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A Level · Cambridge (CIE) · 9701

Predict substitution positions from an existing director

Combine ring numbering with the specified directing-effect list to predict likely positions for a new substituent.

Hydrocarbons · Cambridge International AS & A Level Chemistry 9701 · 30.1

A Level; Cambridge International Chemistry 9701, 2028–2030 syllabus, Topic 30. Follow the listed reagents, catalysts, temperatures and reaction scope for benzene and methylbenzene. Directing effects are limited to –NH₂, –OH, –R, –NO₂, –COOH and –COR. Written practice is self-checked

Before you begin

  • Use the Topic 29 model of benzene as a planar aromatic ring with a delocalised π system, and recognise electrophiles, nucleophiles and organic functional groups.

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

Quick readiness check

Which set of positions corresponds to ortho/para direction from carbon 1?

What you will learn

  • Map ortho, meta and para positions consistently
  • Use the six listed directing groups to predict positions
  • Explain a prediction while preserving the stated scope

Apply the rule in a repeatable order

First number the ring from the existing substituent at position 1. Next classify that substituent: –NH₂, –OH and –R direct ortho/para; –NO₂, –COOH and –COR direct meta. Then translate the category to positions 2/6/4 or 3/5.

When a question includes more than one substituent, the syllabus-level directing rule may present competing influences. If no relative influence is specified, state the candidate positions and identify which group you used rather than inventing a unique product ratio.

Position labels do not replace chemical reasoning

A correct answer should state both the group and its directing effect. For example, –NO₂ at carbon 1 directs meta, so positions 3 and 5 are favoured.

The outcome is limited to –NH₂, –OH, –R, –NO₂, –COOH and –COR. For any other substituent, use information supplied in the question instead of importing an unsupported rule.

Pause and explain

How should you handle a directing group not included in the stated list?

Put the idea to work

Worked example

A ring has –COOH at carbon 1. Identify the positions that its directing effect favours for a new electrophile.

Show the worked solution
  1. Classify –COOH as a meta director.
  2. Positions 3 and 5 are meta to carbon 1.
  3. State the prediction relative to that group.

Answer The carboxyl group favours substitution at positions 3 and 5.

Try a topic test

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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 ring has –NO₂ at position 1. Give the positions favoured for further electrophilic substitution and name the directing category.

Give me a hint

Read –NO₂ from the listed meta-directing set.

Compare my reasoning
  1. –NO₂ directs meta.
  2. Meta positions are 3 and 5.
  3. State the category and positions.

The nitro group is meta directing and favours positions 3 and 5.

Look for these in your work

  • Group classified
  • Positions numbered
  • Category stated
2 · Independent

A ring has –OH at position 1. A student says positions 3 and 5 are the principal directing positions. Correct the prediction.

Give me a hint

Use the listed direction for phenol.

Compare my reasoning
  1. –OH is ortho/para directing.
  2. Ortho positions are 2 and 6; para is 4.
  3. Replace 3/5 with the correct set.

The hydroxyl group favours positions 2, 4 and 6, not the meta positions 3 and 5.

Look for these in your work

  • Group effect recalled
  • Position mapping correct
  • Prediction corrected
3 · Transfer

A ring has –R at position 1 and –NO₂ at position 4. The question asks specifically for the positions favoured relative to –NO₂. State them and explain how you avoid overstating the result.

Give me a hint

Use the requested reference group; note that there are two substituents.

Compare my reasoning
  1. –NO₂ is meta directing.
  2. Relative to position 4, meta positions are 2 and 6.
  3. The other substituent can also influence the outcome, so avoid claiming a unique ratio without more information.

Relative to –NO₂ at position 4, positions 2 and 6 are meta and are the positions its effect favours. Because –R also directs, a unique quantitative product prediction needs further context.

Look for these in your work

  • Requested director used
  • Ring positions mapped
  • Competing influence qualified

Common mistakes

  • Forgetting to say which group the prediction is relative to
  • Using the wrong numbering when several substituents are drawn
  • Reporting an exact product ratio from a qualitative directing rule
  • Applying a memorised rule to a group outside the listed set
Recall without your notes

What can you explain now?

Which set of positions corresponds to ortho/para direction from carbon 1?

Compare with the explanation

2, 4 and 6

Ortho positions are 2 and 6; para is 4.

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

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Make it stick

What order of checks helps you make a reliable directing-position prediction?

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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