLC evidence.

Give me a hint

State which phase interaction is stronger or weaker rather than relying on polarity alone.

Compare my reasoning
  1. Higher Rf means A travelled farther relative to the front.
  2. It may be more soluble in this mobile phase.
  3. Or it may be less strongly adsorbed to this stationary phase.

A has higher Rf because, under these conditions, it is carried more readily by the mobile phase and/or adsorbed less strongly to the stationary phase; polarity alone is insufficient without the phase details.

Look for these in your work

  • Observation translated
  • Both phases considered
  • Overclaim corrected

Common mistakes

  • Saying a low Rf means the substance is heavier
  • Ignoring mobile-phase solubility
  • Explaining Rf from polarity alone without identifying the phases
  • Comparing values from different solvent systems without qualification
Recall without your notes

What can you explain now?

What tends to happen to Rf when a substance is more strongly adsorbed to the stationary phase?

Compare with the explanation

Rf tends to be lower

Stronger retention reduces the distance travelled.

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Make it stick

How do stationary-phase adsorption and mobile-phase solubility jointly determine Rf?

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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