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IGCSE · Cambridge (CIE) · 0610

Identify a catalyst from reaction-rate evidence

Explain faster product formation without treating the catalyst as a consumed reactant.

Section 5.1 · Enzymes

Enzymes pathway · 5.1

Core and Extended; Biology 0610, 2026–2028. Use the stated specimen features and evidence. Diagrams are schematic. Written practice is self-checked

Before you begin

  • Recall protein building blocks and the distinction between a molecule and a living cell.
  • Use the supplied observations, quantities and units rather than assuming an optimum for every enzyme.

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

Quick readiness check

Which quantity describes product-formation rate?

What you will learn

  • Explain faster product formation without treating the catalyst as a consumed reactant.
  • Apply the explanation to the stated evidence and recognise the limits of the model.
Matched reactions produce 20 mg in 40 s without the catalyst and 10 s with it: average rates are 0.5 and 2.0 mg/s. Unchanged recovery and increased rate together support catalysis. Faster formation does not imply more final product.Same product, shorter timeWithout catalyst20 mg in 40 s = 0.5 mg/sWith catalyst20 mg in 10 s = 2.0 mg/sBoth features neededFaster rate + unchangedrecoverySame final amount is possible
Matched reactions produce 20 mg in 40 s without the catalyst and 10 s with it: average rates are 0.5 and 2.0 mg/s. Unchanged recovery and increased rate together support catalysis. Faster formation does not imply more final product.

Compare reactions fairly

A catalyst increases the rate of a chemical reaction and is not changed by that reaction. Compare catalysed and uncatalysed reactions under matched conditions: the same starting reactants, quantities and temperature. A faster reaction makes a specified product amount in less time, or more product in the same initial interval.

A rate comparison needs a defined measurement. Average product-formation rate is product amount divided by elapsed time, with units such as mg/s. Comparing completion times alone is useful only when the same amount and endpoint are being compared.

Separate catalyst from reactant

The catalyst participates in the process but is recovered unchanged overall; reactants are converted into products. An unchanged recovered substance is not automatically a catalyst: there must also be evidence that it speeds the reaction.

Catalysts do not create matter or energy. Faster production does not mean the final product amount must be larger when identical reactant amounts are eventually used up. The supplied comparison concerns reaction rate, not an unlimited product supply.

Pause and explain

Is unchanged recovery alone enough to identify a catalyst?

Put the idea to work

Worked example

Matched reactions make 20 mg product in 40 s without X and 10 s with X. X is recovered unchanged. What supports calling X a catalyst?

Show the worked solution
  1. Calculate 20 ÷ 40 = 0.5 mg/s.
  2. Calculate 20 ÷ 10 = 2.0 mg/s: four times the average rate.
  3. Combine faster formation with unchanged recovery.

Answer X increases the average rate from 0.5 to 2.0 mg/s and is unchanged overall.

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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 reaction makes 12 mg product in 6 s. Calculate its average product-formation rate.

Give me a hint

Divide amount by time.

Compare my reasoning
  1. 12 ÷ 6 = 2.
  2. Keep the units mg/s.

2 mg/s.

Look for these in your work

  • Divide in the correct direction.
  • Include mg/s.
2 · Independent

Matched reactions each make 30 mg product, taking 60 s without Y and 15 s with Y. Calculate both average rates and the rate multiplier.

Give me a hint

Use the same product amount for both.

Compare my reasoning
  1. 30 ÷ 60 = 0.5 mg/s.
  2. 30 ÷ 15 = 2 mg/s.
  3. 2 ÷ 0.5 = 4.

0.5 mg/s and 2 mg/s; the average rate is four times greater with Y.

Look for these in your work

  • Check both rates.
  • Compare rates rather than final amounts.
3 · Transfer

A solid is recovered unchanged, but matched reactions take identical times to the same endpoint with and without it. Does this evidence demonstrate catalysis?

Give me a hint

Look for the missing rate effect.

Compare my reasoning
  1. Recovery supports no overall change.
  2. The comparison shows no rate increase.
  3. The two conditions together do not establish the catalyst definition.

No; unchanged recovery without increased rate does not demonstrate catalysis.

Look for these in your work

  • Use both observations.
  • Avoid assuming every unchanged solid is a catalyst.

Common mistakes

  • Do not call a consumed reactant the catalyst.
  • The same final amount can be produced at different rates.
Recall without your notes

What can you explain now?

Is unchanged recovery alone enough to identify a catalyst?

Compare with the explanation

No; increased reaction rate must also be shown.

Both defining features are needed.

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

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Make it stick

Retrieve both defining features of a catalyst and one fair rate comparison.

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 Biology

Course scope and assessment

780 sequenced lessons provide 2340 guided, independent and application problems in characteristics, classification, cells, organisation, specimen size, membrane transport, biological molecules, enzymes, plant and human nutrition, plant transport, circulatory systems, the heart, blood vessels, blood, disease transmission, body defences, immunity, gas exchange in humans, respiration energy uses and investigations, aerobic respiration, anaerobic respiration and recovery, excretion in humans, coordination and response, sense organs, hormones, homeostasis, tropic responses, drugs, asexual reproduction, sexual reproduction, sexual reproduction in plants, sexual reproduction in humans, sex hormones in humans, sexually transmitted infections, chromosomes, genes and proteins, mitosis, meiosis, monohybrid inheritance, variation, adaptive features, selection, energy flow, food chains and webs, nutrient cycles, population, community, ecosystem, population-growth phases, food supply, habitat destruction, pollution, conservation, biotechnology and genetic modification. 61 of 61 syllabus sections have linked teaching and staged practice. The earlier inheritance overview remains introductory, and the monohybrid pathway develops the relevant Core and Supplement requirements. This is not full programme completion or guaranteed exam readiness. Written practice is self-checked.

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