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A Level · Cambridge (CIE) · 9701

Identify condensation monomers from a polymer section

Split ester or amide links to recover the monomer residues represented in a section of a condensation polymer.

Polymerisation · Cambridge International AS & A Level Chemistry 9701 · 35.1

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

When reversing a polyester link, which functional groups are restored?

What you will learn

  • Locate ester and amide linkages
  • Recover corresponding monomer functional groups
  • State when the polymer section does not reveal the exact precursor form

Split ester links at the joining bond

In a polyester, locate –CO–O–. Separate the acyl side from the oxygen side and restore –COOH and –OH groups to reconstruct a dicarboxylic acid plus diol, or inspect whether both groups belong to one hydroxycarboxylic-acid residue.

In a given section, identify the repeating residues that are actually shown. A short section may not show every monomer type present in the full chain.

Use nitrogen to recover amide monomers

In a polyamide, locate –CO–NH–. Reverse that link to restore –COOH and –NH₂ groups for a dicarboxylic acid/diamine route, or identify a single aminocarboxylic-acid residue when both groups lie in one monomer unit.

A polymer fragment with a –CO–O– link does not by itself reveal whether the carbonyl precursor was a carboxylic acid or an acyl chloride; both can lead to the same polyester link. Use other information if the exact precursor is required.

Pause and explain

Can a polyester link alone always show whether a carboxylic acid or acyl chloride was the original monomer?

Put the idea to work

Worked example

Identify the monomers represented in [–OCH₂CH₂OCOC₆H₄CO–]ₙ.

Show the worked solution
  1. Split the ester links between O and carbonyl C.
  2. Recover HOCH₂CH₂OH from the diol residue.
  3. Recover HOOC–C₆H₄–COOH from the diacid residue.

Answer The section represents ethane-1,2-diol and benzene-1,4-dicarboxylic acid (terephthalic acid); the fragment alone does not prove whether the acid or its acyl chloride was used.

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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

Identify the monomer residues in [–NH(CH₂)₆NHCO(CH₂)₄CO–]ₙ.

Give me a hint

Split –CO–NH– links to restore amino and carboxyl ends.

Compare my reasoning
  1. Recover H₂N(CH₂)₆NH₂ from the diamine portion.
  2. Recover HOOC(CH₂)₄COOH from the diacid portion.
  3. Name the two bifunctional monomers.

Hexane-1,6-diamine and hexanedioic acid are the monomers represented.

Look for these in your work

  • Diamine recovered
  • Diacid recovered
  • Names correct
2 · Independent

A section contains repeating –OCH₂CO– residues. What single monomer type could form this polyester?

Give me a hint

Check whether one residue contains both –OH and –COOH after reversing an ester link.

Compare my reasoning
  1. Restore a hydroxyl group at the oxygen end.
  2. Restore a carboxyl group at the carbonyl end.
  3. Keep the CH₂ skeleton between them.

A hydroxycarboxylic acid such as HOCH₂COOH could form the –OCH₂CO– repeat by self-condensation.

Look for these in your work

  • Both groups restored
  • Skeleton retained
  • Single monomer type identified
3 · Transfer

A polymer fragment shows an ester link but no chlorine. Can you conclude that the polymer was made from a dicarboxylic acid rather than a dioyl chloride?

Give me a hint

Distinguish the final repeat-unit structure from eliminated by-products.

Compare my reasoning
  1. Both precursors can form an ester link with a diol.
  2. Chlorine leaves as HCl in the acyl-chloride route.
  3. The final chain need not retain chlorine.

No. The fragment shows the ester-linked polymer but does not distinguish a dicarboxylic acid from a dioyl chloride precursor; both can yield the same repeat connectivity.

Look for these in your work

  • Alternative routes considered
  • Leaving group tracked
  • Conclusion limited

Common mistakes

  • Splitting the wrong bond in –COO–
  • Reconstructing an ester monomer instead of the alcohol and acid
  • Ignoring whether one monomer contains both groups
  • Claiming the fragment distinguishes acid from acyl chloride
Recall without your notes

What can you explain now?

When reversing a polyester link, which functional groups are restored?

Compare with the explanation

Hydroxyl and carboxyl groups

The ester link can be split to recover alcohol and acid ends.

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

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Make it stick

How do you reverse an ester or amide link, and what precursor detail may remain unknown?

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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