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A Level · Cambridge (CIE) · 9701

Identify a rate-determining step

Use a measured rate law and a proposed mechanism to identify which step controls the reaction rate.

Reaction kinetics · Cambridge International AS & A Level Chemistry 9701 · 26.1

A Level; Cambridge International Chemistry 9701, 2028–2030 syllabus, Topic 26. Rate laws are empirical unless an elementary step is explicitly stated. Written practice is self-checked

Before you begin

  • Use AS collision theory, concentration, graph gradients, and balanced reaction equations.

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

Quick readiness check

What evidence helps identify the rate-determining step?

What you will learn

  • Compare rate-law orders with species in mechanism steps
  • Recognise a slow step that predicts the observed rate dependence
  • State when available data are insufficient to identify a unique step

The rate-determining step must explain the measured law

For a mechanism with an elementary slow step, the concentrations of its reactants determine the immediate rate form. If it contains an intermediate, use a preceding fast equilibrium to express that intermediate in measurable reactants.

Compare the resulting orders with the experimental rate equation. A step that predicts the measured law can be identified as rate-determining within the proposed mechanism.

Evidence may not identify one unique mechanism

Several mechanisms can sometimes fit the same rate equation. If the data do not distinguish them, state that the evidence supports a rate dependence but does not prove one unique sequence.

A catalyst mechanism or balanced overall equation alone does not identify the rate-determining step; kinetic evidence is needed.

Pause and explain

If a proposed slow step predicts a different order from experiment, what follows?

Put the idea to work

Worked example

A mechanism has fast A + B ⇌ I, then slow I + B → P. Experiments show rate = k[A][B]². Which step is consistent as rate-determining?

Show the worked solution
  1. Use the slow step to write rate∝[I][B].
  2. Use the fast equilibrium [I]∝[A][B].
  3. Compare the derived expression with experiment.

Answer The slow I+B step predicts rate∝[A][B]² after substituting the fast equilibrium, so it is consistent with the rate-determining step for the measured law.

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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 slow elementary step is A + 2B → products. What rate form does this step predict, and what caveat applies?

Give me a hint

Use reactant coefficients only for this stated elementary step.

Compare my reasoning
  1. Write rate∝[A][B]².
  2. Compare it with measured orders.
  3. Remember the expression is justified by the elementary-step assumption.

The step predicts rate∝[A][B]². It is a valid step-level prediction because the step is specified as elementary; it must still agree with experiment.

Look for these in your work

  • Molecularity interpreted
  • Orders stated
  • Assumption qualified
2 · Independent

A measured rate law is first order in A. A proposed mechanism's slow step, after equilibrium substitution, predicts second order in A. Can that mechanism explain the data?

Give me a hint

Compare the two A exponents.

Compare my reasoning
  1. Measured order is 1.
  2. Predicted order is 2.
  3. State whether the proposed step fits.

No. The proposed mechanism predicts second order in A, which conflicts with the measured first-order dependence.

Look for these in your work

  • Data compared
  • Mismatch identified
  • Conclusion stated
3 · Transfer

Two different proposed mechanisms both reproduce the same measured rate law. What can be concluded about the rate-determining step?

Give me a hint

Rate-law consistency is necessary evidence but may not be unique.

Compare my reasoning
  1. Both proposals are consistent with this kinetic evidence.
  2. The rate law alone does not select one uniquely.
  3. Additional evidence is needed to distinguish them.

The measured law does not distinguish the two mechanisms by itself. Additional experimental or mechanistic evidence is needed before claiming a unique rate-determining sequence.

Look for these in your work

  • Evidence scope understood
  • Uniqueness not overclaimed
  • Need for discriminating data stated

Common mistakes

  • Selecting the slowest-looking step without comparing orders
  • Leaving intermediate concentrations in the predicted law
  • Claiming a unique mechanism from insufficient evidence
  • Using an overall reaction coefficient as an order
Recall without your notes

What can you explain now?

What evidence helps identify the rate-determining step?

Compare with the explanation

Agreement between its predicted and measured rate law

The rate dependence tests the proposed slow step.

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Make it stick

How do predicted and measured rate laws test a proposed rate-determining step, and what can the data not prove?

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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