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A Level · Cambridge (CIE) · 9701

Identify oxidising and reducing agents

Name the agents in a redox reaction by tracking which species accepts or donates electrons and which is changed.

Redox processes · Cambridge 9701 AS Chemistry · 6.1

AS Level; Cambridge International Chemistry 9701, 2025–2027 syllabus. Check atom balance, total charge and oxidation-state changes separately. Written practice is self-checked

Before you begin

  • Recognise common ions and write formulas for simple compounds.

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

Quick readiness check

What happens to an oxidising agent during a redox reaction?

What you will learn

  • Define oxidising agent and reducing agent
  • Identify each agent from oxidation-number changes
  • Link agent role to whether the agent is reduced or oxidised

The oxidising agent accepts electrons

An oxidising agent causes another species to be oxidised by accepting electrons itself. It is therefore reduced and its oxidation number decreases.

An oxidising agent can be an element or an ion. Identify it from the species whose oxidation number falls, rather than relying on the word 'oxygen' in the reaction name.

The reducing agent donates electrons

A reducing agent causes another species to be reduced by donating electrons itself. It is therefore oxidised and its oxidation number increases.

A useful paired check: oxidising agent is reduced; reducing agent is oxidised. The agent name describes its effect on the other reactant, so it is easy to reverse the labels if you follow only the agent's own change.

Pause and explain

A reducing agent donates electrons. What happens to its oxidation number?

Put the idea to work

Worked example

For Zn + Cu²⁺ → Zn²⁺ + Cu, identify both agents.

Show the worked solution
  1. Zn changes 0→+2 and loses electrons, so it is oxidised.
  2. Cu²⁺ changes +2→0 and gains electrons, so it is reduced.
  3. The donor Zn is the reducing agent; the acceptor Cu²⁺ is the oxidising agent.

Answer Zn is the reducing agent; Cu²⁺ is the oxidising agent.

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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

For Mg + 2Ag⁺ → Mg²⁺ + 2Ag, identify the oxidising and reducing agents.

Give me a hint

Track which reactant gains electrons and which loses them.

Compare my reasoning
  1. Mg goes 0→+2 and loses electrons.
  2. Ag⁺ goes +1→0 and gains electrons.
  3. The electron acceptor is the oxidising agent; the donor is the reducing agent.

Ag⁺ is the oxidising agent and Mg is the reducing agent.

Look for these in your work

  • Mg oxidation identified
  • Ag⁺ reduction identified
  • Agent roles assigned correctly
2 · Independent

In the reaction Cl₂ + 2OH⁻ → Cl⁻ + ClO⁻ + H₂O, explain why chlorine acts as both agents.

Give me a hint

One part of the chlorine is reduced while another part is oxidised.

Compare my reasoning
  1. Some chlorine goes 0→−1 and accepts electrons.
  2. Other chlorine goes 0→+1 and loses electrons.
  3. The same reactant is reduced and oxidised, so it has both agent roles in the disproportionation.

Cl₂ is both: the portion reduced to Cl⁻ acts as oxidising agent, while the portion oxidised to ClO⁻ acts as reducing agent.

Look for these in your work

  • Both chlorine changes tracked
  • Electron acceptor role identified
  • Electron donor role identified
3 · Transfer

A learner labels the species that is oxidised as the oxidising agent. Correct the reasoning for Fe²⁺ + Ce⁴⁺ → Fe³⁺ + Ce³⁺.

Give me a hint

An oxidising agent is reduced while it accepts electrons.

Compare my reasoning
  1. Fe²⁺ becomes Fe³⁺, so it loses an electron and is oxidised.
  2. Ce⁴⁺ becomes Ce³⁺, so it gains an electron and is reduced.
  3. Fe²⁺ is the reducing agent; Ce⁴⁺ is the oxidising agent.

The labels are reversed in the learner's claim. Fe²⁺ is the reducing agent because it donates electrons and is oxidised; Ce⁴⁺ is the oxidising agent because it accepts electrons and is reduced.

Look for these in your work

  • Electron directions correct
  • Oxidation/reduction correct
  • Both agent labels corrected

Common mistakes

  • Calling the species reduced the reducing agent
  • Calling the species oxidised the oxidising agent
  • Confusing the agent's effect on another species with its own change
  • Identifying agents without checking electron direction
Recall without your notes

What can you explain now?

What happens to an oxidising agent during a redox reaction?

Compare with the explanation

It accepts electrons and is reduced

The oxidising agent causes another species to lose electrons and gains them itself.

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

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Make it stick

Why is the oxidising agent reduced while the reducing agent is oxidised?

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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